Measuring the magnetic moments of solids that are air and moisture sensitive is difficult, particularly when the net magnetic moments are small, as is the case for the organometallic compounds described here. The use of quartz tubes to contain the compounds has been developed and applied to substituted ytterbocene bipyridine complexes, some of which were previously reported as diamagnetic. The SQUID measurements quantify the extent of paramagnetism and they correlate with the qualitative variable temperature ¹H NMR spectra.

This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered ‘authentic’ for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates.