1,721,028 research outputs found
Bis(η5-1,3-di-tert-butylcyclopentadienyl)chromium(II)
No full textThe title compound, [Cr(C13H21)2] or [h5-1,3-(Me3C)2C5H3]2Cr,\ud
a substituted chromocene, crystallizes with two independent\ud
half-molecules in the asymmetric unit, the molecules having\ud
twofold rotation symmetry. The compound is isostructural\ud
with the iron and cobalt analogues and is a bent metallocene
Teaching and assessing ethics and social responsibility in undergraduate science : a position paper
Full text linkInstitutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, neither the teaching nor the assessment of these concepts is straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and assessment in these areas and this paper reports on the outcomes of that workshop. Controversial issues discussed included: How broad is the mandate of the teacher, how should the boundaries between personal values and ethics be drawn, and how can ethics be assessed without moral judgement? In this position paper, I argue for a deep engagement with ethics and social justice, achieved through case studies and assessed against criteria that require discussion and debate. Strategies to effectively assess science students’ understanding of ethics and social responsibility are detailed
Embedding environmental sustainability in the undergraduate chemistry curriculum : a case study
No full textIn spite of increasing attention devoted to the importance of embedding sustainability in university curricula, few Australian universities include specific green chemistry units, and there is no mention of green or sustainable chemistry concepts in the majority of units. In this paper, an argument is posited that all universities should embed sustainable chemistry within all Chemistry courses because it is the morally correct stance to minimise the harm of climate change. Attitudes of chemistry lecturers towards integrating sustainability into their teaching have been probed and it was found, using an established model, that personal environmental perspectives are critical to their attitude. Importantly, academic staff whose research has an environmental component were more likely to incorporate \ud
sustainability into their teaching while others struggled to find ways to do so even when they believed it to be important. This paper will recommend that resources are required to assist academic staff without a green chemistry \ud
research program to incorporate sustainability into their teaching and several suggestions are provided
Use of an on-line student response system : an analysis of adoption and continuance
Full text linkThe goal of this project was to initiate the use of an internet-based student response system in a large, first year chemistry class at a typical Australian university, and to verify its popularity and utility. A secondary goal was to influence other academic staff to adopt the system, initiating change at the discipline and Faculty level. The first goal was achieved with a high response rate using a commercial on-line system; however, the number of students engaging with the system dropped gradually during each class and over the course of the semester. Factors affecting student and staff adoption and continuance with technology are explored using established models
Reactions of Ruthenium(0) Phosphine Complexes with Diphenylacetylene
No full textHeating diphenylacetylene with [Ru(CO)2(PPh3)3] in toluene under reflux provides the 2-phenylindenone complex [Ru(4-O=CCPh=CHC6H4)(CO)(PPh3)2], arising from C-H activation of one ortho-proton of diphenylacetylene, hydroruthenation of the triple bond, and cyclization incorporating one carbonyl ligand. Both phosphines are replaced by 1,2-bis(diphenylphosphino)ethane to provide [Ru(4-O=CCPh=CHC6H4)(CO)(dppe)]. In contrast, heating diphenylacetylene with [Ru(CO)3(PPh3)2] in toluene under reflux generates the tetraphenylcyclopentadienone complex [Ru(4-O=CC4Ph4)(CO)2(PPh3)] in high yield, via [2+2+1] alkyne and CO cyclization. The crystal structures of [Ru(4-O=CCPh=CHC6H4)(CO)(PPh3)2], [Ru(4-O=CCPh=CHC6H4)(CO)(dppe)], [Ru(4-O=CC4Ph4)(CO)2(PPh3)], and [Ru(-PhCCPh)(CO)2(PPh3)2] solvates are reported
[P,P-Di-tert-butyl-N-trimethylsilyl-\ud P-(trimethylsilylamino)phosphineimidato-N,N]bis(pyridine-N)-\ud lithium(I)
No full textIn the title compound, [Li(C14H36N2PSi2)(C5H5N)2], the bulky chelating monoanionic P,P-di-tert-butyl-N-trimethylsilyl-P-(trimethylsilylamino)phosphine imidate ligand and two pyridine ligands bind to Li in a pseudo-tetrahedral arrangement with twofold symmetry. The Li-N [phosphine]distance is 2.048 (5) Å, while the LiP distance is 2.520 (6)
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Short answer versus multiple choice examination questions for first year chemistry
Full text linkMultiple choice (MC) examinations are frequently used for the summative assessment of large classes because of their ease of marking and their perceived objectivity. However, traditional MC formats usually lead to a surface approach to learning, and do not allow students to demonstrate the depth of their knowledge or understanding. For these reasons, we have trialled the incorporation of short answer (SA) questions into the final examination of two first year chemistry units, alongside MC questions. Students’ overall marks were expected to improve, because they were able to obtain partial marks for the SA questions. Although large differences in some individual students’ performance in the two sections of their examinations were observed, most students received a similar percentage mark for their MC as for their SA sections and the overall mean scores were unchanged. In-depth analysis of all responses to a specific question, which was used previously as a MC question and in a subsequent semester in SA format, indicates that the SA format can have weaknesses due to marking inconsistencies that are absent for MC questions. However, inclusion of SA questions improved student scores on the MC section in one examination, indicating that their inclusion may lead to different study habits and deeper learning. We conclude that questions asked in SA format must be carefully chosen in order to optimise the use of marking resources, both financial and human, and questions asked in MC format should be very carefully checked by people trained in writing MC questions. These results, in conjunction with an analysis of the different examination formats used in first year chemistry units, have shaped a recommendation on how to reliably and cost-effectively assess first year chemistry, while encouraging higher order learning outcomes
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