Negative apparent kinetic order in steady-state kinetics of the water-gas shift reaction over a Pt-CeO2 catalyst

The kinetics of the water-gas shift reaction Were Studied on a 0.2% Pt/CeO2 catalyst between 177 and 300 degrees C over a range of CO and steam pressures. A rate decrease with increasing partial pressure of CO was experimentally observed over this sample, confirming that a negative order in CO can occur under certain conditions at low temperatures. The apparent reaction order of CO measured at 197 degrees C was about -0.27. This value is significantly larger than that (i.e, -0.03) reported by Ribeiro and co-workers [A.A. Phatak, N. Koryabkina, S. Rai, J.L. Ratts, W. Ruettinger, R.J. Farrauto, G.E. Blau, W.N. Delgass, F.H. Ribeiro, Catal. Today 123 (2007) 224] at a similar temperature. A kinetic peculiarity was also evidenced, i.e. a maximum of the reaction rate as a function of the CO concentration or possibly a kinetic break, which is sometimes observed in the oxidation of simple molecules. These observations support the idea that competitive adsorption of CO and H2O play an essential role in the reaction mechanism. (C) 2008 Elsevier B.V. All rights reserved.

Application to argon ions of a new technique to measure the two-electron contribution to the ground state energy of helium-like ions

We have measured the two-electron contribution of the ground state energy of helium-like argon ions using an electron beam ion trap (EBIT). A two-dimensional map was measured showing the intensity of x-rays from the trap passing through a krypton-filled absorption cell. The independent axes of this map were electron beam energy and x-ray energy. From this map, we deduced the two-electron contribution of the ground state of helium-like argon. This experimentally determined Value (312.4 +/- 9.5 eV) was found to be in good agreement with our calculated values (about 303.35 eV) and previous calculations of the same quantity. Based on these measurements, we have shown that a ten-day absorption spectroscopy run with a super-EBIT should be sufficient to provide a new benchmark value for the two-electron contribution to the ground state of helium-like krypton. Such a measurement would then constitute a test of quantum electrodynamics to second order.

Maria Edgeworth: Nineteenth century Irish female pioneer of science education.

Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, Letters for literary ladies discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book Practical education advocates an inquiry approach to teaching science and also using scientific practices, such as observation and data collection, to examine and plan children's education. They emphasised the importance and the role of experimentation, observation and critical thinking in the development of children's knowledge, skills and attitudes towards learning. However, the history of science education has to date ignored this seminal work and Maria's contributions to women's science education.

Critical reading of science-based news reports: Establishing a knowledge skills and attitudes framework

A recognised aim of science education is to promote critical engagement with science in the media. Evidence would suggest that this is challenging for both teachers and pupils and that at science education does not yet adequately prepare young people for this task. Furthermore, in the absence of clear guidance as to what this means and how this may be achieved it is difficult for teachers to develop approaches and resources that address the matter and that systematically promote such critical engagement within their teaching programmes. Twenty-six individuals with recognised expertise or interest in science in the media, drawn from a range of disciplines and areas of practice, constituted a specialist panel in this study. The question this research sought to answer was ‘what are the elements of knowledge, skill and attitude which underpin critical reading of science based news reports’? During in-depth individual interviews the panel were asked to explore what they considered to be essential elements of knowledge, skills and attitude which people need to enable them to respond critically to news reports with a science component. Analysis of the data revealed fourteen fundamental elements which together contribute to an individual’s capacity to engage critically with science-based news. These are classified in five categories ‘knowledge of science’, ‘knowledge of writing and language’, ‘knowledge about news, newspapers and journalism’, ‘skills’ and ‘attitudes’. Illustrative profiles of each category along with indicators of critical engagement are presented. The implications for curriculum planning and pedagogy are considered.

Children making sense of science

Abstract This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.