Chemical Science Research, Elementary School Children and Their Teachers Are More Closely Related than You May Imagine: The “I Bet You Did Not Know” Project

Topics associated with the chemical sciences form a significant part of the curriculum in science at the primary school level in the U.K. In this methodology paper, we demonstrate how a wide range of research articles associated with the chemical sciences can be disseminated to an elementary school audience and how children can carry out investigations associated with cutting-edge research in the classroom. We discuss how the Primary Science Teaching Trust’s (PSTT’s) “I bet you did not know” (IBYDK) articles and their accompanying Teacher Guides benefit children, primary (elementary) school teachers, and other stakeholders including the researchers themselves. We define three types of research articles; ones describing how children can reproduce the research themselves without much adaptation, others where children can mirror the research using similar methods, and some where an analogy can be used to explain the research. We provide exemplars of each type and some preliminary feedback on articles written

Chemical Science Research, Elementary School Children and Their Teachers Are More Closely Related than You May Imagine: The “I Bet You Did Not Know” Project

Topics associated with the chemical sciences form a significant part of the curriculum in science at the primary school level in the U.K. In this methodology paper, we demonstrate how a wide range of research articles associated with the chemical sciences can be disseminated to an elementary school audience and how children can carry out investigations associated with cutting-edge research in the classroom. We discuss how the Primary Science Teaching Trust’s (PSTT’s) “I bet you did not know” (IBYDK) articles and their accompanying Teacher Guides benefit children, primary (elementary) school teachers, and other stakeholders including the researchers themselves. We define three types of research articles; ones describing how children can reproduce the research themselves without much adaptation, others where children can mirror the research using similar methods, and some where an analogy can be used to explain the research. We provide exemplars of each type and some preliminary feedback on articles written

Quantum Yields for Photochemical Production of NO₂ from Organic Nitrates at Tropospherically Relevant Wavelengths

Absorption cross-sections and quantum yields for NO₂ production (Φ_NO₂) are reported for gaseous methyl, ethyl, <i>n</i>-propyl, and isopropyl nitrate at 294 K. Absorption cross-sections in the wavelength range of 240–320 nm agree well with prior determinations. NO₂ quantum yields at photoexcitation wavelengths of 290, 295, and 315 nm are unity within experimental uncertainties for all of the alkyl nitrates studied and are independent of bath gas (N₂) pressure for total sample pressures in the range of 250–700 Torr. When averaged over all wavelengths and sample pressures, values of Φ_NO₂ are 1.03 ± 0.05 (methyl nitrate), 0.98 ± 0.09 (ethyl nitrate), 1.01 ± 0.04 (<i>n</i>-propyl nitrate), and 1.00 ± 0.05 (isopropyl nitrate), with uncertainties corresponding to 1 standard deviation. Absorption cross-sections for ethyl nitrate, isopropyl nitrate, and two unsaturated dinitrate compounds, but-3-ene-1,2-diyl dinitrate and (<i>Z</i>)-but-2-ene-1,4-diyl dinitrate in acetonitrile solution, are compared to gas-phase values, and over the wavelength range of 260–315 nm, the gas-phase values are well-reproduced by dividing the liquid-phase cross-sections by 2.0, 1.6, 1.7, and 2.2, respectively. Reasonable estimates of the gas-phase absorption cross-sections for low-volatility organic nitrates can therefore be obtained by halving the values for acetonitrile solutions. The quantum yield for NO₂ formation from photoexcitation of but-3-ene-1,2-diyl dinitrate at 290 nm is significantly lower than those for the alkyl (mono) nitrates: a best estimate of Φ_NO₂ ≤ 0.25 is obtained from the experimental measurements

Direct Measurements of Unimolecular and Bimolecular Reaction Kinetics of the Criegee Intermediate (CH₃)₂COO

The Criegee intermediate acetone oxide, (CH₃)₂COO, is formed by laser photolysis of 2,2-diiodopropane in the presence of O₂ and characterized by synchrotron photoionization mass spectrometry and by cavity ring-down ultraviolet absorption spectroscopy. The rate coefficient of the reaction of the Criegee intermediate with SO₂ was measured using photoionization mass spectrometry and pseudo-first-order methods to be (7.3 ± 0.5) × 10^–11 cm³ s^–1 at 298 K and 4 Torr and (1.5 ± 0.5) × 10^–10 cm³ s^–1 at 298 K and 10 Torr (He buffer). These values are similar to directly measured rate coefficients of <i>anti</i>-CH₃CHOO with SO₂, and in good agreement with recent UV absorption measurements. The measurement of this reaction at 293 K and slightly higher pressures (between 10 and 100 Torr) in N₂ from cavity ring-down decay of the ultraviolet absorption of (CH₃)₂COO yielded even larger rate coefficients, in the range (1.84 ± 0.12) × 10^–10 to (2.29 ± 0.08) × 10^–10 cm³ s^–1. Photoionization mass spectrometry measurements with deuterated acetone oxide at 4 Torr show an inverse deuterium kinetic isotope effect, <i>k</i>_H/<i>k</i>_D = (0.53 ± 0.06), for reactions with SO₂, which may be consistent with recent suggestions that the formation of an association complex affects the rate coefficient. The reaction of (CD₃)₂COO with NO₂ has a rate coefficient at 298 K and 4 Torr of (2.1 ± 0.5) × 10^–12 cm³ s^–1 (measured with photoionization mass spectrometry), again similar to rate for the reaction of <i>anti</i>-CH₃CHOO with NO₂. Cavity ring-down measurements of the acetone oxide removal without added reagents display a combination of first- and second-order decay kinetics, which can be deconvolved to derive values for both the self-reaction of (CH₃)₂COO and its unimolecular thermal decay. The inferred unimolecular decay rate coefficient at 293 K, (305 ± 70) s^–1, is similar to determinations from ozonolysis. The present measurements confirm the large rate coefficient for reaction of (CH₃)₂COO with SO₂ and the small rate coefficient for its reaction with water. Product measurements of the reactions of (CH₃)₂COO with NO₂ and with SO₂ suggest that these reactions may facilitate isomerization to 2-hydroperoxypropene, possibly by subsequent reactions of association products

Outreach: Impact on Skills and Future Careers of Postgraduate Practitioners Working with the Bristol ChemLabS Centre for Excellence in Teaching and Learning

Postgraduate engagement in delivering outreach activities is more commonplace than it once was. However, the impact on postgraduate students (typically studying for a Ph.D. degree) of participating in the delivery of these outreach activities has rarely, if ever, been recorded. The Bristol ChemLabS Outreach program has been running for ca. 17 years, and in that time, many postgraduate students have been involved (approximately 500), with around 250 typically for up to 3 years. We sought to investigate the impact of outreach engagement on postgraduate alumni who were involved in the program for over 3 years (32) and how the experiences and training of the outreach program had impacted on their careers postgraduation. Thirty of the 32 postgraduates engaged and ∼70% reported that their outreach experience had influenced their decision making on future careers. Many respondents reported that the skills and experiences gained through outreach participation had contributed to success in applying for and interviewing at their future employers. All respondents reported that outreach had helped them to develop key skills that were valued in the workplace, specifically, communication, teamwork, organizational skills, time planning, event planning, and event management. Rather than a pleasant distraction or an opportunity to supplement income, all participants noted that they felt there were many additional benefits and that this was time well spent. Outreach should not be viewed as a distraction to science research but rather an important enhancement to it provided that the program is well constructed and seeks to develop those delivering the outreach activities

Outreach: Impact on Skills and Future Careers of Postgraduate Practitioners Working with the Bristol ChemLabS Centre for Excellence in Teaching and Learning

Postgraduate engagement in delivering outreach activities is more commonplace than it once was. However, the impact on postgraduate students (typically studying for a Ph.D. degree) of participating in the delivery of these outreach activities has rarely, if ever, been recorded. The Bristol ChemLabS Outreach program has been running for ca. 17 years, and in that time, many postgraduate students have been involved (approximately 500), with around 250 typically for up to 3 years. We sought to investigate the impact of outreach engagement on postgraduate alumni who were involved in the program for over 3 years (32) and how the experiences and training of the outreach program had impacted on their careers postgraduation. Thirty of the 32 postgraduates engaged and ∼70% reported that their outreach experience had influenced their decision making on future careers. Many respondents reported that the skills and experiences gained through outreach participation had contributed to success in applying for and interviewing at their future employers. All respondents reported that outreach had helped them to develop key skills that were valued in the workplace, specifically, communication, teamwork, organizational skills, time planning, event planning, and event management. Rather than a pleasant distraction or an opportunity to supplement income, all participants noted that they felt there were many additional benefits and that this was time well spent. Outreach should not be viewed as a distraction to science research but rather an important enhancement to it provided that the program is well constructed and seeks to develop those delivering the outreach activities