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Prof. Moira Fischbacher-Smith (University of Glasgow)16/08/2021, 10:00
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Dr Nathalie Tasler (University of Glasgow)16/08/2021, 10:10Talk
The Scholarship of Teaching and Learning (SoTL) is a widely disputed term, and an even wider disputed discipline within the field of education. As of today, there is no agreed definition yet. However, the sector does agree on some defining characteristics of SoTL. SoTL is concerned with matters of learning and teaching in higher education, SoTL is public, and SoTL is subject to a form of peer...
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Suzanne Fergus (University of Hertfordshire)16/08/2021, 11:00Talk
The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Cognitive science has demonstrated that re-testing oneself on material when learning, enhances and promotes greater retention of knowledge compared to re-reading the material. Learning that...
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Deborah Lowry16/08/2021, 11:15Talk
Scientific writing encourages students to develop and support an argument and communicate their findings in a clear and concise manner (Kalman, 2011). Teaching effective scientific writing skills requires clear communication to students what is expected in relation to the structure and content of a scientific report. Assessment rubrics are tools used to accurately communicate assignment re-...
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Jasmina Lazendic-Galloway (Eindhoven University of Technology)16/08/2021, 11:30Talk
In physics labs learning objectives tend to include ability for students to evaluate any difference between experimental data and theoretical models, then critique what those differences mean in terms of data collection and analysis method used, therefore developing students’ reasoning and metacognitive skills. However, due to the assessment structure of a typical lab report, students tend to...
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Stephen Potts (University College London)16/08/2021, 11:45Talk
A key point in fourth-year chemistry calendar is the Symposium for Advanced Research Projects in Chemistry (SARPIC), which comprises up to two days of seminars where final-year students present their work from the past six months. These presentations are marked by staff and provide credit for their project module. The unwelcome appearance of COVID-19 last year forced the remaining teaching of...
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Prof. David Ireland (University of Glasgow)17/08/2021, 09:30
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Dr Caroline Clewley (Imperial College London)17/08/2021, 09:40Talk
I will draw on my own experience and research of staff-student partnership projects to reflect upon whether the pandemic has put a greater emphasis on fundamental partnership principles in learning, such as shared ownership, students’ enhanced control of their own learning and inclusivity through flexibility. I will illustrate this with various examples in module design, delivery, and...
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Prof. Nick Braithwaite (The Open University)17/08/2021, 10:10Talk
Driven by the context of distance learning (within the OU model of supported open learning) we have been getting to grips with the practicalities of remote experiments for several years. We are interested in their effectiveness in meeting QAA benchmarks and accreditation requirements relating to practical skills in experimental classwork and projects. We are interested therefore in their...
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Stan Zochowski (University College London)17/08/2021, 11:00Talk
Previous studies in physics education have shown that perceptions of learning have a direct corre- lation on a student’s understanding of their subject, and consequently the quality of their learning outcome. Also, it follows that lecturers who conduct their teaching with the same aims as the stu- dents would have a higher overall satisfaction on average. But how well do the two perceptions...
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Angela Dyson (Newcastle University)17/08/2021, 11:15Talk
As with many colleagues the pandemic necessitated a rapid shift to remote laboratory activities in Newcastle where we were in lockdown for almost the entire academic year. I will reflect on the experience of planning, developing and running remote first year physics labs this year. Students had already learned Matlab and had produced a portfolio with structured worksheets intended to build...
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Annabel Cartwright (Cardiff University)17/08/2021, 11:30Talk
Synoptic Physics is a 10 credit Level 5 module which was introduced in 2013/14 and has been taught every year since. Over that period the original designer of the module has experimented with ad- justments to the basic design of a different problem every week, solved by teams in real time (3 hours), over 9 weeks. The module is consistently highly rated by the students and introduces op-...
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Alex Crombie (Sheffield Hallam University), Daniel Godden (Sheffield Hallam University), Kris Haverson (Sheffield Hallam University), Patrick Johnson (Sheffield Hallam University)17/08/2021, 11:45Talk
The physics course at Sheffield Hallam accepts a range of mathematical expertise as a prerequisite. To enable this position, we deliver a dedicated maths module (as many courses do) which provides all the foundational knowledge students will need in order to complete the course. Despite this we have consistently encountered students struggling to put this maths into practice when they move on...
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Dr Carolina Kuepper-Tetzel (University of Glasgow)18/08/2021, 19:00
What is the best way to study or teach? Are we intuitively already using the most successful strategies? This talk provides an overview of the most successful strategies to enhance memory that resulted from years of rigorous research in Cognitive Psychology. Cognitive Psychology is a research area that investigates how we remember information, solve problems, transfer knowledge, and obtain...
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18/08/2021, 20:00
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Prof. Justin Hargreaves (University of Glasgow)19/08/2021, 09:30
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Dr Katherine J. Haxton (Keele University)19/08/2021, 09:40Talk
Chemistry is often called the central science, one that enables further study across a wider range of disciplines. At the same time, chemistry can be exclusive. We don’t like to think of it in those terms, but the emphasis on hands-on practical work, rigid ideas about what must be taught in our degree programmes and how we must assess learning, and certain assumptions about what chemistry...
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Dr Glenn Hurst (University of York)19/08/2021, 10:10Talk
This talk will outline how, using a systems thinking theoretical framework, green and sustainable chemistry principles, activities and courses have been implemented at multiple levels by working with students as partners to drive innovative change in curricula. During the design stage, specific emphasis was placed on creating interventions that are internationally transferrable, which, as of...
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Amber Eggleton (University of East Anglia)19/08/2021, 11:00Talk
Chemistry has a reputation of being one of the most difficult degree programmes on offer, resulting in comparatively high drop-out rates as students struggle to adapt to independent learning and expectations of being fully autonomous learners. I therefore focused my research on creating resources for first year chemists that would support them throughout the year, and that would encourage the...
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Philip Craven (University of Birmingham)19/08/2021, 11:15Talk
Undergraduate research is one of the most powerful pedagogical tools to educate and inspire stu- dents, especially those from diverse backgrounds.[1] Course-based undergraduate research experi- ences (CUREs) are excellent examples of implementing research-type problems in undergraduate courses allowing students freedom to experiment and even fail while trying to answer interesting questions....
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Tom Anderson (The University of Sheffield)19/08/2021, 11:30Talk
The transition from school to Higher Education is central to the student experience. Alterations to that experience are frequently missed in the organisation of HE, leading to missed opportunities and a loss of student confidence in their course design. With recent changes to the Chemistry A- level to favour independent lab working, I employed input from students and pedagogic research in...
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Manoj Ravi (University of Birmingham)19/08/2021, 11:45Talk
The extension of a holistic or ‘systems thinking’ approach to chemical education is a recent advancement [1]. Enabling students to appreciate the broader interconnections that chemical science shares with societal issues and other disciplines of study is paramount for chemistry to be a ‘cen- tral science’, particularly in the context of the UN Sustainable Development Goals that will shape the...
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Prof. Stephany Biello (University of Glasgow)20/08/2021, 10:00
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Dr Vicki Dale (University of Glasgow)20/08/2021, 10:10Talk
What does innovation mean in STEM higher education? And how can we create space for reflection to encourage innovation? Drawing on the outcomes of a recent study of STEM educators’ characteristics and participation in developmental opportunities in relation to technology-enhanced learning and teaching (TELT), and examples of digital practice from chemistry and physics education, this keynote...
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Saskia O'Sullivan (University of Oxford)20/08/2021, 11:00Talk
During the global pandemic, the University of Oxford co-ordinated and set up a multi-institution online open-access project promoting women working in the chemical sciences. The project pro- vides an opportunity for girls aged approx. 10-14 (Upper KS2-KS3 or equivalent) and their support- ers to engage in creative and enjoyable practical challenges linked to current chemical sciences research...
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Ewan Bottomley (University of St. Andrews)20/08/2021, 11:15Talk
Coined ‘the social cure’, a strong sense of social support has been associated with greater health and well-being (Jetten, Haslam, & Alexander, 2012). However, recent research has suggested that women in physics undergraduate degrees report a lesser sense of belonging on their course, com- pared to men (Seyranian et al., 2018). Consequentially, we hypothesised that, as they are an under-...
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Kevin Cowtan (University of York)20/08/2021, 11:30Talk
Computing as a discipline suffers from a significant gender imbalance, with the imbalance in com- puter programming being particularly pronounced. I review the evolution of the way I have taught programming, from early courses which reinforced these biases, to my latest python programming course which is delivered in the first year of an undergraduate chemistry degree. In an already heavy...
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Dylan Williams (University of Leicester)20/08/2021, 11:45Talk
In order to better support the diverse needs of all students, the School of Chemistry at the Univer- sity of Leicester has designed an inclusive induction programme which aims to develop a strong sense of community at the start of its undergraduate degree programmes. Developing strong learn- ing communities has numerous potential benefits including improved student retention, enhanced student...
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20/08/2021, 12:15
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Debbie Willison (University of Strathclyde), Anand Sengodan (University of Strathclyde)Poster only
This presentation will outline the development of an innovative module at the University of Strathclyde which is available to all students studying at Strathclyde. UNESCO has been promoting Education for Sustainable Development (ESD) since 1991 and is now spearheading its follow-up, the Global Action Programme on ESD. Global issues urgently require a shift in our lifestyles and a...
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Nicolas Labrosse (University of Glasgow)Poster only
PANDA is a new peer mentoring programme established at the start of the 2020 academic year for all students in the School of Physics and Astronomy at the University of Glasgow. In this scheme, current students from Level 2 or above are matched up to new students to mentor, buddy-up with, or otherwise provide an additional layer of pastoral support to them. All new students who are either...
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Daniel Elford (University of East Anglia)Poster only
Engagement is frequently correlated with student success. However, this alone does not imply causation. The abiding educational challenge is to engage everyone in an effective and academically credible fashion. To this end, we have created a synergic combination of digital technologies in the form of a flexible escape activity hosting social problem-solving activities appealing to the...
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James Redman (Cardiff University)Poster only
COVID social distancing restrictions and absences due to self-isolation have caused significant issues for implementation and assessment of undergraduate laboratory classes. Here we describe a pre-laboratory simulation to support an open ended undergraduate chemistry practical class. The simulation also provides students who are unable to complete the laboratory work with personalised model...
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Jessica Gusthart (University of Reading)Poster only
Reducing our environmental impact and increasing sustainability are of ever increasing concern to society and these ideals are also important to many of our students. The principles of Green Chemistry1 provide guidance on how to make chemical processes more environmentally friendly and embedding these principles into undergraduate teaching will raise student awareness of how we can continue to...
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Stephen Flower (University of Bath)Poster only
Drug discovery, particularly at the early stages, involves an understanding of both the chemistry of the potential drug molecule and the biological environment with which it interacts. This exercise pulls together all these different components that they have been taught across their degree programme into one capstone coursework exercise over eight weeks. The simulation allows students to...
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Dr Peter Henderson (University of Aberdeen)Poster only
Two courses -General Chemistry in level 3, and Integrated Chemistry in level 4- have had new continuous assessments and reflective journals added to support students' revision and performance in our honour year General Chemistry exam paper and oral exam, and to improve engagement with assessment and feedback in general. Several new assignments were added this year in light of Covid-19...
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Izzy Barker (University of Birmingham)Poster only
During the COVID-19 pandemic, universities across the world have been forced to adapt their undergraduate degree courses. This has been particularly challenging with practical STEM subjects such as chemistry. Approaches have included the use of online videos, virtual reality or ‘dry’ laboratories and the reduction of teaching laboratory capacity to enable social distancing. The reduced ability...
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Eilidh Hudson (University of Glasgow)Poster only
Coding has become a highly sought-after skill in STEM careers over recent decades [1]. Consequently, the Institute of Physics recommends that undergraduate physics students enhance IT skills, such as coding and becoming familiar with a programming package [2]. While some undergraduate students will have encountered coding during their secondary school education, for many students, their first...
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Dr Daniel Cornwell (King's College London), Dr Helen Coulshed (King's College London), Dr James Harvey (King's College London), Dr Jeffrey Grube (King's College London)Poster only
Higher education Science Departments aim to produce graduates that are comfortable with assessing multiple sources of information and applying their understanding to solve complex problems. This is reflected by graduate employers who often deem problem solving to be an essential skill. This Faculty funded collaborative project between the Departments of Chemistry and Physics aims to analyse...
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Sophie McDougallPoster only
Belonging and Engagement for a successful Transition to higher education, was a final year undergraduate physics project carried out at the University of Glasgow. This study aimed to identify factors impacting a student’s sense of belonging and engagement as they transition to higher education, as well as emphasizing any common trends identified from students. For undergraduate students, one...
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Joel Loveridge (Swansea University)Poster only
In this session I will discuss the use of LabBuddy to prepare students for a second-year investigatory Chemistry practical, and how this fits with a programme of blended learning. LabBuddy allows a student to prepare their own script for a practical; effectively forcing them to think about what they will do at every step, including if unexpected outcomes are encountered.
Staff and student...
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Ms Kate Baxter (University of Kent)Poster only
Design Technology, as a subject in secondary school, has a variety of scientific thinking, content and approaches that are not fully appreciated or successfully linked back to the more ‘academic’ subjects. As a somewhat early application of engineering at a pre-higher education level there are a significant amount of opportunities to cross link both maths and physics to the practical and,...
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JL Kiappes (University College London)Poster only
From the perspectives of students, introductory courses, focusing on core concepts and problem-solving approaches, can feel disconnected from the global challenges and fundamental questions that inspired them to pursue science generally, and chemistry more specifically. Particularly for those students majoring in the biological sciences, organic chemistry can seem tangentially related to their...
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Dr Sarah Rawe (Technological University Dublin)Poster only
Positive attitudes and feelings towards chemistry have been shown to correlate with student persistence and performance[1-3]. Students who enthusiastically join the chemistry community when they enter Higher Education will understand and value its knowledge and practices. To do so, they should have the confidence to participate in its scientific discourse, which could include discussions with...
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Dylan Williams (University of Leicester)Poster only
The COVID-19 pandemic has resulted in a significant increase in the use of online teaching approaches as part of blended or entirely-remote learning strategies in Higher Education. This increased use of online approaches has resulted in some debate over how students engage with these remote activities and the technologies used to support them.
The Chemistry programmes at the University of...
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92. Developing Career Supports for Chemistry Students from Minority Ethnic Groups through CocreationClaire McDonnell (Technological University Dublin)Poster only
It had been noted that our chemistry graduates from under represented ethnic groups often had greater difficulties gaining relevant employment. This observation is supported by national and international studies.(1,2) Increased diversity of backgrounds and ideas in the workplace is recommended as it brings a broader range of perspectives and expertise into play.
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It was concluded that there... -
Peter Swift (Durham University)Poster only
Following the onset of the COVID-19 pandemic, virtual versions of a number of the Durham University Level 1 Laboratories were developed during the course of the 2020-21 academic year using LabVIEW, a systems’ engineering software [1]. The kit that was developed focuses on some of the circuit laboratories undertaken by students at the start of the module, which have the dual purpose of...
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Richard Blackburn (University of Leicester)Poster only
Development of a 3D printing workshop to aid student comprehension of shape and isomerism
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Molecules and reaction transition states aren’t 2D, yet we continually expose our students to 2D representations of these chemical concepts in textbooks, presentations and lecture notes. This can result in students experiencing difficulty in mentally “translating” these 2D representations into their... -
Deborah LowryPoster only
Active learning puts students at the heart of their learning experience enabling them to become more engaged with their own learning building knowledge through their own experiences (Friedrich et al, 2019). Staff-student partnerships have been shown to enhance educational practice and have students taking a more active role in decision-making (Cook-Sather et al, 2014). To improve engagement of...
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Mrs Rahma Al Harthi (School of Physics & Astronomy, University of Leeds)Poster only
Peer Instruction (PI) was first developed in the United States (Mazur, 1997). Although research shows that PI contributes to a positive learning gain (Fagen et al., 2002) and improves students' attitudes and beliefs about physics and learning physics (Zhang et al., 2017), little is known about the generalizability of its effectiveness in other countries. One cannot assume that such...
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Furqaan Yusaf (King's College London)Poster only
We examine the coursework attainment of two cohorts of around 170 first year physics students each: one group from before the pandemic and one who were taught remotely during the crisis. We compare like for like results on comparable weekly set work over a 20 week academic year, how engagement with coursework changed over the course of an academic term and fatigue set in, and how increasing...
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Heather ColemanPoster only
As student cohorts become larger and more diverse, there is a need to comprehend how to engage students. This can be done by encouraging the ‘students as partners’ attitude, placing them in a more active role, considering them as ‘co-producers’. This study involves collaborating with students in co-designing of module delivery with the aim to make it more engaging and involves a first year...
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Stephen Hendry (Royal Society of Chemistry)Poster only
The climate change CLPL session has been developed to discuss the implications and possible solutions to the climate emergency on a local & global scale, alongside easily accessible but effective supporting practical's to visualise and engage.
The session will reflect on the impact of delivering this CLPL to over 200 primary & secondary teachers with a discussion on the impact that this...
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Hayley Wootton (King's College London)Poster only
Learning strategies are techniques commonly used when attempting to understand, learn or retain material. Spanning a range of lower and higher order approaches, the learning strategies chosen by students within a single undergraduate cohort can vary significantly [1]. A variety of factors can affect the learning strategies an individual uses, with personal motivations being one such factor...
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Mr Chiran Mistry (King's College London)Poster only
Since its emergence and spread across the globe, COVID-19 is continuing to impact higher education. As instructors, it has forced us to adapt, to accommodate national lockdown restrictions and diversify the way teaching can engage students. This has meant that the inclusion of online teaching methods and tools into undergraduate Chemistry modules has been necessary for content delivery and...
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Shaianne Murray (University of Kent)Poster only
The research aims to explore the reasons why undergraduate Chemistry Students (studying Chemistry in 2021) within the School of Physical Sciences (SPS) at the University of Kent, Canterbury Campus (UKC) study Chemistry. The Royal Society of Chemistry (RSC) have reported that the number of Chemistry undergraduate applications have decreased in recent years (Turner, 2020). There is an assumption...
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P CranwellPoster only
Chemistry has a hierarchical knowledge structure, where the basics much be learnt before higher-level concepts can be mastered. Accordingly, the language used within the chemistry classroom increases in complexity as a student progresses.
Legitimation Code Theory (LCT) is a tool used to separate abstraction from complexity in oral discourse. Semantic gravity is related to how abstract a...
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Tamas Bansagi (University of Birmingham)Poster only
Extracurricular workshops were offered to undergraduate students at the University of Birmingham on modelling the spread of infectious diseases. The MATLAB-based exercise exploring the classic S-I-R epidemic model drew upon and extended the students’ knowledge of chemical kinetics. Rate equations of the Consecutive Reactions Scheme and the changes in the concentrations of the reactant,...
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Anna Kirkham (UCLan)Poster only
Due to the covid pandemic our Forensic Science courses moved to blended delivery with some face to face teaching of practical classes when permitted. For the online delivery we used a range of approaches, lectures were live via MS Teams or pre-recorded and shared via MS Teams or Blackboard. Practical classes were delivered live via MS Teams, via a data set exercise or via use of simulations....
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Mr Axel Langner (Institute of Chemistry Education, Justus-Liebig-University Giessen, Germany)Poster only
In chemistry and science in general, instructions are often presented with multiple external representations, such as texts and pictures in static or dynamic ways. Several well-established theories, for example, the Cognitive Theory of Multimedia Learning (Mayer, 2009), the Cognitive Load Theory (Chandler & Sweller, 1991), or the Design-Functions-Tasks Framework (Ainsworth, 2006) help...
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RAUL OSCAR BARRACHINA (National Atomic Energy Commission)Poster only
For more than a decade, the National Atomic Energy Commission (CNEA) of Argentina has been developing and promoting e-learning and blended-learning actions for students and professionals in Physics and Nuclear Engineering in the country and the Latin American and Caribbean region. In 2008, one of CNEA's academic institutions, the Balseiro Institute, received the Sadosky Prize in Educational...
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Stefano Vezzoli (Imperial College London), Dr Vijay Tymms (Imperial College London)Poster only
This presentation will provide an overview of an ongoing project to introduce active learning to the undergraduate physics curriculum through blended learning and interactive demonstrations. Flipped classroom approaches and teaching resources have been developed and used for several physics courses and modules. In parallel, over the last three years a bank of experimental demonstrations have...
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Bozidar Butorac (King's College London), Dr Eva Philippaki (King's College London)Poster only
One of the main issues in the online delivery of modules during 2020/21 academic year was to create asynchronous materials that would keep students engaged. These materials were also supposed to be valuable for students, help them gain the necessary knowledge and grasp the syllabus.
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On King’s International Foundation Programme, in Mathematics for Natural Sciences and Foundation Physics... -
Dr James Harvey (King's College London)Poster only
With increasing student numbers, limited lab space, and restricted access due to COVID-19, it has been more important than ever to make sure programmes that include core practical modules (such as Chemistry) are maximising the use of the lab time available to them. Inspired by the flipped classroom model, we aim to create a ‘flipped lab’ where students can use synchronous lab sessions most...
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Saskia O'Sullivan (University of Oxford)Poster only
During the global pandemic, the University of Oxford set up and co-ordinated a multi-institution online open-access project promoting women working in the chemical sciences. The project provides an opportunity for girls aged approx. 10-14 (Upper KS2-KS3 or equivalent) and their supporters to engage in creative and enjoyable practical challenges linked to current chemical sciences research at...
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Peter Henderson (University of Aberdeen)Poster only
This undergraduate student led project looked at student motivation in undergraduate chemistry during blended learning due to Covid-19.
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A survey was developed using self-determination theory and the science motivation questionnaire (SMQ II).
The motivating factors studied were intrinsic motivation, self-determination, competence, autonomy, relatedness, and extrinsic motivation. In addition,... -
Ms Amy Smith (Imperial College London), Dr Jessie Durk (Imperial College London), Ms Nabihah Rahman (Imperial College London), Ms Rebekah Christie (Imperial College London)Poster only
Summer exam cancellations have meant that, in addition to the usual secondary-to-university transition challenges, students who started university last year have had little to no recent high-stakes exam experience. Future cohorts are also affected by the continued disruption to exams. This mixed-methods study investigates the experiences of undergraduate physics students when sitting...
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Ms Michèle Redmond (Imperial College ), Vijay Tymms (Imperial College)Poster only
We present a summary of work carried out principally as an undergraduate summer project in July – August 2020 to investigate the use of analogies in physics teaching in the undergraduate course at Imperial College London. As a background, we first compare and contrast methods for classification of analogies and provide literature review highlights relevant to practitioners of university level...
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Beverley Allan (University of Nottingham), Dr Charlotte Clark (University of Nottingham)Poster only
The benefits of a blended approach to learning are widely documented, where improvements in either student outcomes, understanding or engagement have been identified. In response to the current pandemic, most educators and students have had to adapt to an online blended learning approach. This presentation investigates the student experience and engagement observed by the academics...
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Iulia Iftimie (Keele University)Poster only
In response to an institutional initiative aimed at Decolonising the Curriculum, a small research project was conducted to obtain the views of undergraduate students in Chemistry and Forensic Sciences (Chemical Sciences). This comprised a short survey and semi-structured interviews. The survey was circulated to all undergraduates in Chemical Sciences and three interviews were conducted.
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Dr Bunmi Ibrahim (De Montfort University)Poster only
13-17% of students studying for a Life Science degree at university have a disability. Of these students, about 30% have a learning disability (AdvanceHE 2020). Inclusion across education contexts is critical to acknowledge and inspire the full potential of people with learning disabilities (Gilson, 2020). These group of students are given extra support by the University. However, how...
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Tess Phillips (Keele University)Poster only
Our medicinal chemistry teaching involves two team-based assessment items: a Drug Design Exercise (level 5) and Drug Action Presentations (level 6). This poster explores how we adapted and delivered these in an online only environment during the COVID-19 era of 2020-21.
We discuss the decisions involved in which elements of teamwork to maintain, the practicalities of moving online, and...
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Alison Hill (University of Exeter)Poster only
The second year course Analytical Techniques in Biochemistry is a compulsory module for the biochemistry and chemistry students at the University of Exeter. Due to the Covid-19 pandemic, we decided to streamline the course to ensure the students were not overloaded and to embed Covid-19 into the module. One of us (AMS) had developed an antibody test for Covid-19, and ethics approval was...
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Dr Laura Hancock (Keele University)Poster only
Team Based Learning (TBL) is a structured, small group, collaborative form of learning where learners combine their knowledge to solve problems. TBL has been found to be highly effective at facilitating active learning as learners are required to prepare in advance of sessions and discuss potential solutions to problems with their peers. Despite being relatively underused in the physical...
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Deon Nzou (University of Kent)Poster only
Despite best efforts of initiatives that seek to increase participation within Chemistry and its related fields, BAME and female students are seen to be less present at the more elite stages of study and career. The Aspires 2 research project acted as a launchpad into the educational and wider experiences of BAME and female students aged 10-19, within the context of STEM. The research suggests...
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William George Yeadon (University of Sheffield (GB)), Dr Mark Quinn (The University of Sheffield)Poster only
We present a thermodynamics experiment suitable for first-year undergraduate students employing Stirling Engines to create a demonstration of energy transformation and to measure the mechanical efficiency of such engines. Using an inexpensive transparent chambered Stirling Engine, students can connect concepts such as the theoretical pressure-volume diagram with the physical movements of the...
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Ms Charlotte Farrow (University of Birmingham), Ms Isobel Barker (University of Birmingham)Poster only
In intensive undergraduate courses marred by Covid-19 the use of technology can aid delivery of effective laboratory demonstrations. Finding innovative ways to deliver laboratory content to a student cohort relying on remote access was a challenge and at the University of Birmingham we employed the use of ManyCam. ManyCam software can be used live in streaming platforms such as Zoom to allow...
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Heather ColemanPoster only
As student cohorts become larger and more diverse, there is a need to comprehend how to engage and support all students. MPharm and MSci students entering on the non-traditional route of A levels, i.e. Leaving certificate, Access Courses, BTEC or an international qualification can struggle with the Chemistry content in the first semester of first year. This has been reflected in the exam...
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