An Overview of the Bristol ChemLabS Project Dr Russell Cox, - - PowerPoint PPT Presentation

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An Overview of the Bristol ChemLabS Project Dr Russell Cox, - - PowerPoint PPT Presentation

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An Overview of the Bristol ChemLabS Project Dr Russell Cox, University Teacher Fellow School of Chemistry, University of Bristol http://www.chemlabs.bris.ac.uk/ The Starting Point October 2003 School of Chemistry Organic Inorganic Physical

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http://www.chemlabs.bris.ac.uk/ An Overview of the Bristol ChemLabS Project

Dr Russell Cox, University Teacher Fellow School of Chemistry, University of Bristol

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The Starting Point October 2003 School of Chemistry Organic Inorganic Physical

II III IV II III IV II III IV

Level I Lab

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The Starting Point October 2003 Intake - ca 140 chemists Physical limit of 44 students per lab at level II Labs built in early ‘60s - no investment since 5 fumes hoods for 44 students no modern analytical equipment (IR, mp) archaic services: steam; vacuum; water

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The Starting Point October 2003 Other Pressures

Requirement for more research space Requirement for small-group teaching space Need to move analytical services Management stress - too few staff & PG demonstrators Too much marking UG recruitment Outreach Student engagement - expectation ......... etc

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The Opportunity

Centres of Excellence in Teaching and Learning.

Funding of CETLs will total £315 million over five years from 2005-06 to 2009-10. Each CETL will receive recurrent funding, ranging from £200,000 to £500,000 per annum for five years, and a capital sum ranging from £0.8 million to £2.35 million. This initiative represents HEFCE's largest ever single funding initiative in teaching and learning. The CETLs are well distributed geographically, reach across all the main subject areas and involve many aspects of student learning. The CETLs initiative arose from a consultation held in 2003.

http://www.hefce.ac.uk/Learning/TInits/cetl/

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“The University is committed to contributing £5.5m to re-clad and re-fenestrate the whole of the exterior of the West Block Chemistry building. With the £2m of capital funding brought by the CETL, the University would commit a further £3.5m to enable the refurbishment of chemistry teaching laboratories to professional-grade standard by late 2006, therefore enabling the concept of the CETL. The University’s plans to refurbish and to build new teaching laboratories for other physical and life sciences over the next decade will also support the planned activities of the CETL.” Vice Chancellor

Support from University

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Planning Stages

  • 1. Consultation and Vision

Identify Stakeholders

Industry and Employers; Other Departments and Faculties in Bristol; Other HE (Chemistry and others); Staff; Students; Schools; Royal Society of Chemistry

Stakeholder Conference

Themes: Education; Engagement; Innovation in Teaching; Recruitment; Outreach; Implementation of IT.

Internal Section Meetings

New Management Structures; Teach New Skills; Identify Key Staff with Ideas, Enthusiasm and Skills to apply to Project.

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  • 2. Management & Workgroups

CETL Management Board

Chair, HoD; Chief Executive, Section Head; Director, Director of UG Studies; Teacher Fellow, Core Teaching Staff.

DLM Working Party CETL Working Party Infrastructure Working Party

Planning Stages

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  • 3. Infrastructure

University Estates Office / Project Consultants

Chemistry Architects Main Contractor

Sub contractor Suppliers

M&E Engineers

Planning Stages

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  • 4. Education

Rebuild Level I Scrap Level II Scrap Level III Techniques - Equipment Techniques - Link to Lectures Techniques - Research Skills Keep Level IV Research Project

Planning Stages

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  • 4. Education - Rebuild around

Skills

Practical

  • Identifying & assembling glassware
  • What equipment is e.g. what a Hirsh looks like
  • What kind of containers to use
  • Location of lab apparatus
  • All basic lab skills e.g. recrystallisation
  • Making & measuring solutions accurately
  • Instrumentation
  • Using Vernier scales
  • Data-handling and taking observations in a

coherent fashion

  • Cleanliness of glassware
  • Basic synthetic skills
  • IR
  • TLC

Safety

  • Following instructions
  • Working in a safe manner
  • Minimising danger to themselves and those around

them Measurements

  • Following detailed instructions - acceptable

experimental data

  • Recording accurate, reproducible data
  • Understanding the importance of testing/calibrating

apparatus

  • Keeping accurate, detailed lab-books
  • Using software to record data

Data

  • Following instructions to analyse data
  • Introduction to using spreadsheets to analyse data
  • Demonstrate whether a set of data agrees with a

given theory Writing

  • Presenting data in tabulated and graphical format
  • Writing figure legends
  • Report writing
  • Presenting detailed reports

Practical

  • Distillation
  • Dry preparations, reagents handling
  • BuLi
  • Small scale synthesis / precious metal handling
  • Solid state synthesis
  • Gas handling
  • Vacuum/ inert atmostphere
  • Choosing an appropriate technique to address a

problem

  • Anticipating results - performing / designing experiments

accordingly

  • Prediction of outcomes as part of experiment planning
  • Developing robust experimental protocols
  • Understanding the importance of control experiments
  • Standard manipulations under inert atmosphere

(filtration)

  • IR/To follow reaction
  • HPLC

Safety

  • Basic knowledge of risk assessment - how to minimise

risk

  • Being aware of COSHH

Measurements

  • Recording accurate, reproducible data
  • Understanding the importance of testing and calibrating

apparatus

  • Understanding how Signal to Noise can be improved
  • Keeping accurate, detailed lab-books
  • Using software to record data

Data

  • Confidence in using spreadsheets to analyse data
  • Demonstrate whether a set of data agrees with a given

theory

  • Drawing inferences from data sets
  • Identifying sources of error in a procedure
  • Propagating errors

Writing

  • Crossfire/Web of Science
  • Chemical Abstracts
  • Aldrich Catalogue
  • Writing an abstract
  • Giving complete and appropriate references
  • Presenting detailed reports for short experiments /

extended projects Practical

  • Low temperatures
  • BuLi
  • Small scale synthesis (10-20mg)
  • Solid state synthesis
  • Gas handling
  • Standard manipulations under inert atmosphere

(filtration)

  • Vacuum/ inert atmosphere
  • Choosing an appropriate technique to address a

problem

  • Anticipating results and performing and/or designing

experiments accordingly

  • Designing a series of experiments to test a

hypothesis

  • IR/To follow reaction

Safety

  • Filling in own COSHH form

Measurements / Data

  • Diagnosing problems with malfunctioning apparatus
  • Appreciating the strengths and weaknesses

associated with “black box” instruments

  • Understanding how Signal to Noise can be

improved Writing

  • Crossfire/Web of Science
  • Chemical Abstracts
  • Keeping accurate, detailed lab-books

Transferable Skills

  • Presenting experimental results orally
  • Preparing a research poster
  • Participating in group exercises
  • Teamwork

Planning Stages

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  • 4. Education - New Experiments

Planning Stages

26 New Experiments at Level II Dissolved all Org / Inorg / Phys Boundaries and Labels Single Laboratory Space for all experiments. Designed ‘overlap’ experiments: e.g. TS modelling for iodolactonisation; Preparation and use of Wilkinson’s Catalyst; Rates of electrocyclisations etc. Key Reactions: Grignard; Aldol; Diels Alder; Hantsch; Wittig; Freidel Crafts etc. Link to Lectures at Level I Analytical Equipment at lab bench: GC; HPLC; GC-MS; IR; m.p.; uv; flourescence;[]D etc. Modern stirrer hotplates; rotavaps; pumps; piped gasses; chilled water etc.

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  • 4. Education - New Experiments

Planning Stages

23 New Experiments at Level III Dissolved all Org / Inorg / Phys Boundaries and Labels Single Laboratory Space for all experiments. Experiments grouped: Anhydrous Methods; Non-Anhydrous Methods; Instrument-Based Research Skills: Design; Writing; NMR (1-H, 13-C, 2D etc); Time Management. Advanced Techniques: Flash Chromatography; Schlenk Lines; Asymmetric Synthesis Analytical Equipment at lab bench: GC; HPLC; GC-MS; IR; m.p.; uv; flourescence;[]D etc. Modern stirrer hotplates; rotavaps; pumps; piped gasses; chilled water etc.

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  • 5. IT Provision: Software

Industrial Stakeholders: No desire for training with specific Electronic Notebook packages No ‘Standard’ Packages that suited our needs Requirement for Bespoke Content Requirement for Interface with existing Marks and Absences System Decision to form Partnership with an external Commercial Startup

http://www.learnsci.co.uk/ Planning Stages

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  • 5. IT Provision: Software

Tests Techniques Store Management Safety Marks and Absences

The Dynamic Laboratory Manual (DLM)

Users

Planning Stages Support Practical Chemistry - NOT Replace it

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  • 5. IT Provision: Hardware

Remit: To use the best of current IT & Develop IT in Practical Setting

Planning Stages

Hardwired Wireless

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  • 5. IT Provision: Hardware

Planning Stages

Servers and Auto-backup Systems 200 small footprint PCs 16 Wireless Tablet PCs Wireless Network 16 Wireless projectors 4 ‘SmartBoards’ ca £200 000

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  • 6. Evaluation

Planning Stages

Existing Staff Student Liaison Committee Focus Groups UG, PG and Staff Questionaires Student Representation on Management Board Independent External Assessor

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  • 1. Lab Closure

Implementation

12 Month Shutdown

Bristol ChemLabS

Jan ’06 Jan ’07

Lab Closure

Current 2nd Yr Current 1st Yr Current 3rd Yr F103 Upcoming 1st Yr Current 4th Yr F103 Oct ’06 Oct ’05 Oct ’07 Oct ’08 Oct ’04 Oct ’03

Bootcamp Research Labs Lvl 3 F100 & F103 Full 2nd Yr Lab experience Standard 14 week Research Labs Lvl 4 F103/4/5/7 MSci Phys Bootcamp

Wk 24

Bootcamp

Wk 24

Double Speed Labs Bootcamp - 6h per day, for 10 days Level III Miniprojects in Research Labs

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  • 2. The Build

Implementation

Level I Teaching Lab & Research Level II & III Teaching Lab & Research Small Teaching, Research and MS labs Two Floors of Plant

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  • 2. The Build

Implementation

32 hoods and 56 benches Tutorial Area Technicians Area Research Space 2 Labs per floor 2 Floors Computer Room

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  • 2. The Build

Implementation

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  • 3. The DLM and the Lab

Implementation

Laboratory Write-up Marking Feedback Prelab

DLM

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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DLM Student View

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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DLM Student View

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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DLM Student View - PreLab Test

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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DLM Student View - Risk Assessment

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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DLM SAFETY TESTS

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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DLM SAFETY TESTS

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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http://newmole.chm.bris.ac.uk/dlm-demo17a/ Experiment Information Technique Simulation Experiment Simulation Technique Video

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Level II

http://newmole.chm.bris.ac.uk/dlm-demo17a/

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  • 1. Students

Assessment

Some students unaffected (level III, IV) Some students badly distracted (level I) Some students badly experimented on (level II) Very few students saw ‘before and after’ Students now know no different...... No baseline from which to measure improvement.... Questionnaires - limited reliability

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  • 2. Staff

Assessment

Anecdotal Evidence.... Improvement in infrastructure All staff now teach in practical labs Much less marking - marking now done in-lab Memories are short!

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  • 3. Independent Assessor

Assessment

Dr Stuart Warren, University of Cambridge

Appointed at start of project as independent Board Member Meets Students, Staff and Outreach Personnel regularly Currently writing Independent Report

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  • 1. Outreach

Spin-offs

Director Prof. Dudley Shallcross School Teacher Fellow Tim Harrison Local, Regional, National and International Primary, Secondary and Tertiary (A-Level) Beyond School - WI, Blind, Families.... Hundreds of School, Thousands of Pupils Annually

http://www.chemlabs.bristol.ac.uk/outreach/

CPD - Technicians, Teachers, Administrators

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  • 2. Enterprise

Spin-offs http://www.learnsci.co.uk/

Partnership with Learning Science Led to A-Level DLM (National and International) Training Courses for Industrial Placement Students Training Courses for Industrial Technical Staff Sponsorship from Equipment Manufacturers

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  • 3. Graduate Education

Spin-offs

http://www.chm.bris.ac.uk/whatsnew/whatsnew.htm

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  • 4. Equipment and Staff

Spin-offs

400 MHz NMR for level III

  • used to leverage deal for RC funding for:

600 MHz + Cryo and 2 500 MHz NMR State of art teaching labs - increase pressure on University to improve research space.... Two Full-Time Laboratory Managers Pressure for more.....

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Conclusion

Great Labs and Equipment UG intake up to >200 - Pressure elsewhere A level Quality improved BCC to AAB Staff - Laboratory Managers Knock-on issues: Writing; Maths; sustainability of IT etc.... New Research and Analysis Space Rollout - Departments and Faculties in Bristol

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Conclusion