1. Dr Jacquie Robson RSC School Teacher Fellow Department of Chemistry, Durham University

2. RELITE has seen the redevelopment of the first year chemistry laboratory course: to ease transition into the undergraduate laboratory to improve practical skill levels to promote independent study to improve collaborative learning to reconsider assessment of practical skills

3. A blended approach to Level 1 practical with I/O/P/A combined in short Blocks Clear mapping of skills Key skills taught first then developed More applied, context-based experiments and a mini-investigation come later A progressive, spiral curriculum: pre-lab, in-lab and post-lab work, and group working Virtual support using VLE and targeted resources for independent learning / stretch-and-challenge More aligned with Physics! Key changes and developments:

4. It has long been known that students have problems during lab work caused by overload of the working memory. 1,2 New tasks designed to prepare students to think during the lab activity. Tasks include preparation of the lab notebook, quizzes, written exercises and experimental risk assessments. Demand of tasks increases during the year. The pre-lab work 1 Johnstone and Vianna, Studies in Higher Education, 1994, 19, 1, 77-88 2 Reid, N. Enhancing Chemistry Laboratories, 2003, Royal Society of Chemistry

5. Virtual Support: Use of LabSkills and the chemistry ILP (via DUO)DUO http://www.labskills.co.uk/university.phphttp://www.labskills.co.uk/university.php http://chemp-ilp.nethttp://chemp-ilp.net

6. Research-oriented (learning to ‘do’ research) - understanding the nature of scientific inquiry Research-based (inquiry-based) – Discovery and Projects Research-informed (using educational research to inform teaching methods) – the use of pre-lab tasks and a spiral approach Research-led (learning about others’ research) - Projects Research-led teaching

7. A capstone activity that allows some student choice Consolidates skills learned throughout year Project direction is determined by student Develops creative thinking and problem- solving Further development of report writing skills ‘Extra-curricular’ Research-led content – links to departmental research The ‘Projects’

8. Biodiesel – organic synthesis, purification Hydrogels – polymer and gel chemistry, data analysis Dye-sensitised solar cells – electronic properties of materials, natural product extraction, redox chemistry, spectroscopy Honey – viscosity, hygroscopicity, thixotropicity and optical properties, data analysis All involve a simple literature search and some experimental design Generally well-received by most students (but not all…) Projects available:

9. We feel we have more confident undergraduates who can talk about chemistry with their peers, junior demonstrators and senior demonstrators. They prepare well. They think about (and practice) practical work away from the lab. They think more about what they are doing and can be very creative. They are less scared to ask for help. Benefits of RELITE A culture of support and encouragement

10. Better training – self-motivated Better resources for preparation – access to virtual resources They are more confident They are keen to input ideas for further development They take ownership of the experiments They develop better relationship with students Expertise consolidated from year to year? Unexpected benefits : Postgraduate Demonstrators

11. Future work Extension of the ethos up the Levels …and across Departments?

12. Thanks: RELITE team, especially Prof John Evans, Dr Andrew Hughes, Dr Ivana Evans, Mr Craig Hopper (Department of Chemistry) Dr Marek Szablewski and Dr Helen Vaughan (Department of Physics) STFs across the country for help and advice (particularly Mr Tim Harrison (Bristol) and Dr David Read (Southampton)) Funding: HE STEM Large Scale Curriculum Development Grant Durham University ELSE award The Royal Society of Chemistry Contact: Dr Jacquie Robson, j.m.robson@durham.ac.ukj.m.robson@durham.ac.uk