1,720,995 research outputs found
Problem-based practical chemistry education at the university-industry interface: Organic Chemistry Summer School (OCSS)
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An interactive introduction to point groups
No full textSymmetry elements and point groups are important aspects in chemistry education and many upper class content depends on students being able to assign these to given molecules or tertiary structures. Yet students struggle with this. Hence a new approach for teaching this topic was developed at Southampton.This new modus separates symmetry elements initially from point groups and disconnects it also from chemistry. Following a lecture on the topic, a workshop environment is used to practise symmetry elements with real life objects. This handson manner is then repeated in another workshop focussing on assigning point groups to these real world objects. Finally, in a laboratory class, different items are presented to the cohort to play with before determining symmetry elements and assigning point groups, and, at last, suggest molecules that share the same three dimensional features.Teaching chemistry always includes practical skills and the application of theory knowledge and concepts to the laboratory class. With this relaxed method, students practised in a playful fashion and learned to “see” different symmetries in the real, every day world. This enabled them to better understand and apply point group assignments ultimately also in the chemistry context. The outcomes of student feedback and summative assessments involving symmetry will be discussed.In summary, an interactive introduction to symmetry elements and point groups led to an improved learning experience and retention of the skill. Quantitative and qualitative results underpin the success of this approach
Sustainable processes in the chemistry department: from green chemistry education in the laboratory to environmentally friendly engineering designs
No full textSustainability in undergraduate practical classes:: From green chemistry metrics to environmentally friendly process design
No full textThe times of COVID-19 and beyond: how laboratory teaching evolved through the pandemic
No full textPre–during–post lockdown waves, or how COVID-19 catalysed a change in practical chemistry instruction. This time-lined slogan reflects the University of Southampton’s response to recent imperatives in chemistry education. During the pandemic students had limited access to laboratory training. However, laboratory time has always been precious, and educators constantly have to rethink their approach to lab classes; how to best assess practical learning goals and focus students’ attention on the practical aspects during timetabled – and therefore time-limited – lab classes. The pre–during–post pandemic phases also govern the teaching split of our typical laboratory instruction, and the development during the three phases will be discussed. This article describes the evolution of the University of Southampton’s laboratory training, how resources changed, how in-laboratory student participation improved, how the pandemic influenced the scheduling of teaching activities and informed a development of our assessment strategy. It considers where the rethinking process has led to so far while acknowledging that the current laboratory course is not the end of the process but an interim position, subject to future improvements.</p
Synthese von trifluormethylsubstituierten Kohlenhydraten. Neue Strategien mit Methyl 3,3,3-trifluorpyruvat als building block für 2-C-Trifluormethylpentosen
No full textSquaring the circle by attempting to teach a lab class in the cloud: Reflections after a term in lockdown
No full textWhether it is prolonged strike action, a protest movement, or a global viral outbreak, the disruptions triggered in higher education are profound. In a STEM subject, laboratory classes are vital to teaching and learning. Chemistry educators had to transport laboratory skills-based teaching and assessment of courses to the virtual world at short notice, while adhering to evolving university policies. Analysis of the situation from the perspective of the lecturer and the student revealed for a laboratory class setting that student engagement did not significantly change throughout the semester and was relatively high compared to other teaching activities. During the lockdown students embraced traditional pathways for seeking support and reluctantly adopted new opportunities presented to staff and students alike at the start of the closure period. More active and interactive formats failed to take proper hold mainly due to a combination of technology (restrictions in available bandwidth and hardware) and anxiety issues. Undergraduate students, however, do wish to engage with their studies, and if the difficulties identified herein can be addressed adequately, the scene can be set for a successful and supportive teaching and learning environment in a socially distanced lab class combined with improved online support. It would include a structured and prescribed participation in partly online, partly live teaching sessions that are summatively assessed. This must be supported by a formal induction to the available IT infrastructure as well as assurances that learning in open fora enriches the learning experience and should not cause nervousness. Sticking to the published timetable for synchronous delivery and additional asynchronous support opportunities will assist students in planning and undertaking a balanced workload, and the social aspects and value of face-to-face time in a blended teaching approach must be emphasized
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