Christine O'Connor

Excited-state properties of ruthenium(II) polypyridyl complexes containing asymmetric triazole ligands

Abstract The photochemical and photophysical properties of ruthenium polypyridyl complexes containing 1,24-triazole-based ligands, such as pyridine- and pyrazine triazoles are reviewed. The excited-state behaviour of such complexes is discussed in relation to the asymmetry inherently present in these ligands. For the pyridine triazole-containing complexes a series of photochemically induced isomerisations is reported. Pyrazine triazole compounds show a very unusual dual emission, which has been investigated using temperature dependent emission lifetime studies and partial deuteriation.

Efficient enantiorecognition of ruthenium(II) complexes by silica-bound teicoplanin

Abstract A series of chiral tris-diimine ruthenium(II) complexes have been resolved by HPLC on a chiral stationary phase. The stationary phase ( CSP1 ) was prepared by covalent attachment of the glycopeptide antibiotic teicoplanin to isocyanate activated silica gel. CSP1 selectively retains the enantiomers of [Ru(L) 3 ] 2+ (L=2,2′-bypyridine (bpy), 1,10-phenanthroline and 4,7-diphenyl-1,10-phenanthroline), with a preference for the Δ isomer. For the mixed-ligand complexes [Ru(bpy) 2 pztr] + and [Ru(bpy) 2 pytr] + (Hpztr=3-(pyrazin-2-yl)-1,2,4-triazole, Hpytr=3-(pyridin-2-yl)-1,2,4-triazole), where the triazole unit is bound to the metal centre either through the N 2 or the N 4 nitrogen of the ring, CSP1 discriminates both the enantiomers and the regioisomers. Diastereo- and enantioselective association was also observed between CSP1 and the stereoisomers of the dinuclear complex ((Ru(bpy) 2 ) 2 bpt] 3+ (Hbpt=3,5-bis(pyridin-2-yl)-1,2,4-triazole), with differences in binding affinities of 1.4 kJ/mol between the homochiral enantiomers.

Implications of mass education on chemistry higher education

The following paper discusses the implications of government policy for widening access and participation in third level institutes. The increase in ‘non-traditional’ students has been widely recognised on an international scale; however, some issues of inequality still exist. The ‘struggles’ associated with widening participation and the creation of a ‘new’ student type are discussed, with particular reference to chemistry education. A change is needed with regard to the pedagogical approach taken by staff in order to cater for a diverse student body comprising a broad range of learner types, and this must be supported both at departmental and institutional levels. Also included is a review of the literature as to what best practice is in supporting the ‘new’ third level student. To conclude I look at what the future may hold for third level institutes catering for this ‘new’ student type.

Designing curriculum and assessment to promote effective learning in chemistry in higher education

This paper is an overview of current issues for academics designing programmes for third level education in chemistry. The changing demographic of third level students along with employers’ demands has resulted in course development with a focus on skills (Hyslop-Margison 2001) to support a knowledge-based society. These factors inevitably have an impact on curricula and pedagogies. In this paper the rationale behind contemporary changes in curriculum design is introduced together with a discussion of curriculum design models, assessment models and evaluation models. Examples of innovative curricula and assessment models in third level chemistry education are incorporated throughout the paper.

Chlorate and Other Oxychlorine Contaminants Within the Dairy Supply Chain: Chlorate contamination in dairy…

The presence of chlorate in milk and dairy products can arise from the use of chlorinated water and chlorinated detergents for cleaning and sanitation of process equipment at both farm and food processor level. Chlorate and other oxychlorine species have been associated with inhibition of iodine uptake in humans and the formation of methemoglobin, with infants and young children being a high-risk demographic. This comprehensive review of chlorate and chlorine derivatives in dairy, highlights areas of concern relative to the origin and/or introduction of chlorate within the dairy supply chain. This review also discusses the associated health concerns, regulations, and chemical behavior of chlorate and chlorine-derived by-products, and provides a summary of mechanisms for their detection and removal.

A Practice-led Approach to Aligning Learning Theories with Learning and Teaching Strategies in Third Level Chemistry Education

Large class sizes and a diverse student cohort have resulted in challenges for academics in third level institutes both nationally and internationally. This is a result of widening of participation and the drive to create a knowledge-based society in Ireland for the future. The focus in this paper is on third level chemistry education and looking at the issues arising both in the class and laboratory and suggesting learning and teaching strategies in order to overcome them or to enhance efficiencies. The learning and teaching strategies suggested however may be applied across many disciplines. The learning theories that underpin these strategies are highlighted throughout the text to strengthen the pedagogical framework on which they are based. Behaviourism, constructivism, cognitivism and social constructivism are the four main learning theories that support the discussion. Exemplars from the literature and practice led, and all designed, developed and evaluated in the Dublin Institute of Technology (DIT). The role of learning technologies has been included where appropriate. There are many ways of addressing issues of teaching diverse groups at third level that are free and readily accessible, it is hoped that this paper will encourage academics to try a new educational approach in their practice.