CLIL Materials in Chemistry and English: Iodometric Titrations

Content and Language Integrated Learning (CLIL)Materials in Chemistry and English following the principles of CLIL / Content-based Instruction and Task-based Learning

CLIL Materials in Chemistry and English: Iodometric Titrations

Content and Language Integrated Learning (CLIL)Materials in Chemistry and English following the principles of CLIL / Content-based Instruction and Task-based Learning

The use of mini-projects in an undergraduate laboratory course in chemistry

This paper reports the results of a three-year study of the effectiveness of mini-projects in a first year laboratory course in chemistry at a Scottish university. A mini-project is a short, practical problem which requires for its solution the application of the knowledge and skills developed in previously completed set experiments. A number of recommendations have been made about the most appropriate ways of introducing mini-projects into undergraduate laboratory course. The main hypothesis of this survey was concerned with the value of mini-projects in laboratory courses formulated within the context of Information Processing Theory.

WOMAN IN CHEMISTRY. JANE MARCET, A RELEVANT FIGURE IN CHEMISTRY EDUCATION

A historiographical study of Jane Marcet’s role in spreading chemistry knowledge to a wider audience in the 19th century is presented here. Her efforts to spread scientific knowledge were crucial to sharing the most important theories of chemistry among different audiences, particularly women and young people. Through her book, “Conversations on Chemistry,” which was published in several editions from 1806 to 1853, she contributed significantly to chemistry education. Despite controversy over the large number of editions, this text is a strong witness to the active participation of women in science. Her scientific rigor and contribution to narrative strategies in chemistry pedagogy have given Jane Marcet consideration not only as an important woman in the scientific community of England during the first half of the 19th century but also as a central figure in the early development of chemistry diffusion and education.

Student expectations and perceptions of feedback in Chemistry

These documents show the outcomes of surveys conducted by David Read in the School of Chemistry to find out about our students' expectations and perceptions of feedback, with a view to enhancing our provision and ensuring that student learning is maximised.

Using video markschemes to support self-assessment in Chemistry

A video markscheme was created using a combination of Camtasia screen capture (on a Tablet PC) and 'live action' video taken with a camcorder. The resulting video supported students in the self-assessment of an organic chemistry exercise which had been set over the Easter vacation break. Feedback was collected from the students after the exercise and was overwhelmingly positive. The video won the 2010 award for 'Most Effective Use of Video in an Educational Context' from the Assocation for Learning Technology. DOWNLOAD THE ZIP FOLDER AND EXTRACT THE FILES TO ACCESS THEM.

Variety in Chemistry Education / Physics Higher Education Conference 2016 abstract submission.

Abstract submission form. More information available on conference website.

OCR (A) AS - A2 Units F323 and F326 Chemistry : practical skills in chemistry.

Guía de apoyo para alumnos de educación secundaria de segundo ciclo que realicen el curso del OCR (Oxford Cambridge and RSA Examinations) en los niveles AS y A2 del área de química. Está estructurada en una introducción con consejos generales sobre el uso de la guía y la realización de trabajos prácticos, y tres secciones dedicadas a la realización de experimentos: tareas cualitativas (observar los resultados de un experimento, registrarlos y realizar inferencias simples), tareas cuantitativas (desarrollar un experimento, realizar mediciones, registrar los resultados y usarlos para sacar una conclusión), y tareas de evaluación (interpretando los resultados y valorando los puntos débiles del procedimiento usado y las medidas tomadas). Se incluyen ejemplos en cada sección.

The choice of names and symbols for quantities in chemistry

The importance of maintaining a clear distinction between the names and symbols for quantities and the names and symbols for units.

The nature of Arctic polar vortices in chemistry-climate models

The structure of the Arctic stratospheric polar vortex in three chemistry–climate models (CCMs) taken from the CCMVal-2 intercomparison is examined using zonal mean and geometric-based methods. The geometric methods are employed by taking 2D moments of potential vorticity fields that are representative of the polar vortices in each of the models. This allows the vortex area, centroid location and ellipticity to be determined, as well as a measure of vortex filamentation. The first part of the study uses these diagnostics to examine how well the mean state, variability and extreme variability of the polar vortices are represented in CCMs compared to ERA-40 reanalysis data, and in particular for the UMUKCA-METO, NIWA-SOCOL and CCSR/NIES models. The second part of the study assesses how the vortices are predicted to change in terms of the frequency of sudden stratospheric warmings and their general structure over the period 1960–2100. In general, it is found that the vortices are climatologically too far poleward in the CCMs and produce too few large-scale filamentation events. Only a small increase is observed in the frequency of sudden stratospheric warming events from the mean of the CCMVal-2 models, but the distribution of extreme variability throughout the winter period is shown to change towards the end of the twentyfirst century.

Stratosphere‐troposphere coupling and annular mode variability in chemistry‐climate models

The internal variability and coupling between the stratosphere and troposphere in CCMVal‐2 chemistry‐climate models are evaluated through analysis of the annular mode patterns of variability. Computation of the annular modes in long data sets with secular trends requires refinement of the standard definition of the annular mode, and a more robust procedure that allows for slowly varying trends is established and verified. The spatial and temporal structure of the models’ annular modes is then compared with that of reanalyses. As a whole, the models capture the key features of observed intraseasonal variability, including the sharp vertical gradients in structure between stratosphere and troposphere, the asymmetries in the seasonal cycle between the Northern and Southern hemispheres, and the coupling between the polar stratospheric vortices and tropospheric midlatitude jets. It is also found that the annular mode variability changes little in time throughout simulations of the 21st century. There are, however, both common biases and significant differences in performance in the models. In the troposphere, the annular mode in models is generally too persistent, particularly in the Southern Hemisphere summer, a bias similar to that found in CMIP3 coupled climate models. In the stratosphere, the periods of peak variance and coupling with the troposphere are delayed by about a month in both hemispheres. The relationship between increased variability of the stratosphere and increased persistence in the troposphere suggests that some tropospheric biases may be related to stratospheric biases and that a well‐simulated stratosphere can improve simulation of tropospheric intraseasonal variability.