Onset of carbon-carbon bonding in the Nb5Cy (y = 0-6) clusters: a threshold photo-ionisation and density functional theory study

We have used photo-ionisation efficiency spectroscopy to determine the ionisation potentials (IPs) of the niobium–carbide clusters, Nb5Cy (y = 0–6). Of these clusters Nb5C2 and Nb5C3 exhibit the lowest IPs. Complementary density functional theory calculations have been performed to locate the lowest energy isomers for each cluster. By comparing the experimental IPs with those calculated for candidate isomers, the structures of the Nb5Cy clusters observed in the experiment are inferred. For all these structures, the underlying Nb5 cluster has either a ‘prolate’ or ‘oblate’ trigonal bipyramid geometry. Both Nb5C5 and Nb5C6 are shown to contain carbon–carbon bonding in the form of one and two molecular C2 units, respectively

Collisional electrochemistry of laser-ablated gold nanoparticles by electrocatalytic oxidation of glucose

We report the electrochemistry of gold nanoparticles (AuNPs), prepared by Laser Ablation Synthesis in Solution (LASiS), via the electrocatalytic oxidation of glucose upon single nanoparticle collisions at inert microelectrodes. Spherical AuNPs with diameters in the range 20–30 nm, as determined by transmission electron microscopy, were synthesized by LASiS of a gold plate immersed in water. Nanoparticle collisions were electrochemically detected through the AuNP-catalysed oxidation of glucose at carbon fiber microelectrodes in alkaline solution, enabling the electrocatalytic detection of single AuNPs. This approach provides a basis for detecting and understanding the electrocatalytic properties of pristine nanoparticles in aqueous solutions. © 2017 Elsevier B.V

Advancing science by enhancing learning in the laboratory (ASELL)

Final report of the the&nbsp;Advancing Science by Enhancing Learning in the Laboratory (ASELL) project.&nbsp;Most researchers agree that the laboratory experience ranks as a significant factor that influences students&rsquo; attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student\u27s experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating and improving the laboratory experience of students, and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project, with ALTC funding, has now expanded to include those disciplines.The launching pad for ASELL was a multidisciplinary workshop held in Adelaide in April, 2010. This workshop involved 100 academics and students, plus 13 Deans of Science (or delegates), covering the three enabling sciences of biology, chemistry and physics. Thirty-nine undergraduate experiments were trialled over the three days of the workshop. More importantly, professional development in laboratory education was developed in the 42 academic staff that attended the workshop.Following the workshop, delegates continued to evaluate, develop and improve both individual experiments and whole laboratory programs in their home institutions, mentored by the ASELL Team. Some highlights include: - more than 15,000 student surveys carried out by delegates during 2010/11- 10 whole lab programs were surveyed by delegates- 4 new ASELL-style workshops, conducted by ASELL-trained delegates were run in 2010/11- more than 100 ASELL-tested experiments available on the website (www.asell.org)- ASELL workshops conducted in Philippines, Ireland in 2010, and planned in the USA and Thailand for 2011- significant improvement in student evaluation of whole laboratory programs and individual experiments measured in universities using the ASELL approach- high profile of ASELL activities in the Australian Council of Deans of Science (ACDS)- research project on the misconceptions of academic staff about laboratory learning completed- significant research on student learning in the laboratory, and staff perceptions of student learning have been carried out during 2010/11- research results have been benchmarked against staff and students in the USA.The biggest unresolved issue for ASELL is one of sustainability in the post-ALTC funding era. ASELL will make a series of recommendations to the ACDS, but the future of the program depends, to a large part, on how the ACDS responds. <br /

Why are we still teaching the way we were taught in the 1980s?

The article discusses project funded by the Australian Learning and Teaching Council which is designed to establish excellence in science learning and teaching in Australian universities. Six universities across the country were chosen for the initial implementation of the project. According to the article, during the duration of the project, leaders will undergo leadership training to equip them with skills necessary to foster change in classroom practices.<br /

Photodetachment and photoreactions of substituted naphthalene anions in a tandem ion mobility spectrometer

Substituted naphthalene anions (deprotonated 2-naphthol and 6-hydroxy-2-naphthoic acid) are spectroscopically probed in a tandem drift tube ion mobility spectrometer (IMS). Target anions are selected according to their drift speed through nitrogen buffer gas in the first IMS stage before being exposed to a pulse of tunable light that induces either photodissociation or electron photodetachment, which is conveniently monitored by scavenging the detached electrons with trace SF6 in the buffer gas. The photodetachment action spectrum of the 2-naphtholate anion exhibits a band system spanning 380-460 nm with a prominent series of peaks spaced by 440 cm-1, commencing at 458.5 nm, and a set of weaker peaks near the electron detachment threshold corresponding to transitions to dipole-bound states. The two deprotomers of 6-hydroxy-2-naphthoic acid are separated and spectroscopically probed independently. The molecular anion formed from deprotonation of the hydroxy group gives rise to a photodetachment action spectrum similar to that of the 2-naphtholate anion with an onset at 470 nm and a maximum at 420 nm. Near the threshold, the photoreaction with SF6 is observed with displacement of an OH group by an F atom. In contrast, the anion formed from deprotonation of the carboxylic acid group gives rise to a photodissociation action spectrum, recorded on the CO2 loss channel, lying at much shorter wavelengths with an onset at 360 nm and maximum photoresponse at 325 nm

APCELL: Developing better ways of teaching in the laboratory

The Australian Physical Chemistry Enhanced Laboratory Learning project was established to address deficiencies in Australian physical chemistry laboratory education. The project aims to pool the resources of over 30 universities to develop a protocol for developing and assuring the quality of laboratory teaching experiments. This protocol is based on ‘research-led teaching’ and is underpinned by education research literature. Because of its grounding in research, the project has demonstrated the potential to generate and support further research on teaching and student learning in laboratories. In this paper we describe the progress of the project to date and some of the research methodologies that have been employed

Applying the ASELL Framework for Improvement of a First Year Physics Laboratory Program

Physics 115 is a first-year non-calculus based unit offered to a wide range of students from various disciplines. The unit is taken by about 350 students per year, who have little or no background in physics. One of the assessment components of the unit is laboratory work which involves taking measurements, calculating uncertainties, performing data analysis, interpreting results and submitting formal written reports for assessment. In order to better understand students’ views on their laboratory experience, an extensive survey program was initiated by the project team in Semester 2, 2009. The survey data was analysed to investigate the characteristics of each of the six experiments. The results from the student responses indicated that two of the six experiments, “Simple Pendulum” and “Radioactivity Measurements”, needed revision. In order to obtain further detailed feedback from peers (students and staff from other universities), the two experiments were presented at the ASELL* Workshop held at the University of Adelaide in April 2010. As a result of the feedback from the ASELL Workshop, the “Radioactivity Measurements” experiment was immediately revised and presented to students in May of 2010. At the conclusion of the experiment, students’ feedback was once again collected and analysed. We will present the process, and results of the pre- and post- evaluation of this modified experiment, and demonstrate the effectiveness and power of the ASELL framework. *ASELL (Advancing Science by Enhancing Learning in the Laboratory

The Development of Teaching Skills to Support Active Learning in University Science (ALIUS)

This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course, but rather the development of a method, or process, by which we have re-designed the way in which learning occurs in large university classrooms world wide

Developing leaders of change in the teaching of large university chemistry classes

Final report of the the Active Learning in University Science (ALIUS) project. This project aims to establish a new direction in first year chemistry teaching &ndash; away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based innovation: Charles Sturt University (NSW), The University of Sydney (NSW), Curtin University of Technology (WA), The University of Adelaide (SA), Deakin University (Vic), University of Tasmania (Tas).Three domains have been identified as the architecture upon which sustainable L&amp;T innovation will be built. These domains include Learning and Teaching innovation in project leaders&rsquo; and colleagues&rsquo; classrooms, development of project leaders as Science Learning Leaders, and creation of a Science Learning Hub to serve as a locus and catalyst for the development of a science teaching community of practice.Progress against specified outcomes and deliverablesLearning and Teaching InnovationThe purpose of this domain is to improve student learning, engagement, retention and performance in large chemistry classes through increased use of student-centred teaching practice.&bull; The Project is named: ALIUS (Active Learning in University Science) - Leading Change in Australian Science Teaching&bull; All six ALIUS universities have now implemented Teaching Innovation into ALIUS team member classrooms&bull; Chemistry colleagues at three ALIUS universities have now implemented Teaching Innovation into their classrooms&bull; The ALIUS member in physics has implemented Teaching Innovations into his classrooms&bull; Chemistry colleagues at three ALIUS institutions have tried some Teaching Innovations in their classrooms&bull; Non-chemistry colleagues at four ALIUS institutions have tried, or expressed an interest in trying, Teaching Innovations in their classrooms&bull; The POGIL method has proved to be a useful model for Teaching Innovation in the classroom&bull; Many classroom resources have been developed and used at several ALIUS institutions; some of these have been submitted to the ALIUS database for public access. The remainder will continue to submitted&bull; Two seminars about Teaching Innovation have been developed, critiqued, revised, and presented at five ALIUS universities and three non-ALIUS universities&bull; Particular issues associated with implementing Teaching Innovations in Australian classrooms have been identified and possible solutions developed&bull; ALIUS members have worked with Learning and Teaching Centres at their universities to share methods. Developing Science Learning LeadersThe purpose of this domain is to develop leadership capacity in the project leaders to equip them with skills to lead change first at their institutions, followed by developing leaders and leading change at other local institutions&bull; ALIUS members participated in Leadership Professional Development sessions with Craig McInnis and Colin Mason; both these sessions were found to be valuable and provide context and direction for the members and the ALIUS team&bull; The passion of an &lsquo;early adopter&rsquo; was found to be a significant element in each node of the distributed framework&bull; Members developed an awareness of the necessity to build both the &lsquo;sense of urgency&rsquo; and the &lsquo;guiding coalition&rsquo; at each node&bull; ALIUS found the success of the distributed framework is strongly influenced by the relational aspects of the team.Create a Science Learning HubThe online Hub serves as a local and national clearinghouse for development of institutional Learning Leaders and dissemination of L&amp;T innovation.&bull; The ALIUS website is now active and being populated with resources&bull; The sharing resource database structure is finalised and being populated with contributed materials. Lessons LearntIn order to bring about change in teaching practice it is necessary to:&bull; demonstrate a convincing benefit to student learning&bull; show that beyond an initial input of effort classroom innovations will not take more time than what is now done&bull; maintain a prominent exposure among colleagues - repeatedly give seminars, workshops, and everyday conversations; talk about teaching innovation; talk about easy tools to use; invite people to your classroom; engage colleagues in regular peer review of classroom practice&bull; have support from people already present in leadership roles to lead change in teaching practice&bull; have a project leader, someone for whom the project is paramount and will push it forward&bull; find a project manager, even with money budgeted&bull; meet face-to-face.Dissemination&bull; Seminars presented 19 times including over 400 individuals and more than 24 Australian universities&bull; Workshops presented 25 times, over 80 participants at 11 Australian and two New Zealand Universities&bull; Two articles published in Chemistry in Australia, the Australian Chemistry Industry Journal of the Royal Australian Chemical Institute&bull; One refereed paper published in the Journal of Learning Design

ASELL : the advancing science by enhancing learning in the laboratory project

Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students&rsquo; attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student\u27s experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities