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:
Final Case Study Report Template
IMPORTANT: The SW final report guidance document must be consulted before
completing this report template. Please complete all sections.
Project Title: Extending the Use of Spectroscopy in a Suitcase
Project Leader: Dr Gan Shermer
Department/School: Department of Chemistry
Institution: University of Bath
Other institutions/organisations involved in the project:
Royal Society of Chemistry
Abstract:
Extending the use of Spectroscopy in a Suitcase aimed to build upon good
practice from the RSC pilot project Chemistry for our Future and to
develop new activities which could then be used with the RSC’s
Spectroscopy in a Suitcase equipment. The project explored appropriate
contexts which may appeal to students with a view to produce resources
which can be used to illustrate spectroscopy in a broader range of
areas.1
Through the project we were able to deliver aspiration-raising activities
to secondary school students using a wider range of SIAS examples than is
currently available. Students often have a lack of understanding of “what
scientists do”. Diversifying the range of contexts available in the SIAS
activities increased the appeal to a wider audience and therefore promote
STEM subjects and a greater understanding of career pathways for students
taking up these subjects at HE.
The use of University students to deliver the activities had the
additional benefit of improving the communication and employability of
these students.
This project has produced a set of resources containing worksheets and
background information which can be easily used by other HEI’s with
access to similar instrumentation. For more information on access to SIAS
equipment see
HYPERLINK "http://www.rsc.org/education/hestem/sias.asp"
http://www.rsc.org/education/hestem/sias.asp
List of Outputs:
A full student and teacher resource for 2 activities using the
Spectroscopy in a Suitcase equipment, including:
Olympic Drug Scandal! - IR (Student Version)
Olympic Drug Scandal! - IR (Teacher Version)
Olympic Drug Scandal! - UV/Vis (Student Version)
Olympic Drug Scandal! - UV/Vis (Teacher Version)
Project Highlights:
1. Creating a Teacher Advisory Board (TAB), a good source of ideas for
activities and has kept us informed about the changes in secondary
education. The board is made up of 6-8 teachers from a range of local
schools. This has informed our own first year teaching and strengthened
links with local schools. This idea has been taken on by other
departments at the University (Biology and Biochemistry) and at other
HEIs
2. Engaging more students with hands-on chemistry through the use of
alternative contexts.
3. The model of Spectroscopy in a Suitcase has received a great deal of
interest through this project and has been held up as an example of good
practice in widening participation throughout the University
Background and Rationale:
The Spectroscopy in a Suitcase programme was initially developed by the
Royal Society of Chemistry as part of the HEFCE funded “Chemistry for our
Future” project. Through this initiative a number of HEI’s were provided
with portable spectroscopy equipment and a range of activities which
could be delivered in schools were developed. These proved particularly
successful and the pilot project was taken up by the National HE STEM
programme, with the scheme now having spectroscopy equipment in eleven
HEI’s nationally including the University of Bath.
The existing activities focus heavily on a forensic science context
which, whilst appealing to students, has the potential to be over-used in
chemistry outreach. The goal of this project was to create new contexts
and activities, particularly with a view to extending the range of
examples from which activities were drawn.
Using information gathered from local teachers and textbooks, several new
contexts attractive to students and teachers were identified. A number of
these new resources have been tested in schools and have received
positive feedback from students, teachers and postgraduate
ambassadors. Implementation:
A project officer, to research ideas, write resources and trial
activities, was hired and started in July 2011. This was approximately 6
months past the date suggested in the project proposal, which shifted the
dates of all the outcomes and outputs by about 6 months. The delivery of
the new activities still fell within the school year, so the activities
were still tested and evaluated within a reasonable time frame.
Two Teaching Advisory Board (TAB) meetings were held, in June 2011, at
the beginning of the project, and in Oct 2011. The TAB was made up of
local teachers from all over Gloucestershire, Somerset and Wiltshire and
from a range of schools (independent, state and FE colleges). The first
TAB meeting was used to introduce the project and canvass opinion on
suitable contexts for new activities. Most of the teachers had first hand
experience of SIAS being delivered in their classrooms and could
therefore give constructive feedback on the current resources and how
they could be improved. The second TAB meeting was used to train teachers
(9 teachers) in the use of the Spectroscopy in a Suitcase kit to improve
the long term sustainability of the project, in addition to further
developing ideas for new experiments and also confirming links that would
allow the testing of the new resources.
A useful outcome of the TAB was the development of a sustainable network
that will allow us to develop outreach activities which are feasible in
the classroom and useful for the curriculum. In addition, the TAB has
kept us up-to-date with changes in secondary education, which will inform
our own teaching and student support. This will hopefully be a mutually
beneficial partnership for all involved and these meetings will continue
in the future.
A Steering Group (SG) for the project was put together comprising many of
the stakeholder groups. The first meeting was held on 07 Sept 2011. The
members of the steering group were:
Dr. Gan Shermer, Project Lead, Department of Chemistry, UofB
Emily M. MacCready, Project Officer, Department of Chemistry, UofB
Lynne Thomas, Co Investigator, Department of Chemistry, UofB
Ed Stevens, SW Regional Officer for WP & Outreach, HE STEM
Phil Robinson, HE STEM Project Officer, RSC
Sarah Chatwin, SW Assistant Regional Director, National HE STEM
Programme, attended the meeting instead of Ed Stevens, who was required
elsewhere the same day.
At the meeting, there was a brief overview of the changes to the
timelines, due to the late start of the project. The PO discussed the
ideas that had been proposed at the time and progress to date. Phil
Robinson updated the SG on the current progress with SIAS in general,
including other new activities which were being developed by other
universities, and a spectroscopy theory tutorial also being developed (
HYPERLINK "http://spectraschool.rsc.org/"
http://spectraschool.rsc.org/ ). He also said he would like to see some
projects that used the machines in a greater depth, especially some that
could be used as longer term A-level projects, hopefully incorporating
the RSC programs of ChemSpider and the SpectraSchool.
It was decided that a 'successful' project would: have a context which
would widen the appeal and use of SIAS, be valuable and easy to use for
teachers, address the desired learning outcomes, and show that students
had reached these. Phil Robinson left his post, and as of 31st of October
2011, Dr. Richard Oakley took his place on the SG.
New contexts for activities with the SIAS kit were determined by the PI
and the PO, after initial consultation with the TAB. A number of new
experiments were researched based on these ideas, including:
Measuring drug doping levels in Olympic athletes
pesticide testing in water,
determination of caffeine concentration in drinks
determination of oil concentration in water after an oil spill.
In addition, input from teachers indicated that some experiments allowing
students to follow a reaction using IR spectroscopy would be very useful.
Some of our ideas for reactions to follow were run by the TAB in October
and more ideas, which the teachers felt they could use in their
laboratories, were suggested.
These contexts were researched in further detail over the following
weeks. The Olympic drug activity was the highest priority on our list
given the topical nature and positive reaction from the TAB, and many
pills were tested on the IR machine to determine if the relevant IR peaks
of the active ingredient could be seen. The pills tested were aspirin,
ibuprofen, paracetamol, caffeine, pseudoephedrine, phenylephrine – all of
which can be, and were, purchased from a pharmacy in the normal amounts.
Caffeine, pseudoephedrine and phenylephrine were all too low of
concentration, and pseudoephedrine was supposed to be the “illegal
substance” since it is very similar chemically to ephedrine, which is
illegal in sport. Pure caffeine was already available for testing the
caffeine content in drinks and so the caffeine pills were doped with the
pure caffeine to get the required IR spectrum in the classroom.
Similarly, pseudoephedrine has similar IR peaks to that of a cheaper
chemical, 4-amino-phenol, and so the pseudoephedrine pills were doped
with this chemical.
The UV/Vis activity required students to determine a concentration curve
in order to measure the amount of “illegal” drug (caffeine) found in an
athlete’s “urine” sample. This activity was similar to determining the
concentration of caffeine in drinks. Unfortunately, the most common
solvents used to extract caffeine (dichloromethane, ethylene glycol,
diethyl ether) all dissolved the UV/Vis sample cuvettes in a time frame
that was not consistent with classroom use. More experimentation needed
to be done, with solvents or cuvettes of other materials, to make this
experiment work with the available resources.
One of the teachers on the TAB suggested an activity involving
determining the concentration of pesticides in water, as this is covered
in many A-level exam boards. This would involve a similar process to the
caffeine determination in water or in drinks, therefore the pesticide
activity was decided against. There were also some waste disposal issues
that might become a hassle if the real pesticides were to be used. The
aim was to use real chemicals as often as possible, so that students
could see the real thing.
The determination of oil concentration in water had many similar barriers
as the other projects. Again, concentration determination had been seen
already with the new caffeine and the current aspirin activities.
Overall, the main barriers to developing this project were due to
practical laboratory work. It was not immediately obvious how to simulate
an oil spill and dispersant effects in the classroom. Hopefully, this
activity can be looked into further after this funding has ended.
The final ideas that were had were to follow a reaction by IR during the
classroom time. Using our own ideas and those from the TAB, two reactions
were chosen to look into. The addition of Br2 or I2 to a C=C double bond
and the conversion of an acid chloride into a carboxylic acid. The first
reaction has some safety issues with Br2; however, I2 does not react as
fast. Also, the C=C stretch is not a peak that most A-level students have
to learn for exams. This has not been tested yet and will be looked into
further, after the project has finished. The conversion of an acid
chloride to a carboxylic acid also has some safety issues, since acid
chlorides can be dangerous, but with correct safety equipment (gloves,
goggles, preferably a hood) the chemical should not be a problem. This
was tested in a classroom and the process did not happen fast enough (one
carbonyl peak converts to another in a separate place on the spectrum),
for the time frame allowed (only approximately 10 minutes). Further
research into the timing of this reaction will be done after the funding
has ended. Acid chlorides are also only covered by some exam boards.
Worksheets were drafted for the Olympic Drug Scandal concept, using both
spectroscopic methods used in SIAS – determining the active drug in
various pills using infrared spectroscopy and then using the UV/Vis
equipment to determine how much of one of those drugs was in an unknown
sample. The latter activity was tested with a small group of year 13
students at Ribston Hall, Gloucester, with good results. Since caffeine
was used as the ‘illicit’ drug, some of the mechanical aspects of the
caffeine content in drinks experiment were tested at the same time. More
trials of new activities were done over November and December 2011.
Specifically, a trial of the new Olympic drug IR activity was made in
November, at New College Swindon.
After all the trials, the resources were finalised and versions were made
for activity leaders or teachers, so that the activities could be
transferred to other schools. The resources are accessible on both the
National HE STEM Programme’s SW Spoke website ( HYPERLINK
"http://www.hestem-sw.org.uk/project?id=15&pp=342" http://www.hestemsw.org.uk/project?id=15&pp=342 ) and the RSC Spectroscopy in a Suitcase
website ( HYPERLINK "http://www.rsc.org/education/hestem/sias.asp"
http://www.rsc.org/education/hestem/sias.asp ).
Dissemination will be done at TAB meetings and through already existing
local contacts (approx 95 teachers). In addition the PI spoke at the
Science Mentors forum at the University of Bath and is working with other
members of the science faculty to disseminate good practice in outreach,
ambassadors and teacher networks. This has helped to develop stronger
links with local teachers, which is a useful benefit of the project. The
PI also led a workshop at the National HE STEM Programme outreach event
in November 2011 and spoke about the project at the University wide
Learning and Teaching Innovations day in May 2012
A launch event is planned for September 2012, after the official end of
the project, as this was determined to be the most appropriate timing for
teachers that will ensure that the project feeds into Spectroscopy in a
Suitcase activities carried out in the new school year. This event will
be used to introduce teachers and other HEI’s to the activities and to
train teachers and postgraduate students on the use of the equipment and
new contexts. Further dissemination will be done, informally, as and when
the opportunity arises, such as at further TAB meetings and through
publications, such as Education in Chemistry.
Evaluation:
Two of the key objectives of this project were to determine new contexts
and to develop resources to use in schools with the SIAS kit within these
new contexts. The TAB was integral in leading to viable contexts, such as
the Olympic drug testing and pesticide testing experiments, to use as a
starting point for development. Success has been shown in identifying new
contexts which appeal to students. The formation of a TAB will have
lasting impact in terms of creating a network of teachers who will inform
our outreach and teaching provision. Resources have been developed for
the two most successful activities tested, the Olympic Drug Scandal
activity, both for IR and for UV/Vis. Some of the other contexts will be
researched further after the funding for this project has ended.
The Olympic Drugs Scandal activities were trialed first in October 2011,
27 year 12 and 13 students did a current IR activity and the new drugs in
sport based UV/Vis activity. 10 of the 27 students were able to use the
new IR activity, too. The students reported their experience with the new
resources on evaluation sheets, which showed that they enjoyed learning
about IR and UV/Vis in the context of a drug test for a sports event. A
small portion of the students, 7, had done SIAS before, and reported that
they enjoyed this context better than the previous context they used,
forensic testing of chemicals in a lab, to determine what had caused a
death. This same small group also tested the illicit drug IR experiment
and said they enjoyed the new context. The teacher was very excited about
the new context and how relevant it was to current events.
The two postgraduate ambassadors who facilitated the activities commented
that several of the practical aspects of the new experiments were easier
than the current activities available. This was due to the fact that the
most common UV/VIS activity requires iron chloride to be added to aspirin
to be used successfully with the UV/Vis equipment. Caffeine does not
require any additional chemicals, making it easier to focus on the
equipment with the students, instead of the lab practical aspects. The
postgraduates also commented that the IR activity was interesting and
fun; however, probably best done with A2/Year 13 students. The experiment
is better with older students, because the molecules were more
complicated and a good basic chemistry knowledge helped. This was
incorporated when designing the final worksheets. The postgraduates will
be asked to provide more formal evaluation on a questionnaire at a
further date. The teacher also took some of the resources for the new
activity to give to the students who were unable to trial it because she
thought it looked good.
For the second, third and fourth trials, which happened over February and
March 2012, only the IR portion of the new activity was trialed. Since
the first trial, the UV/Vis activities have not been requested by
teachers although they were offered. Subsequent discussions with teachers
have shown that discussion of UV/Vis has been reduced on many A level
syllabi, and although exposure to this is interesting to the students it
is not as useful as IR in terms of their examinations.
During the second trial, only 4 students were able to complete the new
Olympic Drug Scandal activity, since the activity was set up to trial
after the current Body in a Lab activity, if time allowed in the session.
The third trial, 14 out of 46 students were able to test the new
activity, again it was only done when time allowed in the session. The
fourth trial was much more in depth, 12 students spent the morning of the
session with the current IR activity and the afternoon with the new
Olympic Drug Scandal activity. All the evaluations confirmed the
evaluations from the first trial - that the context was more relevant and
exciting than the current context.
The students were asked on the evaluation forms how they liked the new IR
activity, compared to the older one, with their responses including:
“I enjoyed it [the new experiment] more”
“Good idea – relative to the lessons and the world”
“The new was more relevant and interesting”
“[The] Old was good because it was entirely relevant to our exam, but the
new activity was a good follow on and challenged us a bit more.”
“The afternoon session [new activity] was more interesting.”
The first, second and third trials of the new activity were mostly run by
the project officer. During the fourth trial, the project officer worked
with 3 students and 3 other PhD students worked with the other 9 with
only a brief overview of the activity and the basic worksheets. The PhD
students did not find it difficult to follow the plan and generally
thought the context was more interesting than the forensic context of the
current activity. Through observations of the sessions, the students
seemed much more engaged in the context, due to the nature of the
chemicals. There were also more opportunities for discussion on further
chemistry, such as isomers and how chemicals interact with the body. The
PhD students delivering the activity said:
“When talking to the students many of them said they found it useful as
it helped to put the theory that they had learned in lesson time into a
real life context. They also said it would help them in remembering how
to analyse spectra when preparing for their exams.”
“Several students that were a little unresponsive to the first activity
(analysing a series of unknown compounds) became more involved due to the
content of this activity, in particular the references to sport and to
illegal substances.”
Attempts were made to trial the new resource on its own; however, there
were schedule clashes with the times available with a local school and so
this trial never came to fruition. The University of Bristol were
prepared to trial the resource as a standalone, but did not have any
opportunities available in the time frame that they had the SIAS kit;
however, the activities were evaluated by staff at the University of
Bristol who have a great deal of experience in running SIAS activities
and they commented favourably on the new context:
“The new resource looks great! And very fitting. It looks like it will
work absolutely fine, the students will love it.”
Since the start of the project, new networks have been created or
developed, and these have been helpful in the trials and development of
these materials. 15 new ambassadors were trained for SIAS and CRB checked
in Sept 2011 and are now available to the whole department for outreach
activities. The ambassadors that helped deliver the new SIAS activities
for the project were a mixture of old and new ambassadors.
Previous to the project, there was a loose network of teachers who had
used SIAS or other outreach activities. Since the project started, there
is now an official TAB, which has created a sustainable network of
teachers, of mutual benefit to local schools, the University of Bath and
other HEIs. All teachers from the initial TAB have indicated that they
are keen to attend further meetings. Many will be attending the event in
September 2012 where the new activities will be disseminated. In
addition, based on experience from this project the PI has been asked to
lead on a RSC project to embed TAB’s in other chemistry departments.
Also, other departments in the Science Faculty (Dept of Biology and
Biochemistry, Dept of Computer Science) have set up or are keen to set up
TAB in response to good practice from this project.
Discussion, Learning and Impact:
The main objective of this project was to create new contexts and
activities for the SIAS project. The creation of a TAB was very useful to
the project, since many ideas came from the members, including the
context that has been fully developed, drugs in sport. The networks
developed out of the project work will be crucial in enhancing the
sustainability of the resources produced.
Most of the possible problems that were discussed at the outset of the
project, such as poor uptake by schools, voluntary peer communicators and
teachers, have not materialized. Students, teachers and communicators
have all been very supportive of the idea for new activities and the new
contexts themselves. It was also thought that the students might not
engage with the questionnaires. However, with a description of what the
project aimed to do, the students were very open to spending some extra
time on evaluations.
It was thought that there could be poor uptake by other HEI's,
specifically in the South West. During the project, there was not much
opportunity to trial outside of the University of Bath region. This was
partly due to other HEI's not receiving bookings from teachers for SIAS
and from teachers not always having the time to trial a new resource.
This is unfortunately the nature of SIAS and could not be avoided.
One of the key successes has definitely been working with the TAB, which
did help make the contexts relevant to the secondary school curriculum
and students. This has had an invaluable impact on shaping general
outreach provision and informing teaching and support mechanisms for
undergraduates. Several other departments have set up or are interested
in setting up TABs based on experiences from the project.
A key barrier has been the practical work involved in the project. Many
of the contexts were very good ideas and would have made for fun
activities, but the practicalities involved with the instrumentation
prevented the further development of the ideas. The solution to this
problem seems to be to gather many possible scenarios for activities, so
that some could be fully developed. There are still many contexts that
were discussed that can be taken further; the timeframe of this project
did not allow for full development of all the ideas.
Further Development and Sustainability
Will the activity continue in the future?
(a)
Yes (in its current form)
(b) Yes (in a modified form) (c)
No/Unsure
The activity will continue to be offered to teachers in its current form
by University of Bath as a part of the Spectroscopy in a Suitcase (SIAS)
project. The Olympic Drug Scandal activity has been designed to cover the
relevant knowledge for A-level exams in IR. The RSC will host the
material on their website along with several other new SIAS materials and
through this, other SIAS practitioners will have the opportunity to take
up this activity for their own school visits. The context itself is very
relevant for the 2012 Olympics, but is also always interesting to
students, so its use should therefore continue well after the Olympics
have ended. Both the relevant context, the design to match with A-level
IR curriculum and the support from the RSC from a well-established
programme like SIAS increase the activity's sustainability after the
National HE STEM Programme funding ends.
In relation to the approaches to sustainability outlined below, we are
very interested in activities and commitments which have occurred within
the timescale of the project. However, we recognise that some approaches
may still be in the development phase at the official project end date
and it would also be valuable to include these examples in the template.
Approaches to Sustainability Examples In relation to your project
Continuance (finding alternative sources of funding) Commitment from
institutions to provide continuation funding
Network/ communities likely to be sustained through inclusion in future
funding bids Links with the RSC will ensure activities created will be
supported after the end of the project and disseminated through RSC
networks.
University of Bath currently has outreach funding which is already used
in conjunction with SIAS, and will continue to be so used. RSC have
agreed funding to deliver SIAS activities for at least the next two years
with scope for continued funding after that period.
Funding from the university has been awarded to the PI to work with
Biology and other Science departments to disseminate good practice in
outreach projects, such as SIAS and TABs.
Embedding (within institutional activity)
Identification of institutional strategies that the project has informed
Uptake which has taken place, or is likely to take place, within
own/other HEIs
Influencing of organisations external to HE Sector which has occurred
through partnership working SIAS is already embedded in the outreach
programmes at University of Bath, and many other HEIs through RSC.
Sharing good practice with Biology and other departments.
Mainstreaming (changes in working practices) Staff development which is
planned or has taken place as a result of your project
Curriculum enhancement that has occurred or is likely to take place as a
result of your project
Influence of senior managers that has arisen as a result of the
project Peer communicators have joined STEMNET to further promote STEM
disciplines.
Time spent delivering SIAS and other outreach activites can now be
counted towards the required generic skills hours for postgrad
ambassadors.
Legacy (passing on important elements of the project)
Networks/communities likely to be continued
Dissemination of project outputs
Evidence of impact of activities
Creative Learning Journey material made available via the SW Spoke
Creative STEM website where relevant. Dissemination through TAB and
existing teacher network
Dissemination occurred throughout the project at conferences attended by
the PI and PO.
There will be a launch event held in September, after the official end of
the project to introduce the equipment and new activities to teachers,
other HEIs and postgraduates.
PI is already a member of the SIAS network established through the RSC
which will facilitate dissemination to other HEI’s who already have the
equipment to carry out the activities.
References:
1 “Spectroscopy in a Suitcase Teacher Resource Pack”, Royal Society of
Chemistry, 2009:
http://www.rsc.org/images/Teacher%20resource%20pack_ENGLISH_tcm18204373.pdf (accessed June 2012)
Quotes:
“Several students that were a little unresponsive to the first activity
(analysing a series of unknown compounds) became more involved due to the
content of this activity, in particular the references to sport and to
illegal substances.”
- Kate Wittering, PhD student at University of Bath and STEM ambassador
South West Spoke
PAGE
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