Water quality in the Wingecarribee Shire, NSW

This paper reports on a water quality monitoring program carried out for Wingecarribee Shire Council between March 2002 and July 2004 by University of Wollongong staff and students. Initially 40 sites were sampled on four occasions over three months in a pilot program leading to the selection of sites and parameters for a two year program of monthly monitoring. A range of chemical, physical and biological parameters was measured including nutrients and faecal coliform bacteria on samples collected over the 26 approximately monthly sampling trips. Chlorophyll a, phaeophyton and blue-green algae were also determined over a shorter period. The sampling period included the particularly hot and dry spell September 2002 - January 2003 and a return to less extreme conditions after February 2003. The range of nutrient and coliform data is reported with discussion of the effects of rainfall patterns on nutrients and on faecal coliform counts at the various sites. Small creek sites showed significant changes to nutrient regimes in the long dry spell, whereas the same effect was not apparent in larger river sites. Very wide ranges of faecal coliform counts were found, especially at small creek sites in farmland. Excepting extreme results, generally elevated coliform counts were found when rainfall occurred 0-3 days immediately prior to sampling. Generally lower counts were found in drier weather. The Shire has already implemented some measures to improve water quality in response to this program

Evolution of chemical contaminant and toxicology studies, part 1 - an overview

The study of environmental chemical contaminants and their toxicological effects has changed dramatically over the last 50 years. Initially studies concentrated on trying to identify what contaminants were actually present and to develop quantitative methods to determine the concentrations (total) present. Health impacts were often investigated independently in medical research centres. With improving analytical techniques, studies of the speciation of contaminants began and the specific forms that were creating the major problems were gradually identified. Continuing improvements in analytical chemistry, together with a move towards more integrated and multidisciplinary research now sees chemists, biologists, toxicologists and health researchers working closely in teams to identify the specific agents of major concern and their pathways, transformations and mode of action. These changes in approach are reviewed. Issues that still require significant research such as cumulative impacts are also discussed

Creating a motivating and engaging curriculum by sharing the cognitive load

Abstract of a presentation at The 2014 Australian Conference on Science and Mathematics Education, 29-30 September, University of Sydney, Australia

Concrete thinking in chemistry for engineering students

Abstract of a presentation at The 2014 Australian Conference on Science and Mathematics Education, 29-30 September, University of Sydney, Australia

Mapping science subjects: a ground up approach

The need to clearly demonstrate the components and outcomes of a curriculum is a major factor in the drive for quality assurance manifest across the tertiary education sector. This project is a detailed gathering of commentary and data about the subjects offered in the Faculty of Science, UOW. The project aims to provide a means of tracking concept and skill development through curricula, to identify sharable resources and teaching practice, to clarify support needs and to provide a means for storing and maintaining an ongoing record of commentary and data about each subject. The investigative approach is a type of curriculum mapping based on interviews with key players in the design, delivery and reception of the curriculum. In the process all available materials and data about each subject were gathered. The methodology has been developed and used first for mapping of subjects within the School of Chemistry, providing a tested and flexible process to facilitate the investigation in the other Schools in the faculty. For Chemistry subjects a dataset of information is now available from which developments in curriculum and teaching management are proceeding. From staff and student interviews and our collective experience we can also report valuable commentary

Development, Evaluation, and Application of Chemistry Threshold Learning Outcomes-A Curriculum Framework for Tertiary Chemistry in Australia

© 2020 CSIRO. Although there is no set chemistry curriculum for higher education institutions, the Chemistry Threshold Learning Outcomes (CTLOs) represent a shared understanding that was developed through extensive consultation with the tertiary chemistry community. The CTLOs have been implemented through the RACI accreditation process and in general function as intended. The term threshold is intended to represent a lower limit; institutions can and do go beyond the threshold

Fractionation of sedimentary arsenic from Port Kembla Harbour, NSW, Australia

The binding of arsenic in sediments of the heavily industrialised Port Kembla Harbour, NSW, Australia, has been investigated. Both dredge and core samples have been used to develop a sieving/sequential extraction (SE) procedure. Dredge samples included oxic surficial and deeper anoxic sediment. The main core sample analysed was 18 cm deep, sliced at 2 cm intervals. Sediment was sieved to three size ranges (250 microm) and each of these was then subjected to a four step SE, sequentially solubilizing arsenic as ion exchangeable, 1 M HCl soluble, NH(2)OH.HCl soluble, and strong oxidising acid soluble. Concentrations of 50-500 mg As kg(-1) were found, elevated well above local background values. The core sample showed elevated concentrations of arsenic within the top 6-8 cm (300-500 mg As kg(-1)), relative to the deeper sediment (100-200 mg As kg(-1)). Substantial portions of the total arsenic present in the 0-8 cm sediments of core and dredge samples, were found to be soluble in 1 M pH 5 phosphate buffer or 1 M HCl. Arsenic in the lower 8-18 cm of the core displayed different solubility, the fourth stage SE strong acid digestion being required to solubilize \u3e90% of the deep sediment arsenic. It appears that diagenesis had resulted in remobilisation of weakly bound arsenic with subsequent diffusion and deposition in surficial layers. Strong acid soluble arsenic present in deeper sediments has two possible origins: sedimented as strongly bound remaining untouched by diagenetic events, or subjected to diagenetic reactions such as pyritization, which lead to more stable crystalline forms of minerals

Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments

It is desirable to enhance student learning trajectories between their secondary and tertiary studies while simultaneously encouraging them to take responsibility for their learning early in their tertiary studies. Their preparedness for tertiary studies in their discipline can be measured using diagnostic tests and this enables standards-based benchmarking as students progress through their tertiary program. Concept inventories have been used extensively for this purpose. A more desirable goal, however, is to use the outcomes of diagnostic testing to provide students with opportunities to improve their learning through formative feedback and self-regulated learning activities. We aim to design and implement modular, formative learning objects, informed by the outcomes of concept inventories, to target key missing and mis-conceptions possessed by incoming students. Students will be able to challenge and adjust their existing conceptions by engaging in these discrete active learning modules (hosted by existing technologies) which will be administered either in class or online in large chemistry classes

Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments

It is desirable to enhance student learning trajectories between their secondary and tertiary studies while simultaneously encouraging them to take responsibility for their learning early in their tertiary studies. Their preparedness for tertiary studies in their discipline can be measured using diagnostic tests and this enables standards-based benchmarking as students progress through their tertiary program. Concept inventories have been used extensively for this purpose. A more desirable goal, however, is to use the outcomes of diagnostic testing to provide students with opportunities to improve their learning through formative feedback and self-regulated learning activities. We aim to design and implement modular, formative learning objects, informed by the outcomes of concept inventories, to target key missing and mis-conceptions possessed by incoming students. Students will be able to challenge and adjust their existing conceptions by engaging in these discrete active learning modules (hosted by existing technologies) which will be administered either in class or online in large chemistry classes

Transforming assessment practice: evidencing and benchmarking student learning outcomes in chemistry

Higher Education in Australia is in a phase of rapid change due to a number of regulatory changes. Over the past five years the Australian Chemistry community has agreed on a list of Chemistry Threshold Learning Outcomes (CTLOs) that every student graduating from an Australian University will have attained. In addition, the Royal Australian Chemical Institute (RACI) has changed its accreditation process for Chemistry degrees and now uses these CTLOs as the basis for accreditation. Therefore, it is now paramount to ensure that our assessment items allow students to demonstrate attainment of the CTLOs during a degree [1]. The Assessing the Assessments project, funded by the Australian Government\u27s Office for Learning and Teaching (OLT ID14-3562) is developing a framework designed to help academics at tertiary institutions to determine the alignment of their assessment items with the CTLOs. The project is also collating a database of standards-based assessment items. The project team has developed an online pro-forma, allowing self-assessment and submission of assessment items. Through workshops, colleagues are guided through the evaluation of assessment items to determine how they meet or fall short of attainment of specific CTLOs. These workshops are designed to support evaluation of assessment items to ensure that they are CTLO compliant. We will reflect on the first year of this large project and seek suggestions and feedback from the audience