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 Level I Lab II II II III III III IV IV IV
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
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
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/
Support from University “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
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.
Planning Stages 2. Management & Workgroups CETL Management Board Chair, HoD; Chief Executive, Section Head; Director, Director of UG Studies; Teacher Fellow, Core Teaching Staff. CETL Working Party DLM Working Party Infrastructure Working Party
Planning Stages 3. Infrastructure University Estates Office / Project Consultants Chemistry Architects Main Contractor Sub M&E Engineers Suppliers contractor
Planning Stages 4. Education Rebuild Level I Techniques - Equipment Scrap Level II Techniques - Link to Lectures Scrap Level III Techniques - Research Skills Keep Level IV Research Project
Planning Stages 4. Education - Rebuild around Skills Practical Practical Practical • Identifying & assembling glassware • Distillation • Low temperatures • Dry preparations, reagents handling • What equipment is e.g. what a Hirsh looks like • BuLi • What kind of containers to use • BuLi • Small scale synthesis (10-20mg) • Small scale synthesis / precious metal handling • Location of lab apparatus • Solid state synthesis • All basic lab skills e.g. recrystallisation • Solid state synthesis • Gas handling • Making & measuring solutions accurately • Gas handling • Standard manipulations under inert atmosphere • Vacuum/ inert atmostphere • Instrumentation (filtration) • Using Vernier scales • Choosing an appropriate technique to address a • Vacuum/ inert atmosphere • Data-handling and taking observations in a problem • Choosing an appropriate technique to address a • Anticipating results - performing / designing experiments coherent fashion problem • Cleanliness of glassware • Anticipating results and performing and/or designing accordingly • Basic synthetic skills • Prediction of outcomes as part of experiment planning experiments accordingly • Developing robust experimental protocols • IR • Designing a series of experiments to test a • TLC • Understanding the importance of control experiments hypothesis • Standard manipulations under inert atmosphere • IR/To follow reaction (filtration) Safety • Following instructions • IR/To follow reaction Safety • Working in a safe manner • HPLC • Filling in own COSHH form • Minimising danger to themselves and those around them Safety Measurements / Data • Basic knowledge of risk assessment - how to minimise • Diagnosing problems with malfunctioning apparatus • Appreciating the strengths and weaknesses Measurements risk • Following detailed instructions - acceptable • Being aware of COSHH associated with “black box” instruments • Understanding how Signal to Noise can be experimental data • Recording accurate, reproducible data Measurements improved • Understanding the importance of testing/calibrating • Recording accurate, reproducible data • Understanding the importance of testing and calibrating apparatus Writing • Keeping accurate, detailed lab-books • Crossfire/Web of Science apparatus • Using software to record data • Understanding how Signal to Noise can be improved • Chemical Abstracts • Keeping accurate, detailed lab-books • Keeping accurate, detailed lab-books • Using software to record data Data • Following instructions to analyse data Transferable Skills • Introduction to using spreadsheets to analyse data Data • Presenting experimental results orally • Demonstrate whether a set of data agrees with a • Confidence in using spreadsheets to analyse data • Preparing a research poster • Demonstrate whether a set of data agrees with a given given theory • Participating in group exercises theory • Teamwork • Drawing inferences from data sets Writing • Presenting data in tabulated and graphical format • Identifying sources of error in a procedure • Propagating errors • Writing figure legends • Report writing • Presenting detailed reports 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
Planning Stages 4. Education - New Experiments 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 .
Planning Stages 4. Education - New Experiments 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 .
Planning Stages 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 5. IT Provision: Software The Dynamic Laboratory Manual (DLM) Management Techniques Store Safety Tests Marks and Absences Users Support Practical Chemistry - NOT Replace it
Planning Stages 5. IT Provision: Hardware Hardwired Wireless Remit: To use the best of current IT & Develop IT in Practical Setting
Planning Stages 5. IT Provision: Hardware Servers and Auto-backup Systems 200 small footprint PCs 16 Wireless Tablet PCs Wireless Network 16 Wireless projectors 4 ‘SmartBoards’ ca £200 000
Planning Stages 6. Evaluation Existing Staff Student Liaison Committee Focus Groups UG, PG and Staff Questionaires Student Representation on Management Board Independent External Assessor
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