Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments

The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.

Assessment of the quality of ACE-FTS stratospheric ozone data

For the past 17 years, the Atmospheric Chemistry Experiment Fourier Transform Spectrometer (ACE-FTS) instrument on the Canadian SCISAT satellite has been measuring profiles of atmospheric ozone. The latest two operational versions of the level 2 ozone data are versions 3.6 and 4.1. This technical note characterizes how both products compare with correlative data from other limb-sounding satellite instruments, namely MAESTRO, MLS, OSIRIS, SABER, and SMR. In general, v3.6, with respect to the other instruments, exhibits a smaller bias (which is on the order of ~3 %) in the middle stratosphere than v4.1 (~2–9 %), however the bias exhibited in the v4.1 data tends to be more stable, i.e. not changing significantly over time in any altitude region. In the lower stratosphere, v3.6 has a positive bias of about 3–5 % that is stable to within ±1 % dec−1, and v4.1 has a bias on the order of −1 to +5 % and is also stable to within ±1 % dec−1. In the middle stratosphere, v3.6 has a positive bias of ~3 % with a significant negative drift on the order of 0.5–2.5 % dec−1, and v4.1 has a positive bias of 2–9 % that is stable to within ±0.5 % dec−1. However, the v4.1 bias in the middle stratosphere is reduced to 0–5 % after being corrected for field-of-view modelling errors. In the upper stratosphere, v3.6 has a positive bias that increases with altitude up to ~16 % and a significant negative drift on the order of 2–3 % dec−1, and v4.1 has a positive bias that increases with altitude up to ~15 % and is stable to within ±1 % dec−1.

Homemade bismuth plating by galvanic displacement from bismuth subsalicylate tablets: a chemistry experiment for distance learning

This paper presents a student-designed one-pot electroless deposition of Bi extracted from a Pepto Bismol® tablet by galvanic displacement of the Zn coating of a galvanized iron nail. This experiment relies on a readily accessible and reasonably safe method and materials and it has been used during the present COVID pandemic as a hands-on activity with higher education students (i.e., Junior and Senior Chemical Engineering students). Its simplicity should allow its use with High School students as well. The entire procedure can be completed in 30–45 min.