Designing a Web-based learning environment to maximise interactivity

The on-line learning support system for first-year physics students described in this paper gives students enrolled in an on-campus traditional course an alternative learning strategy for two-week modules of their course. This paper presents some of the decisions and choices made in designing such an on-line learning resource and examines the role of interactivity. In this presentation, some examples from the materials produced will be shown

The contribution motorcycles can make to sustainable transport in London

This thesis examines the contribution motorcycles can make to sustainable transport in London. Following a literature review, and some definitions of the subject matter, there is an analysis of transport data, including the historic use of motorcycles, and policy documents at a national, regional and local level informs a discussion on the utility of motorcycles within a sustainable transport strategy, and its implementation by London Boroughs. As well as examining travel patterns in London, the thesis details the characteristics of London motorcyclists and what differentiates them from riders elsewhere in the UK. The thesis considers some issues associated with the use of motorcycles that help inform policy and strategy at both the national and the local level. These include safety, emissions, noise, congestion and use of the road space. These issues are then tested through case studies of policies and strategies produced by two the City of Westminster and the London Borough of Harrow. The final section compares the characteristics of motorcycles against the requirements of a sustainable transport system and summarises the positive and negative contributions that motorcycles can make. This thesis attempts to answer the questions: Do motorcycles represent a more sustainable transport mode than the private car in Greater London Could an increase in motorcycle use, at the expense of either car or public transport use, have a significant impact on the sustainability of transport in London Would encouraging motorcycle use present a more sustainable approach to London overall, in terms of secondary environmental measures What role can land-use planning have in assisting motorcycle use The thesis concludes that motorcycles do have a role to play in helping to achieve a more sustainable transport system in London, but this is to some extent, dependent on the type and location of journey the vehicle is used for. The thesis also concludes that increasing motorcycle use would be beneficial to motorcyclists' road safety, and how motorcycling would be a beneficiary of policies intended to reduce car use

Reductive chain separation of botulinum A toxin — a prerequisite to its inhibitory action on exocytosis in chromaffin cells

Cleavage of the disulfide bond linking the heavy and the light chains of tetanus toxin is necessary for its inhibitory action on exocytotic release ofcatecholamines from permeabi1ized chromaffin cells [(1989) FEBS Lett. 242, 245-248; (1989) J. Neurochern., in press]. The related botulinum A toxin also consists of a heavy and a light chain linked by a disulfide bond. The actions ofboth neurotoxins on exocytosis were presently compared using streptolysin O-permeabilized bovine adrenal chromaffin cells. Botulinum A toxin inhibited Ca2 +-stimulated catecholamine release from these cells. Addition of dithiothreitollowered the effective doses to values below 5 nM. Under the same conditions, the effective doses of tetanus toxin were decreased by a factor of five. This indicates that the interchain S-S bond of botulinum A toxin must also be split before the neurotoxin can exert its effect on exocytosis

Student Guided Transition Assistance

In the Faculty of Science at the University of Melbourne a transition program has been in place for new students entering the Bachelor of Science since 2000. During this time the program has been modified regularly in response to staff and student feedback. However, with the introduction of a new Science degree structure combined with the changing nature of student experiences and expectations, a more extensive review of the current program is being undertaken. The aim of the review is to gather feedback from students and the student facilitators of study groups, on the program’s effectiveness in assisting students. The information collected will be used to develop new strategies to maximize the program’s effectiveness. In 2012 we have probed student expectations and provided them with an opportunity to reflect on the challenges of transition. The program has also been reviewed from the perspectives of the first year teaching staff. The data collected will guide modification of the program for 2013 with the objective of targeting the transition program more effectively to assist first year science students’ transition from school to University. Our findings will be presented in this paper

Reconceptualising mathematics and science teacher education programs

BACKGROUND Reconceptualising Mathematics and Science Teacher Education Programs (ReMSTEP) is a project established under the Enhancing the Training of Mathematics and Science Teachers Programme of the Office of Learning and Teaching (OLT). The OLT programme was established in 2013 in response to recommendations made by Australia’s Chief Scientist, Professor Ian Chubb, in his 2012 report Mathematics, Engineering and Science: in the national interest (Chubb, Findlay, Du, Burmester and Kusa 2012). The projects funded in this programme focus on new strategies in pre-service teacher education to improve the quality of teaching of science and mathematics. Some observers of the Science, Technology, Engineering and Mathematics (STEM) education sector, as highlighted in the 2012 report, perceive a lack of transfer from contemporary science research practice to current pre-service teacher preparation. DESCRIPTION OF THE PROJECT ReMSTEP is a three-year collaboration between the University of Melbourne, Deakin University, La Trobe University and Monash University, fostering partnerships between educators and researchers in education, science and mathematics from each institution. These partners are developing new teacher education programmes and practices that align contemporary approaches to STEM (particularly science as practised) with engaging teaching and learning methods. At ReMSTEP’s core is the development of new and enhanced science and mathematics subjects at university where a wider range of student pathways develop pedagogical skills and understanding of contemporary science and mathematics. These pathways are built upon collaborative relationships between universities, faculties, specialist science and maths centres, and linked schools. The partnerships aim to drive major improvements in the quality of mathematics and science learning and teaching by creating programs where undergraduate STEM students and pre-service teachers work collaboratively to create new learning materials, units of study and expertise in inquiry-based classroom practices. PROJECT METHODS AND OUTCOMES The following project activities exemplify particular facets of the ReMSTEP program involving the collaborations described above: • the enhancement of the expertise of metropolitan, rural and regional pre-service K-6 teachers in science content and the pedagogies of ‘learning by doing’, with the involvement of science, mathematics and education staff in collaborative curriculum design and co-teaching; • development of new degree pathways, e.g. primary science and mathematics specialisations, new science/education double degree programs and science students gaining school experience within their science degrees; • collaborations between the universities and specialist science centres (e.g. Gene Technology access Centre, Quantum Victoria, Melbourne Museum) to develop pre-service teachers’ curriculum development skills in the context of current science and mathematics research projects (e.g. the bionic eye); • links between scientists in specialist research labs and institutes and pre-service teachers within teacher education programmes; and • involvement of science undergraduates and pre-service teachers in existing projects involving outreach to critically evaluate the processes of engagement and inquiry involved. These common facets reflect collaborations across institutions and faculties of science and education which are in themselves important and explicit objectives of the ReMSTEP project

The Evolution of Computer-based Tutorials Towards Web Delivery

The Biochemistry Department at Melbourne University has been committed to the use of computer aided learning (CAL) since the early 1980s. Limitations of early modules written in the department were increasingly apparent, as computer technology became more versatile and sophisticated. However, these modules represented considerable investment of time in academic content, multiple choice question formulation and graphic production, and in an environment of reducing resources and increasing demands, preservation of this investment was important. We explored the possibilities of salvaging the value of our early CAL modules and presenting the content to students in a more accessible format. This paper outlines our approach to preserving the academic content and increasing the versatility of early DOS based CAL modules by converting them to Windows based and web deliverable formats

Peer review as alearning tool

In recent years it has become quite common to use a routine research practice within our classrooms: that of peer review. Involving students in peer review is often regarded as an effective way to help students improve the quality of their assignment work before it is submitted. The peer review process offers many other benefits to students: an opportunity to reflect on their work in the light of the work of others; to observe the quality and scope of other students' work; to critically evaluate a piece of work and construct appropriate and constructive feedback; to develop critical thinking, higher-order cognitive, negotiation, and diplomacy skills. However, one benefit less often acknowledged is the impact that the peer review process can have on students' learning. In this presentation we will report on two case studies that illustrate how peer review improved the conceptual understanding of students. One study was a formal research study that assessed the effect of peer review on the performance of third year zoology students. The other less formal study describes students' self-reported conceptual gains in a first year physics subject

GTP and Ca2+ Modulate the Inositol 1,4,5-Trisphosphate-Dependent Ca2+ Release in Streptolysin O-Permeabilized Bovine Adrenal Chromaffin Cells

The inositol 1,4,5-trisphosphate (IP3)-induced Ca2+ release was studied using streptolysin O-permeabilized bovine adrenal chromaffin cells. The IP3-induced Ca2+ release was followed by Ca2+ reuptake into intracellular compartments. The IP3-induced Ca2+ release diminished after sequential applications of the same amount of IP3. Addition of 20 μM GTP fully restored the sensitivity to IP3. Guanosine 5'-O-(3-thio)triphosphate (GTPγS) could not replace GTP but prevented the action of GTP. The effects of GTP and GTPγS were reversible. Neither GTP nor GTPγS induced release of Ca2+ in the absence of IP3. The amount of Ca2+ whose release was induced by IP3 depended on the free Ca2+ concentration of the medium. At 0.3 μM free Ca2+, a half-maximal Ca2+ release was elicited with ∼0.1 μM IP3. At 1 μM free Ca2+, no Ca2+ release was observed with 0.1 μM IP3; at this Ca2+ concentration, higher concentrations of IP3 (0.25 μM) were required to evoke Ca2+ release. At 8 μM free Ca2+, even 0.25 μM IP3 failed to induce release of Ca2+ from the store. The IP3-induced Ca2+ release at constant low (0.2 μM) free Ca2+ concentrations correlated directly with the amount of stored Ca2+. Depending on the filling state of the intracellular compartment, 1 mol of IP3 induced release of between 5 and 30 mol of Ca2+

An interdisciplinary approach to foundation study in the Bachelor of Science (Extended)

BACKGROUND The Bachelor of Science (Extended) is a four-year degree that provides an additional pathway into Bachelor of Science study for Aboriginal and Torres Strait Islander students who do not meet the standard degree entry requirements. The BSc(Ext) contributes to increasing Indigenous student participation in tertiary science study, fields in which they are significantly underrepresented. CURRICULUM APPROACH The degree’s extension component comprises eight subjects taken during the first three semesters, in interdisciplinary science, mathematics, communication and Indigenous studies. The extension subjects embed students’ academic skills development, and science and mathematics knowledge and skills, to provide a foundation for success and further study in students’ chosen STEM specialisation. RESULTS Integrating science disciplines, Indigenous Knowledges and mathematics into the science subjects has provided an enriched curriculum that is valued by students, who comment on the importance of foundation knowledge and skills and the multiple ways of learning provided. We will use examples of this approach to highlight its potential, with particular emphasis on Indigenous Knowledges and student impact. DISCUSSION An interdisciplinary thematic approach is a key component of the curriculum design, examining science through lenses of chemistry, physics, biology and Indigenous Knowledges, to prepare students for a range of STEM futures

AUTC Physics Project: Learning outcomes and curriculum development

The Australian Universities Teaching Committee is funding a project to investigate the learning outcomes and curriculum development in physics at Australian universities. The project aims to map current practices and future directions in the broad areas of curriculum relating to service/multidisciplinary teaching and majors, employer satisfaction and industry involvement, and student satisfaction. A questionnaire has been administered with 85% return to date from the 34 physics departments or groups in Australian universities. In this paper we present the study design and initial results which include consideration of challenges faced by departments with respect to teaching and learning, departmental strengths and the development of new courses