bluuebunny/crossref_metadata_2025 huggingface dataset:
FUNCIONES DE AHUSAMIENTO Y VOLUMEN COMERCIAL PARA Pinus patula Schltdl. et Cham. EN ZACUALTIPÁN, HIDALGO
Authors: Hernández Pérez Disraeli , De los Santos Posadas Héctor M. , Ángeles Pérez Gregorio , Valdez Lazalde J. René , Volke Haller Víctor Hugo
Published: October 2018

Se presenta un grupo de funciones de ahusamiento y volumen comercial de acuerdo con diversas variables para estimar el diámetro a diferentes alturas del fuste y el volumen total comercial, así como la distribución de productos maderables para Pinus patula, en rodales coetáneos repoblados bajo el sistema de Árboles Padre. Se cosecharon y midieron 78 árboles, en la cubicación se usó el método de trozas traslapadas que permite obtener volúmenes totales y parciales de manera más precisa. La base de datos se utilizó para ajustar 1 sistemas compatibles de ahusamiento-volumen, que incluyeron modelos segmentados. Todos los sistemas se ajustaron mediante la estimación simultánea de parámetros con el método de máxima verosimilitud e información completa que optimiza el ajuste y minimiza los errores de manera conjunta. El sistema segmentado resultó ser el más preciso en el ajuste y explica 97.06 y 98.09% de la variabilidad en el ahusamiento y en el volumen comercial variable, respectivamente. Los puntos de inflexión ocurren a 1.34 y 82.3% de la altura relativa sobre el fuste, lo que sugiere que bajo silvicultura intensiva los fustes son más cilíndricos que en rodales naturales sin manejo intensivo, donde los puntos de inflexión ocurren a 5.7 y 22.4% de altura relativa sobre el fuste.
EVALUACIÓN ECONÓMICO-FINANCIERA DE UN PLAN DE NEGOCIOS PARA LA DAMIANA SECA
Authors: Martínez de la Torre J. Antonio
Published: October 2018

Turnera diffusa (damiana) es una planta apreciada en la medicina naturista y la herbolaria, ya que se le atribuyen propiedades curativas y afrodisiacas, en particular la que proviene de Baja California Sur es considerada como la de mayor calidad. En la presente contribución se evalúa la factibilidad de un plan de negocios para que productores asociados la vendan bajo la figura de “cadena productiva”. La recolección en el estado es muy variable debido a la irregularidad de las lluvias; aunque también depende de la demanda y del precio ofrecido por los intermediarios. Los principales mercados para la damiana sudcaliforniana en “breña” están en donde se ubican los grandes usuarios industriales como la Ciudad de México, Estado de México y Guadalajara. El negocio resulta altamente rentable, con un punto de equilibrio que implica una reducción de 65% de la producción planeada para 10 años; asimismo, el escenario base arroja una tasa interna de retorno de 99%. Sin embargo, hay dos supuestos de cuya realización depende la rentabilidad: el mejoramiento sustancial del precio y del volumen de venta anual a partir del tercer año de operación, lo cual, a su vez, está en función de la capacidad de gestión y negociación de los productores para vender sistemática y directamente a los grandes compradores nacionales.
SINONASAL POLYPOSIS
Authors: Salam Farhan , Ahmad Ejaz , Qureshi Muhammad Salman Haider , Khan Muhammad Aslam
Published: October 2018

Introduction: Nasal polyposis (NP) is a chronic inflammatory disease involvingmucous membrane in paranasal sinuses and nose. It presents as gelatinous, semitranslucent,smooth, pedunculated pear or round shaped masses comprising of inflamed mucosa thatout-pouches into nose. The available surgical options are Functional Endoscopic SinusSurgery (FESS) and Conventional Intranasal Polypectomy (CIP). The study aims to compareFESS and CIP in sinonasal polyposis patient in term of symptomatic improvement. StudyDesign: Randomized controlled trial. Setting: Department of head n’ neck surgery andOtorhinolaryngology, Pakistan Institute of Medical Sciences, Islamabad. Period: 01-01-2015 to20-08-2015. Methodology: A total of 84 patients presenting with nasal polyposis were enrolled.Out of these 84 patients, 42 patients were randomly selected for FESS (Group-A). Rest of the42 patients were selected for CIP (Group-B). All the information recorded on the Performawas entered and analysed using SPSS version 17. The entire study duration was 31 weeks.Regarding ethical consideration, the study was approved from ethics committee of hospital.Informed consent was obtained from the study participants. Moreover, confidentiality andanonymity of subjects was assured. The patients were followed-up for 2 months duration. Theentire study duration was about 8 months. Results: On the basis of scoring of nasal obstruction,in FESS Group-A, 32 (76.19%) patients had completely patent nose after two months and only10 (23.81%) patients had partially blocked nose. On the other hand in CIP Group-B, only 16(38.10%) patients had completely patent nose while 26 (60.90%) patients had partially blockednose after two months. The comparison of sense of smell between both groups also showedthat the outcome of Group-A was significantly (p-value = 0.000) better as compared to Group-B.The complete sense of smell was found present in 37 (88.10%) patients in group A in contrastwith 19 (45.23%) patients in group B. Conclusion: FESS seems to be a better treatment optionfor sinonasal polyposis than conventional intranasal polypectomy. However study with largerpopulation size and longer follow up duration is recommended to rationalize the results.
MANDIBULAR FRACTURES
Authors: Ahmed Shaheen , Usmani Reema Viqar , Shaikh Abdul Hafeez , Iqbal Noureen , Hassan Syed Muhammad Umer , Ali Anwar
Published: October 2018

Introduction: Maxillofacial trauma is a regularly reported occurrence in theemergency room. Of all maxillofacial injuries worldwide, the mandible is the most commonlyinvolved facial bone, with etiologies ranging from assaults and interpersonal violence to RTAs.Objectives: We aim to identify the patterns of incidence, etiology, age groups, anatomicallocation and gender in mandibular fractures in the population of Karachi, Pakistan. StudyDesign: Observational cross sectional study. Setting: Dow International Dental College. Period:January 2012 – September 2017. Materials and Methods: Informed consent was obtainedalong with a comprehensive history; a systematic clinical examination was supplemented byradiographs of the face as required to confirm the presence of fractures. Statistical analysis wasdone using SPSS v.21. Results: Over 5 years, an overall 156 patients sustained 250 fractures ofthe mandible. Most affected gender was male, the age group was 20-30 years, most commoncause was Road Traffic Accidents and site was the parasymphysis. Conclusion: Mandibularfractures have a higher incidence in young males driving motorbikes or cars. More rigorouslegislative action and community awareness is required to lessen the rate of mandibularfractures in Karachi, Pakistan.
THYROID SWELLINGS
Authors: Pathan Nazeer Ahmed , Shaikh Abdul Aziz , Shaikh Abdul Aziz , Shaikh Manzoor Ali
Published: October 2018

Objectives: Investigating cytopathological characteristics of thyroid swellingsby fine-needle aspiration cytology (FNAC) compared to histopathological examination. StudyDesign: Observational study. Place and Duration: Department of Pathology in collaborationwith Department of Surgery, Liaquat University of Medical and Health Sciences from November2014 to December 2016. Methods: A sample of 100 FNAC specimens was selected as perinclusion and exclusion criteria. FNAC procedure was conducted by technique of “to andfro movements” of needle for thyroid nodules of <1.5 cm size from central part of swelling.Peripheral part was aspirated in cases of large thyroid swellings. Smears were air dried andstained with May–Grunwald Giemsa (MGG) and H & E stain for histopathological examinationby microscopy. Data was analyzed on SPSS 22.0 at 95% confidence interval (p≤0.05). Results:Mean± SD age was noted as 47.6±8.6 years. Of total 200 cases, male and female were 90 (45%)& 110 (55%) respectively. Benign thyroid lesions were noted in 140 (70%), malignant thyroidlesions in 50 (25%) and 10 (5%) proved indeterminate thyroid lesions. FNAC shows sensitivityof 89%, specificity 97% and accuracy of 91%. Conclusion: FNAC is an easy, time escaping,cost- effective, simple procedure and valid technique for the triage of thyroid swellings.
INTRAUTERINE CONTRACEPTIVE DEVICE
Authors: Sardar Faryal , Balouch Ifat , Bajari Naseem
Published: October 2018

Objectives: To compare the frequency of effectiveness of postpartum IUCD(PPIUCD) with interval IUCD at Tertiary care Hospital in Hyderabad. Study Design: Randomizedcontrolled trial. Setting: Gynaecological and Obstetrical Department, Liaquat UniversityHospital, Hyderabad. Period: Six months from February 2016 to July 2016. Material andMethods: Total 100 women were studied. All the women with age 18 to 40 years, having atleast one alive child were included in the study. Women were divided in two groups according tocontraception methods of IUCD (50 women in each group). In Group-A IUCD were inserted afterplacental delivery within 10 minutes to 48 hours (PPIUCD) and in group-B IUCD were insertedany time of women’s menstrual cycle (Interval IUCD). All the women were followed for 6 months.All the data regarding effectiveness among both groups was recorded. Results: Mean ± SDage of group-A (PPIUCD) patients was 26.02 ± 5.87 years while group-B (Interval IUCD) was26.34 ± 5.95 years. Majority of patient’s i-e; 76.0% of group-A and 68.0% of group-B were fromurban areas. IUCD was successfully place among 94.0% women of group-A and among 98.0%women in group-B. At the end of 6 months follow-up, 86.0% patients of group-A continuedPPIUCD while in group-B, 96.0% women continued Interval IUCD. After 6 months follow-up,effectiveness of IUCD was 90.0% in group-B and 80.0% in group-A. Stratified analysis revealedthat there was a non-significant effect of age on effectiveness of IUCD among both groups (Pvalues= 0.094 & 0.223 respectively) so was the parity (P values= 0.384 & 0.747 respectively).Conclusion: It was concluded that interval IUCD found to be effective method as compare topost postpartum IUCD (PPIUCD). While women have recently given birth to neonate were moreagreed to practice of PPIUCD, due to its quick insertion.
Controversy in the classroom
Authors: Thornton Rosi , Brake Mark
Published: October 2018

At Glamorgan, we aim to provide a pluralistic account of the physical sciences,recognizing the all-pervasive nature of science within our society. In attempting toaccount for the various influences brought to bear on both the practice and thedissemination of science, our science modules repeatedly cross the institutionalisedboundaries that separate "science" from "history" or "philosophy". So our degrees(Bsc Science and Science Fiction; Bsc Astronomy and Space; and Bsc Science andScience Communication) are courses about science as much as they are courses inscience, encompassing the many influences brought to bear on the continuous creation and consumption of science.
Problem solving case studies in analytical and applied chemistry
Authors: Belt Simon , Overton Tina , Summerfield Stephen
Published: October 2018

We have produced six problem solving case studies which have been designed inorder to teach analytical and applied chemistry within a ‘real’ life context bydeveloping problem solving and professional skills. The case studies use the contexts of forensic science, pharmaceuticals, environmental science, and industrial chemistry. They present students with extended problems that are set in a ‘real’ context with incomplete or excessive data, and require independent learning, evaluation of data and information and, in some cases, do not lead to a single ‘correct’ answer. By tackling these cases, students are able to see the relevance of analytical chemistry and so approach the activities with enthusiasm and interest. In order to successfully tackle a case study, students must develop a range of professional skills such as communication, team work, project management, etc.
Software resources for remedial physics teaching in UK university chemistry departments
Authors: Walker Steve M.
Published: October 2018

There is a substantial minority of students who do not have the necessary physics background to tackle parts of most first year physical chemistry courses and for whom some kind of remedial action is required.Software tools have been developed to address the problem with priority beingassigned to topics most frequently occurring in the curricula. After discussion with colleagues, the topic of ‘Particles and Waves in Chemistry’ was selected. The tools consist of simulations (and high quality diagrams with relevant animations) designed to accompany tutorials or workshops. They are not ‘stand-alone’ programs and assume that the teacher has covered the basic groundwork. In this way, the material does not impose any learning style and should be treated as a simple resource similar to an illustration or photograph. Substantial numbers of numerical problems (in practice, an infinite number) are included for use as reinforcement learning tools – a technique that has been shown to be extremely effective in tackling specific numerical shortcomings.Given that the overwhelming majority of the targeted students have chosen to avoid physics, great care has been taken to ensure that the context enclosing the materials is identifiable as chemistry only.
The concept of the pre-lecture
Authors: Reid Norman , Sirhan Ghassan , Gray Craig
Published: October 2018

This article reviews previously published work demonstrating how pre-lecture support for students can help improve end of year examination performance.
Interactive physics: a virtual library of simulations for use in physics undergraduate teaching
Authors: Bates Simon , Wilson Sean
Published: October 2018

This report outlines the design and deployment of a virtual (online) library ofinteractive simulations (principally Java applets) designed to be used inUndergraduate Physics teaching. The project was funded by an LTSN PhysicalSciences Project Development Grant in 2001.
Enterprise in physical science
Authors: Gibbs Mike R J
Published: October 2018

With an increasing emphasis on enterprise and innovation in government directives, it is timely to consider the embedding of enterprise activities within the physical science curriculum. We have piloted a course “Physics in an Enterprise Culture”, and are now expanding to embrace project work and dual degree schemes.
Computer aided assessment and feedback – can we enhance students’ early experience at University?
Authors: Price Gareth J
Published: October 2018

This project, funded by LTSN Physical Sciences (Learning and Teaching Support Network - now superseded by the Higher Education Academy Physical Sciences Centre) and FAST (Formative Assessment in Science Teaching) was primarily concerned with the production and evaluation of computer assisted assessment (CAA) materials to support students in the first year of chemistry programmes. A number of short assessment packages, designed to offer students formative feedback, have been written and incorporated into WebCT. Questions were chosen to exemplify a range of styles and were made available to students over the University computer network. The most important aspect of the work was the feedback offered to students within the quizzes, which was written in conjunction with undergraduate students to ensure its usefulness.The effectiveness of the approach was evaluated by asking students to complete a questionnaire and by targeted interviews. The vast majority of the cohort (> 80%) used the quizzes, most to gain formative feedback and some as a revision aid prior to end-ofunit examinations. This communication will summarise our findings and highlight some of the advantages and drawbacks in using electronic feedback.Although there was a very significant set-up time involved as well as an on-going need for student support in using the packages, student reaction was positive and examination performance was enhanced over previous years. Although firm conclusions cannot be drawn from one year’s data, these results together with the very positive reaction from the students encourage us to further develop the approach.
A case study in Green chemistry: Developing replacements for CFCs
Authors: Overton Tina , Hodgson Simon , Heaton Alan , Powell Richard
Published: October 2018

Chlorofluorocarbons, CFCs, were developed in the late 1920s for use as safe refrigerant alternatives to sulphur dioxide and ammonia. They were welcomed by industry because of their low toxicity, chemical stability, low flammability, low cost and ease of synthesis. They found wide application as refrigerants, blowing agents, propellants and cleaning agents. Over more than 40 years, applications of CFCs expanded into a wide variety of areas, and grew into a multibillion-dollar industry. Unfortunately, CFCs are not ecologically benign. It became increasingly clear that CFCs were responsible for ozone depletion. In the early 1970s the leading manufacturers of CFCs met to discuss the possible environmental impact of their products.This case study uses a problem based learning approach to take students through the development of replacements for CFCs from the 1970s to today. They investigate the background to the CFC problem and consider data that leads to the decision to investigate possible replacements. They must select and design replacement molecules (HFCs), devise syntheses and then consider the challenge to develop the replacements in a socio-economic and political framework. They also consider the problems posed by existing CFCs, the ‘fridge mountain’ and possible disposal and containment alternatives.The case study brings the story up to date with an investigation of the problems now being associated with HFCs and the search for new alternatives. This activity successfully teaches applied and ‘green’ chemistry via a real life context. The chemistry encountered is of an applied/industrial nature and is set in a socioeconomic context. The influence of political pressures is also brought in when appropriate. Because the activity adopts a problem based approach it is also successful in developing a range of transferable skills, particularly problem solving, teamwork plus verbal and written communication.
Development of an open-learning module in natural product chemistry
Authors: Stanforth Stephen P
Published: October 2018

This article describes the author’s personal perspective on the design, production and delivery of an open-learning module in natural product chemistry. This 10 credit, level 6 module is delivered using three tutorial sessions and is assessed by three open-book tests. The study material is available to the students as both hard-copy and electronic copy.
From projects to problems
Authors: Raine Derek
Published: October 2018

Projects are a familiar feature of physics curricula and many courses include one or more group projects as a way of developing group work skills, if not for teaching physics. Problem-based learning on the other hand, which is designed primarily to teach physics while enhancing group work skills, is not so familiar. In this article we shall show how project work can be developed rather simply into problem-based learning by contextualising the project in terms of a problem and a viewpoint. The examples given will be based on developments of first and second year courses at Leicester to integrate practical, computational and theoretical work within the programme of specialist options. The benefits to staff and students will be discussed.
Context and problem-based learning
Authors: Overton Tina
Published: October 2018

Context based learning is any learning that places content within a meaningful context. CBL has been demonstrated to enthuse and engage learners and is increasingly being used in sciences, especially at pre-University level. Problem-based learning can be viewed as a sub-set of CBL. In PBL, the context is framed as an open ended problem scenario. The problem is encountered before knowledge is in place and acts as thedriver for independent learning. PBL has been demonstrated to enhance understanding, increase motivation and develop a range of transferable skills. The use of CBL and PBL in the physical sciences will be reviewed.Context and problem-based learning are approaches that are becoming increasingly popular in Higher Education. The aim of this article is to introduce the two approaches and provide some exemplars from within the physical sciences.
The use of screen-capture video as a learning resource
Authors: Currell Graham
Published: October 2018

This paper discusses the use of informal screen-capture video clips as learning resources in mathematics and statistics for first year undergraduate science students who possess a minimum grade C in GCSE mathematics. The videos are quick and easy to produce and provide a valuable extension of the personal tutor-student interaction. Hand-written text, as well as data analysis in suitable software, can be recorded to provide a permanent record of the solutions to many different types of problems. The underlying approach of learning provision for skill-based modules in the first year is to meet a diversity of intake with a diversity of learning provision, and this paper highlights the variety of roles that this particular form of video material can play.
Why bother taking university led chemistry outreach into primary schools? Bristol ChemLabS experience
Authors: Harrison Tim G
Published: October 2018

The School of Chemistry, University of Bristol is taking postgraduate Chemists and circuses of practical chemistry experiments into primary schools to enthuse, excite and educate tomorrows chemical scientists. With over twenty workshop visits undertaken in 15 months we share our recent experiences.
Improving problem solving with simple interventions
Authors: Cooper Melanie M , Stevens Ronald H , Cox Jr Charles T , Nammouz Minory
Published: October 2018

Although problem solving is a major goal for most science educators, many still rely on the demonstration method as an approach to teach it. This remains the case even though most are not happy with the results. Using a web-based problem delivery system to track students’ performance, we have investigated the effects of collaborative learning, and concept mapping on student problem solving ability. We find that student ability in general can be improved by about 10% after a group problem solving intervention. Furthermore we find differences in improvement depending upon the students’ level of logical thinking and gender.
Editorial
Authors: Madden Tracey
Published: October 2018

Editorial by Tracey Madden.
The Undergraduate Ambassador Scheme implemented at St Andrews
Authors: Sinclair Bruce
Published: October 2018

The Undergraduate Ambassador Scheme (UAS) is now a well established project across many UK Universities. In this scheme undergraduate students in science, engineering, and mathematics go into local schools to learn from and assist teachers as part of credit bearing studies for their degree. UAS has a central office that can provide significant help to universities to set up and run such a scheme, though each university is responsible for its own implementation. This article aims to give an overview of the Undergraduate Ambassador Scheme, its implementation in physics at St Andrews in session 20078, and the issues and benefits that we have observed in this first year of operation.
Using assistive technology in the classroom
Authors: Chin Paul
Published: October 2018

The use of technology is now ubiquitous in Higher Education but its use or application to promote student inclusivity is not always well recognised. The use of existing software or hardware with a little more thought can often bring serendipitous benefits for a range of students. The JISC funded service, TechDis (www.techdis.ac.uk) offer periodic funding under its HEAT (Higher Education Assistive Technologies) scheme to promote the use of technology for inclusive teaching. TechDis says that ‘The aim of this scheme is to provide staff working in HE... with technology ... with which to develop or uncover an aspect of good inclusive practice. This may be specific to the teaching of a particular discipline, supporting a specific role area, or may have more generic applicability across the sector’. This article will discuss how TechDis funding was used with students to assess its potential benefits for inclusive teaching.
Electronic marking of physics assignments using a tablet PC
Authors: Freake Stuart
Published: October 2018

Producing and marking assignments electronically has advantages for both students and academic staff. However, marking and commenting on electronic assignments requires a simple and efficient method for annotating students’ scripts. We report here on a pilot project that provided associate lecturers (ALs) for a Level 2 Open University physics course with Tablet PCs and appropriate software that enabled them to input handwritten annotation, including equations and diagrams, to files containing students' solutions to assignments. Surveys of the views of ALs indicated that this method of electronic marking is effective and acceptable to students and to a large majority of ALs. It could be used to streamline assignment handling and marking procedures in campus universities as well as in distance learning contexts.
Jersey Schools Week: An outreach case study
Authors: Harrison Tim G
Published: October 2018

During a single week the combined Bristol Centres for Excellence in Teaching and Learning (CETLs) outreach team of 8 scientists worked in the island’s primary and secondary schools, delivering lectures and running workshops, thus forming the first ‘Jersey Science Week’. They also gave demonstrations and the opportunity for handson investigation using their Mobile Teaching Unit. The number of students engaged during the week is impressive on its own: they had contact with 22 schools and approximately 4,500 students. This case study gives the background to the ambitious event and the lessons learnt for future events of this scale.
An investigation to determine the impact of concept mapping on learning in an undergraduate physics course
Authors: Broggy Joanne , McClelland George
Published: October 2018

In recent years extensive research has been carried out to evaluate and highlight the declining number of graduates from science related courses. Following this, several initiatives have been designed and implemented throughout the Republic of Ireland to combat the problem of low retention rates in undergraduate science courses and to introduce the use of more effective instructional methodologies that promote the active role of the learner while also encouraging the facilitative role of the teacher. This paper examines Concept Mapping, one such initiative that has been implemented in the University of Limerick over the last two years. The research presented here is part of a large project that aims to explore and evaluate the potential of Concept Mapping as an educational tool in physics education. This paper, however, sets out to specificallyanswer the following research question: What impact, if any, did Concept Mapping have on four particular aspects of physics learning? The paper examines the effect Concept Mapping had on understanding theory, identifying physics concepts, linking prior and new knowledge and, finally, problem solving.
Editorial
Authors: Madden Tracey
Published: October 2018

In this issue we have a review of epistemological beliefs. Communications cover a range of physics sciences education topics including the outcomes of the RSCs Chemistry For Our Future and two communications from CETLs, one of which outlines their achievements since their inception. Other areas covered include public engagement and science outreach, topics which have featured prominently in previous issues; problem based learning, another popular topic; diagnostic tests; the setting up of an image bank and student transition.
A legacy for chemistry education
Authors: Tunney Jo
Published: October 2018

The Royal Society of Chemistry (RSC) has a longstanding reputation for providing innovative and up to date support for chemical science education – from primary, through to higher education and beyond. The RSC is continually developing easily accessible resources and events to help meet the needs of changing curricula and the skills required by employers.At A-level and degree level the focus is on increasing the numbers of students studying chemistry and the chemical sciences in order to educate the next generation of science-based professionals. The Chemistry for our Future (CFOF) programme was established with the aim of ensuring a strong and sustainable future for chemical sciences in higher education by increasing the aspirations of students, promoting the chemical sciences at all levels and improving the school to university transition.
Mapping the transition: Content and pedagogy across the school-university boundary
Authors: Slaughter Kate , Bates Simon
Published: October 2018

The period of transition for students from school to university is of great importance, however it is also potentially fraught with difficulties. Incoming students are faced with a study environment very different to anything they have known before and often face a steep learning curve of new study skills and learning methods in order to keep afloat. Whilst these factors are well recognised and have been addressed in literature, there is a growing recognition of the fact that how students perceive their chosen subject has a large impact on how they perform. In fact it has been suggested that students‟ expectations of a subject may be better predictors of performance in tertiary education than the previous performance of students in school examinations.
What is effective learning in science? Impact and outcome from a CETL
Authors: Moss Karen
Published: October 2018

What is it like to have HEFCE funding and the opportunity to spend it developing good practice in the learning and teaching of science for both higher education and school sectors? In this article we describe how CETL funding at CELS is being used to develop staff, engage students and promote interest in science amongst over 21,000 young people in the East Midlands. We report on how staff were enabled to develop new resources for the teaching of science from undergraduate to Masters level as well as pioneering innovative outreach activities for schools (for students from 5 years old upwards) through our innovative sabbatical scheme for staff - which also supported early career academics in gaining full lecturing posts. CELS‟ projects cover a wide range of science - both the traditional and interdisciplinary. Examples include work on troublesome knowledge in chemistry, forensic science and physics, new approaches to assessment, e-learning materials for protein purification and biochemistry, new experiments in green chemistry, physics for forensics and astronomy projects for schools. However, this is also a story of pushing boundaries where effective collaborations across subject and institutional boundaries allowed new developments in outreach e.g. at the science-art interface which led to critically acclaimed theatre productions on science.
An introduction to the recent literature on approaches to work-based learning
Authors: Lemanski Tom , Mewis Ruth , Overton Tina
Published: October 2018

The term work-based learning is widely used throughout the literature, academia and industry to describe a multiplicity of approaches by which one can learn through work. The complex nature of work-based learning can often lead to confusion when designing courses which aim to implement such an approach.This review will focus on:The rationale for conducting work-based learning.The varieties of approaches to work-based learning that are currently implemented.Student opinions of work-based learning.How to resolve any implementation and communication issues.There are many approaches to developing work-based learning modules, courses and projects that utilise learning at, learning for, and learning through work. This paper aims to review the literature in these areas.
Closing the feedback loop for clicker questions
Authors: Bates Simon , Brunton Keith
Published: October 2018

We describe the output from a recently-funded JISC Learning and Teaching Innovation Grant: Electronic Voting Analysis and Feedback for all (EVAF4All). We have created a web-based software tool (EVAF) that allows electronic voting system data captured at the point of delivery in lectures, to be fed back to students, thus providing valuable formative feedback of their progress over what can be a large number of such questions. In institutions where 'loanership' models of handset distribution are used (typically, when students keep the same handset for a whole course or year) this is particularly powerful as it can supply students with their own data as well as the aggregate data from the rest of the cohort. Academic staff can use the tool to evaluate the effectiveness of their clicker questions as an aide to course monitoring or development processes. We briefly cover the technical aspects of the system we have built and also present a case study of its use in an introductory Physics course taught at the University of Edinburgh.
Lecture capture: Early lessons learned and experiences shared
Authors: Andrews Christopher J , Brown Richard C , Harrison Charles KW , Reid David , Roach Peter L
Published: October 2018

Lecture capture has been on the minds of university level teachers for some time. The ability to record teaching sessions for delivery online has a number of potential impacts, not all of them positive. The technology now exists to make it feasible and relatively affordable to deliver entire lectures online. But should we do it just because we can? This article aims to share our experiences in recording a series of organic chemistry lectures, and the findings of the evaluation that followed.
Combining a Tablet personal computer and screencasting for chemistry teaching
Authors: O’Malley Patrick J
Published: October 2018

This article describes innovative use of a Tablet PC and screencasting in delivering chemistry lectures. Introducing such technological innovations as an aid to chemistry lecturing is shown to be of immense benefit to both lecturer and student alike. The Tablet PC provides a clear method of presenting technical information in a dynamic fashion catering to both lecturer and student needs. It also permits archiving of lectures „as delivered‟ to be achieved. Screencasting allows easy recording of the entire lecture and archiving for future viewing by the students. Student reaction to such innovations is universally extremely positive and the widespread adoption of these practices is to be encouraged.
Physics – My way
Authors: Raine Derek
Published: October 2018

I became a lecturer in astrophysics by chance. As I was completing my postdoc, looking at how one could do quantum field theory in the presence of gravity, I contacted various departments to see if there were any lectureships going. From departments of mathematics I was invariably told that the subject was too physical, and from physics departments that it was too mathematical. Astrophysics seemed a better bet, so I offered to give part of the Oxford undergraduate course on what was then the emerging subject of high energy astrophysics. I think I managed to keep a few pages ahead of the students most days. The result was a job offer from Leicester to teach astrophysics.
Sharing learning outcomes in chemistry teaching at HE level: Beneficial or detrimental?
Authors: Read David , Boniface Joanne , Russell Andrea E
Published: October 2018

The sharing of explicit learning objectives and/or learning outcomes is considered to be good practice in schools, with OFSTED observation criteria indicating that this is a pre-requisite to a good or outstanding lesson1. Such practice does not appear to be widespread in chemistry teaching at HE level. Whilst a statement of aims/objectives/outcomes can normally be found in the documentation accompanying any given unit of teaching, these are typically in a less student-friendly format than those used in school, or are too vague to be useful. At the same time, many lecturers do communicate aims at the start of a lecture, but there may be scope for doing this in a more effective way. The extent to which students are exposed to „learning outcomes‟ varies greatly from institution to institution, discipline to discipline and from teacher to teacher, and as such it is difficult to discern the best approach.This article presents some background on developments at pre-university level that have influenced practice in this area, and outlines the findings of a research project carried out in the School of Chemistry at the University of Southampton. The project probed the views of staff and students regarding the usefulness of learning outcomes. Several different approaches to sharing learning outcomes with first year students were trialled and evaluated during the course of the 2010-11 academic year. This work is part of an on-going initiative which aims to identify effective methods to support students in becoming independent learners when making the transition to university, and to improve retention rates.
Staff and student opinions of the inclusion of practical work in higher education chemistry courses in England: What are the perceived objectives and outcomes?
Authors: Mewis Ruth
Published: October 2018

Practical work is seen as an essential part of science courses. However, practical work is very resource intensive and in the current HE environment, in which academics will inevitably find themselves teaching more students with fewer resources, it is important to justify the cost in terms of educational benefit and so the objectives must be clear.This report describes the results of a survey of students undertaking chemistry undergraduate courses and staff in Higher Education chemistry departments in England. These surveys aimed to ascertain the range of practical work being carried out, alongside staff and student opinions of practical work. It also examined the reasons why practical work is included in undergraduate courses and what students take away from participating.
Public engagement with science: Ways of thinking and practicing
Authors: Stevenson Elizabeth
Published: October 2018

The primary focus of the Higher Education Institution (HEI) is the generation and dissemination of knowledge. This knowledge is generated and shared throughout the research community and to students specifically enrolled in university programmes. Public engagement with science enables and ensures the generation and sharing of knowledge throughout a wider community.Public engagement with science has enjoyed an increasingly heightened profile in recent years with six „Beacons for Public Engagement‟1 being established across HEIs in the UK, including a National Co-ordinating Centre for Public Engagement2 hosted between the University of Bristol and the University of the West of England In addition, public engagement is a component in the „Pathways to Impact‟ statements3 which have been introduced into all RCUK research funding applications.However public engagement, and in particular public engagement with science, can often be perceived as an add-on or „Cinderella‟ activity to be undertaken only by the dedicated and often only in their own time. This paper argues that public engagement with science is a legitimate area of academic practice in HEIs which complements and extends research and teaching. The paper outlines key principles which underpin public engagement with science and describes effective work practice
Editorial
Authors: Madden Tracey
Published: October 2018

Editorial by Tracey Madden
Learning chemistry through placements: Building on good practice and identifying new opportunities
Authors: Belt Simon T
Published: October 2018

This article presents and discusses the results of a project that focussed on identifying new work-based learning opportunities for chemistry students. Firstly, we investigated whether typical chemistry employers, who traditionally host sandwich or year-long placements, are able to offer short-term (e.g. summer) placements as an alternative work-based learning experience. Secondly, we determined to what extent non-traditional employers of chemistry graduates are also able to offer relevant and appropriate placement opportunities for chemistry students.
Enhanced conceptual understanding in first year mechanics through modelling
Authors: Sands David , Marchant Abigail L
Published: October 2018

As part of the National HE STEM programme, we have developed and implemented a modelling curriculum in first year mechanics to overcome well known conceptual difficulties. By modelling, we mean more than just the development of mathematical equations to describe the evolution of a physical system; we also mean the use of multiple representations both to understand the problem at hand as well as to develop a solution. We have developed a structured approach to both teaching and assessing the use of such representations through the ACME protocol: Assess the problem, Conceptualise the Model, and Evaluate the solution. This paper describes the implementation of this protocol within a conventional lecture setting during a single semester of the 2011-12 academic session and demonstrates the impact on conceptual understanding of 42 students though pre-course and post-course testing using the Force Concept Inventory (FCI). Detailed analysis shows that on virtually every question in the FCI student performance improved, with questions 4 and 15, relating to Newton’s third law, showing especially large gains. The average FCI score rose from 17.7 (out of 30) to 22.5, with the distribution of post-instruction scores being statistically significantly different (p=0.0001) from the distribution of pre-instruction scores.
A blended-learning approach to supporting students in organic chemistry: Methodology and outcomes
Authors: Brown Richard C D , Hinks Jeremy D , Read David
Published: October 2018

In the recent past, we recognised the need to support students in developing an effective approach to learning mechanistic organic chemistry, as many were finding it challenging to identify appropriate strategies to tackle this key area of their studies. A set of supporting resources in the form of videos and animations to reinforce understanding of the basic principles behind mechanisms were designed to improve skill levels and confidence. An online approach to delivery and engagement was combined with selfassessment to produce a package that was delivered as a vacation activity which was not credit bearing. The outcomes of the initial experiment included excellent levels of uptake by students, with many expressing greater confidence in their ability to understand and apply their mechanistic knowledge. Since the first iteration of this project a thorough qualitative evaluation has been undertaken. The clear message is that students found these resources valuable in their learning. This paper will describe the methodology and the outcomes from both the student and tutor perspective.
A view of first year transition from Down Under
Authors: Bedford Simon B , O'Brien Glennys
Published: October 2018

Transition from school to university life is a complex process and cannot be accomplished in a single event. There is now a move away from concentrating activities just into ‘freshers’ week or week zero to what are termed more longitudinal induction programmes. Only key orientation and social engagement events are provided in week zero and the more valuable aims of a successful first year experience (FYE) are achieved by curriculum based support and spreading activities throughout the year. With the growing challenges facing such UK induction programmes from increasing student numbers, greater diversity and fewer resources we show here how one Australian system faces up to those challenges and has found possible ways forward.
What are A-levels for?
Authors: Main Peter
Published: October 2018

On achieving power, the coalition government was quick to fulfil its election pledge to abolish as many quangos as reasonable in the shortest possible time. Among the first to go was the Qualifications and Curriculum Authority. One of the principal roles of the authority had been to set the criteria which were used by the awarding organisations (AOs) to develop their A-level (and GCSE) specifications. The AOs themselves set the papers, arrange for them to be marked and make the awards. In principle, another quango, Ofqual, polices the system and, in particular, monitors the standard of the papers. However, Ofqual is underfunded and has no subject expertise. As a result, it is generally accepted that in physics standards have fallen, an observation easily verified by comparing current papers with those of two decades ago.
Using interactive screen experiments as pre-laboratory tasks to enhance student learning
Authors: Nolan SJ , Szablewski M , McComb TLJ , Hughes IG
Published: October 2018

The teaching of first year undergraduate practical physics is currently faced with a difficult problem: the disparity in the level of practical physics many university entrant students have encountered prior to their arrival. Those with little practical physics experience enter the laboratory for the first time with a great deal of anxiety, which represents a barrier to their learning. This anxiety is magnified when their fellow students, some of whom have significant practical laboratory experience in their recent educational background, deal easily with the same situation. At Durham University, Interactive Screen Experiments (ISEs) have been used to familiarise students with laboratory equipment as part of an assessed pre-laboratory task for the first year physics laboratory, after which they perform real experiments.
Opportunistic use of students for solving laboratory problems: Twelve heads are better than one
Authors: Burnham Jennifer Anne Jean
Published: October 2018

A simple framework to make use of undergraduate students as a resource in solving problems has been trialled. Student volunteers were provided with symptoms of a problem and given free rein to interpret the problem for themselves. A pre-laboratory planning workshop facilitated constructions of good experimental designs and repeated referral of students to research aims encouraged them to act with purpose. The production of a written report enabled assessment of the interpretation of results and easy extraction of data for subsequent meta-analysis. The problem arose from a part of the undergraduate laboratory course, therefore, the theoretical and skill levels were appropriate for the level of the students. The results show that students did good quality experiment work. The need for teaching support is noted. It is suggested that this approach has benefited the students by giving them research experience. The benefit to me as the ‘client’ has been a wealth of experimental data and insight into the chemistry from unexpected analyses of results by the students. A preference for group working is noted.
Generating large question banks of graded questions with tailored feedback and its effect on student performance
Authors: Ashworth Stephen H
Published: October 2018

Formative assessments have been developed to give students practice with simple mathematical manipulations necessary in physical chemistry. A series of computer programs has been used to generate large pools of questions to accompany a core undergraduate physical chemistry module. In each assessment the questions are graded to increase the cognitive load gradually and feedback is tailored to each individual response. Furthermore, the assessments are arranged in a “daisy chain” to ensure that one is completed before the next may be attempted. The difference in terminal examination results between cohorts prior and post intervention is presented. There appears to have been a positive effect on the examination performance of the post intervention students.