Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work?

During extended subject knowledge enhancement (SKE) courses, graduates without chemistry or physics bachelor degrees prepared to enter a Postgraduate Certificate in Education (PGCE) programme to become chemistry or physics teachers. Data were gathered from the exit survey returned by Liverpool John Moores University SKE students about to start their science PGCE course. Lesson analysis and final report forms from the PGCE course and an early survey of first destinations were also analysed. Findings suggest that the 2011–12 SKE students valued their course highly. Many issues encourage caution when interpreting PGCE assessment information but, on summative assessment of subject knowledge and overall teaching, there was no statistically significant difference between the frequency of grades awarded to 2011–12 PGCE trainees who had followed a SKE route and those who entered the science PGCE directly. Early indications were that their employment rates in teaching were also similar

Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions

Subject knowledge enhancement (SKE) courses are one option open to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in School Science Review have discussed the structure of one type of extended SKE course offered at Liverpool John Moores University, and its impact on outcomes for students. This article focuses on the qualitative responses collected from the anonymous exit questionnaire surveys returned chemistry and physics SKE students about to continue on to their science Post Graduate Certificate in Education course. The main positive course characteristic cited was student support. The main positive outcomes perceived were improved subject knowledge and skills and increased confidence

Working towards evidence based practice in science teaching and learning

High performing international education systems integrate evidence based practice into their initial teacher education programmes (BERA-RSA 2014). It is the authors’ experience that the usefulness of education research to education practitioners is not always easy to judge and this leads to justifiable caution towards evidence based practice amongst trainee science teachers and their mentors in schools. A subject knowledge module was taught separately to 22 undergraduate students in their final year of a Primary/Secondary Education Honours degree with Qualified Teacher Status (QTS) and to 50 students following Graduate Diploma Subject Knowledge Enhancement courses in Chemistry and Physics preparing to take up places on Science Post Graduate Certificate in Education (PGCE) courses. An example of informal practitioner research is described and discussed. This involved using a science in society or socio-scientific approach to deliver a science subject knowledge module with two different cohorts of intending science teachers. The aim was to demonstrate strategies for facilitating the development of critical thinking and scientific literacy in school science lessons. The use of anonymous voting devices during sessions indicated a polarisation of opinions amongst participants rather than a more considered or critical response to the scientific questions. This discussion seeks to illustrate the value and drawbacks of informal practitioner research and how this evidence based approach might be beneficial to teaching and learning in science

Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers

A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry specialism. SKE courses challenge common assumptions about the nature of subject knowledge for teaching and who should teach it: school science educators or scientists? This article shares the SKE course model developed and taught by the Science Education team at Liverpool John Moores University, and some early insights into supporting subject knowledge development

Experimental verification of a self-consistent theory of the first-, second-, and third-order (non)linear optical response

We show that a combination of linear absorption spectroscopy, hyper-Rayleigh scattering, and a theoretical analysis using sum rules to reduce the size of the parameter space leads to a prediction of the two-photon absorption cross-section of the dye AF455 that agrees with two-photon absorption spectroscopy. Our procedure, which demands self-consistency between several measurement techniques and does not use adjustable parameters, provides a means for determining transition moments between the dominant excited states based strictly on experimental characterization. This is made possible by our new approach that uses sum rules and molecular symmetry to rigorously reduce the number of required physical quantities.Comment: 10 pages, 9 figure

Quadratic Nonlinear Optical Properties of Correlated Chromophores: Cyclic 6,6'-Dinitro-1,1'-Binaphthyl-2,2'-Ethers

The first hyperpolarizability, , of a series of cyclic 6,6¿-dinitro-1,1¿-binaphthyl-2,2¿-ethers has been analyzed with hyper-Rayleigh scattering and electric-field-induced second-harmonic-generation and compared with the absorption data and semi-empirical calculations. The results show the critical dependence of on the conformation of the alkoxy donor and the dihedral angle of the binaphthyl unit

Occupational and leisure time physical activity in contrasting relation to ambulatory blood pressure

Background: While moderate and vigorous leisure time physical activities are well documented to decrease the risk for cardiovascular disease, several studies have demonstrated an increased risk for cardiovascular disease in workers with high occupational activity. Research on the underlying causes to the contrasting effects of occupational and leisure time physical activity on cardiovascular health is lacking. The aim of this study was to examine the relation of objective and self-report measures of occupational and leisure time physical activity with 24-h ambulatory systolic blood pressure (BP). Methods: Results for self-reported physical activity are based on observations in 182 workers (60% male, mean age 51 years), while valid objective physical activity data were available in 151 participants. The usual level of physical activity was assessed by 5 items from the Job Content Questionnaire (high physical effort, lifting heavy loads, rapid physical activity, awkward body positions and awkward positions of head or arms at work) and one item asking about the general level of physical activity during non-working time. On a regular working day, participants wore an ambulatory BP monitor and an accelerometer physical activity monitor during 24 h. Associations were examined by means of Analysis of Covariance. Results: Workers with an overall high level of self-reported occupational physical activity as well as those who reported to often lift heavy loads at work had a higher mean systolic BP at work, at home and during sleep. However, no associations were observed between objectively measured occupational physical activity and BP. In contrast, those with objectively measured high proportion of moderate and vigorous leisure time physical activity had a significantly lower mean systolic BP during daytime, while no differences were observed according to self-reported level of leisure time physical activity. Conclusions: These findings suggest that workers reporting static occupational physical activities, unlike general physically demanding tasks characterized by dynamic movements of large muscle groups, are related to a higher daily systolic BP, while high objective levels of moderate and vigorous leisure time physical activity are related to lower daytime systolic BP. Ambulatory systolic BP may be a physiological explanatory factor for the contrasting effects of occupational and leisure time physical activity

Physical Activity Status in Patients With Coronary Heart Disease: Results From the Cross-Sectional EUROASPIRE Surveys.

BACKGROUND: The study aim was to assess the physical activity levels as well as the intention to become physically active in patients with stable coronary heart disease (CHD) with a special focus on the association with their risk profile. METHODS: Analyses are based on the cross-sectional EUROASPIRE IV surveys. Information was available on 8966 patients in EUROASPIRE III and on 7998 patients in EUROASPIRE IV. Physical activity level according to patients risk profile and their medical management was assessed, the intention to become physically active was investigated and a time trend analysis was performed. RESULTS: A better cardiovascular risk profile as well as receiving physical activity advice or weight loss advice was associated with better physical activity levels. The physical activity status improved significantly over time, the proportion of patients reporting vigorous physical activity for at least 20 minutes ≥ 3 times/week increased from 14.1% to 20.2% (P < .001). Similarly, a significantly greater proportion of patients are in the maintenance stage (36.6% vs. 27.4%) and a smaller proportion in the precontemplation stage (43.2% vs. 52.3%). CONCLUSION: Although an increase was seen in the proportion of patients being adequately physical active, physical activity levels remain suboptimal in many CHD patients

Diquat Derivatives: Highly Active, Two-Dimensional Nonlinear Optical Chromophores with Potential Redox Switchability

In this article, we present a detailed study of structure−activity relationships in diquaternized 2,2′-bipyridyl (diquat) derivatives. Sixteen new chromophores have been synthesized, with variations in the amino electron donor substituents, π-conjugated bridge, and alkyl diquaternizing unit. Our aim is to combine very large, two-dimensional (2D) quadratic nonlinear optical (NLO) responses with reversible redox chemistry. The chromophores have been characterized as their PF_6^− salts by using various techniques including electronic absorption spectroscopy and cyclic voltammetry. Their visible absorption spectra are dominated by intense π → π^* intramolecular charge-transfer (ICT) bands, and all show two reversible diquat-based reductions. First hyperpolarizabilities β have been measured by using hyper-Rayleigh scattering with an 800 nm laser, and Stark spectroscopy of the ICT bands affords estimated static first hyperpolarizabilities β_0. The directly and indirectly derived β values are large and increase with the extent of π-conjugation and electron donor strength. Extending the quaternizing alkyl linkage always increases the ICT energy and decreases the E_(1/2) values for diquat reduction, but a compensating increase in the ICT intensity prevents significant decreases in Stark-based β_0 responses. Nine single-crystal X-ray structures have also been obtained. Time-dependent density functional theory clarifies the molecular electronic/optical properties, and finite field calculations agree with polarized HRS data in that the NLO responses of the disubstituted species are dominated by ‘off-diagonal’ β_(zyy) components. The most significant findings of these studies are: (i) β_0 values as much as 6 times that of the chromophore in the technologically important material (E)-4′-(dimethylamino)-N-methyl-4-stilbazolium tosylate; (ii) reversible electrochemistry that offers potential for redox-switching of optical properties over multiple states; (iii) strongly 2D NLO responses that may be exploited for novel practical applications; (iv) a new polar material, suitable for bulk NLO behavior