Carbon and oxygen isotope ratios, and geochemistry of the Precambrian-Cambrian Sukharikha River section, northwestern Siberian platform

A high-resolution carbon isotope profile through the uppermost Neoproterozoic-Lower Cambrian part of the Sukharikha section at the northwestern margin of the Siberian platform shows prominent secular oscillations of d13C with peak-to-peak range of 6-10 ?. There are six minima, 1n-6n, and seven maxima 1p-7p, in the Sukharikha Formation and a rising trend of d13C from the minimum 1n of -8.6 ? to maximum 6p of +6.4 ?. The trough 1n probably coincides with the isotopic minimum at the Precambrian-Cambrian boundary worldwide. Highly positive d13C values of peaks 5p and 6p are typical of the upper portion of the Precambrian-Cambrian transitional beds just beneath the Tommotian Stage in Siberia. A second rising trend of d13C is observed through the Krasnoporog and lower Shumny formations. It consists of four excursions with four major maxima that can be cor related with Tommotian-Botomian peaks II, IV, V, and VII of the reference profile from the southeastern Siberian platform. According to the chemostratigraphic cor relation, the first appearances of the index forms of archaeocyaths are earlier in the Sukharikha section than in the Lena-Aldan region.

Carbon and oxygen isotope ratios of Selinde River, southeastern Siberian platform

Carbon isotopic data from the Selinde section in the southeastern part of the Siberian platform area are correlated with the reference isotopic profile from the Lower Cambrian stratotype sections of the Lena Aldan region, but also show additional d13C excursions unrecognized there. The chemostratigraphic correlation suggests that the geological and fossil record of the lower Pestrotsvet Formation in the Selinde section has a deeper history than the stratotype region. This conclusion is important for both constraining the age of the earliest Cambrian marine transgression on the Siberian platform and providing a clearer understanding of the pace and order of early Cambrian geochemical and biological events.

Next generation e-learning platform: virtual laboratory simulations

Bioscience subjects require a significant amount of training in laboratory techniques to produce highly skilled science graduates. Many techniques which are currently used in diagnostic, research and industrial laboratories require expensive equipment for single users; examples of which include next generation sequencing, quantitative PCR, mass spectrometry and other analytical techniques. The cost of the machines, reagents and limited access frequently preclude undergraduate students from using such cutting edge techniques. In addition to cost and availability, the time taken for analytical runs on equipment such as High Performance Liquid Chromatography (HPLC) does not necessarily fit with the limitations of timetabling. Understanding the theory underlying these techniques without the accompanying practical classes can be unexciting for students. One alternative from wet laboratory provision is to use virtual simulations of such practical which enable students to see the machines and interact with them to generate data. The Faculty of Science and Technology at the University of Westminster has provided all second and third year undergraduate students with iPads so that these students all have access to a mobile device to assist with learning. We have purchased licences from Labster to access a range of virtual laboratory simulations. These virtual laboratories are fully equipped and require student responses to multiple answer questions in order to progress through the experiment. In a pilot study to look at the feasibility of the Labster virtual laboratory simulations with the iPad devices; second year Biological Science students (n=36) worked through the Labster HPLC simulation on iPads. The virtual HPLC simulation enabled students to optimise the conditions for the separation of drugs. Answers to Multiple choice questions were necessary to progress through the simulation, these focussed on the underlying principles of the HPLC technique. Following the virtual laboratory simulation students went to a real HPLC in the analytical suite in order to separate of asprin, caffeine and paracetamol. In a survey 100% of students (n=36) in this cohort agreed that the Labster virtual simulation had helped them to understand HPLC. In free text responses one student commented that "The terminology is very clear and I enjoyed using Labster very much”. One member of staff commented that “there was a very good knowledge interaction with the virtual practical”.

Westminster Serious Games Platform (wmin-SGP) a tool for real-time authoring of roleplay simulations for learning

The use of serious games in education and their pedagogical benefit is being widely recognized. However, effective integration of serious games in education depends on addressing two big challenges: the successful incorporation of motivation and engagement that can lead to learning; and the highly specialised skills associated with customised development to meet the required pedagogical objectives. This paper presents the Westminster Serious Games Platform (wmin-SGP) an authoring tool that allows educators/domain experts without games design and development technical skills to create bespoke roleplay simulations in three dimensional scenes featuring fully embodied virtual humans capable of verbal and non-verbal interaction with users fit for specific educational objectives. The paper presents the wmin-SGP system architecture and it evaluates its effectiveness in fulfilling its purpose via the implementation of two roleplay simulations, one for Politics and one for Law. In addition, it presents the results of two types of evaluation that address how successfully the wmin-SGP combines usability principles and game core drives based on the Octalysis gamification framework that lead to motivating games experiences. The evaluation results shows that the wmin-SGP: provides an intuitive environment and tools that support users without advanced technical skills to create in real-time bespoke roleplay simulations in advanced graphical interfaces; satisfies most of the usability principles; and provides balanced simulations based on the Octalysis framework core drives. The paper concludes with a discussion of future extension of this real time authoring tool and directions for further development of the Octalysis framework to address learning.