from classroom to collaboration: crossing computational and classic chemistry

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From Classroom to Collaboration: Crossing Computational and Classic Chemistry John Harkless, Howard University Department of Chemistry For HPC & Cyberinfrastructure Campus Bridging Workshop June 22, 2009

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Page 1: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

From Classroom to Collaboration:Crossing Computational and Classic ChemistryJohn Harkless, Howard University Department of Chemistry

For HPC & Cyberinfrastructure Campus Bridging Workshop

June 22, 2009

Page 2: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Computational Chemistry:Standard Model

Co-located, individual research groups

PI-driven focus on specific topics

Considerable investment in algorithm & methods development

Page 3: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Computational Chemistry:Standard Model

PI-driven research themes attract experimental collaborations

Focus is often on applications as proof of algorithmic concept

Sustainability requires consistent access to computational personnel

Page 4: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Computational Chemistry:Collaborative Model

Lesser focus on methods development in favor of broader application of methods

Limited number of purely computational collaborators

Increased reliance on creative coalition building and offsite resource acquisition

Page 5: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Computational Chemistry:Collaborative Model

Limited computational code development

Greater use of pre-existing codes

Dependence on broader training and development of novice/amateur user base

Page 6: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Overview

Developing potential collaborations

Overarching research themes

Applications and research results

Page 7: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Developing Collaborators:Coursework

Computational Methods in Chemistry

Uses technology classroom

Focus on computational project design

Students propose modeling-based solutions to pre-existing experimental problems

Page 8: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Developing Collaborators:Advertising

Development of computational science primers

Presentations of various classes of results

Modeling and simulations service

Page 9: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Human Costs in Computational Chemistry

Page 10: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Research Themes:Human Costs in Computational Chemistry

Quantum chemists excel at estimating scaling and costs of algorithms

There is minimal effort in determining the costs and complexity in training users

Commercial codes may obscure meaning to promote ease of use

Page 11: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Research Themes:Human Costs in Computational Chemistry

“How long before a student becomes useful?”

Simplification of high-end techniques without sacrificing quality of result

Investigation of the limits of procedural calculation versus targeted design of calculations

Page 12: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Pros:

Widespread use of techniques

Relative ease of use

Always gets a number as output

Cons:

Often promotes misconceptions

Usually no error estimation

Always gets a number as output

Black Box Computing:Human Costs in Computational Chemistry

Page 13: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Pros:

End results are well-analyzed

Consistently superior results

Cons:

Expensive (human, not CPU) cost

Not for everyone

State-of-the Art Computing:Human Costs in Computational Chemistry

Page 14: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

QMC calculations have a significant degree of “art”, due to the lack of strict restriction on trial function form.

How much trial function “artistry” is necessary to retain accuracy for “difficult” systems?

This leads us to “Golden Box” computing.

“Golden Box” Computing:Human Costs in Computational Chemistry

Page 15: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

“Golden Box” Computinguses generalized forms of high level techniques.

Accuracy

Exp

ertis

e

Black Box

State ofthe Art

Golden Box

Page 16: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Quality With Less ComplexityHuman Costs in Computational Chemistry

Investigation of benefits and liabilities of procedurally generated wavefunctions.

Application of general, simple rules for wavefunction optimization and correlation.

Basic wavefunction forms include Hartree-Fock and CISD, with CASSCF at the highest level.

Page 17: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Qualitative Electronic Structure

Page 18: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Research Themes:Qualitative Electronic Structure

Three practical timescales for service-oriented computational chemistry:

“Over coffee, over lunch, or overnight.” -Anne M. Chaka

Aiding chemical intuition without full, explicit quantum mechanical treatment

Page 19: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

β-ketoimines Qualitative Electronic Structure

Have been used as precursors for the formation of metal oxides

Metal oxides can have interesting optical properties

Easier, more optimal means of creating metal oxides desired

Potential ligands for catalytic processes

Page 20: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Trends in different side chains?Qualitative Electronic Structure

Properties of interest include

Polarization of molecule

Charge distribution over molecule

Steric effects ( qualitative)

Page 21: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Classification of structuresQualitative Electronic Structure

13 structures into 4 groups

Linear alkyls ( 3 - 6 C’s)

Nonlinear 20 alkyls (3 - 5 C’s)

Cyclic - cyclopentyl

Cyclic - conjugated

Page 22: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Linear Alkyl GroupsQualitative Electronic Structure

Page 23: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Nonlinear 20 AlkylsQualitative Electronic Structure

Page 24: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

CyclopentylQualitative Electronic Structure

Dipole moment 6.0550

Charge on O , N sites similar to other structures (-0.533, 0.294)

Larger side chain likely to be less favorable sterically

Page 25: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Quantitative Electronic Structure

Deviation from experiment, eV

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

Li 2P Be 3P Be 1P B 4P C 1D C 1S N 2D N 2P O 1D O 1S F 4P

B3LYP MP2 CCSD CCSD(T) DMC

Page 26: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Research Themes:Quantitative Electronic Structure

Explicit quantum mechanical treatment of systems with “difficult” electronic features:

Unpaired spins - high/low spin, open shells

Electronic excited states

Metallic and/or multi-reference character

Page 27: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Tetrasulfur (S4)Quantitative Electronic Structure

Tetrasulfur (S4) is of interest to researchers in the atmospheric and interstellar sciences, and exists in a double-well potential.

The global minimum (C2v) and saddle point (D2h) structures are the defining points of the potential.

Page 28: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Theoretical approaches produce significant qualitative differences for the cis-planar (C2v) and rectangular (D2h) structures.

Estimation of two dissociation pathways and total atomization requires description of open and closed shell species.

Estimates of electronic excitations of S4 and daughter species adds to the overall picture.

Tetrasulfur (S4)Quantitative Electronic Structure

Page 29: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Tetrasulfur (S4)Quantitative Electronic Structure

3

S + S3 (3B2)

4

S + S3 (1A1)

5

4 S (3P)

2

2 S2 (3Σg)

1

S4 (1Ag), D2h

S4 (1A1), C2v S4 (1A1), C2v

Page 30: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

S4 has a bound LUMO, necessitating multireference trial functions.

Asymmetric dissociation requires equivalent multireference treatment of correlation.

Procedural wavefunction design appears to improve DMC significantly more than VMC.

Tetrasulfur (S4)Quantitative Electronic Structure

Page 31: From Classroom to Collaboration: Crossing Computational and Classic Chemistry

Dr. J. Francisco (Tetrasulfur)

Dr. J. Matthews (β-ketoimines)

Dr. K. Scott (Drug Design)

Dr. S. Smith (CLDC)

CheTaH Group- Dr. W. Hercules, Dr. A. Gibson, Mr. F. Fayton, Mr. G. Taylor

AcknowledgementsHumans in Computational Chemistry