bluuebunny/crossref_metadata_2025 huggingface dataset:
CALCULUS RENAL FAILURE
Authors: Ali Azfar , Ghous Ghulam , Rashid Zakariya , Shafi Nabeel , Ali Irshad , Khalid Muhammad Hassam , Khan Muhammad Safdar
Published: October 2018

Background: Urolithiasis is a common urological disease in Pakistan. Calculusrenal failure is a urological emergency that required immediate intervention to prevent furtherdeterioration of renal function. Objectives: The purpose of this study is to present clinical profileof calculus renal failure patient and to report our experience of management of such patients.Study Design: Descriptive Cross sectional study. Setting and Period: Department of urologyServices Hospital from July 2015 to December 2016 were included. Materials and Methods:Patients of all ages of either sex who presented with calculus renal failure. The patients withobstructive uropathy due to causes other than stone disease were excluded. Demographicinformation along with detailed history recorded. Baseline investigations included Completeblood counts, serum creatinine, serum electrolytes and ultrasound for KUB. For stone positionXray KUB in every case & CT in selected cases performed. Functional status of individual kidneywas assessed by renal scan with differential GFR. After initial emergency treatment, all patientswere subjected to definite treatment depending upon stone location and functional status ofkidney. Results: A total of 68 patients were recruited for this study. The mean age of the patientswas 48.8 + 14.13 with range 23-90. 52(76.5%) of the patients were male and 16(23.5%)were females. Most common presentation was lumber pain 46 (67.6%) followed by anorexia 42(61.8%). The average presence of the symptoms was 17.70 days. At initial management of thecondition contained, 16(23.5%) of the patients managed by peritoneal dialysis /Hemodialysis,10(14.7%) by unilateral PCN, 16(23.5%) by Bilateral PCN, unilateral JJ stenting done in 8(11.8%)while bilateral JJ stenting in 07 (10.9%), 6(8.8%). 10(14.7%) patient were managed with URS/Lithoclast therapy without any prior diversion. Renal function in 08 patients (11.8%) did notimproved after initial management and they remained on maintenance dialysis. Conclusion: Intime diagnosis and early proper treatment improves the outcome.
Teaching practical astronomy at a professional observatory
Authors: Coe Malcolm J
Published: October 2018

In 1988 Southampton University established a new Programme of Study, Physicswith- Astronomy and it was felt to be essential to provide the students with detailed practical experience in observational astronomy. The obvious difficulties of scheduling and successfully executing observational work from the UK led to the establishment of an annual Field Trip to the Observatario del Teide at Izana in Tenerife, Spain. The course allows 12 second-year astronomy students to visit the observatory in Tenerife every Easter vacation for one week.
Heriot-Watt SCHOOLS physics laboratory
Authors: White Campbell , Steel Mike
Published: October 2018

A collaborative venture, set up by the Physics Department of Heriot-Watt University, Edinburgh, to provide practical support for school Physics departments in carrying out and assessing the practical elements of SQA Higher and Advanced Higher Physics. The venture allows school students to work in a university environment and in this way strengthens the links between school and university.
Web-based experiments in physics and chemistry
Authors: Cartwright Hugh
Published: October 2018

Experiments are being developed which can be accessed remotely by students atschools and colleges. These experiments, which are interactive and allow users tocommunicate with real equipment (not simulations) through the Internet, are intended to enhance a range of courses in the physical sciences.
A computer program to simulate NMR multiplets
Authors: Tattershall Bruce W
Published: October 2018

Program Mltiplet for Windows calculates first order nuclear magnetic resonancemultiplets for spin systems consisting of spin-half nuclei, and draws them on a PCscreen. It is offered free of charge.
Web based resources for forensic science
Authors: Overton Tina
Published: October 2018

The aim of this work was to produce four web-based problem-solving activities in the areas of arson, drug smuggling, poisoning and horse doping. Much of the work was carried out by four MChem students as part of their final year projects. As these were students on chemistry programmes, the content was based within chemical analysis aspects of forensic science, with additional coverage of related areas such as, for example, fingerprinting, forensic psychology etc.
Concepts and conceptual understanding: What are we talking about?
Authors: Sands David
Published: October 2018

The words concept and conceptual understanding are two words used frequently by physics educators, yet there is no satisfactory definition of either in the literature. In this article I discuss my own ideas of what these phrases imply for the practice of physics and physics education. I suggest that the word ‘conceptual’ is commonly used to imply qualitative reasoning. Although this seems to involve the use of simple relationships, this kind of reasoning is actually far from simple. It requires the coordination of seemingly disparate areas of knowledge and I argue that it is not always easy to distinguish between a misconception, or a false concept, and a failure to reason correctly.
Establishing Industrial Advisory Boards using a practice transfer model
Authors: Pugh Samantha , Grove Michael J.
Published: October 2018

The Faculty of Mathematics and Physical Sciences at the University of Leeds established discipline-based Industrial Advisory Boards (IABs) with the support of the National HE STEM Programme. The Faculty was advised by the University of Sheffield, which had also recently established an IAB under the National HE STEM Programme. Using a Practice Transfer Adoption Scheme (PTAS), the University of Sheffield was able to share its experience and facilitate the process at the University of Leeds and at a number of other institutions nationally.Separate advisory boards were established in the Schools of Chemistry, Mathematics and Physics, although there is some overlap in membership. Each of the IABs considers both teaching and research activities. There is a strong focus on developing a better understanding of skills development within the undergraduate programmes to meet the needs of employers. Industrial projects, case studies and guest lectures have all enhanced the curricula and provided students with some commercial insight. Opportunities for interaction between the board and current students, such as networking events, are being developed and piloted.Practice Transfer Adoption proved to be a very effective and efficient model for initiating and implementing change. Through the sharing of good practice and mentoring, timescales for implementation were significantly shorter than the timescales required to implement new initiatives without a PTA model.
Synoptic physics
Authors: Cartwright Annabel
Published: October 2018

A new course has been introduced in the second year of undergraduate Physics studies at Cardiff University. Aimed at addressing problem solving, team working and communication, the course has been very well received by students, with exceptional levels of attendance and engagement. Students also displayed an increased level of enthusiasm for the degree and enhanced self-confidence. The structure and content of the course are outlined.
Quantum mechanics teaching resources from the Institute of Physics
Authors: Kohnle Antje , Raine Derek
Published: October 2018

In December 2013, the Institute of Physics (IOP) launched a set of freely available resources at quantumphysics.iop.org for the teaching and learning of quantum mechanics. The website includes about 80 short articles written by experts in the field and 17 interactive simulations with accompanying activities for an introductory course in quantum mechanics starting from two-level systems. The articles are arranged according to five themes, including a focus on quantum information, interpretations of quantum mechanics, the mathematical structure of the theory, physics applications and historical experiments. The resources make topics such as entanglement, hidden variables and quantum information theory accessible to introductory-level students. They can be used flexibly for a variety of instructional aims at both the introductory and more advanced level. The website includes links to pre-readings, suggestions for further reading, a glossary of technical terms and allows users to rate their understanding of articles.Sharing of these resources is encouraged, with all usage under the Creative Commons CC BY-NC-ND licence. Solutions to problems and activities are available for instructors by emailing quantumphysics@iop.org. Instructors interested in evaluating these resources with their students in order to help us further develop and optimize the site are requested to contact the corresponding author.
Quantum Processes, Systems and Information by Benjamin Schumacher & Michael Westmoreland
Authors: Kohnle Antje
Published: October 2018

Quantum Processes, Systems and Information is a textbook aimed at advanced undergraduate students that brings together more traditional quantum mechanics topics and quantum information theory. The book is novel both in this focus and its presentation of the material. The first five chapters discuss the basics of quantum theory using three isomorphic two-level systems: a photon in a Mach–Zehnder interferometer, a spin ½ particle and a two-level atom. These chapters also develop basic quantum information concepts such as the entropy of a message, interpreting unitary time evolution in terms of information capacity and the difference between distinct and distinguishable states in terms of the basic decoding and distinguishability theorems. The text then continues (chapters 6–9) with two-particle states, including entanglement, hidden variables, the no-cloning theorem, density operators and open systems. The transition to continuous systems, the starting point for many quantum mechanics textbooks, is made only in chapter 10, and the following chapters include standard wave mechanics found in many texts. The final three chapters revert the focus back to quantum information processing.
Earth: Evolution of a Habitable World (2nd ed.) by Jonathan I. Lunine
Authors: Tymms Vijay
Published: October 2018

This is an ambitious book. It attempts to integrate all branches of natural science to provide a complete overview of how the Earth has developed, from the Big Bang through to the present day, within the confines of about 300 pages. That it manages to do so at all is admirable, and that it manages to do so while also be thorough, engaging and thought provoking is all the more remarkable. There has clearly been a lot of loving attention put into the development of this text and as such it stands out as one of the best undergraduate-level textbooks on planetary science I have seen.
Using a VLE to enhance a Foundation Chemistry laboratory module
Authors: Price Gareth J , Chalmers June , Goodfellow Clare
Published: October 2018

For the past few years, we have been experimenting with an e-learning approach to our introductory laboratory classes for first year students. Our overall objective was to maximise students’ useful time in the laboratory. We considered that time spent with students gathered around a desk watching a demonstration is not an efficient use of staff or students’ time.It is well recognised that students’ performance in the laboratory can be enhanced if they are familiar with the background of the experiments which will be conducted, hence the use of ‘pre-labs’. We have been delivering our ‘pre-labs’ electronically by requiring students to work through a package before coming to the laboratory. As well as covering the theory and background to the experiment, short video clips have been included so that students will also have seen the experiment being performed. They should at least recognise the apparatus! The package concludes with a short assessment quiz which must be completed.The packages were mounted on the University network using WebCT and meant that students could undertake the exercises at a time (and place) of their choosing rather than being confined to set laboratory hours.This communication will describe the packages and our experiences as well as an initial evaluation of our approach. Although largely anecdotal, staff felt that they spent less time on more mundane aspects of laboratory work and more time discussing chemistry.Students also felt that they were better prepared for the experiments before they came to the laboratory. Some of the pitfalls and technical problems that had to be overcome willalso be described.
Implementing physics education research to inform and enhance pedagogical approaches
Authors: Bowe Brian
Published: October 2018

Since 1999 the School of Physics in the Dublin Institute of Technology has been critically analysing its pedagogical strategies, leading to a reconsideration of teaching, learning and assessment practices. In 2001, the Physics Education Research Group was established to develop, implement and evaluate pedagogical initiatives in physics education and to undertake rigorous education research studies to inform and evaluate these developments. Various innovative pedagogical approaches including problem-based learning, project-based learning, peer instruction and eLearning have been implemented. These pedagogical developments were informed by education research studies which examined student learning, lecturers’ conceptions of learning and teaching and group interactions and dynamics. Further education research studies are continually carried out to evaluate all pedagogical approaches in order to enhance and continuallyimprove the students’ learning experience. These studies, which include both qualitative and quantitative methods, are conducted primarily using phenomenography, action research or evaluative research approaches.
An introduction to communicating science
Authors: Kant Sophy , Walsh Julian , Hall Christopher R , Rodger Alison , Mitchell Gareth
Published: October 2018

It is becoming increasingly recognised that students in Higher Education must acquire the skills necessary for professional and personal development, as well as for academic progress. The media have recently focused on the issue of declining public interest in the sciences and the lack of accurate reporting of science. We have developed a new programme, which endeavours to address both issues involving a three day intensive course covering writing, TV and radio. In addition to the targeted activities of learning the skills of science communication, the programme encourages partnerships, and exploits the resources and expertise available from various institutions. The undertaking of this type of programme is not limited to the acquisition of time slots in a studio such as Bush House. Most university campuses are now home to their own recording studios and even have television facilities. However, the programme requires only a video camera and audio recording equipment. The success of this science communication module and oftwo others run by MOAC and CBC (Team Development and Decision-making and Leadership) has encouraged us to develop a complete postgraduate certificate in transferable skills. We anticipate the certificate will be a valuable vehicle for consolidating and enhancing the training discussed in this article.
DUMP: A Database of Useful MCQs for Physics
Authors: Bates Simon , McKain David , Sinclair Bruce
Published: October 2018

This communication describes the output of a Development Project awarded in 2005 to fund a collaborative project between the Universities of Edinburgh and St. Andrews. The project aimed to take an in-house collection of over 400 multiple choice / multiple response questions on topics in introductory Physics (gathered and developed over many years of teaching) and publish them in an interactive, online, browsable collection, freely available to educators to use as a resource for their teaching. The system that we have created has functionality similar to online shopping or auction sites such as Amazon and eBay (without the cost!). In this communication we will outline some of the rationale that led us to attempt this project, describe the issues and challenges for the project, illustrate ways the system can be used to support teaching and learning and conclude with thoughts for the future progress and sustainability of such systems, including plans for the continuing development of the output from this project.
First years enjoying physics? (The Undergraduate Physics Olympics)
Authors: Moran Lynn
Published: October 2018

The Undergraduate Physics Olympics (UPO) was run for the first time in the second semester of the 2005/06 academic year. The aim of the event was to enhance the first year experience by organising teams of freshers to compete for prizes on a set of practical physics challenges. Over the course of an afternoon each team of 4 had to race against the clock to design and build a boat, set up and use their own code, and demonstrate linear acceleration in the park outside. Communication between students was encouraged by awarding points for bonus questions demonstrating good team spirit as they prepared for their first laboratory sessions together. The event also enabled students to be introduced to the departmental laboratories, and to the staff and more senior students in an informal environment, at an early stage in the year.
Integrated sciences
Authors: Raine Derek
Published: October 2018

Science education seems to be diverging between an inclusive approach to general science and a contracting somewhat watered down discipline based approach. An inclusive but challenging curriculum should be based on real-world problems that are largely interdisciplinary. This will provide a virtuous circle of teachers enthusiastic about science communicating its relevance to their students.
Safe labs for science: An interactive approach to safety training
Authors: Bridge Michael , Corr Serena , Draper Sylvia , Scully Noelle
Published: October 2018

Safe working in Chemistry involves critical analysis, interactive thinking and the evolving application of risk assessment to procedure, reagent and environment. It also requires cooperation and teamwork. These are transferable skills that all scientists should possess, but safety training is too often presented to undergraduate students as a set of rules with little rationale offered to justify them. Attempts to go beyond a set of rules are frequently perceived by students and academics as tedious if not outright boring – however necessary they may be. We describe the first stages of development of a safety training component for mainstream Chemistry courses that will allow students to identify safe and unsafe practices, undertake formal risk assessment, and enable them to improve the safety of their own environment. Our starting point is a Safety Training Workshop for our own 3rd year undergraduates, including case studies, a (competitive) team exercise (a lab ‘scavenger hunt’) and electronic self-testing, designed to alleviate the tedium. They also emphasise the cooperative nature of safe working and encourage teamwork – aspects which are normally neglected in degree programmes in Science. We also report on the positive student response.
Scientific abilities in undergraduate projects and laboratory
Authors: Mills David R
Published: October 2018

Projects are being increasingly used to provide a richer experience in physics teaching laboratories, and in the higher years, these may well approximate to the real world of industry and research. In first year, however, a wide range of approaches are utilised, from projects to open-ended experiments, yet questions remain about how students can best acquire a range of desired scientific abilities. Recent physics education research has suggested tools and approaches to help develop and measure the abilities such as needed to design and implement an experiment. Examples from several countries illustrate the need for matching the task with students' capabilities, and how various goals may be achieved for student learning in the laboratory.
The impact of Teacher Fellows on teaching and assessment at tertiary level
Authors: Harrison Tim G , Shallcross Dudley E
Published: October 2018

It is perceived that Outreach activities are primarily conducted to raise the profile of the department and the subject with a view to recruitment. However, we highlight a range of benefits to teaching practice and assessment of practical teaching at tertiary level that can arise from such activities. In particular, engaging with secondary school teachers can provide invaluable insight into successful teaching and learning strategies in particular for first year undergraduates.
Assistive learning and research mentoring schemes
Authors: Davis James
Published: October 2018

The adoption of undergraduates into research teams upon entering university representsa marked change from the prescriptive lecture-lab format that underpins current teachingformats within the physical sciences. One such approach has been piloted at NottinghamTrent University - though not as a replacement for traditional teaching methods but ratherto compliment and enhance the university experience for new entrant undergraduates.The programme has aimed to foster a student centred approach to their studies withinchemistry through providing a genuine, real world context wherein they can tackle realproblems that will help to reinforce the academic content and develop transferable skills.While the programme can be viewed as an enhanced work experience programme forundergraduates, its principal aim is to provide a pro-active mentoring framework that willnurture student enthusiasm for the subject. The logistics of running such a programmeare outlined and the preliminary outcomes from the initial pilot are discussed.
When science doesn't meet the law: Addressing the absence of forensic skills in law degrees
Authors: McCartney Carole , Cassella John
Published: October 2018

This short article outlines the development of an educational package to bring forensic science into the law curriculum. It details a current project at Leeds University, in collaboration with forensic science educators from Staffordshire University.
An integrated approach to encourage student-centered learning: A first course in dynamics
Authors: Birch Marion , Walet Niels
Published: October 2018

One of the most significant challenges facing Higher Education today is getting students to take responsibility for their own learning. In Science and Engineering this is complicated by the decline in the mathematical and problem solving skills of students entering university. Several techniques for addressing these issues have been applied to the Dynamics module on the first year Physics course at the University of Manchester over the last two years. These include the use of Just-in-Time Teaching, e-learning and e-assessment, interactive voting systems and peer instruction. We first encourage students to start to construct their own understanding via e-learning and then challenge their understanding during a lecture-based session using an interactive voting system. This is followed by more e-learning, which features formative e-assessment, and by a staff-supervised problem session using the Just-in-Time Teaching approach. Thus we have been able to improve student engagement with the course material and have achieved a significant improvement in examination performance. This paper will describe the implementation of the various new techniques and discuss their advantages and disadvantages.
Transitions to HE: CBL for non-traditional students
Authors: Ellis Robert , Gabriel Tim
Published: October 2018

The aim of this paper is to describe the development of contextual based learning resources appropriate to Science Foundation students at the University of Huddersfield. In developing new resources the authors consulted with key stakeholders in the science community. A world class glass manufacturer and an industrially focused research and development unit based in the University of Huddersfield provided input into how industry based scenarios could be developed for use in the curriculum. Teachers from one of the country’s leading sixth form colleges provided examples of effective context based learning in an FE environment. This paper charts how an effective teaching and learning strategy has been tailored for use with Science Foundation students. It provides keyexamples of how context based learning (CBL) has been adapted for use with students of mixed abilities and backgrounds. The paper also highlights some of the problems encountered in developing appropriate resources and presents initial findings of the impact on students.
Epistemological beliefs and intellectual development in the physical sciences
Authors: El-Farargy Nancy
Published: October 2018

Much research has been documented on the stage of students‟ intellectual and epistemological development during their studies and upon course completion. To a large extent, the literature suggests that promoting students through the intellectual framework is a desirable feat. Indeed, students graduating from university at the more developed stages of intellectual and epistemological sophistication are better equipped to synthesise, evaluate, organise and cross reference knowledge into different domains.In this review, modes of epistemological beliefs will be discussed as sources of valuable information to departments about the quality and nature of students‟ perceptions of learning and teaching. The results of recent research in epistemological and intellectual development will also be discussed; this perhaps being a mechanism to inform learning and teaching practices within the physical sciences.
Public engagement with a twist
Authors: Stevenson Elizabeth , Lynch Tony , Palfrey John
Published: October 2018

An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.
Making physics a smash hit: The use of popular culture in science outreach
Authors: Chippindall Jonathan
Published: October 2018

This paper examines the incorporation of popular culture into science outreach activities as a means of improving the engagement level of secondary school pupils. Two activities make up the case studies discussed within this paper: „The Science of Sound‟ and „The Music Festival‟. Both case studies utilise the creation and consumption of popular music as a means to; convey physics principles; promote the continued study of physics and raise awareness of the broad range of careers that physics graduates can pursue. Consultation with a range of stakeholders involved in the development, delivery, and participation in the case study activities has been undertaken. This includes a focus group with participating Year 10 students and interviews with secondary school teachers and outreach coordinators. The purpose of this paper is to explore the advantages, disadvantages, and challenges in using popular culture to stimulate engagement in this way, and to share best practise to aid the effective delivery of similar initiatives.
Reflections on a first time experience of problem-based learning
Authors: Shariff Adilah
Published: October 2018

The aim of this paper is to share the author‟s experience of Problem-Based Learning (PBL). The paper also discuss some of the author‟s opinions and views about PBL and highlight some of the problems faced by the author as a facilitator as well as point out some of the problems faced by the students.
Diagnostic tests for the physical sciences: A brief review
Authors: Bates Simon , Galloway Ross
Published: October 2018

We present a review of diagnostic testing in the physical sciences. We cover the motivation for using such instruments and their historical development via a case study of probably the most cited and influential test instrument and application: the Force Concept Inventory, developed in the early 1990s by Hestenes and co-workers, and its use to quantify learning gains from different instructional methodologies by Richard Hake. We then present an overview of the process of creation and validation of such instruments, and highlight the results from studies that have made use of some of the many instruments available in the literature. We conclude with a short summary of our own recent work to develop a diagnostic test of data handling skills of physical science undergraduates.
Cognitive psychology and problem solving in the physical sciences
Authors: Sands David , Overton Tina
Published: October 2018

This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.
First year mechanics taught through modelling in VPython
Authors: Sands David
Published: October 2018

This paper describes a development project carried out in 2008/9 aimed at developing model-based learning in mechanics for a first year physics module. Based on the work in the literature, VPython, the visual extension to the Python programming language, was chosen as the vehicle for developing the models. VPython is ideally suited to modelling mechanics for various reasons, including a class of variables called vectors which have all the properties of vectors in mathematics, the ease with which basic models in VPython can be constructed, and the instant feedback on the operation of the models afforded by their visual nature. Thus the emphasis is much more on the physics and the modelling rather than computation. It is shown how an analysis of students‟ understanding has revealed that Newton‟s third law of motion causes difficulties, leading to a greater emphasis on this concept in the modelling for 2009/10. In addition, a greater attention was given to the methods and techniques of modelling, especially spatial reasoning. The evidence for student reasoning in this way is presented.
Easing the transition from secondary school to higher education through recognition of the skills of our students
Authors: Kelly Orla C , Finlayson Odilla E
Published: October 2018

This short communication discusses research, which has investigated students‟ self-perception of their skills. This was to identify which skills they felt most and least confident in upon starting university. General and scientific and practical skills as well as skills related to improving learning were explored. The results suggested that students felt most confident in working in groups, interacting with people to obtain the necessary information and assistance, and observing chemical events and changes among others. In contrast students felt least confident in planning and presenting an oral presentation, analysing and evaluating experimental data, and using the internet and other resources to gain information. Details of how the findings were used to make effective changes to an existing module will be discussed. Furthermore, the relevance of this in terms of supporting our first year students in their transition to university-level work and subsequently planning appropriate modules will be discussed in relation to the recently published results from the UK Physical Sciences Centre Review of the Student Learning Experience in Chemistry and in light of the Department for Business Innovation and Skills Higher Ambitions and Skills for Growth papers.
Development of a web-based teaching resource for analytical science practitioners
Authors: Batham Mike , Brashaw Kate , Janes Rob , Williams Ruth
Published: October 2018

This paper describes the production of multimedia teaching material aimed at working analysts in the water industry who are studying the Open University‟s Foundation Degree in Analytical Sciences. In collaboration with staff at Scottish Water, Edinburgh laboratories, audio and video materials were produced which demonstrate a number of basic laboratory techniques routinely carried out in chemistry and microbiology laboratories. Teaching laboratory techniques (and associated safety procedures) is by its very nature a visual process, and requires the cultivation of a skill base and good practice that can only be gained by repetition. However an initial „show and tell‟ stage is required. This is extended to coverage of aspects of laboratory management, and how analysts work in teams to produce analytical data for the customer.
School-university partnerships: Lessons learned from 10 years of spectroscopy for teachers and post 16 students
Authors: Harrison TG , Shaw AJ , Shallcross KL , Williams SJ , Shallcross DE
Published: October 2018

Spectroscopy covers a wide range of analytical techniques, a small sub-set of which UK pre-university chemistry students are required to study. The expense of such equipment means that it is not available to the vast majority of schools whilst it is commonplace in university chemistry departments. This article discusses the evolution of the Bristol ChemLabS spectroscopy outreach activities. The advantages and disadvantages of this method of engagement for both the participants and the providers are discussed from 10 years of activity.
A case study exploring students’ problem-solving strategies in a PBL chemistry task
Authors: Kelly Orla , Lovatt James
Published: October 2018

This paper shares the initial results of a small-scale research study which aimed to investigate the problem solving processes Year 1 undergraduate science students used while undertaking problem-based learning tasks in the chemistry laboratory. A qualitative case study, combining observation and semi-structured interviews, was used to explore learners’ experience of the problem-based learning (PBL) task. The literature on problem solving processes of experts generally places importance on domain specific knowledge, developed through experience, for the expert. This is of particular relevance to this study since the students have a range of different prior experiences in the ‘chemistry’ and ‘experimental/practical’ domains. Overall, it was shown that students revealed novice-like problem solving strategies and surface approaches to learning. However, one group revealed more expert-like characteristics, coupled with a deep approach, with this group successfully solving the problem. One implication of this study is that we need to be more aware of the learning approaches of our students, as well as their subject knowledge, as they enter into higher education through careful scaffolding of such problem-based task.
Preliminary investigations into the selective use of concept maps in teaching introductory physical chemistry to non-chemistry specialist students
Authors: Percival Julia , Lygo-Baker Simon
Published: October 2018

Recently we have undertaken a preliminary study on the introduction of concept mapping into a physical chemistry module being delivered to non-chemistry specialist students. Previously this module was known for being conceptually challenging and more unpopular amongst biological sciences students than other biological modules of similar difficulty. Here, we discuss the introduction of concept maps at certain points in the module to assist with student’s ability to connect ideas and therefore answer questions they have not previously been able answer reliably. These are combined with additional large group workshops and in-lecture examples to help the students to connect the questions with the course content. Also included are the experiences of the staff delivering the module before and after this introduction and some qualitative feedback from the students involved. This study has since lead to a change in the way introductory physical chemistry is taught to non-chemistry students at Surrey and has informed teaching methods for subsequent years.
A clerical error provides a unique opportunity to study the effect of previously seen exam questions on exam results
Authors: Prior T J , Lorch M
Published: October 2018

Due to a clerical error identical chemistry exam papers were set two years running. In the second year that the paper was used it was distributed as a ‘past paper’ for use as a revision aid, and lecturers worked through all the questions during classes. The students were also provided with model answers. Despite this, the cohort of students that had seen and reviewed the questions (n=50) performed no better than the previous year’s students (n=68) who had no prior knowledge of the questions. After the mistake was discovered the students were given a short survey to assess their reactions to the paper. Most thought the practice paper had helped them revise, furthermore they did not notice that they had already seen the exam paper. The students’ results and reactions shed doubt on the value of working through exam questions in lessons.
Clarifications and corrections
Authors: Read David
Published: October 2018

A note on the article “Sharing learning outcomes in chemistry teaching at HE level: beneficial or detrimental?”, David Read et al, New Directions, issue 7, pp. 31-36.
Peer assisted learning at the Department of Chemistry for home and international students
Authors: Sedghi Gita
Published: October 2018

Peer assisted learning (PAL) was implemented in the Chemistry Department at the University of Liverpool to complement the University’s current peer mentoring programme. PAL leaders, who were trained by the staff from the Educational Development Division, took over the role of giving subject and pastoral support to first year undergraduate students and second year international students.
Multimedia resources for teaching chemistry
Authors: Williams Dylan P , Bird Terese , Davies David L
Published: October 2018

A series of short, focused multimedia resources was developed based on areas of the chemistry degree course with which students often have difficulty. The resources were generated by undergraduate project students using Microsoft PowerPoint and Adobe Connect. Incorporation of animations and other interactive elements was found to be difficult. Evaluation of student attitudes towards the resources revealed that they were appreciated by students and were particularly useful for distance learners and for examination revision. A number of improvements were suggested such as the inclusion of more in-depth content. The development of these types of resources can be carried out by final year undergraduate project students.
The flipped lecture
Authors: Lancaster Simon J
Published: October 2018

The drive to flip teaching is a reaction to the limitations of the traditional lecture, which may be efficient at addressing many students but is ineffective at engaging and teaching those students. The term ‘flipped lecture’ describes the process of requiring students to prepare for a timetabled contact hour through directed but independent study in advance. Consequently the academic is freed from the constraints of having to work through the content and can use a variety of technology-facilitated strategies to maximise engagement, probe understanding and ensure students are able to apply the knowledge effectively.
UKTF Forum: Supporting the Teaching Fellow community
Authors: Raine Derek , Hurkett Cheryl
Published: October 2018

Recent developments in the Higher Education sector have resulted in the creation of increasing numbers of teaching-focused positions, whose imcumbents are commonly referred to as ‘Teaching Fellows’. Individuals in these roles face a variety of unique challenges compared with their more traditional research-focused colleagues and they often lack access to tailored support and mentoring structures. In this report we highlight the creation of the UK Teaching Fellow Network and describe the online community and discussion forum that have been set up to support these individuals. The pilot programme targeted physics Teaching Fellows; below, we outline our plans to expand membership to encompass other STEM subjects in order to promote a content-rich, vibrant and supportive community in the long-term.
The attitudes towards, and experiences of, laboratory teaching in Year 1 chemistry and physics university courses
Authors: Sneddon PH , Douglas R
Published: October 2018

Our study compares the attitudes to their lab experience of students in two science subjects, Chemistry and Physics. We found this to be consistent across the disciplines. Laboratory learning is appreciated by students, as a means to develop knowledge and skills. Many of the benefits that students report are in line with the aims set out by the American Association of Physics Teachers (AAPT) for practical teaching. This suggests that laboratory teaching in both subjects is meeting its goals and providing a valuable contribution to the education of students.
Beneficial Inner-City Quay Walls?
Authors: Goldbohm Philine C.R. , M. Wolfert A. Rogier , G. de Gijt Jarit , De Bruijne Mark L.C. , Van Heesch M A
Published: October 2018

Inner-city quay walls in public urban areas: expense or added value? These civil structures approach, reach or exceed the end of their life span. This threatens the quality of the public urban area. Many municipalities are still willing to invest in the management of inner-city quay walls, despite the costs. Apparently, the quay walls generate more benefits than that are initially expected based on their original functions. Until now, municipalities have failed to determine the added value of inner-city quay walls. Theoretical and practical research suggests that adequate asset management is indispensable. Nevertheless, no research focuses on valuable management of inner-city quays, in terms of performance, costs, benefits and risks. How to decide on a management strategy that adds the most value to the public area? A new framework should identify and incorporate the value of inner-city quay walls in the management process.
UPAYA MENINGKATKAN MINAT DAN PRESTASI BELAJAR MATEMATIKA DENGAN MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT(TGT) SISWA KELAS IX C SMP NEGERI 2 KALIWIRO WONOSOBO TAHUN AJARAN 2013/2014
Authors: Prabowo Awan , Kusmanto Benedictus
Published: October 2018

The purposes of this research were to increase the studentâ€™s interest andachievement in learning mathematics through cooperative learning type TeamGames Tournament (TGT) in 9th grade students of SMP Negeri 2 KaliwiroWonosobo in year 2013/2014. This research was Classroom Action Research(CAR). The subjects in this research were 9th grade students of SMP Negeri 2Kaliwiro Wonosobo. It consists of 29 students. The object of this research werethe studentâ€™s interest and achievement of learning mathematic throughcooperative learning type Team Games Tournament (TGT). The results showedthat after the application of Team Games Tournament learning approach, thestudentâ€™s interest and achievement in learning mathematics has increased. Thiscan be shown by an increase in the percentage average questionnaire studentâ€™sinterest from 38,95% in pre-cycle to be71,62%in cycle I, and became 78,61% incycle II . The increasing in the percentage average viewed from the observation ofstudentâ€™s interest in learning amounts 66.38% in cycle I became 85.34% in cycleII. The achievement in learning mathematic of students also increased. Judgingfrom the average value of 58.48 in pre-cycle became 64.19 in cycle I, and became80.90 in cycle II. While the percentage of completeness students ( with KKM 70 )also increased, namely the pre-cycle by 31,03% (9 students) were completenessbecame 51,72% (15 students) in cycle I. It increased again became 82.76% (24students) were completeness in cycle II.
UPAYA MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS X 2 JURUSAN ADMINISTRASI PERKANTORAN SMK TAMANSISWA BANJARNEGARA TAHUN AJARAN 2013/2014 MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD)
Authors: Qosasih Alit , Kusmanto Benedictus
Published: October 2018

The purposes of this research is to increase the activeness and achievementstudent of office administration 10th grade of SMK Tamansiswa Banjarnegarara2013/2014 in mathematic with cooperative learning type Student Teams-Achievement Divisions (STAD). The research was Classroom Action Research(CAR). The subjects in this research were student of office administration 10thgrade of SMK Tamansiswa Banjarnegarara and It consists of 36 students. Theobject of this research were the studentâ€™s activeness and achievement of learningmathematic with cooperative learning type Student Teams-Achievement Divisions(STAD). The results showed that after the implementation of Student Teams-Achievement Divisions learning approach, the studentâ€™s active and achievementin learning mathematics has increased. This can be showed by the observation ofan increase in the percentage of students' learning activeness of 43.75% in thepre-cycle, increased to 59.38 % in the 1st cycle, and became 68.75% in the 2ndcycle. While the percentage of activeness based on the results of questionnaires ofactiveness, reaching 43.98% in the pre-cycle, increased to 56.25% in the 1st cycle,and becomes 61.86% in the 2nd cycle. Mathematics learning Achievement ofstudents is also higher than the initial value of 63.68 with the ability completenesspercentage of 5.56% (2 students) in the pre-cycle. the average value of the finaltest cycle increased to 75.37 with 55.56 % completeness (20 students), andbecame 84.15 with 75% completeness (27 students).
HUBUNGAN ANTARA KREATIVITAS, KEMAMPUAN NUMERIK DAN SIKAP SISWA TERHADAP PELAJARAN MATEMATIKA DENGAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI SE-KECAMATAN PUNDONG
Authors: Gunarti Esa
Published: October 2018

Descriptively, the purpose of this research is to know the tendency of creativity, numerical ability, the studentsâ€™attitude in mathematics and achievement of the students. Correlatively, the purpose is to determine the relationship between creativity, numerical ability, the studentsâ€™attitude in mathematics with the achievement matematics of the students. The population of this study was all students of VIII of Junior High School in Pundong district on 2013/2014 academic year. The sampling technique used was cluster random sampling. The results of this descriptive study showed that the tendency category of creativity in medium, numerical ability in high, the studentsâ€™attitude in mathematics in medium and achievement of the students in high. Correlatively, it show R=0,899 its means that there is positive and significant relationship between creativity, numerical ability and the studentsâ€™attitude in mathematicsÂ  with the achievement matematics of the students.