 Yeah, good afternoon all, I am Snehalatha from the FOSCY team. So on behalf of the FOSCY team, I welcome you all to this presentation on Web-Based Resources for Teaching and Learning Chemistry Part 2, Molecular Visualization and Spectroscopy for Organic Chemistry by Professor Robert Hansen. So many of you have already attended the part 1 last week and this week is the second one on organic chemistry and Professor Hansen is already here in the meeting. So actually for him it's morning 5.30 am. So I have to wish him good morning actually for him and he will be formally introduced by Professor Kanan Maudgalyar who is the PI of the project and he will join the meeting in a short while. So I'll just go through some general instructions. So most of you have attended the last time seminar and it's a repetition for you all but there are some new attendees here. So for the benefit of them, I'll go through the general instructions once again. So kindly keep your mic on mute throughout the presentation. If you have any query, please post it in the chat window. So FOSCY team members will answer them and please post only the relevant queries. Please don't spam the chat window with so a lot of unnecessary things so that we don't lose the necessary information. So that's why I'm saying that. The presentation by Professor Hansen will be for approximately 50 minutes. Kindly post your questions in the chat window. Professor Hansen will answer them during the discussion and interaction session. You can also send an email to eoutreach or contact type and soul will answer them. Actually for this time, we have introduced a 30 minute breakout session after the presentation. So all of you interested can take part in this session. You will be given a choice of eight breakout rooms. And then regarding the breakout rooms, I will talk further after the presentation. So and the link for the slides, whatever is presented today will be shared with you in your registered email ID after the webinar. And your feedback is very important. So the link for the feedback form is already given in your guideline email. So if you check your guideline email, you will find the link. So you can fill in the feedback form and submit after the seminar that will be enabled only after the seminar, the link. So regarding the breakout sessions, I will talk later after the. So I'll skip those slides. So regarding the seminar, this webinar series. So the last time we had the webinar one, which was on general and in organic chemistry. Professor Hansen discussed a lot of websites with a lot of examples about loose structures, atomic orbitals, molecular shapes, kinetics, point groups and crystal structure. And today he'll be talking about organic chemistry, web-based resources of 3D organic structures, conformations of organic compounds, stereochemistry and isomerism, NMR spectroscopy in relation to chemical structure, organic reactions and molecular orbitals. So all these examples he'll be giving whatever is, whatever all the examples are all aligned with the NCRT syllabus from chemistry classes 11 and 12. So in the today's webinar, the examples are mostly taken from the NCRT textbooks of class 11 and 12. And specifically to promote understanding of basic principles in chemistry while retaining the excitement in the chemistry, develop an interest in students to study chemistry as a discipline, develop problem-solving skills and nurture curiosity, aesthetic sense and creativity. So you might all recognize these books. These are the covers of chemistry textbooks part one, part two, class 11 and 12. So mostly the examples are taken from these books. And today, Professor Hansen will cover the following chapters. We'll cover structure of atom, chemical bonding and molecular structure from class 11 and class 11 again, organic chemistry and hydrocarbons and from class 12 unit 1 solid state, class 12 unit 4 chemical kinetics and class 12 units 10 to 13 organic compounds. So apart from covering the examples from the class 11 and 12 NCRT textbook, he'll go a little further. So he'll explain the slightly elevated examples from detailed examples from conformational analysis, stereochemistry, R&S descriptors and NMR spectroscopy. Although we all know that class 11 and 12, they don't study any NMR spectroscopy. But at undergraduate level, definitely it's there in the syllabus and point group symmetry. So if anyone of you want to get involved in creating the web pages or wanting to know more or learn more, send an email to contact hyphen soul at foxy.in and we can definitely do that together. Okay, I think I'll stop here. So if Professor Kanan is already here, then we can... Good afternoon, sir. Good afternoon. Yes, sir. I just finished talking about the general instructions. I think you can take over now. Yes, good afternoon or good morning, Bob and good morning, Professor Robert Hansen. Good afternoon to all the participants. There are about 150 people and I think the number will increase. I'm not mistaken based on the past experience. I'll give a brief overview of the FOSI project. And then I will give a short introduction to Professor Hansen before he can begin. I'm visiting Delhi. I wasn't sure whether I would be able to join because I have to go and catch a flight and it is raining heavily, but I've been able to find time. So here is our FOSI website and we start with our... Court of our former president, beloved Dr. Abdul Kalam, who talks about how open source is very important to a country like ours, right? And you can see the software that we promote. By the way, how do you locate this website? See this logo, FOSI, F-O-S-S-E-E.IN, FOSI.IN. FOSI stands for Free and Open Source Software for Education. We promote SILAB, which is an open source alternative to MATLAB. Then we have Python. We have ECIM, Electronic Circuit Design. We have OSDAG, which is for Civil Engineers, DWCIM for Chemical Engineers, Open Form for Computational Field Mechanics, Open Modelica for Modeling, Programmable Logical Control, Arduino you would have heard of. Then let me go to R, which is an alternative to SPSS. Then we have QGIS, which is a GIS software. This is a focal, it's a collection of software packages for graphics and animation. Finally, we come to SOL. SOL is what we are looking at. It is science open source software for teaching and learning. It's a collection of ICT software that can be used as a teaching learning tool by the community of educators. If I click that, it will take me to the next page where you will see various things that are available. For example, the software that we are focusing on are ChemCollective Virtual Lab. Then we have Jmol. Jmol has been developed by Professor Robert Hansen, who is the speaker for today. Then we have FreePlay and GeoGebra. We have actually many other things also, but these are certainly available. And if you see here, there is a link here on the left hand side, Science and Concept Map projects. If you click this, then what it says, it gives a brief explanation. Then it says, how does one participate in this? What is the procedure? How does one do the submission? So I can click this, it will give the procedure. Procedure for project submission. Then we have a page that says submission guidelines and then proposal form and so on. These are the completed projects. You can see that there are three that have been completed and there could be some ongoing. So we have four that are ongoing and you can see that these are from different colleges. One is from Sofya College, another one, Iser Kolkata, NSS College of Engineering, Palakar, then IIT Bombay, we have one more. So it is possible for all of you to contribute. We welcome contributions from all science teachers in general and chemistry teachers in particular. So with that brief introduction, by the way, FOSSI project is funded by the National Mission on Education through ICT, Ministry of Education, Government of India. We are grateful to them for supporting us. And when we have money, we pay Honduriam to all the contributors. Now it is a great pleasure to introduce Professor Robert Hanson. He has been a professor of chemistry at St. Olaf College in Northfield, Minnesota in the USA since 1986. He received his bachelor's at Caltech, PhD in Columbia, all in chemistry. He did a postdoc at MIT for two years. Professor Hanson has received several awards, Pulbright Specialist Grant from the US government, NSF Presidential Young Investigator Award, NIH National Institutes of Health Research Service Award, NSF Postdoctoral Fellowship Award. I am listing some of them. He has many more awards. He has the patent for the Sharpless Asymmetric Epoxidation, a widely used method in organic synthesis. He has published widely in the areas of chem informatics, bioinformatics, computational material science, and chemistry and physics education. He is the author of two books, Molecular Origami, Precision Scale Models from Paper and the second book, Introduction to Molecular Thermodynamics. Professor Hanson is the principal developer of J-Mole. I mentioned J-Mole. As you know, we have a lot of spoken tutorials on J-Mole. In the page that I showed, there are links available to access all of them. Professor Hanson is the principal developer of J-Mole, an open source project dedicated to interactive molecular visualization and analysis. It is possible for you to create a molecule, its animation and so on, and package it in a way which is easy to do using its software. And you can share it across and anybody can use it. It is an amazing thing that Professor Hanson has come up with. So all through J-Mole, he is the sole proprietor of Integrated Graphics, specializing in the design and implementation of interactive molecular graphics for educational research. Professor Hanson is the chair of the UPAC fair spec project, currently developing a standard for the fair, which is an acronym, findable, accessible, interoperable and reusable management of, fair management of spectroscopic data in chemistry. Professor Hanson was with us in the month of July. We were really delighted to have him and then he worked, what should I say, he worked more than 24 hours a day and he kept Snehalatha busy and of course it is a pleasure because it is a learning, every day, every hour, every minute and Dr. Snehalatha Kalyapan really enjoyed it. By the way, I forgot to tell about Dr. Snehalatha, it is a great opportunity to talk about her. Dr. Snehalatha Kalyapan leads our science project. She has a PhD in chemistry, she has several years of experience. I am happy that just through her we were able to get all the paperwork done so that Professor Hanson could actually visit IIT Bombay. There were question marks at least occasionally, let me put it this way, whether he would make it, fortunately because he had a narrow window, he had to come teach, come and be with us and then go back for his own teaching in Minnesota. Fortunately everything fell into places, into place and then we could do this. So it is, I am happy that the number is still going up, it is 168 and there will be I guess some more people who will join. So we look forward to Professor Hanson's presentation, I am sorry I will have to leave if I have to catch the flight and return to Mumbai tonight. So I am going to leave but like last time I was there till the end last time, the talk goes on till about 5 o'clock and he gives ample time for discussions and I want all of you to stay behind and ask your questions, not only should you ask questions, please also listen to the answers that he may give for questions of other people. There are many exciting questions and he has also promised to be available and to answer other questions that cannot be accommodated now and it is a fantastic opportunity for all the chemistry teachers. I am really happy that the FOSI could organize this, FOSI, IIT Bombay could organize Professor Hanson's talk. Bob, over to you. Thank you very much Professor Cannon for such a nice introduction. I will say that for me it was every hour, every minute, every day learning as well coming to IIT Bombay. So what a terrific experience and it is so wonderful to be able to continue this in this way and share so much with people across India. This is a total thrill for me. I am going to share my screen and give you a little background about the various pieces of software, the websites that we are going to look at today. I want to say that these are just a very small selection to get you started, get you interested in this. There will send you links and you can Google JML and find all sorts of really interesting pages out there. But we hope that you will walk away from this afternoon with an appreciation for what you can use in the classroom and I will be trying to show you a few ways that I would use them as well. I have used all of these in my classes in various points. I teach organic chemistry. Right now I have taught first year chemistry as well. And it has just been pretty much, I developed things that I could use in classrooms. So I hope you can use them too and enjoy this. Okay, so first of all, welcome. I am speaking to you from halfway around the world here in Minnesota, southern Minnesota, central United States, not too far from Canada. It does get snowy around here, but it's beautiful right now. It's late summer, early fall, some of the most beautiful weather that we could possibly imagine around here. Trees are all starting to turn. I'm going to talk about some services, some digital services, some databases that exist in the world and we've been able to leverage and two of these, National Cancer Institute and PubChem deliver molecules that you can use in your classroom, three-dimensional molecules and information about them. And then a couple that you wouldn't know about probably, but the EPFL National Institute in Switzerland, in Lausanne, has a server that can provide NMR spectra, predicted spectra in collaboration with a university in Lisbon, Portugal. So this is really a worldwide endeavor and it's an exciting time to be able to study chemistry and use these tools that are so available now. But before I go any further, let me point out that a few of these things that we're studying, what we're going to look at today, do depend on other servers and occasionally those servers are down, so we have to be able to accommodate that a little bit. Deepak, can you be sure that people are muted? Just click on them when you see them unmuted and mute them please. Thank you. Okay, so I'm going to start out with a very simple page. We're not going to do a breakout room on it. I think it's going to be pretty obvious. I know that in class 11 and 12, we talk about alkane nomenclature and these are just a couple of very, very simple pages. There's nothing to them really, but I've used them very effectively. I've enjoyed using them in class and I thought I'd share them with you just on naming alkanes. And then we'll go from there into eight pages, some of which are pretty simple and the ones toward the end are very sophisticated websites that integrate all of this business in one way or another. So you'll see this range of websites. Before I go any further, let me point out that Jamal and this whole business is community driven, meaning we do this all because people come up with ideas, suggest ideas, want to get involved. It is actually not too hard to make web pages yourself and we would really encourage you, if you have that interest or you have students who have some kind of interest in that, to get in touch with Fossi. And let's see what we can put together for some training on how to actually put these pages together. They really are not that hard. People do this all over the world. Okay, so let's start out with just a couple very, very simple pages on alkanes. We're starting to learn alkanes in the classroom and we want students to be able to name them. And so here is a really, really simple page. All it does is show us a molecule and say, can you name that? And however long that takes us to figure out how to do that. But whenever the students ready, they can say, okay, tell me what it is for propyl decane. And it shows the longest chain here. You can see 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 carbons. And then off the 1, 2, 3, 4th carbon is a 3-carbon chain. And so that's all it is. There's nothing more than that. You do this all as many times as you want and name it. And then the analysis button actually kind of points out that some of these chains are too short. Oh, there. That's the good one. That's too short. That's too short. That's too short. But here's the one that we want to use for the naming. That's it. Okay. So associated with that is another page that is almost the same, except what it does is it presents two of them and it asks the student to tell us if they're the same or not. So this is just a little study and following those chains and seeing if we've got the same thing. It's a little game. And I'm going to say they're different. And I guess I was right. And we could do that until our heart's content and see. I think they're the same. There we go. I don't know about this one. I'm getting them all right here. I'm guessing. I don't know why that. Anyway, you can have some fun with those pages. That's all I'm going to say about those. Now, a little bit more sophisticated pages. I think how many of us have seen this sort of diagram in a book of the confirmations of butane, getting the names sin and ante and eclipsed and what are these names? And so this page allows us to do that in 3D. And I'm going to turn off this animation here for a second. Basically on the right, we have the diagram and on the left, we have the molecule in its rotational states. So it's very easy to have a discussion with students in classroom and point to various points. And why is this one way up here in such a high energy? Well, especially if we look at this with the van der Waals, we can see, oh my goodness, look at this overlap here, this problem with these two methyl groups that are banging into each other. In that eclipse, that's got to be high energy. And then if we look over here to the very lowest energy, of course, that's the ante configuration there where the metals are as far away as possible. And we can explore these different points along the way and talk about them. As you can see, these websites that I'm showing you, many of these are just very straightforward, very specific kind of websites that do a specific thing. And here's another one. Okay, now this one is actually one more level of sophistication. It's a model viewer and builder. So this website that we're going to look at can pull in molecules from these various servers that I've talked about and display them in 3D. And it also has a special discussion of cyclohexane ring flip. Now I know that's a little bit beyond 11, 12, but there are also, I know some faculty from colleges here and at the college level, we certainly talk about cyclohexane conformation. So I wanted to talk a little bit about that, spend a little bit more time on this web page. So the basic idea here is that say you have an interest in talking about some particular molecule for whatever reason, I am interested in Tylenol, which is the U.S. name for paracetamol. Here we instantly can have a three-dimensional model of that. That is cholesterol, oh, it's this, these steroid ring system usually drawn more like this with a couple of methyl groups in a chain. We have two options here for sources of these molecules. One is the National Cancer Institute near Washington, D.C., in the United States, and the other is PubChem, also in that area. And I want to just say a little bit about the difference here. PubChem will give you molecules based on name and, for example, 2-hydroxybutane. They have millions of molecules and it's probably going to be in there. But you know, if I were to spell that pronounce, if I had the wrong number here, 3-hydroxybutane, if you're thinking organic chemistry, that doesn't exist, does it? Because I've got the numbering wrong and PubChem will say, I'm sorry, we didn't find that molecule because it doesn't exist as by that name. But here's the cool thing, the National Cancer Institute site, if I do this, will actually come up with a molecule because they don't care if the molecule exists or not. They are producing a model for you based on what you have given them. And so this could be anything and they will come up with a molecule. Now, basically, I want to point out that what I'm doing right now is just giving you a hint of what these do and the idea of the breakout rooms is that you can go to the breakout rooms after we talk. I hope you stay for the breakout rooms and look around and hopefully someone will share their screen and you can play as a group and discuss any of these websites this afternoon. Okay. So, let's see, I want to show you a couple of other things that you can do with this because they're pretty unusual. So if I said one, two, die, methyl, cyclohexane here, no surprise there. Now, you know, it really actually, even for me, it's just startling for me how fast that can be that I just went to a server and they got this molecule for me and brought it back essentially instantaneously. I hope in India you have as good responses as I have here. But you can see this is one, two, die, methyl, cyclohexane and this is the trans configuration here. But let's say I wasn't so much interested in the trans, I wanted the cis. I want to talk about the difference between trans and cis and equatorial and axial. And there's a little option over here called drag minimized, which is a really interesting little thing. When you click that on, now, when I take an atom, it will actually take that atom and move it around. And if I do it just right, there we go, look at that, I brought it over to the other side of the ring. Oh, it even went into kind of a boat confirmation here when it did that. But I can fix that. I can just bring this atom down here and play, pull it a little bit. And my experience with this is this is rather addictive. You could spend a lot of time just having a lot of fun playing with molecules because your model kit now has all this flexibility that you can do it. And now we can see here that in the cis confirmation, this methyl group is axial. And if I did a space fill, we'd see, whoa, that is really sticking up there very close to these other atoms here. And we can talk about that in class. You can also do little minimizations on the structure. I might not do much at all because I just minimized it to tune up a structure as well. And if you use this model kit mode, you can click that. You see this little menu show up right up here. And I'm sorry the images aren't there, but this is the atom one. And if I go down to oxygen, now for example, I could turn that methyl group into an oxygen or I could add an oxygen onto the ring. And so you can also build the molecules quite easily. Another thing that this website has is this show hide MEP and that stands for molecular electrostatic potential. If you teach organic chemistry, you may have seen this sort of view where you have colorations based on the electron density, the charge states of those atoms. And this is how we emphasize in organic chemistry where the reactions are going to occur because here we have this high electron density around the oxygens. And so that's where protons, for example, are going to show up and protonate right there. And you can see this blue around this hydrogen is indicating that it's lost some of its electron density to the oxygen and it's partially positive. And again, that would be where the molecule is acidic and loses its proton. One other thing I want to point out is that you can, in fact, save these views. So it's particularly this save the PNG. PNG is an image file format, but this is a very special PNG. Let me show you. I'm going to save this now. OK. And you see a little download here that's happened. And now I'm going to go ahead and load that other molecule and talk about that. But here's the deal. If you do that, if you do this before class and you get this set up the way you want it, you can just drag these. Let's see. I think I have to go to the actual page, Mary. Like you can drag these back into Jamal and it will reproduce pretty much exactly what you had before. So this is this is a very useful tool in the sense that once you have gotten something the way you want it, when you save it, you can bring it back to exactly the state that you had it. You can prepare these before class and then have them exactly the way you want them when you come back. OK. So that was our number two model builder viewer website. Here's another little site. Now that was three-dimensional molecules. And we can certainly have lots of use for three-dimensional molecules. But one of the things we do in our chemistry, which is really helpful is we do a lot of drawing in 2D. So we might have a molecule like this and we draw it. But then we want students to be able to think about that in 3D. And we want to think about the implications, for example, of these two OHS on the same side of the ring. How does that work? And so when we click this, we can convert the 2D model into a 3D model. And that's what this website does. It also happens to show R&S. So if you're talking about stereochemistry, you can quickly test or quiz or discuss the nomenclature for naming these designators, these stereochemical descriptors, around the molecule. And it goes both ways. So for example, if I said paracetamol, I hope that I'm spelling that right, yeah, looks like it. Then over here it comes in in 3D. But then we can use that same service to show us what the structure would be, how it would be drawn in 2D as well. Very simple page. And what it does, that's what it does. It lets you draw in 2D and see the structures in 3D. And if you go to that breakout room, you can play with this a little bit with others and discuss it and see how that goes through. Another one is the stereochemical assigner. And you'll see a very similar theme here. I basically take web pages and adapt them for new uses as I go. This one is just tuned a little bit toward stereochemistry so that we can use the wedges, for example, here. Put a few interesting things over here. And bring that 2D into 3D. There's the structure. And I could ask the question, OK, at this center right here, students, is this R or S? And you might know that we want to put the H in the back and then go around the ring. And in this case, we would have priority 1 for the O, priority 2 for the carbon with the oxygen nearby, priority 3 for the carbon with carbon nearby, no oxygen. And so that would be 1, 2, 3. And I believe that's going to be R. And let's see. Indeed, it is R. And so this is a tool that you can interactively use. Your students can interactively use to study a little bit about stereochemistry. Now, this one also has a button, Toggle Select Invert Center. And so when I click on this, if I pick an atom now, it's going to invert it. So let's see. How about this one? All right, switching from R to S, switching from S to R, like this, all around the molecule. There you go. So there's some really nice little aspects here. I'm going to invert all the chirality. And now I have every one of them flipped. Everyone went reversed. And again, here you can save the PNG and bring it back exactly the way you left it. OK, number five is NMR. And many of us, at least at the college level, are doing spectroscopy with students, teaching organic students about NMR, spectroscopy, and IR spectroscopy. And this little page is pretty amazing. So here in this case, we might think of a molecule that we're interested in, such as this, and we're interested in the NMR spectrum. Now, this one you have to wait a little while for sometimes, because that is going through quite the little world circuit of electric energy. It's going to Lausanne, Switzerland to pick up the NMR spectrum. It's going to Washington DC in the United States to pick up this three-dimensional model. And Lausanne is going to Portugal to get the data that it's using to display the spectrum. This is not the actual spectrum. This is a predicted spectrum. But I just want to show you a few things, how you use this, if in case you're interested in this and you want to go to that breakout room. So the first thing to note is that on the right-hand side, you can go up and down scaling-wise. And the dot in the middle here brings you back. So whatever you do, no matter how you scale this, the dot in the middle is home. Secondly, if you want to zoom in, just drag a little bit through one of the sections you're interested in, and it will zoom in on that. So we can see some of those splitings, for example. You see these little red tabs up at the top? And those are the identified peaks. So if I were to click on the spectrum at a certain place, you can see on the 2D structure and the 3D structure the highlight of that atom that's causing that signal. And you can see here in this case, the 7.2, it's a doublet, pretty much. And that's because this hydrogen is next to a carbon with one hydrogen. Who's this guy way out here at 7.9? What's so special about that aromatic signal that it would be so far out of the others? Well, don't you know? That's the one next to the carbonyl group. And the carbonyl group is driving that one all the way down to around eight. Now here's the fun part. We don't have to just use this model. So now I could say, well, okay, that's fine. But I'd like to know what happens if I add a chlorine. And now we can get that spectrum. And again, we'll wait a second. There we go. And it's gonna show both. So this one on the top, that's the one I was just looking at. And now if you look at the aromatic section, this has changed dramatically because I have one fewer hydrogen. I have a hydrogen now that's isolated that's on its own, that's gonna be this guy. I have that hydrogen still near the carbonyl group. We know that's gonna be this one out here at 7.9. And then I have another one near the chlorine which has been shifted to the right by that chlorine. And that is now over closer to 7.0. Lot of fun you can have with this. If you wanna look at integration, there's a button right down here for integration. And if you want to print, I think this will work. Let's see what happens. There it is. We got a PDF download that shows exactly what was on our screen. And we can use that for exams or whatever we're interested in doing to use the actual pictures in other works. All right, so that's the proton NMR spectrum. And then we have another one that does proton and carbon. So this page is the same as the previous one. Pretty much I'll just draw a super simple compound here. Maybe phenolol. And now it's going to go and if it all works properly, we should see both the proton spectrum and then in a minute the C13 is gonna come and then they're gonna be put together. So now we have both the proton spectrum here and the carbon spectrum here. And again, if you click on lines, it'll tell you which carbons we're looking at. Who's this down here? Oh, it's gonna be on the oxygen, right? And then if we click here, we're seeing the hydrogens that are involved in those signals. So proton and carbon are both available through this system. Okay, how are we doing here? Number six. Okay, so those were the relatively simple pages that were put together. I'm gonna show you three examples of sites that people have spent a considerable energy putting together, making some very sophisticated sites that you can use for all sorts of different reasons, purposes. I'm not gonna go through these in a huge amount of detail because they're just so complex. But I wanna just point out that they can be used in many, many ways. And just looking through this, you see how many, many different aspects of this there are. I have not even explored all of this, but there's some interesting things you can do in terms of, you can even put two molecules up and then compare them. And this says, well, these two are constitutional isomers because why? They look the same. No, the oxygen is in a different place. So that makes them a constitutional isomer. So we can talk about enantiomers and constitutional isomers. And it's really whatever you happen to have put together here, it's a model kit. So it's very easy to change these models and just lots and lots and lots of interesting possibilities for that, which I'm pretty much gonna let you explore yourself and not talk so much about. I'd rather you explore this in a breakout room and see what you can do with it. See if there's something that would be valuable there for you, okay? Another fantastic site that's out there is from the University of Liverpool in the UK. Friend of mine, Nick Greaves has specialized this site in terms of organic reactions. And pretty much he has a discussion of I think any organic reaction mechanism that you would ever encounter in education. This has been developed over many years at Liverpool and it's just a fantastic site. I'm gonna go to the organic and you can see here the sorts of different mechanisms that are available, nucleophile conditions, substitution, carbonyl groups, stereochemistry, eliminations. Wow, what is not in here? I think everything is in here. If we just go down to that first topic, we tend to talk about in organic chemistries, nucleophilic substitution. We go to a page, here's our Jamol again, it's set up, it's 3D, we can see what's going on here. It's gonna be the chloride, metal chloride here with a bromide ion doing the displacement. Well, we all know that's a pretty good challenge to explain to students and these little two-dimensional drawings don't really do the job to for introductory students to explain. And this is very hard to do with an actual plastic model because we have transition states. Now I wanna show you, so the basic idea here is that you click on the arrow and you'll see the reaction happen. In all of these pages, that's the idea. We can go to the starting material, we can go to the product and we could also see the reaction. But it's not just that because I would encourage you to open this little controls box, which pops up some nice little controls that let us do very specific things. Let's see, we can go to the first frame, we can step through this slowly, we can get to the transition state, roll around, show students that, ah, check this out, it's becoming planar right there with that carbon in the three hydrogens and we keep going through the reaction and there's the inversion, it's now inverted. So this is just one example of many, many, many reactions that are on this website that have discussions. And see if I can find one here. Many of them have molecular orbitals that are associated with them. So I know last week there were some people present who were very much interested in the molecular orbital business and in fact, this site does some of that. But I wanna show you one last site. Our eighth one that I wanna show you is a site that's specifically about molecular orbitals. If you haven't met interest in molecular orbitals, I would highly recommend this site. Now it's in French and we might, these are all automated, Googleized translations so don't expect perfection but that might be helpful to a certain extent. I'm gonna do it in English because my Hindi is not that good. And so my point, this top one is the one to go to molecular orbital databases. And if you look here, it looks very fancy but really it's a very, there's just a very few things that you need to know. First of all, there's a list over here. There's various compounds, all right. And the molecular orbitals. Now there's a list of molecular orbitals and I wanna point out where this is. It's right here where it says properties and you click on this button right here. And now we have that classic table, the orbital diagram with the energies. And you can see we're at the HOMO in this case but if we go up one, we're gonna be at the LUMO and various other field states might be of interest as well. Just click on where the electrons are and you can pick up all the different orbitals that are in that system. So I think really that covers a lot of territory in the area of molecular orbitals. Okay, so that was my introduction to these various websites. And I'm hoping that you will now be interested in joining one of the breakout rooms that we have for you. And we're gonna take about 30 minutes for those. It's a long time but the idea is that you can experiment some and be talking with some peers getting to know a few other people in these various rooms. And we have two rooms for each of the different, websites. I don't know that we really need to use both rooms. Sayalata, we have 186 people, eight rooms, that would be, well, we could. Anyway, there's an A and a B room. If it looks like there's a lot of people in one and you wanna have a fewer people to talk with or we don't know how this is gonna turn out. We just thought it'd be interesting to let you have it at it. And there is a link. Sayalata, have we got in the chat the links that they need yet? No, I would do that. So thank you, Professor Hansen. Those websites were very useful. Actually, before we allow them to enter the breakout rooms, I would like to give them just some instructions on how to go about it. So can I share my screen and show them a few slides on this? So that'll be useful for them. So I'll start sharing. Yeah, so here. So Professor Hansen discussed about these eight topics and each topic has a website. So these websites are already shared with you in the tentative schedule link that we gave you along with the guideline email. So if you can open your guideline email where you found the link for the meeting link and other links, you will find a tentative schedule meeting schedule link. So if you click on that and scroll down, you will see the links for all this. We have shared all these links. And I have just put them in the chat as well. Okay, Professor Hansen. I mean, time to time we'll share them in the chat also. So each of these topics, the eight topics, we have two rooms per topic. So that, I mean, we want to keep the number less in each room so that the discussions can be more fruitful. One of you can, one of the members of these breakout rooms can share the screen and with the website and then start discussing the examples and whatever you would like to discuss. So all these topics, we have labeled them one A, one B. You can choose any one of the room. And you can actually share some more information. So interested participants can choose the breakout room depending on the topic of interest. And once in the room, you can switch among the rooms. Suppose if you enter a room, I mean, you want to change it to some other topic, you can exit the room and enter another room. The list will be displayed in your breakout room, a panel in the bottom of your screen. I have to enable that. Then you will be able to see that in a few minutes I'll enable the breakout rooms so that you will be able to see. So the breakout room duration time is 30 minutes. So after 30 minutes, automatically you will be, you can get into the main meeting room or in between also you can change rooms. So but the maximum duration is the time limit is 30 minutes and there are eight topics to choose as I've already discussed and they are named as same as the topics listed. So each topic has two rooms and total of 16 rooms. So participants in each breakout room are encouraged to share the screen, explore and discuss the topic. All links for the topics are given in the tentative schedule link, which is in your email. So we'll also share the links in the chat window. So at the end of the breakout session, participants will join the main meeting room and further discussion and interaction with Professor Hanson. So how to enter the breakout room, I will enable in a few seconds and you will find the breakout rooms at the bottom. If you have maximized your screen, they'll be looking like it will be return breakout rooms. The panel will be shown at the bottom of your screen. Otherwise they're collapsed into the more the three dots you see and more the link you click on that. And then there you will find the breakout rooms option. You click on it and then you can choose to join any one of the rooms. So with that I'll stop sharing. Actually I'll just enable in front of you the breakout rooms. So I'll check the settings first. So I'll allow the participants to choose the room and you'll be automatically, it will close after 30 minutes and I'll open all the rooms. So I have opened all the rooms. So I hope you can all see that now. Looks like they're going into rooms. So that's good. They're going into the rooms. Okay, yeah, fine, fantastic. Yeah, I can see the participants reducing in the main meeting room. So that means they're choosing the rooms. That's good. Okay, so I think we're all... How did you feel? How did you all like the breakout rooms? Participants? Very nice, ma'am. We're all in the main room now. Professor Hansen. Excellent. Very interesting, ma'am. It was a wonderful idea. Excellent, ma'am, excellent. So you could all discuss and then come up with something like new models or something useful for your teaching. So the floor is open. Yes, ma'am. We need to start practice. Yeah, actually, yeah, Professor Hansen is there. Floor is open for discussion. Give me a second to say a few things. We'll open them up. I hope you found that useful and not too frustrating. It's always a challenge to figure out how to make all these things work and we didn't give you a lot of instructions and they're not always self-explanatory. But I hope you got an idea and I hope I also want to point out that this was just eight sites among hundreds that if you go look for, you can find. And many of you probably know sites that I don't know that you're already using in your classroom and that's terrific. We wanted to leave some time now for just discussion. So if you raise your hand using the hand raising reaction down there at the bottom of your Zoom or to whatever level is possible, just speak up and suggest something that you want to talk about. That would be great. You can put some comments in the chat and Stanalatha will be looking through those and picking out comments that she'll introduce. And I'm here now for however long we want to be here to answer some questions. Professor Hanson, there's one Mollay Kumar Chetopadhyay who raised hands. So I am going to, yeah, he's going to talk. Yes, go ahead. Good evening, ma'am. Good evening, sir. Actually, I joined room one where conformational analysis for butane were shown. We have understood that, but I wanted to switch off to a simple molecule like ethane. So I could not, I tried my level best and I asked other participants. But it's a very simple page. That page only does butane. Wouldn't it be nice to have a page that you could change the molecule and do it again? You're just very interested in that page. So on the other hand, if there's a group of people who want to build a page that has ethane and butane and a few other things, you could do that. Thanks. With a little help. Oh, thank you. That would be a good project for some students to do. Yes, yes, yes. Thank you, sir. Thank you, sir. Sure. Thank you. Sharda. Sharda, yes. I recognize this face. Good evening, Professor Hansen. How are you? Good, how are you? I have two quick questions. I have been to the NMR spectrum predictor room. I used your link to go there. I could see that it doesn't predict the labile protons. So can you suggest another simulator where we can see the labile protons also? You mean the ones that are on OH? Like OH and H? OH and H, yeah. No prediction shows those. So no, I can't. You have to just accept that those could be just about anywhere in the spectrum. They're concentration dependent. They're solid dependent. They're not the concentration that's written on. Yeah, so it's not set up to be able to estimate. The calculations themselves are not set up to estimate anything for labile protons. Okay, sir. And one more thing, sir. Can you suggest a similar predictor for UV and IR? Oh, no such predictor exists. The only data we have are for NMR. The calculations are only for NMR. Thank you. Yeah, you're welcome. Sir, actually last time when we had the workshops, Neelata Mam had asked our suggestions for having a workshop on how to use, because I found it very difficult to understand how to go about whatever was being shown. I was actually switching from one room to the other because to attain clarity on exactly how to go about it. So we could have a workshop on it anytime, two days, whatever. That's a very good suggestion. And the other thing is that it would be possible to maybe write some tutorials, but we haven't done that to help just explain the pages. You're absolutely right though. Yeah, I was just, it was not obvious how to use these. What pages were you particularly interested in learning how to use? I liked the N2 orbital diagram. I went through that page. The Chem2 page. And I also, so actually we did our post-graduation long back. So the spectrum part was, I was finding it a little difficult to come back to because I teach 11th and 12th and it's been ages since we actually visited that site. So that was a little difficult, but we could understand but how to go about it was not actually, it was difficult. I was doing it, so I was like following it, but I don't think I could have done it by myself. Probably give it to a smart student and they'll figure it all out. Yeah, I think I'll have to do that. You could learn from your students. They're so good at this kind of thing. Yeah, absolutely. Yeah, actually we can plan for a two-day workshop or we'll send out a Google form so that you can fill up and then you can actually give us a tentative time when you want to have these workshops actually because as teachers, you're always busy. So we have to plan this, yeah. So yeah, actually when we came to know about this, we were quite excited about the whole thing. So whenever you send some link out, I think we join. Definitely, yeah. Weekends, weekends preferably of course, but otherwise also, we'll surely take all that. Actually, Professor Hansen is in US, so he's located in US. So getting to involve him in this will be a challenge because of the time difference. So we should meet at odd times for us actually. Well, we could, Sanyalata, we could pick a few of these and just let people know there's gonna be an online session for this particular one and it would be a smaller group, but even if it's a few people who wanna learn, that might be fine. And maybe, yeah, like a weekend, like when Professor Hansen is not teaching and he has, he's a bit free. So then we can. I can't do it all day from here because for me, that's all night. Exactly. So that's what I'm telling the teachers that it's difficult. So we can have sometimes the evening time, like two, three hours, like for example, it should not be too inconvenient to Professor Hansen. So somewhat like a Saturday, Indian time, five o'clock to eight o'clock or something like that. So, I mean, we can discuss more on this. Easy, ma'am. Yes. May I give one suggestion? Yes. Yes, ma'am. Can we take like one or two topics, like one or two apps which are being shared with us. So that will be easier for us to grasp whatever is being explained on the breakup rooms or other reasons because today there were too many. And we were so enthusiastic about not to go and try to all of them to get all together. So that is what I was just thinking. Actually, this was a trial. So if you want to know the pulse of you, like which topics you like, because you may be liking NMR, but somebody else may like pseudo chemistry. Some other teacher may like reaction mechanism. Some others may like orbit also. We don't know which two to choose from. So that's why we gave all the eight. It's very difficult to choose. Like we can't take a decision. So now we saw that there were many people in ChemTube 3D and maybe the two to 3D breakout rooms, that's what. So maybe we can choose. Actually, ma'am, related to 11th and 12th curriculum will be encouraging for us. That's why we were in the ChemTube. Well, and now we would encourage you to let us know what particularly, now you've seen this, what particularly in class 11 and 12, could you use something like this, even if you didn't see it? Does that make sense? So ChemTube is good. One thing is that MOT is based on MOT. There is a certain app. So that is also good molecular orbital theory. And NMR, we do not teach in class 11, 10, 12. I agree. Yes. We can make the teachers who are teaching grads and post grad level. We can group them separately. And the teachers who are teaching school level, we can group them in different ways. Absolutely. We'll do that next time. Please bring this up in the feedback form because we have given you the link to the feedback form. So if you can fill up the feedback form, there is a particular question where you can write about your views on this and then what you want to do in the future. So you can, we will consolidate all of them and then we can get back to you. Come on, sure. Thank you. Thank you. Yeah, Snehalata, it occurs to me that we could have a relative, not too long Zoom session with some class 11, class 12 teachers. Absolutely. Just to talk about what are the key ones that you'd like to see that could really help you. Exactly. And then do it sometime later. Yeah. That would be great. And anything you can get in the feedback forms about that would be very much appreciated. Absolutely. The feedback form is the one to check your pulse, actually, all of you. So if you fill up the feedback form and submit, then you know exactly what you want. So it would be great if you can all do that. I'm the NCRT curriculum. Definitely the NCRT. Yeah, actually, Professor Hansen downloaded all the books of the NCRT from the website and then he actually aligned this talk with that examples. So he knows about the NCRT. Understanding that there's just a lot that... We understand that... Well, many of the people in this are not just 11, 12. We have some in some university. Yeah, some students here as well. And so we wanted to make sure that we had the full range, but we could do something that would be specific to 11, 12 for sure in the future or university in the future as well. I mean, this is kind of fun. I'm enjoying this. So we can do more. Yeah. One request from me that if we create some WhatsApp group with these participants, then time to time we need to clarify if we can ask through that WhatsApp group. It's a possible one. Yeah, yeah, it's possible. Somebody has to take the initiative actually to do that. Yeah, yes, man. Because we have a number of clarifications and we are giving lectures, man. Yes, yeah, yeah. It will be great if you can form a group and you can email. Then I can join actually, no problem at all. You have to just email me that, okay, you have formed the group and certainly I can join here. You can send me the link of the WhatsApp group, the link I can join. That's no problem at all and it will be helpful. And someone has put the link for the feedback form. This feedback form actually is created. They've already filled it. A particular user. So it will not work. It's a link to a particular name and your registration. So it's not common to all. So if you put up the link here, other user cannot use it. Like for example, Poonam Mam has put, but that feedback form is only for the Poonam Mam, not for others, okay? So please go to your email and click on the particular link which is sent to you, okay? Thank you. Yeah, more questions. We have time. Mam, actually I have one question. Yes. Sir, actually the Manly period table was published in the year of 1905 there, okay? And that time the subatomic particles have not discovered, but he has taken the atomic bin and based on that, atomic bin and correlating it to properties, he has fixed the, placed the elements. So how he got the atomic rate for those elements? I don't know. That's my only answer to that one. Guy was pretty smart, I guess. I don't know how they did it. Okay, sir. How did they do that? I think it's all about combining weights. They knew that a certain number of grams of carbon combined with a certain number of grams of oxygen and they had very good scales, very precise mass measurements they could make and worked it all out by these ratios that they were doing it. Yes, sir, that we may not know, but there may be others in the group. Maybe you can find the forums where you can post such questions and then you may get very interesting answers actually. They're out there, there are many websites which take these questions. If people have questions about specific... Thank you, sir. Thank you, ma'am. Websites that we just looked at, feel free to ask because I can share my screen and show a few more things. We have time to kind of go over these and do them a little bit more detail. If anybody wants to do that, just say so. Sir, if those can be displayed, we can take a screenshot because you've forgotten a few of them. The links. Yeah, those are the rooms which the breakout rooms is the, you know, the complete table if you could take a screenshot. You mean of the list of all of them? Yeah, yeah, absolutely, absolutely. It should be somewhere in your chat. Let me see if I can see it in mine. I can send it again. It's on the middle. But you mean the links? The links you can find in the email. The breakout from the email. Yeah, I put them in the chat just now. Yeah. Right. Yeah. Okay, it's there. Yeah, it's there. Yeah, it's there. It's there if you can just take the screenshot. Or, ma'am, actually clickable links are there in your email, ma'am. If you open your email, if you open the tentative schedule, okay. All these links are available there? Absolutely. All these links have been sent to each and every participant, actually, registrar and tech. Whoever registered will get these links, yeah. And will also be sent. Yeah, I can share my screen and then show where exactly they are. Can I share my screen? Ma'am, it's in the mail tentative schedule. Exactly, it's in the mail tentative schedule. It's written the tentative schedule. Yes, there are links. Yes. Scroll down. It's just a little bit lower on the schedule. Yeah, it's a little bit lower. Scroll down your mail, go to the end. You will find it. Right. Yeah. So, teachers, do you want Professor Hansen to go through any of these websites again? Like with few more examples or few more details, we have time. So, you can do that. Yeah, we have a lot of time. Another 20 minutes are there. So, if any one of you want to... Chemtube 3D. Chemtube 3D. Chemtube 3D. Right. Yeah, okay. Sir, I'd like to do that. Yeah. That's an excellent website, actually. It has everything you need. That's the one. Yeah, let them out. Yes. Good evening, Hansen, sir. Sir, I was talking 3D chemistry only. Okay. Yeah. So, that only I was telling you. All right, hang on. Yeah, you can show yourself. I'll get there in a second, myself. Okay, and then I'll share my screen, but I'll keep those mics open so we can talk a little bit as we do this. I don't want to give a presentation. I want you to tell me what you'd like me to do now. So, I'll go to the organic. Actually, I haven't looked at the inorganic. Oh my goodness. There's actually a lot of inorganic here, too, now. But organic. What of this would you like me to take a look at? Yeah. Jamam. Zero chemistry. Zero chemistry, again. Okay. There are a lot of interesting things. Yep. There are which ones here? There is a list. Tidal, tidal, tidal molecules. This one, RNAs. So, in this case, there really isn't. Okay, so if we click here, it's just kind of lining up. So this isn't really a reaction, is it? It's just different views of the molecule. That they're showing here. I start to explain chiral and achiral. Yeah, there's another link for chiral and achiral. Professor Hansen, you can go back and then select chiral and achiral, yeah. Since you're looking to see chiral or achiral. Yes, yes, that's all. Maybe it's a little bit of a quiz or something. Yeah, it's a quiz. Is the molecule chiral or achiral? Yes. And what we're looking for is that plane of symmetry. Yep. Through there. Excuse me, sir. Even for solid state, we can take packaging efficiency and everything we can take from this can tube 3D. Very nice packaging, hexagonal and everything is given. Oh, is it terrific site there? That's fantastic, yeah, it's. Yeah. I think this one is like, it covers everything. Actually, ma'am, actually, because while taking online classes, I was just telling, sir, about this app only, that many have been in this app that is can tube 3D and we were used, that's actually helpful for us. Terrific. It's terrific. Yeah, you have to go to the class, yeah. They have really done a beautiful job on this website. Okay, yeah. Now, let's see. So let me show something that I forgot to say before. This JMAW, this applet here, a JS small, actually is way more powerful than just this. And so, for example, if I right click right now, I get a menu. And the menu lets me do lots of things that the webpage might not have a button for. So in this. Can we take an easier example? Well, I mean, this is just for any molecule. I'm just pointing out that if you wanted to, I don't know that you really want to color, but you can label, let's see what happens here. Actually, I don't use this menu very much, but there are various options for that picking label, what happens here? So now I've said it so that it's telling me sort of which add, what the, this oxygen and its nitrogen is making a little label there. And that's something that JMAW does, but the person who wrote the website didn't particularly feel they needed to have. Just things like that. I think, for example, here, we might be able to get the molecular electrostatic potential under surfaces, whoops, surfaces. We can get a Van der Waals surface. Oh, under that particular atom, I guess, because I clicked it. Select all and then surfaces. Van der Waals surface, solvent, molecular surface. Here's our molecular electrostatic potential. Let's see what happens now. There, so even at this website, we can do a few things that it doesn't, it wasn't actually written to do. Does that make sense? Anyway, this site or other discussion, someone was saying, is that under the inorganic? Is that where you saw the discussion of simple solids here, like this? Is this it? Yes, somebody was saying about the solid. Yeah. Acting something. Solid state. Solid state. Oh yeah, this is really nice. Yeah. Oh, very nice. Yes. Yeah. Okay, now let's see what he has. Hydrohydrovoids and octahedral voids, that also we can easily find out and easily explain to the students. Oh yeah. Yeah. Oh, he's got some really nice. Right, so there's a little tetrahedral units and you can see the hole there. Here's where there's a hole. This one's very good, sir. And the 3D packaging also. AVA layer, AVAC layer, everything we can explain. Oh yeah. This is terrific. This really is terrific. I don't know, sir. I didn't even know about this. This one's very good. We didn't explore much, I mean a lot here, but... This is exciting. Actually, we don't have time much, otherwise we could have seen all. Well, you'll have to explore on your own, that's how it works. Yes, yes, that's the whole thing that we introduced you. It's a 5% of the thing or less than that. You have to do the rest of the 95% here. Right, right. This is, gets you interested here. Yeah, and there are, if anybody is teaching organic chemistry at a higher level, like a PG level or higher, then there are a lot of name reactions which are listed in this website, like the deals on their reaction. Yeah. So their A level, the A level in the UK would be something like the 11, 12 in India, I think. That would be their 12th. A level, I think would be the level 12. And then you must be on the graduate level, yeah. They may be there at all. A marvelous job here. Oh, he's got a little NMR. Let's see what they've got for NMR. NMR equivalent protons. Okay, so he's got some very specific molecules that it's not really interactive, like the other one was, but it's using the same kind of information. Click on the 2D and the colored spectrum to view the respective 3D models. I thought I was doing that. I'm not seeing any change up there, but okay. Oh, maybe here. No, I don't know how that works. Do you teach anything about polymers in a class of the 11 and 12th? Yes, so we have polymers in 12th. We have a change of, yes, 12th and 10th. That's kind of cool. Great. Showing that repeating pattern there. Nylon systems. Yeah. I'm sure there's another... Go ahead. Sorry. I'm sure there are nanoparticles listed. I couldn't catch what you said, Snellata. Okay, I was saying that there may be some nanoparticles or nanotubes listed here in this game, tube 3D. You think so? I don't see it. You don't see? Okay, that's okay. Well, we're probably almost at the time with it, Snellata. Almost at the time. We'll stop sharing. We have to conclude. Yeah, yeah, yeah. Any more questions? Because then our colleague from Fossey, Yeshwarai is here. So he can talk about Fossey a little bit. He'll manage actually all of the Facebook, the social media. And he's here to give a vote of thanks. So if you have questions before that, you can ask. Otherwise, after the vote of thanks, we cannot... We have to just conclude the session. We have to leave. We cannot ask any questions. So any more questions from the teachers? So please do contact us for further... If you need further Zoom meetings with Professor Hansen, particular small group with a very specific topics. Or if you want to attend more workshops, we can all arrange that. If you're interested, please mention that in the feedback form. We'll get back to you. So if there are no more questions, Yesh, over to you. Yeah, over to you for the social media links information and for the vote of thanks. Thank you. Am I audible? Yes, absolutely. You're visible also. Okay. So thank you. I mean, I guess I saw the feedback in the chat. So I guess the participants and all the professors were very excited and enthusiastic. So we would like to thank Professor Hansen for arranging and for conducting such a wonderful session for all the faculty members and participants. And as Dr. Sneha Latha has already mentioned that there would be sessions in the future as well. You can just drop down and drop an email to us and we can conduct that. So I've just shared the social media handles of Project 4C in the chat box. I can just reshare that maybe once because I guess the messages were scrolled and yeah. So just shared that. So all the activities, you know, 4C, apart from this was just one of the sessions that you've attended. We conduct many workshops and many other interesting things for the students and for faculty members like we do conduct the faculty development programs or internships and workshops and many other things. So for example, recently we had conducted a semester 4C summer fellowship during the summer break for the students. And it is generally for a period of around six to eight weeks. And since there are some restrictions, so we are conducting it online now, virtually. But before the pandemic we used to do it in the campus. So students used to get a personal experience of working in the campus under the guidance of the mentors, the professors of IIT Bombay. So we also had a job fair and some events with ISRO and so on. And we are now coming up with other, like we have a Python workshop which is starting from tomorrow, day after tomorrow. We have a two days hands-on sessions on Python and Django for all the students and faculty members who whoever is willing to attend they can. And we are coming up now with the animation-based hackathon. So that is also going to be very exciting. And recent, I mean, it is ongoing for electronics people if you are interested in circuit designing and simulation then we have, it's an ongoing hackathon. You can just follow our social media handles once you'll get all the details. So there are multiple activities which we do which are upcoming as well. So please do follow our social media handles and a special thanks to Dr. Snehalatha and her team for arranging such a wonderful session. And this is, this is I guess the part two. So yeah, and then the website, the email address has been mentioned if you have any doubts, contact iPhone Sol. So the entire team of project Sol and whoever worked under the mentorship or guidance of Dr. Snehalatha, you would like to thank them. You would also like to thank Professor Karanan Mautalya who is the PI of this project and a special thanks to our funding agency. So these projects are completely funded by the Ministry of Education Government of India. So a special thanks to our funding agency, Dr. Snehalatha and her team. And of course, Professor Hansen for arranging and for conducting such a wonderful session for all the participants. So if you have any doubts, you can let us know else. Snehalatha ma'am, if you have anything, you can else we can wind up. Yeah, thank you, Yesh. Thank you so much for your words and also describing a lot of activities of the Fossee. So I hope all the teachers here will make use of whatever is discussed today. So thank you. Thank you, Professor Hansen. Have a nice day. Thank you for the morning for you. Thank you all for participating. Yeah, thank you all for participating. You are excellent, all the teachers. Very good, okay? Yeah, thank you so much. Bye-bye and see you next time. Yeah, bye. Thank you. Thank you. Thank you, sir. Thank you, everyone. Thank you.