Undergraduate Student Attitudes and Perceptions toward Low- and High-Level Inquiry Exercise Physiology Teaching Laboratory Experiences

Science.gov (United States)

Henige, Kim

2011-01-01

The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and…

The Effect of an Open-Ended Design Experience on Student Achievement in an Engineering Laboratory Course

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Matthew Cullin

2017-11-01

Full Text Available This study explores the effect of incorporating an Open-Ended Design Experience (OEDE into an undergraduate materials science laboratory taken by third-year mechanical engineering students. The focus of the OEDE was carbon fiber reinforced plastics and sandwich structures. The results indicate that the incorporation of OEDE’s in laboratory courses produces significant benefits in terms of student engagement, participation, and perception of competence. In addition, the OEDE was found to enhance students’ ability to apply related concepts as compared to non-OEDE lab activities. The authors conclude that the incorporation of OEDE’s can increase the effectiveness of engineering laboratory courses.

Students' motivation toward laboratory work in physiology teaching.

Science.gov (United States)

Dohn, Niels Bonderup; Fago, Angela; Overgaard, Johannes; Madsen, Peter Teglberg; Malte, Hans

2016-09-01

The laboratory has been given a central role in physiology education, and teachers report that it is motivating for students to undertake experimental work on live animals or measuring physiological responses on the students themselves. Since motivation is a critical variable for academic learning and achievement, then we must concern ourselves with questions that examine how students engage in laboratory work and persist at such activities. The purpose of the present study was to investigate how laboratory work influences student motivation in physiology. We administered the Lab Motivation Scale to assess our students' levels of interest, willingness to engage (effort), and confidence in understanding (self-efficacy). We also asked students about the role of laboratory work for their own learning and their experience in the physiology laboratory. Our results documented high levels of interest, effort, and self-efficacy among the students. Correlation analyses were performed on the three motivation scales and exam results, yet a significant correlation was only found between self-efficacy in laboratory work and academic performance at the final exam. However, almost all students reported that laboratory work was very important for learning difficult concepts and physiological processes (e.g., action potential), as the hands-on experiences gave a more concrete idea of the learning content and made the content easier to remember. These results have implications for classroom practice as biology students find laboratory exercises highly motivating, despite their different personal interests and subject preferences. This highlights the importance of not replacing laboratory work by other nonpractical approaches, for example, video demonstrations or computer simulations. Copyright © 2016 The American Physiological Society.

Reform in a General Chemistry Laboratory: How Do Students Experience Change in the Instructional Approach?

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Chopra, I.; O'Connor, J.; Pancho, R.; Chrzanowski, M.; Sandi-Urena, S.

2017-01-01

This qualitative study investigated the experience of a cohort of students exposed consecutively to two substantially different environments in their General Chemistry Laboratory programme. To this end, the first semester in a traditional expository programme was followed by a semester in a cooperative, problem-based, multi-week format. The focus…

Project-Based Laboratory Experiences in Mechanical Engineering

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Narendra Sharma

2011-12-01

Full Text Available In this paper we describe project-based laboratories in Mechanical Engineering designed to provide semester-long team experiences which mimic the real life industrial processes of design, development, testing and optimization. The labs are focused on courses at the sophomore level and thus require special attention to constraints of student backgrounds and experience. This paper describes laboratory projects in Dynamics and Fluid Mechanics.

Hands-On Experiences of Undergraduate Students in Automatics and Robotics Using a Virtual and Remote Laboratory

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Jara, Carlos A.; Candelas, Francisco A.; Puente, Santiago T.; Torres, Fernando

2011-01-01

Automatics and Robotics subjects are always greatly improved when classroom teaching is supported by adequate laboratory courses and experiments following the "learning by doing" paradigm, which provides students a deep understanding of theoretical lessons. However, expensive equipment and limited time prevent teachers having sufficient…

Synthesis and Metalation of a Ligand: An Interdisciplinary Laboratory Experiment for Second-Year Organic and Introductory Inorganic Chemistry Students

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Kasting, Benjamin J.; Bowser, Andrew K.; Anderson-Wile, Amelia M.; Wile, Bradley M.

2015-01-01

An interdisciplinary laboratory experiment involving second-year undergraduate organic chemistry and introductory inorganic chemistry undergraduate students is described. Organic chemistry students prepare a series of amine-bis(phenols) via a Mannich reaction, and characterize their products using melting point; FTIR; and [superscript 1]H,…

Development of sensorial experiments and their implementation into undergraduate laboratories

Science.gov (United States)

Bromfield Lee, Deborah Christina

"Visualization" of chemical phenomena often has been limited in the teaching laboratories to the sense of sight. We have developed chemistry experiments that rely on senses other than eyesight to investigate chemical concepts, make quantitative determinations, and familiarize students with chemical techniques traditionally designed using only eyesight. Multi-sensory learning can benefit all students by actively engaging them in learning through stimulation or an alternative way of experiencing a concept or ideas. Perception of events or concepts usually depends on the information from the different sensory systems combined. The use of multi-sensory learning can take advantage of all the senses to reinforce learning as each sense builds toward a more complete experience of scientific data. Research has shown that multi-sensory representations of scientific phenomena is a valuable tool for enhancing understanding of chemistry as well as displacing misconceptions through experience. Multi-sensory experiences have also been shown to enrich memory performance. There are few experiments published which utilize multiple senses in the teaching laboratory. The sensorial experiments chosen were conceptually similar to experiments currently performed in undergraduate laboratories; however students collect different types of data using multi-sensory observations. The experiments themselves were developed by using chemicals that would provide different sensory changes or capitalizing on sensory observations that were typically overlooked or ignored and obtain similar and precise results as in traditional experiments. Minimizing hazards and using safe practices are especially essential in these experiments as students utilize senses traditionally not allowed to be used in the laboratories. These sensorial experiments utilize typical equipment found in the teaching laboratories as well as inexpensive chemicals in order to aid implementation. All experiments are rigorously tested

A biochemistry laboratory course designed to enhance students autonomy

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T. Silva

2015-08-01

Full Text Available INTRODUCTION: Laboratory sessions are responsible for promoting instrumentation skills desirable in biochemistry and biochemistry related careers. They are traditionally based on experimental protocols that lead to the expected results, and students usually have not autonomy to plan and execute their experiments. GOALS: This work aimed to enhance a traditional biochemistry lab course, applying pre-lab quizzes on protein biochemistry and lab techniques in order to have students better prepared to plan, execute and interpret experiments. This approach also aims to bring the laboratory sessions into an inquiry-based environment capable to improve students’ independent capabilities in 2 autonomy domains: learning and communication. MATERIAL AND METHODS: Online quizzes are delivered one week before each laboratory session, containing questions regarding the experimental techniques and theoretical basis related to them. Laboratory activities are presented in an inquiry-based approach where the first class of each activity is dedicated to plan experiments in order to answer the research questions presented by instructors. Activities are also organized in order to enhance students’ autonomy. The first activity is the simplest and more instructor-controlled and the last one is the most complex and less driven, transferring gradually to students the responsibility for their decisions in laboratory, supporting students’ autonomy. RESULTS: Online quizzes allowed instructors to identify students’ difficulties and to timely intervene. Scientific reports presented by students at the end of each activity showed that they performed better on less driven activities in which autonomy support were more complex than in the instructor controlled activities. CONCLUSIONS: Scientific reports analysis reveals students capabilities related to different scopes of autonomy, such as: discuss different strategies; find multiple solutions to solve problems; make their

The Expectations of Teachers and Students Who Visit a Non-Formal Student Chemistry Laboratory

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Garner, Nicole; Eilks, Ingo

2015-01-01

Non-formal student laboratory environments for primary and secondary school science education have become a major trend in the German educational arena in recent years. These non-formal student laboratory environments are thought to offer unique experimental learning experiences that often cannot be realized in daily school routines. The biggest…

The Advanced Interdisciplinary Research Laboratory: A Student Team Approach to the Fourth-Year Research Thesis Project Experience

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Piunno, Paul A. E.; Boyd, Cleo; Barzda, Virginijus; Gradinaru, Claudiu C.; Krull, Ulrich J.; Stefanovic, Sasa; Stewart, Bryan

2014-01-01

The advanced interdisciplinary research laboratory (AIRLab) represents a novel, effective, and motivational course designed from the interdisciplinary research interests of chemistry, physics, biology, and education development faculty members as an alternative to the independent thesis project experience. Student teams are assembled to work…

A Laboratory Experiment for Rapid Determination of the Stability of Vitamin C

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Adem, Seid M.; Lueng, Sam H.; Elles, Lisa M. Sharpe; Shaver, Lee Alan

2016-01-01

Experiments in laboratory manuals intended for general, organic, and biological (GOB) chemistry laboratories include few opportunities for students to engage in instrumental methods of analysis. Many of these students seek careers in modern health-related fields where experience in spectroscopic techniques would be beneficial. A simple, rapid,…

Teaching chemistry and other sciences to blind and low-vision students through hands-on learning experiences in high school science laboratories

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Supalo, Cary Alan

2010-11-01

Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007--08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students' lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all

Preparing nursing students for contemporary practice: restructuring the psychomotor skills laboratory.

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Snyder, M D; Fitzloff, B M; Fiedler, R; Lambke, M R

2000-05-01

The restructured laboratory experience offered a safe environment that supported student experimentation with psychomotor skills and self-initiated approaches to problem solving. Restructuring psychomotor laboratory experiences with emphasis on communication and conceptualization of principles supported students to begin addressing clinical problems with flexibility, creativity, and the premise for lifelong skill acquisition. Students who have skills that extend beyond technique will inevitably be better prepared to meet the demands of health care systems and patients now and in the future.

A General Chemistry Laboratory Course Designed for Student Discussion

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Obenland, Carrie A.; Kincaid, Kristi; Hutchinson, John S.

2014-01-01

We report a study of the general chemistry laboratory course at one university over four years. We found that when taught as a traditional laboratory course, lab experiences do not encourage students to deepen their understanding of chemical concepts. Although the lab instructor emphasized that the lab experiences were designed to enhance…

Using an Online Remote Laboratory for Electrical Experiments in Upper Secondary Education

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Lars Håkansson

2012-03-01

Full Text Available The use of remote laboratories in courses at university level has been reported in literature numerous times since the mid 90’s. In this article focus is on activities carried out by teachers and students, at the Upper Secondary School Level, using the remote laboratory VISIR (Virtual Instrument Systems in Reality. The Upper Secondary School, Katedralskolan in Lund, Sweden, cooperate with Blekinge Institute of Technology, Sweden, in a project that concerns the introduction of remote laboratory environment suitable for Upper Secondary School science courses. A remote laboratory in electronics has been introduced and is used as a complement to the traditional workbench in the hands-on laboratory. Significant results from the project are; 1 the great interest shown by the students for the remote experiments, 2 the students appreciation for the fact that it was not simulations but actual real experiments, 3 the remote laboratory is easy to implement for use by both teachers and students and 4 it can be used simultaneously by many students.

Green Fluorescent Protein-Focused Bioinformatics Laboratory Experiment Suitable for Undergraduates in Biochemistry Courses

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Rowe, Laura

2017-01-01

An introductory bioinformatics laboratory experiment focused on protein analysis has been developed that is suitable for undergraduate students in introductory biochemistry courses. The laboratory experiment is designed to be potentially used as a "stand-alone" activity in which students are introduced to basic bioinformatics tools and…

Interactive screen experiments-innovative virtual laboratories for distance learners

International Nuclear Information System (INIS)

Hatherly, P A; Jordan, S E; Cayless, A

2009-01-01

The desirability and value of laboratory work for physics students is a well-established principle and issues arise where students are inherently remote from their host institution, as is the case for the UK's Open University. In this paper, we present developments from the Physics Innovations Centre for Excellence in Teaching and Learning (piCETL) in the production and technology of the virtual laboratory resources, interactive screen experiments, and the benefits and drawbacks of such resources. We also explore the motivations behind current implementation of interactive screen experiments and examine evaluation strategies and outcomes through a series of case studies

Women's Experiences in the Engineering Laboratory in Japan

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Hosaka, Masako

2014-01-01

This qualitative study aims to examine Japanese women undergraduate engineering students' experiences of interacting with departmental peers of the same year in the laboratory setting by using interview data of 32 final-year students at two modestly selective national universities in Japan. Expectation state theory that explains unequal…

Anatomy and Humanity: Examining the Effects of a Short Documentary Film and First Anatomy Laboratory Experience on Medical Students

Science.gov (United States)

Dosani, Farah; Neuberger, Lindsay

2016-01-01

Medical students begin their education inside a laboratory dissecting cadavers to learn human gross anatomy. Many schools use the course experience as a way to instill empathy and some have begun integrating video and recorded interviews with body donors to humanize the experience, but their impact has yet to be measured. This study examines the…

Science laboratory behavior strategies of students relative to performance in and attitude to laboratory work

Science.gov (United States)

Okebukola, Peter Akinsola

The relationship between science laboratory behavior strategies of students and performance in and attitude to laboratory work was investigated in an observational study of 160 laboratory sessions involving 600 class five (eleventh grade) biology students. Zero-order correlations between the behavior strategies and outcome measures reveal a set of low to strong relationships. Transmitting information, listening and nonlesson related behaviors exhibited low correlations with practical skills and the attitude measure. The correlations between manipulating apparatus and observation with practical skills measures were found to be strong. Multiple correlation analysis revealed that the behaviors of students in the laboratories observed accounted for a large percentage of the variance in the scores on manipulative skills and a low percentage on interpretation of data, responsibility, initiative, and work habits. One significant canonical correlation emerged. The loadings on this canonical variate indicate that the practical skills measures, i.e., planning and design, manipulative skills and conduct of experiments, observation and recording of data, and attitude to laboratory work made primary contributions to the canonical relationship. Suggestions as to how students can be encouraged to go beyond cookbook-like laboratories and develop a more favorable attitude to laboratory work are made.

Peer Teaching in the Food Chemistry Laboratory: Student-produced Experiments, Peer and Audio Feedback and Integration of Employability

OpenAIRE

Dunne, Julie

2014-01-01

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow stude...

Fluorescence quantum yield measurements of fluorescent proteins: a laboratory experiment for a biochemistry or molecular biophysics laboratory course.

Science.gov (United States)

Wall, Kathryn P; Dillon, Rebecca; Knowles, Michelle K

2015-01-01

Fluorescent proteins are commonly used in cell biology to assess where proteins are within a cell as a function of time and provide insight into intracellular protein function. However, the usefulness of a fluorescent protein depends directly on the quantum yield. The quantum yield relates the efficiency at which a fluorescent molecule converts absorbed photons into emitted photons and it is necessary to know for assessing what fluorescent protein is the most appropriate for a particular application. In this work, we have designed an upper-level, biochemistry laboratory experiment where students measure the fluorescence quantum yields of fluorescent proteins relative to a standard organic dye. Four fluorescent protein variants, enhanced cyan fluorescent protein (ECFP), enhanced green fluorescent protein (EGFP), mCitrine, and mCherry, were used, however the methods described are useful for the characterization of any fluorescent protein or could be expanded to fluorescent quantum yield measurements of organic dye molecules. The laboratory is designed as a guided inquiry project and takes two, 4 hr laboratory periods. During the first day students design the experiment by selecting the excitation wavelength, choosing the standard, and determining the concentration needed for the quantum yield experiment that takes place in the second laboratory period. Overall, this laboratory provides students with a guided inquiry learning experience and introduces concepts of fluorescence biophysics into a biochemistry laboratory curriculum. © 2014 The International Union of Biochemistry and Molecular Biology.

Microwave-Assisted Esterification: A Discovery-Based Microscale Laboratory Experiment

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Reilly, Maureen K.; King, Ryan P.; Wagner, Alexander J.; King, Susan M.

2014-01-01

An undergraduate organic chemistry laboratory experiment has been developed that features a discovery-based microscale Fischer esterification utilizing a microwave reactor. Students individually synthesize a unique ester from known sets of alcohols and carboxylic acids. Each student identifies the best reaction conditions given their particular…

Nursing students' experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice.

Science.gov (United States)

Cremonini, Valeria; Ferri, Paola; Artioli, Giovanna; Sarli, Leopoldo; Piccioni, Enrico; Rubbi, Ivan

2015-01-01

Student satisfaction is an important element of the effectiveness of clinical placement, but there is little consensus in the literature as to the preferred model of clinical experience for undergraduate nursing students. The aim of this study was assess, for each academic year, students' perception of the roles of nurse teachers (NT) and clinical nurse supervisors (CNS) who perform tutoring in both apprenticeship and laboratories and to identify and evaluate students' satisfaction with the environment of clinical learning. This analytic cross-sectional study was conducted in a sample of 173 nursing students in the Northern Italy. The research instrument used is the Clinical learning environment, supervision and nurse teacher (CLES+T) evaluation scale. Data were statistically analysed. 94% of our sample answered questionnaires. Students expressed a higher level of satisfaction with their training experiences. The highest mean value was in the sub-dimension "Pedagogical atmosphere on the ward". Third year students expressed higher satisfaction levels in their relationship with the CNS and lower satisfaction levels in their relationship with the NT. This result may be due to the educational model that is adopted in the course, in which the simulation laboratory didactic activities of the third year are conducted by CNS, who also supervises experiences of clinical learning in the clinical practice. The main finding in this study was that the students' satisfaction with the supervisory relationship and the role of NT depend on how supervision in the clinical practice and in the simulation laboratory is organized.

Freeze Drying of Fruits and Vegetables: A Laboratory Experiment.

Science.gov (United States)

Noble, Richard D.

1979-01-01

Describes a laboratory experiment for freeze-drying fruits and vegetables which aims to expose college students to the principles of drying and simultaneous heat and mass transfer. The experimental apparatus, procedure of the experiment, and data analysis are also included. (HM)

Developing and Implementing Inquiry-Based, Water Quality Laboratory Experiments for High School Students to Explore Real Environmental Issues Using Analytical Chemistry

Science.gov (United States)

Mandler, Daphna; Blonder, Ron; Yayon, Malka; Mamlok-Naaman, Rachel; Hofstein, Avi

2014-01-01

This paper describes the rationale and the implementation of five laboratory experiments; four of them, intended for high-school students, are inquiry-based activities that explore the quality of water. The context of water provides students with an opportunity to study the importance of analytical methods and how they influence our everyday…

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

Science.gov (United States)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.

Lower Secondary School Students' Attitudes Toward Computer-Supported Laboratory Exercises

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Andreja Špernjak

2010-03-01

Full Text Available In Science teaching laboratory work is recognized as one of the cornerstones. In school science laboratory work computers can be used as computer supported laboratory (real and as virtual laboratory. In the first case “real” laboratories involve bench top experiments utilizing data acquisition systems while “virtual” laboratory entails interactive simulations and animations. Lower secondary school students in age between 11 and 15 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate as classic, computer-supported and virtual laboratory. As a result of testing we know that all three methods are suitable even for younger students. When they were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, and virtual laboratory at the end. Additionally recognized weak and strong sides of used methods are discussed.

Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

OpenAIRE

Julie Lisa Dunne

2014-01-01

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow...

How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

Science.gov (United States)

Raviv, Ayala; Cohen, Sarit; Aflalo, Ester

2017-07-01

Despite the inherent potential of cooperative learning, there has been very little research into its effectiveness in middle school laboratory classes. This study focuses on an empirical comparison between cooperative learning and individual learning in the school science laboratory, evaluating the quality of learning and the students' attitudes. The research included 67 seventh-grade students who undertook four laboratory experiments on the subject of "volume measuring skills." Each student engaged both in individual and cooperative learning in the laboratory, and the students wrote individual or group reports, accordingly. A total of 133 experiment reports were evaluated, 108 of which also underwent textual analysis. The findings show that the group reports were superior, both in terms of understanding the concept of "volume" and in terms of acquiring skills for measuring volume. The students' attitudes results were statistically significant and demonstrated that they preferred cooperative learning in the laboratory. These findings demonstrate that science teachers should be encouraged to implement cooperative learning in the laboratory. This will enable them to improve the quality and efficiency of laboratory learning while using a smaller number of experimental kits. Saving these expenditures, together with the possibility to teach a larger number of students simultaneously in the laboratory, will enable greater exposure to learning in the school science laboratory.

Asking the Next Generation: The Implementation of Pre-University Students' Ideas about Physics Laboratory Preparation Exercises

Science.gov (United States)

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory…

Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

Directory of Open Access Journals (Sweden)

Julie Lisa Dunne

2014-10-01

Full Text Available This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources.More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

A Laboratory to Teach Leadership to Undergraduate Students

DEFF Research Database (Denmark)

Pelzmann, Sabine; Winkler, Ingo

2014-01-01

This article reports on a leadership laboratory provided as an elective within a Bachelor degree programme in Business Administration. The core understanding of this laboratory was that people can learn leadership. Moreover, the laboratory built on the assumption that an experienced-based approac...... to learn about leadership offers many advantages to leadership novices, in this case students without prior work experience.......This article reports on a leadership laboratory provided as an elective within a Bachelor degree programme in Business Administration. The core understanding of this laboratory was that people can learn leadership. Moreover, the laboratory built on the assumption that an experienced-based approach...

Mapping cognitive structures of community college students engaged in basic electrostatics laboratories

Science.gov (United States)

Haggerty, Dennis Charles

Community college students need to be abstract thinkers in order to be successful in the introductory Physics curriculum. The purpose of this dissertation is to map the abstract thinking of community college Physics students. The laboratory environment was used as a vehicle for the mapping. Three laboratory experiments were encountered. One laboratory was based on the classic Piagetian task, the centripetal motion (CM) problem. The other two laboratories were introductory electrostatic Physics experiments, Resistance (RES) and Capacitance (CAP). The students performed all laboratories using the thinking-aloud technique. The researcher collected their verbal protocols using audiotapes. The audiotaped data was quantified by comparing it to a scoring matrix based on the Piagetian logical operators (Inhelder & Piaget, 1958) for abstract thinking. The students received scores for each laboratory experiment. These scores were compared to a reliable test of intellectual functioning, the Shipley Institute of Living Scale (SILS). Spearman rank correlation coefficients (SRCC) were obtained for SILS versus CM; SILS versus RES; and SILS versus CAP. Statistically significant results were obtained for SILS versus CM and SILS versus RES at the p < 0.05 level. When an outlier to the data was considered and suppressed, the SILS versus CAP was also statistically significant at the p < 0.05 level. The scoring matrix permits a bridge from the qualitative Piagetian level of cognitive development to a quantified, mapped level of cognitive development. The ability to quantify student abstract thinking in Physics education provides a means to adjust an instructional approach. This approach could lead to a proper state of Physics education.

Lecture Meets Laboratory - Experimental Experiences for Large Audiences: Concept and Implementation

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Katrin Temmen

2014-10-01

Full Text Available Lecture courses are an integral part of academia with a long tradition. The efficiency of such courses can be notably increased by active participation of students in the learning process. This article will elaborate on a re-structuring of an engineering lecture attended by more than 400 students; during the course, laboratory experiments are integrated directly into the lecture, allowing students to gain their own practical experience.

A Contribution to Real-Time Experiments in Remote Laboratories

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Zoltán Janík

2013-02-01

Full Text Available The paper is focused on realization of hard real-time control of experiments in on-line laboratories. The presented solution utilizes already developed on-line laboratory portal that is based on open-source Scilab environment. The customized solution is based on Linux RTAI platform with RTAI-XML server, Comedi and jRTAILab with support of ScicosLab environment. It generates real-time executable code that is used to operate student experiments performed on Humusoft CE152 Magnetic Levitation plant.

Method to Increase Undergraduate Laboratory Student Confidence in Performing Independent Research

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Colton E. Kempton

2017-05-01

Full Text Available The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design.  This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college.  Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experimental design, and student independence.  Here we describe a study examining the application of the scaffolding instructional philosophy in which students are taught molecular techniques with decreasing guidance to force the development of analytical thinking skills and prepare undergraduate students for independent laboratory research. This method was applied to our advanced molecular biology laboratory class and resulted in an increase of confidence among the undergraduate students in their abilities to perform independent research.

Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

Science.gov (United States)

Donnelly, Dermot; O'Reilly, John; McGarr, Oliver

2013-08-01

Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a `talk-aloud' manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.

Eight year experience in open ended instrumentation laboratory

Science.gov (United States)

Marques, Manuel B.; Rosa, Carla C.; Marques, Paulo V. S.

2015-10-01

When designing laboratory courses in a Physics Major we consider a range of objectives: teaching Physics; developing lab competencies; instrument control and data acquisition; learning about measurement errors and error propagation; an introduction to project management; team work skills and scientific writing. But nowadays we face pressure to decrease laboratory hours due to the cost involved. Many universities are replacing lab classes for simulation activities, hiring PhD. and master students to give first year lab classes, and reducing lab hours. This leads to formatted lab scripts and poor autonomy of the students, and failure to enhance creativity and autonomy. In this paper we present our eight year experience with a laboratory course that is mandatory in the third year of Physics and Physical Engineering degrees. Since the students had previously two standard laboratory courses, we focused on teaching instrumentation and giving students autonomy. The course is divided in two parts: one third is dedicated to learn computer controlled instrumentation and data acquisition (based in LabView); the final 2/3 is dedicated to a group project. In this project, the team (2 or 3 students) must develop a project and present it in a typical conference format at the end of the semester. The project assignments are usually not very detailed (about two or three lines long), giving only general guidelines pointing to a successful project (students often recycle objectives putting forward a very personal project); all of them require assembling some hardware. Due to our background, about one third of the projects are related to Optics.

Glycosidation of Methanol with Ribose: An Interdisciplinary Undergraduate Laboratory Experiment

Science.gov (United States)

Simon, Erin; Cook, Katie; Pritchard, Meredith R.; Stripe, Wayne; Bruch, Martha; Bendinskas, Kestutis

2010-01-01

This exercise provides students hands-on experience with the topics of glycosidation, hemiacetal and acetal formation, proton nuclear magnetic resonance ([superscript 1]H NMR) spectroscopy, and kinetic and thermodynamic product formation. In this laboratory experiment, the methyl acetal of ribose is synthesized, and the kinetic and thermodynamic…

EDITORIAL: Student undergraduate laboratory and project work

Science.gov (United States)

Schumacher, Dieter

2007-05-01

that new experiments which illustrate both fundamental physics and modern technology can be realized even with a small budget. Traditional labwork courses often provide a catalogue of well known experiments. The students must first learn the theoretical background. They then assemble the setup from specified equipment, collect the data and perform the default data processing. However, there is no way to learn to swim without water. In order to achieve a constructivist access to learning, 'project labs' are needed. In a project labwork course a small group of students works as a team on a mini research project. The students have to specify the question of research, develop a suitable experimental setup, conduct the experiment and find a suitable way to evaluate the data. Finally they must present their results e.g. in the framework of a public poster session. Three contributions refer to this approach, however they focus on different aspects: 'Project laboratory for first-year students' by Gorazd Planinšič, 'RealTime Physics: active learning laboratories' by David Sokoloff et al and 'Labs outside labs: miniprojects at a spring camp for future physics teachers' by Leos Dvorák. Is it possible to prepare the students specifically for project labwork? This question is answered by the contribution 'A new labwork course for physics students: devices, methods and research projects' by Knut Neumann and Manuela Welzel. The two main parts of the labwork course cover first experimental devices (e.g. multimeters, oscilloscopes, different sensors, operational amplifiers, step motors, AD/DA-converters). Then subjects such as data processing, consideration of measurement uncertainties, keeping records or using tools like LABVIEW etc are focused on. Another concrete proposal for a new curriculum is provided by James Sharp et al, in 'Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using MATLAB'. One can well imagine that project labs

Students' perceptions of academic dishonesty in a chemistry classroom laboratory

Science.gov (United States)

Del Carlo, Dawn Irene

Academic dishonesty has been an important issue in the classroom for as long as the classroom has been in use. Most reports pertain to exams, homework, and plagiarism of term papers but, one area that has not been studied extensively is that of the classroom laboratory. My work focuses on three guiding questions: (1) What are students' perceptions toward academic dishonesty in a laboratory based class? (2) What distinction if any do students make between this type of academic dishonesty compared to dishonesty that may occur in a research laboratory? (3) How if at all do these perceptions change with age and/or research experience? Four major assertions come from this work. The first is that students do not think that what they do in the classroom laboratory is science and consequently do not treat the classroom laboratory differently than any other academic class. Additionally, they make a clear distinction between what happens in a class lab and what happens in a research or industrial lab. Consequently, students perceive there to be a significant difference in dishonesty between those two settings. Finally, this distinction is not as pronounced in graduate students and is seen as an element of maturity. In the process of determining the above assertions, students perceptions on the nature of science were revealed and are also discussed. These beliefs have direct relevance to students' perceptions of dishonesty in both lab atmospheres.

Method to Increase Undergraduate Laboratory Student Confidence in Performing Independent Research?

OpenAIRE

Kempton, Colton E.; Weber, K. Scott; Johnson, Steven M.

2017-01-01

The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design.  This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college.  Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experim...

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

Science.gov (United States)

Leonard, William H.

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

Chemical Remediation of Nickel(II) Waste: A Laboratory Experiment for General Chemistry Students

Science.gov (United States)

Corcoran, K. Blake; Rood, Brian E.; Trogden, Bridget G.

2011-01-01

This project involved developing a method to remediate large quantities of aqueous waste from a general chemistry laboratory experiment. Aqueous Ni(II) waste from a general chemistry laboratory experiment was converted into solid nickel hydroxide hydrate with a substantial decrease in waste volume. The remediation method was developed for a…

A Virtual Rock Physics Laboratory Through Visualized and Interactive Experiments

Science.gov (United States)

Vanorio, T.; Di Bonito, C.; Clark, A. C.

2014-12-01

As new scientific challenges demand more comprehensive and multidisciplinary investigations, laboratory experiments are not expected to become simpler and/or faster. Experimental investigation is an indispensable element of scientific inquiry and must play a central role in the way current and future generations of scientist make decisions. To turn the complexity of laboratory work (and that of rocks!) into dexterity, engagement, and expanded learning opportunities, we are building an interactive, virtual laboratory reproducing in form and function the Stanford Rock Physics Laboratory, at Stanford University. The objective is to combine lectures on laboratory techniques and an online repository of visualized experiments consisting of interactive, 3-D renderings of equipment used to measure properties central to the study of rock physics (e.g., how to saturate rocks, how to measure porosity, permeability, and elastic wave velocity). We use a game creation system together with 3-D computer graphics, and a narrative voice to guide the user through the different phases of the experimental protocol. The main advantage gained in employing computer graphics over video footage is that students can virtually open the instrument, single out its components, and assemble it. Most importantly, it helps describe the processes occurring within the rock. These latter cannot be tracked while simply recording the physical experiment, but computer animation can efficiently illustrate what happens inside rock samples (e.g., describing acoustic waves, and/or fluid flow through a porous rock under pressure within an opaque core-holder - Figure 1). The repository of visualized experiments will complement lectures on laboratory techniques and constitute an on-line course offered through the EdX platform at Stanford. This will provide a virtual laboratory for anyone, anywhere to facilitate teaching/learning of introductory laboratory classes in Geophysics and expand the number of courses

"Mini-Array" Transcriptional Analysis of the "Listeria Monocytogenes" Lecithinase Operon as a Class Project: A Student Investigative Molecular Biology Laboratory Experience

Science.gov (United States)

Christensen, Douglas; Jovic, Marko

2006-01-01

This report describes a molecular biotechnology-based laboratory curriculum developed to accompany an undergraduate genetics course. During the course of a semester, students researched the pathogen, developed a research question, designed experiments, and performed transcriptional analysis of a set of genes that confer virulence to the food-borne…

Inquiry-based laboratory investigations and student performance on standardized tests in biological science

Science.gov (United States)

Patke, Usha

Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

Interactive virtual optical laboratories

Science.gov (United States)

Liu, Xuan; Yang, Yi

2017-08-01

Laboratory experiences are essential for optics education. However, college students have limited access to advanced optical equipment that is generally expensive and complicated. Hence there is a need for innovative solutions to expose students to advanced optics laboratories. Here we describe a novel approach, interactive virtual optical laboratory (IVOL) that allows unlimited number of students to participate the lab session remotely through internet, to improve laboratory education in photonics. Although students are not physically conducting the experiment, IVOL is designed to engage students, by actively involving students in the decision making process throughout the experiment.

The performance assessment of undergraduate students in physics laboratory by using guided inquiry

Science.gov (United States)

Mubarok, H.; Lutfiyah, A.; Kholiq, A.; Suprapto, N.; Putri, N. P.

2018-03-01

The performance assessment of basic physics experiment among undergraduate physics students which includes three stages: pre-laboratory, conducting experiment and final report was explored in this study. The research used a descriptive quantitative approach by utilizing guidebook of basic physics experiment. The findings showed that (1) the performance of pre-laboratory rate among undergraduate physics students in good category (average score = 77.55), which includes the ability of undergraduate physics students’ theory before they were doing the experiment. (2) The performance of conducting experiment was in good category (average score = 78.33). (3) While the performance of final report was in moderate category (average score = 73.73), with the biggest weakness at how to analyse and to discuss the data and writing the abstract.

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

Directory of Open Access Journals (Sweden)

Boris Bortnik

2017-12-01

Full Text Available This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional – in-class hands-on – learning (control group and blended learning – online learning combined with in-person learning (experimental group. The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies.

Effect of Cooperative Learning and Traditional Methods on Students' Achievements and Identifications of Laboratory Equipments in Science-Technology Laboratory Course

Science.gov (United States)

Aydin, Suleyman

2011-01-01

Science lessons taught via experiments motivate the students, and make them more insistent on learning science. This study aims to examine the effects of cooperative learning on students' academic achievements and their skills in identifying laboratory equipments. The sample for the study consisted of a total of 43 sophomore students in primary…

Effects of Students' Pre- and Post-Laboratory Concept Maps on Students' Attitudes toward Chemistry Laboratory in University General Chemistry

Science.gov (United States)

Kilic, Ziya; Kaya, Osman Nafiz; Dogan, Alev

2004-01-01

The purpose of this study was to investigate the effects of scientific discussions based on student-constructed pre- and post-laboratory concept maps on students' attitudes toward chemistry laboratory in the university general chemistry. As part of instruction, during the first four laboratory sessions, students were taught how to construct and…

A Hybrid Integrated Laboratory and Inquiry-Based Research Experience: Replacing Traditional Laboratory Instruction with a Sustainable Student-Led Research Project

Science.gov (United States)

Hartings, Matthew R.; Fox, Douglas M.; Miller, Abigail E.; Muratore, Kathryn E.

2015-01-01

The Department of Chemistry at American University has replaced its junior- and senior-level laboratory curriculum with two, two-semester long, student-led research projects as part of the department's American Chemical Society-accredited program. In the first semester of each sequence, a faculty instructor leads the students through a set of…

The effect of restructuring student writing in the general chemistry laboratory on student understanding of chemistry and on students' approach to the laboratory course

Science.gov (United States)

Rudd, James Andrew, II

Many students encounter difficulties engaging with laboratory-based instruction, and reviews of research have indicated that the value of such instruction is not clearly evident. Traditional forms of writing associated with laboratory activities are commonly in a style used by professional scientists to communicate developed explanations. Students probably lack the interpretative skills of a professional, and writing in this style may not support students in learning how to develop scientific explanations. The Science Writing Heuristic (SWH) is an inquiry-based approach to laboratory instruction designed in part to promote student ability in developing such explanations. However, there is not a convincing body of evidence for the superiority of inquiry-based laboratory instruction in chemistry. In a series of studies, the performance of students using the SWH student template in place of the standard laboratory report format was compared to the performance of students using the standard format. The standard reports had Title, Purpose, Procedure, Data & Observations, Calculations & Graphs, and Discussion sections. The SWH reports had Beginning Questions & Ideas, Tests & Procedures, Observations, Claims, Evidence, and Reflection sections. The pilot study produced evidence that using the SWH improved the quality of laboratory reports, improved student performance on a laboratory exam, and improved student approach to laboratory work. A main study found that SWH students statistically exhibited a better understanding of physical equilibrium when written explanations and equations were analyzed on a lecture exam and performed descriptively better on a physical equilibrium practical exam task. In another main study, the activities covering the general equilibrium concept were restructured as an additional change, and it was found that SWH students exhibited a better understanding of chemical equilibrium as shown by statistically greater success in overcoming the common

Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students

Science.gov (United States)

Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.

2015-12-01

The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.

Students' Psychosocial Perception of Science Laboratory ...

African Journals Online (AJOL)

Data was obtained with the Science Laboratory Environment Questionnaire, administered on 338 third year science students. Four factors were found to influence students' perception of their science laboratory environment. Two distinct material environments emerged, which have not been reported in the literature.

Joint reactor laboratory course for students in KUCA

International Nuclear Information System (INIS)

Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

2004-04-01

This book is based on Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA), and is one translated from Japanese into English. The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. (author)

Joint reactor laboratory course for students in KUCA

International Nuclear Information System (INIS)

Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

2004-06-01

This book is a revised version of Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA). The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. Chapter 6: Reactor Operation Training (Reactor Operation for Education). (author)

Virtual Laboratories in Science Education: Students' Motivation and Experiences in Two Tertiary Biology Courses

Science.gov (United States)

Dyrberg, Nadia Rahbek; Treusch, Alexander H.; Wiegand, Claudia

2017-01-01

Potential benefits of simulations and virtual laboratory exercises in natural sciences have been both theorised and studied recently. This study reports findings from a pilot study on student attitude, motivation and self-efficacy when using the virtual laboratory programme Labster. The programme allows interactive learning about the workflows and…

Student laboratory experiments exploring optical fibre communication systems, eye diagrams, and bit error rates

Science.gov (United States)

Walsh, Douglas; Moodie, David; Mauchline, Iain; Conner, Steve; Johnstone, Walter; Culshaw, Brian

2005-06-01

Optical fibre communications has proved to be one of the key application areas, which created, and ultimately propelled the global growth of the photonics industry over the last twenty years. Consequently the teaching of the principles of optical fibre communications has become integral to many university courses covering photonics technology. However to reinforce the fundamental principles and key technical issues students examine in their lecture courses and to develop their experimental skills, it is critical that the students also obtain hands-on practical experience of photonics components, instruments and systems in an associated teaching laboratory. In recognition of this need OptoSci, in collaboration with university academics, commercially developed a fibre optic communications based educational package (ED-COM). This educator kit enables students to; investigate the characteristics of the individual communications system components (sources, transmitters, fibre, receiver), examine and interpret the overall system performance limitations imposed by attenuation and dispersion, conduct system design and performance analysis. To further enhance the experimental programme examined in the fibre optic communications kit, an extension module to ED-COM has recently been introduced examining one of the most significant performance parameters of digital communications systems, the bit error rate (BER). This add-on module, BER(COM), enables students to generate, evaluate and investigate signal quality trends by examining eye patterns, and explore the bit-rate limitations imposed on communication systems by noise, attenuation and dispersion. This paper will examine the educational objectives, background theory, and typical results for these educator kits, with particular emphasis on BER(COM).

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

Science.gov (United States)

Barrett, D.

2005-12-01

The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences

1. Introduction. 2. Laboratory experiments. 3. Field experiments. 4. Integrated field-laboratory experiments. 5. Panel recommendations

International Nuclear Information System (INIS)

Anon.

1975-01-01

Some recommendations for the design of laboratory and field studies in marine radioecology are formulated. The difficulties concerning the comparability of various experimental methods used to measure the fluxes of radionuclides through marine organisms and ecosystems, and also the use of laboratory results to make predictions for the natural environment are discussed. Three working groups were established during the panel meeting, to consider laboratory experiments, field studies, and the design and execution of integrated laboratory and field studies respectively. A number of supporting papers dealing with marine radioecological experiments were presented

New Laboratory Course for Senior-Level Chemical Engineering Students

Science.gov (United States)

Aronson, Mark T.; Deitcher, Robert W.; Xi, Yuanzhou; Davis, Robert J.

2009-01-01

A new laboratory course has been developed at the University of Virginia for senior- level chemical engineering students. The new course is based on three 4-week long experiments in bioprocess engineering, energy conversion and catalysis, and polymer synthesis and characterization. The emphasis is on the integration of process steps and the…

Students' Satisfaction toward the Services of the Chemical Laboratory

Science.gov (United States)

Lukum, Astin; Paramata, Yoseph

2015-01-01

Chemistry Laboratory serves all of the students that were programmed chemistry laboratory works. The satisfaction of the students was studied that involving 50 students. The study was conducted to measure the students' satisfaction towards the services offered by the laboratory. Measurement of the students' satisfaction was conducted using…

Using VISIR: Experiments, Subjects and Students

Directory of Open Access Journals (Sweden)

Diego Lopez-de-Ipina

2011-10-01

Full Text Available The paper presents the results of applying the VISIR (Virtual Instrument Systems in Reality system at the course of analog electronics for various degrees of the Faculty of Engineering of the University of Deusto (Spain. The efficiency of the VISIR had been monitored during past three years. Students’ feedback was collected and analyzed. The research shows: 1 VISIR system is functional and useful learning instrument; 2 teacher experience at VISIR plays crucial role in its integration into student experimentation activities; 3 students get best knowledge and skills in the analog electronics from combination of experiments at traditional laboratory and remote lab/ VISIR.

A statistical analysis of student questions in a cell biology laboratory.

Science.gov (United States)

Keeling, Elena L; Polacek, Kelly M; Ingram, Ella L

2009-01-01

Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students asked about laboratory activities, 2) whether the types or quality of questions changed over time, and 3) whether the quality of questions or degree of improvement was related to academic performance. We found a majority of questions were about laboratory outcomes or seeking additional descriptive information about organisms or processes to be studied. Few questions earned the highest possible ranking, which required demonstration of extended thought, integration of information, and/or hypotheses and future experiments, although a majority of students asked such a question at least once. We found no correlation between types of student questions or improvement in questions and final grades. Only a small improvement in overall question quality was seen despite considerable practice at writing questions about science. Our results suggest that improving students' ability to generate higher-order questions may require specific pedagogical intervention.

Improvement of Student Critical Thinking Skills with the Natural Product Mini Project Laboratory Learning

Directory of Open Access Journals (Sweden)

Aliefman Hakim

2016-12-01

Full Text Available This research aims to investigate effect of learning using natural product mini project laboratory on students’ critical thinking skills. The research was conducted on sixth semester of 59 students of chemistry and chemistry education program from one of the state universities in West Nusa Tenggara, Indonesia in 2012/2013. This research revealed class where the student learn using natural product mini project laboratory had more critical thinking skills than those using verification laboratory. The average n-gain of critical thinking skills for experiment class was 0.58 while for the control class was 0.37. The highest n-gain in the experiment class was 0.70 for “deciding on an action (selecting criteria to judge possible solutions indicators”, while the smallest n-gain was 0.47 for “the making and judging value of judgments (balancing, weighing, and deciding indicators. We concluded that the natural product mini project laboratory was better than verification laboratory in improving the students’ critical thinking skills.

Finding viscosity of liquids from Brownian motion at students' laboratory

International Nuclear Information System (INIS)

Greczylo, Tomasz; Debowska, Ewa

2005-01-01

Brownian motion appears to be a good subject for investigation at advanced students' laboratory [1]. The paper presents such an investigation carried out in Physics Laboratory II at the Institute of Experimental Physics of Wroclaw University. The experiment has been designed to find viscosity of liquids from Brownian motion phenomenon. Authors use modern technology that helps to proceed with measurements and makes the procedure less time and effort consuming. Discussion of the process of setting up the experiment and the results obtained for three different solutions of glycerin in water are presented. Advantages and disadvantages of the apparatus are pointed out along with descriptions of possible future uses

Laboratory Experiment Investigating the Impact of Ocean Acidification on Calcareous Organisms

Science.gov (United States)

Perera, Alokya P.; Bopegedera, A. M. R. P.

2014-01-01

The increase in ocean acidity since preindustrial times may have deleterious consequences for marine organisms, particularly those with calcareous structures. We present a laboratory experiment to investigate this impact with general, introductory, environmental, and nonmajors chemistry students. For simplicity and homogeneity, calcite was…

Educational laboratory experiments on chemistry in a nuclear engineering school

International Nuclear Information System (INIS)

Akatsu, E.

1982-01-01

An educational laboratory experiment on radiochemistry was investigated by students in the general course of the Nuclear Engineering School of Japan Atomic Energy Research Institute. Most of them are not chemical engineers, but electrical and mechanical engineers. Therefore, the educational experiment was designed for them by introducing a ''word experiment'' in the initial stage and by reducing the chemical procedure as far as possible. It began with calculations on a simple solvent extraction process-the ''word experiment''--followed by the chemical separation of 144 Pr from 144 Ce with tri-n-butyl phosphate in a nitric acid system and then measurement of the radioactive decay and growth of the separated 144 Pr and 144 Ce, respectively. The chemical procedure was explained by the phenomenon but not by the mechanism of chelation. Most students thought the experiment was an exercise in solvent extraction or radiochemical separation rather than a radioactive equilibrium experiment. However, a pure chemist considered it as a sort of physical experiment, where the chemical procedure was used only for preparation of measuring samples. Another experiment, where 137 Cs was measured after isolation with ammonium phosphomolybdate, was also investigated. The experiment eliminated the need for students who were not chemists to know how to use radioactive tracers. These students appreciated the realization that they could understand the radioactivity in the environmental samples in a chemical frame of reference even though they were not chemists

Assessing students' learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in general physics

Science.gov (United States)

Ghatty, Sundara L.

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses are the only alternatives by which they may achieve their goals in education. The laboratory courses are the major requirements for college and university students who want to pursue degree and certification programs in science. It is noted that there is a lack of laboratory courses in online physics courses. The present study addressed the effectiveness of a virtual science laboratory in physics instruction in terms of learning outcomes, attitudes, and self-efficacy of students in a Historically Black University College. The study included fifty-eight students (36 male and 22 female) of different science majors who were enrolled in a general physics laboratory course. They were divided into virtual and traditional groups. Three experiments were selected from the syllabus. The traditional group performed one experiment in a traditional laboratory, while the virtual group performed the same experiment in a virtual laboratory. For the second experiment, the use of laboratories by both groups was exchanged. Learner's Assessment Test (LAT), Attitudes Toward Physics Laboratories (ATPL), and Self-Efficacy Survey (SES) instruments were used. Additionally, quantitative methods such as an independent t-test, a paired t-test, and correlation statistics were used to analyze the data. The results of the first experiment indicated the learning outcomes were higher in the Virtual Laboratory than in the traditional laboratory, whereas there was no significant difference in learning outcomes with either type of lab instruction. However, significant self-efficacy gains were observed. Students expressed positive attitudes in terms of liking

Enzymatic Spectrophotometric Reaction Rate Determination of Glucose in Fruit Drinks and Carbonated Beverages. An Analytical Chemistry Laboratory Experiment for Food Science-Oriented Students

Science.gov (United States)

Vasilarou, Argyro-Maria G.; Georgiou, Constantinos A.

2000-10-01

The glucose oxidase-horseradish peroxidase coupled reaction using phenol and 4-aminoantipyrine is used for the kinetic determination of glucose in drinks and beverages. This laboratory experiment demonstrates the implementation of reaction rate kinetic methods of analysis, the use of enzymes as selective analytical reagents for the determination of substrates, the kinetic masking of ascorbic acid interference, and the analysis of glucose in drinks and beverages. The method is optimized for student use in the temperature range of 18-28 °C and can be used in low-budget laboratories equipped with an inexpensive visible photometer. The mixed enzyme-chromogen solution that is used is stable for two months. Precision ranged from 5.1 to 12% RSD for analyses conducted during a period of two months by 48 students.

The development of Metacognition test in genetics laboratory for undergraduate students

Science.gov (United States)

A-nongwech, Nattapong; Pruekpramool, Chaninan

2018-01-01

The purpose of this research was to develop a Metacognition test in a Genetics Laboratory for undergraduate students. The participants were 30 undergraduate students of a Rajabhat university in Rattanakosin group in the second semester of the 2016 academic year using purposive sampling. The research instrument consisted of 1) Metacognition test and 2) a Metacognition test evaluation form for experts focused on three main points which were an accurate evaluation form of content, a consistency between Metacognition experiences and questions and the appropriateness of the test. The quality of the test was analyzed by using the Index of Consistency (IOC), discrimination and reliability. The results of developing Metacognition test were summarized as 1) The result of developing Metacognition test in a Genetics Laboratory for undergraduate students found that the Metacognition test contained 56 items of open - ended questions. The test composed of 1) four scientific situations, 2) fourteen items of open - ended questions in each scientific situation for evaluating components of Metacognition. The components of Metacognition consisted of Metacognitive knowledge, which were divided into person knowledge, task knowledge and strategy knowledge and Metacognitive experience, which were divided into planning, monitoring and evaluating, and 3) fourteen items of scoring criteria divided into four scales. 2) The results of the item analysis of Metacognition in Genetics Laboratory for undergraduate students found that Index of Consistency between Metacognitive experiences and questions were in the range between 0.75 - 1.00. An accuracy of content equaled 1.00. The appropriateness of the test equaled 1.00 in all situations and items. The discrimination of the test was in the range between 0.00 - 0.73. Furthermore, the reliability of the test equaled 0.97.

A Simple Student Laboratory on Osmotic Flow, Osmotic Pressure, and the Reflection Coefficient.

Science.gov (United States)

Feher, Joseph J.; Ford, George D.

1995-01-01

Describes a laboratory exercise containing a practical series of experiments that novice students can perform within two hours. The exercise provides a confirmation of van't Hoff's law while placing more emphasis on osmotic flow than pressure. Students can determine parameters such as the reflection coefficient which stress the interaction of both…

The Equilibrium Constant for Bromothymol Blue: A General Chemistry Laboratory Experiment Using Spectroscopy

Science.gov (United States)

Klotz, Elsbeth; Doyle, Robert; Gross, Erin; Mattson, Bruce

2011-01-01

A simple, inexpensive, and environmentally friendly undergraduate laboratory experiment is described in which students use visible spectroscopy to determine a numerical value for an equilibrium constant, K[subscript c]. The experiment correlates well with the lecture topic of equilibrium even though the subject of the study is an acid-base…

Laboratory Safety Awareness Among General Physics Undergraduate Students

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C. O. Ponferrada

2017-12-01

Full Text Available Safety awareness in the laboratory is essential to reduce occupational risks. This study was conducted to determine the students’ safety awareness in a Physics laboratory. This study determined the student perception towards safety awareness by factors of gender and college from which students are enrolled. A sum of 324 students enrolled in Physics10 (Mechanics and Heat and Physics11 (Electricity and Magnetism in the Mindanao University of Science and Technology (MUST were randomly selected as survey respondents. A modified survey questionnaire was used as research instrument. The results show that the students had positive level of safety awareness and perceived positively on the preventive measures to reduce laboratory risk. Further, regardless of gender students enrolled in Physics 10 were more positively aware towards safety awareness than students enrolled in Physics 11. Similarly, a variation among the students perception towards safety awareness from the College of Engineering and Architecture (CEA and College of Industrial and Information Technology (CIIT occurred. Overall, present findings indicate a need to introduce laboratory safety awareness in Physics classes.

General Chemistry Students' Goals for Chemistry Laboratory Coursework

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DeKorver, Brittland K.; Towns, Marcy H.

2015-01-01

Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…

Walking the bridge: Nursing students' learning in clinical skill laboratories.

Science.gov (United States)

Ewertsson, Mona; Allvin, Renée; Holmström, Inger K; Blomberg, Karin

2015-07-01

Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical practice. Interviews with 16 students were analysed with content analysis. An overall theme was identified - walking the bridge - in which the CSL formed a bridge between the university and clinical settings, allowing students to integrate theory and practice and develop a reflective stance. The theme was based on categories: conditions for learning, strategies for learning, tension between learning in the skills laboratory and clinical settings, and development of professional and personal competence. The CSL prepared the students for clinical practice, but a negative tension between learning in CSL and clinical settings was experienced. However, this tension may create reflection. This provides a new perspective that can be used as a pedagogical approach to create opportunities for students to develop their critical thinking. Copyright © 2015 Elsevier Ltd. All rights reserved.

Ideas in Practice (3): A Simulated Laboratory Experience in Digital Design.

Science.gov (United States)

Cleaver, Thomas G.

1988-01-01

Gives an example of the use of a simplified logic simulator in a logic design course. Discusses some problems in logic design classes, commercially available software, and software problems. Describes computer-aided engineering (CAE) software. Lists 14 experiments in the simulated laboratory and presents students' evaluation of the course. (YP)

Interrelated experiments in laboratory and space plasmas

International Nuclear Information System (INIS)

Koepke, M. E.

2005-01-01

Many advances in understanding space plasma phenomena have been linked to insight derived from theoretical modelling and/or laboratory experiments. Here are discussed advances for which laboratory experiments played an important role. How the interpretation of the space plasma data was influenced by one or more laboratory experiments is described. The space-motivation of laboratory investigations and the scaling of laboratory plasma parameters to space plasma conditions are discussed. Examples demonstrating how laboratory experiments develop physical insight, benchmark theoretical models, discover unexpected behaviour, establish observational signatures, and pioneer diagnostic methods for the space community are presented. The various device configurations found in space-related laboratory investigations are outlined. A primary objective of this review is to articulate the overlapping scientific issues that are addressable in space and lab experiments. A secondary objective is to convey the wide range of laboratory and space plasma experiments involved in this interdisciplinary alliance. The interrelation ship between plasma experiments in the laboratory and in space has a long history, with numerous demonstrations of the benefits afforded the space community by laboratory results. An experiment's suitability and limitations for investigating space processes can be quantitatively established using dimensionless parameters. Even with a partial match of these parameters, aspects of waves, instabilities, nonlinearities, particle transport, reconnection, and hydrodynamics are addressable in a way useful to observers and modelers of space phenomena. Because diagnostic access to space plasmas, laboratory-experimentalists awareness of space phenomena, and efforts by theorists and funding agencies to help scientists bridge the gap between the space and laboratory communities are increasing, the range of laboratory and space plasma experiments with overlapping scientific

An Enzymatic Clinical Chemistry Laboratory Experiment Incorporating an Introduction to Mathematical Method Comparison Techniques

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Duxbury, Mark

2004-01-01

An enzymatic laboratory experiment based on the analysis of serum is described that is suitable for students of clinical chemistry. The experiment incorporates an introduction to mathematical method-comparison techniques in which three different clinical glucose analysis methods are compared using linear regression and Bland-Altman difference…

The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory

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Shibley, Ivan A., Jr.; Zimmaro, Dawn M.

2002-06-01

This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.

Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory : Part II-research-based laboratory-a semester-long research approach using malate dehydrogenase as a research model.

Science.gov (United States)

Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A; Provost, Joseph J

2010-09-01

Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments for the entire semester. This style of laboratory replaces a variety of shorter labs in favor of an in depth research-based learning experience. The concept is to allow students to function in independent research groups. The research projects are focused on a series of wild-type and mutant clones of malate dehydrogenase. A common research theme for the laboratory helps instructors administer the course and is key to delivering a research opportunity to a large number of students. The outcome of this research-based learning laboratory results in students who are much more confident and skilled in critical areas in biochemistry and molecular biology. Students with research experience have significantly higher confidence and motivation than those students without a previous research experience. We have also found that all students performed better in advanced courses and in the workplace. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

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Robinson, Nakia Rae

The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant

Students integrate knowledge acquisition and practical work in the laboratory.

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Agüera, E I; Sánchez-Hermosín, P; Díz-Pérez, J; Tovar, P; Camacho, R; Escribano, B M

2015-09-01

The aim of the present work was to transfer a wider concept of teamwork and self-learning to the laboratory, encouraging students' capabilities when seeking, acquiring, and processing knowledge. This educational innovation was carried out with a total of 38 students (fourth year of degree in Biology) in the area of physiology (Advances in Reproduction course) at University of Córdoba in Córdoba, Spain. The design of the project's application methodology consisted of establishing a way in which problems would be tackled in the practical classes. For this purpose, the different tasks were set up so that students could relate them to the concepts learned in the theory classes. On the first day of class, the project was presented to the students. Groups of two to three students worked in the laboratory and set up an outline of the protocol of the practical work that they had done. This outline was performed individually and sent to the lecturers through a learning management system (Moodle). The teachers gave feedback and assessed student submissions. Upon finishing the course, students completed a survey. The project-based learning method promotes practical self-learning on the part of students. This methodology demonstrated to us that it stimulates a critical and self-critical capacity in students, both individually and in groups, and that writing didactic practical material helped students to enhance their theory knowledge. The experiment was a success in view of the scores obtained upon finishing the subject. Copyright © 2015 The American Physiological Society.

Baccalaureate nursing students' perspectives of peer tutoring in simulation laboratory, a Q methodology study.

Science.gov (United States)

Li, Ting; Petrini, Marcia A; Stone, Teresa E

2018-02-01

The study aim was to identify the perceived perspectives of baccalaureate nursing students toward the peer tutoring in the simulation laboratory. Insight into the nursing students' experiences and baseline data related to their perception of peer tutoring will assist to improve nursing education. Q methodology was applied to explore the students' perspectives of peer tutoring in the simulation laboratory. A convenience P-sample of 40 baccalaureate nursing students was used. Fifty-eight selected Q statements from each participant were classified into the shape of a normal distribution using an 11-point bipolar scale form with a range from -5 to +5. PQ Method software analyzed the collected data. Three discrete factors emerged: Factor I ("Facilitate or empower" knowledge acquisition), Factor II ("Safety Net" Support environment), and Factor III ("Mentoring" learn how to learn). The findings of this study support and indicate that peer tutoring is an effective supplementary strategy to promote baccalaureate students' knowledge acquisition, establishing a supportive safety net and facilitating their abilities to learn in the simulation laboratory. Copyright © 2017 Elsevier Ltd. All rights reserved.

Laboratory Experiments in Physics for Modern Astronomy With Comprehensive Development of the Physical Principles

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Golden, Leslie

2013-01-01

This book presents experiments which will teach physics relevant to astronomy. The astronomer, as instructor, frequently faces this need when his college or university has no astronomy department and any astronomy course is taught in the physics department. The physicist, as instructor, will find this intellectually appealing when faced with teaching an introductory astronomy course. From these experiments, the student will acquire important analytical tools, learn physics appropriate to astronomy, and experience instrument calibration and the direct gathering and analysis of data. Experiments that can be performed in one laboratory session as well as semester-long observation projects are included. This textbook is aimed at undergraduate astronomy students.

X-Ray Diffraction of Intermetallic Compounds: A Physical Chemistry Laboratory Experiment

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Varberg, Thomas D.; Skakuj, Kacper

2015-01-01

Here we describe an experiment for the undergraduate physical chemistry laboratory in which students synthesize the intermetallic compounds AlNi and AlNi3 and study them by X-ray diffractometry. The compounds are synthesized in a simple one-step reaction occurring in the solid state. Powder X-ray diffractograms are recorded for the two compounds…

Undergraduate Organic Chemistry Laboratory Safety

Science.gov (United States)

Luckenbaugh, Raymond W.

1996-11-01

Each organic chemistry student should become familiar with the educational and governmental laboratory safety requirements. One method for teaching laboratory safety is to assign each student to locate safety resources for a specific class laboratory experiment. The student should obtain toxicity and hazardous information for all chemicals used or produced during the assigned experiment. For example, what is the LD50 or LC50 for each chemical? Are there any specific hazards for these chemicals, carcinogen, mutagen, teratogen, neurotixin, chronic toxin, corrosive, flammable, or explosive agent? The school's "Chemical Hygiene Plan", "Prudent Practices for Handling Hazardous Chemicals in the Laboratory" (National Academy Press), and "Laboratory Standards, Part 1910 - Occupational Safety and Health Standards" (Fed. Register 1/31/90, 55, 3227-3335) should be reviewed for laboratory safety requirements for the assigned experiment. For example, what are the procedures for safe handling of vacuum systems, if a vacuum distillation is used in the assigned experiment? The literature survey must be submitted to the laboratory instructor one week prior to the laboratory session for review and approval. The student should then give a short presentation to the class on the chemicals' toxicity and hazards and describe the safety precautions that must be followed. This procedure gives the student first-hand knowledge on how to find and evaluate information to meet laboartory safety requirements.

Bags and blogs: creating an ostomy experience for nursing students.

Science.gov (United States)

Reed, Karen S

2012-01-01

There are well over three-quarters of a million people living in the United States with an ostomy. These individuals experience many physical and emotional challenges which nurses should address during the in-patient hospitalization experience. The purpose of this educational activity was to provide undergraduate nursing students with a simulated laboratory experience which allowed the student to discuss and experience some of the challenges of living with an ostomy. Small group work, an experiential learning activity, and blogging were used to foster the cognitive, psychomotor, and affective development of the nursing students. All 134 students participated in the small group work and blogging experience and over 100 students participated in the experiential learning activity of wearing an ostomy bag overnight with the bag containing a small amount of simulated fecal material. The impact of the simulated experience is evident in the depth of awareness and emotion expressed in the blogs. The students collectively acknowledged the value of the activity and the impact the gained awareness had on their careers as nurses. The use of social technology and the provision of learning activities, not available on the clinical unit, can have a significant impact on the cognitive, psychomotor, and affective development of nursing students. © 2012 Association of Rehabilitation Nurses.

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

Science.gov (United States)

Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

2018-01-01

Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team roles and specifically addressed students' understanding of the roles, students' beliefs in their ability to enact the roles, and whether working with assigned team roles supported the teams to work effectively and cohesively. Although students expressed confidence in their understanding of the team roles, their understanding differed from the initial descriptions. This suggests that students' understanding of team roles may be influenced by a variety of factors, including their experiences within their teams. Students also reported that some roles appeared to lack a purpose, implying that for roles to be successful, they must have a clear purpose. Finally, the fact that many students reported ignoring the team roles suggests that students do not perceive roles as a requirement for team productivity and cohesion. On the basis of these findings, we provide recommendations for instructors wishing to establish a classroom group laboratory environment. PMID:29681667

Mutation-based learning to improve student autonomy and scientific inquiry skills in a large genetics laboratory course.

Science.gov (United States)

Wu, Jinlu

2013-01-01

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a "mutation" method in a molecular genetics laboratory course. Students could choose to delete, add, reverse, or replace certain steps of the standard protocol to explore questions of interest to them in a given experimental scenario. They wrote experimental proposals to address their rationales and hypotheses for the "mutations"; conducted experiments in parallel, according to both standard and mutated protocols; and then compared and analyzed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments, 2) use more scientific inquiry skills, and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional "cookbook"-style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labor and financial costs, which makes it feasible for easy adaptation and implementation in a large class.

Isolation and Characterization of Agrobacterium Strains from Soil: A Laboratory Capstone Experience

Directory of Open Access Journals (Sweden)

Kim R. Finer

2016-12-01

Full Text Available In this investigation, the students’ goal was to isolate and characterize Agrobacterium strains from soil. Following selection and enrichment on 1A-t medium, putative Agrobacterium isolates were characterized by Gram stain reaction and biochemical tests. Isolates were further evaluated using polymerase chain reaction (PCR with different primer sets designed to amplify specific regions of bacterial deoxyribonucleic acid (DNA. Primer sets included AGRH to identify isolates that were members of the Rhizobiaceae, BIOVAR1 primers to identify members of Agrobacterium biovar group I, and a third set, VIRG, to determine presence of virG (only present in pathogenic Agrobacterium strains. During the investigation, students applied previously learned techniques including serial dilution, use of selective/differential media, staining protocols, biochemical analysis, molecular analysis via PCR, and electrophoresis. Students also gained practical experience using photo documentation to record data for an eventual mock journal publication of the capstone laboratory experience. Pre- and post-evaluation of class content knowledge related to the techniques, protocols, and learning objectives of these laboratories revealed significant learning gains in the content areas of Agrobacterium–plant interactions (p ≤ 0.001 and molecular biology (p ≤ 0.01. The capstone journal assignment served as the assessment tool to evaluate mastery and application of laboratory technique, the ability to accurately collect and evaluate data, and critical thinking skills associated with experimental troubleshooting and extrapolation. Analysis of journal reports following the capstone experience showed significant improvement in assignment scores (p ≤ 0.0001 and attainment of capstone experience learning outcomes.

Transitioning from Expository Laboratory Experiments to Course-Based Undergraduate Research in General Chemistry

Science.gov (United States)

Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler

2016-01-01

General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and "messy" real-world data necessitates a change in student…

Connecting Solubility, Equilibrium, and Periodicity in a Green, Inquiry Experiment for the General Chemistry Laboratory

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Cacciatore, Kristen L.; Amado, Jose; Evans, Jason J.; Sevian, Hannah

2008-01-01

We present a novel first-year chemistry laboratory experiment that connects solubility, equilibrium, and chemical periodicity concepts. It employs a unique format that asks students to replicate experiments described in different sample lab reports, each lacking some essential information, rather than follow a scripted procedure. This structure is…

SOFTICE: Facilitating both Adoption of Linux Undergraduate Operating Systems Laboratories and Students' Immersion in Kernel Code

Directory of Open Access Journals (Sweden)

Alessio Gaspar

2007-06-01

Full Text Available This paper discusses how Linux clustering and virtual machine technologies can improve undergraduate students' hands-on experience in operating systems laboratories. Like similar projects, SOFTICE relies on User Mode Linux (UML to provide students with privileged access to a Linux system without creating security breaches on the hosting network. We extend such approaches in two aspects. First, we propose to facilitate adoption of Linux-based laboratories by using a load-balancing cluster made of recycled classroom PCs to remotely serve access to virtual machines. Secondly, we propose a new approach for students to interact with the kernel code.

Hands-On Experiments in the Interactive Physics Laboratory: Students' Intrinsic Motivation and Understanding

Science.gov (United States)

Snetinová, Marie; Kácovský, Petr; Machalická, Jana

2018-01-01

Experiments in different forms can certainly be suitable tools for increasing student interest in physics. However, educators continuously discuss which forms of experimenting (if any) are the most beneficial for these purposes. At the Faculty of Mathematics and Physics, Charles University, Prague, two different forms of physics experiments are…

Emulation-Based Virtual Laboratories: A Low-Cost Alternative to Physical Experiments in Control Engineering Education

Science.gov (United States)

Goodwin, G. C.; Medioli, A. M.; Sher, W.; Vlacic, L. B.; Welsh, J. S.

2011-01-01

This paper argues the case for emulation-based virtual laboratories in control engineering education. It demonstrates that such emulation experiments can give students an industrially relevant educational experience at relatively low cost. The paper also describes a particular emulation-based system that has been developed with the aim of giving…

Measuring meaningful learning in the undergraduate chemistry laboratory

Science.gov (United States)

Galloway, Kelli R.

The undergraduate chemistry laboratory has been an essential component in chemistry education for over a century. The literature includes reports on investigations of singular aspects laboratory learning and attempts to measure the efficacy of reformed laboratory curriculum as well as faculty goals for laboratory learning which found common goals among instructors for students to learn laboratory skills, techniques, experimental design, and to develop critical thinking skills. These findings are important for improving teaching and learning in the undergraduate chemistry laboratory, but research is needed to connect the faculty goals to student perceptions. This study was designed to explore students' ideas about learning in the undergraduate chemistry laboratory. Novak's Theory of Meaningful Learning was used as a guide for the data collection and analysis choices for this research. Novak's theory states that in order for meaningful learning to occur the cognitive, affective, and psychomotor domains must be integrated. The psychomotor domain is inherent in the chemistry laboratory, but the extent to which the cognitive and affective domains are integrated is unknown. For meaningful learning to occur in the laboratory, students must actively integrate both the cognitive domain and the affective domains into the "doing" of their laboratory work. The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective expectations and experiences within the context of conducting experiments in the undergraduate chemistry laboratory. Evidence for the validity and reliability of the data generated by the MLLI were collected from multiple quantitative studies: a one semester study at one university, a one semester study at 15 colleges and universities across the United States, and a longitudinal study where the MLLI was administered 6 times during two years of general and organic chemistry laboratory courses. Results from

Research and Teaching: Computational Methods in General Chemistry--Perceptions of Programming, Prior Experience, and Student Outcomes

Science.gov (United States)

Wheeler, Lindsay B.; Chiu, Jennie L.; Grisham, Charles M.

2016-01-01

This article explores how integrating computational tools into a general chemistry laboratory course can influence student perceptions of programming and investigates relationships among student perceptions, prior experience, and student outcomes.

Development of a Laboratory Project to Determine Human ABO Genotypes--Limitations Lead to Further Student Explorations

Science.gov (United States)

Salerno, Theresa A.

2009-01-01

A multiplex allele-specific PCR analysis was developed to identify six "common" genotypes: AA, AO, BB, BO, OO, and AB. This project included a pre-laboratory exercise that provided active learning experiences and developed critical thinking skills. This laboratory resulted in many successful analyses, which were verified by student knowledge of…

Interrelationship between Plasma Experiments in the Laboratory and in Space

Energy Technology Data Exchange (ETDEWEB)

Koepke, Mark E. [West Virginia Univ., Morgantown, WV (United States)

2017-05-25

Funds were expended to offset the travel costs of three students and three postdoctoral research associates to participate in and present work at the 2015 International Workshop on the Interrelationship between Plasma Experiments in the Laboratory and in Space (IPELS2015), 23-28 August 2015, Pitlochry, Scotland, UK. Selection was priority-ranked by lab-space engagement, first, and topic relevance, second. Supplementary selection preference was applied to under-represented populations, applicants lacking available travel-resources in their home research group, applicants unusually distant from the conference venue, and the impact of the applicant’s attendance in increasing the diversity of conference participation. One support letter per student was required. The letters described the specific benefit of IPELS2015 to the student dissertation or the postdoc career development, and document the evidence for the ordering criteria.

Comparison of student achievement among two science laboratory types: traditional and virtual

Science.gov (United States)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

Nanoparticle Synthesis, Characterization, and Ecotoxicity: A Research-Based Set of Laboratory Experiments for a General Chemistry Course

Science.gov (United States)

Amaris, Zoe N.; Freitas, Daniel N.; Mac, Karen; Gerner, Kyle T.; Nameth, Catherine; Wheeler, Korin E.

2017-01-01

A series of laboratory experiments were developed to introduce first-year chemistry students to nanoscience through a green chemistry approach. Students made and characterized the stability of silver nanoparticles using two different methods: UV-visible spectroscopy and dynamic light scattering. They then assessed the ecotoxicity of silver…

Laboratory Experiments for Network Security Instruction

Science.gov (United States)

Brustoloni, Jose Carlos

2006-01-01

We describe a sequence of five experiments on network security that cast students successively in the roles of computer user, programmer, and system administrator. Unlike experiments described in several previous papers, these experiments avoid placing students in the role of attacker. Each experiment starts with an in-class demonstration of an…

Secondary students in professional laboratories: Discoveries about science learning in a community of practitioners

Science.gov (United States)

Song, Mary Elizabeth

This study explores what educators may learn from the experiences of secondary students working in professional scientific laboratories. My investigation is guided by the methodology of phenomenological; I depend primarily on interviews conducted with students and professional researchers. This material is supported primarily by on-site observations, and by informal conversations between me and the study participants. My dissertation has three goals: (one) to use the work of secondary students in scientific research laboratories to consider how they know the discipline; (two) to distinguish the students' professional accomplishments from science learning at school; and, (three) to engage readers in a reflection about authority within the scientific community, and the possibility that by accomplishing research, students take their legitimate place among those who construct scientific knowledge. My methods and focus have allowed me to capture qualities of the student narratives that support the emergence of three major themes: the importance of doing "real work" in learning situations; the inapplicability of "school learning" to professional research arenas; and the inclusive nature of the scientific community. At the same time, the study is confined by the narrow pool of participants I interviewed over a short period of time. These talented students were all academically successful, articulate, "well-rounded" and in this sense, mature. They typically had strong family support, and they talked about ideas with their parents. Indeed, the students were all capable story-tellers who were anxious to share their experiences publicly. Yet they themselves remind the reader of their struggles to overcome naivete in the lab. By doing so they suggested to me that their experiences might be accessible to a broad range of young men and women; thus this study is a good beginning for further research.

On the potential for using immersive virtual environments to support laboratory experiment contextualisation

Science.gov (United States)

Machet, Tania; Lowe, David; Gütl, Christian

2012-12-01

This paper explores the hypothesis that embedding a laboratory activity into a virtual environment can provide a richer experimental context and hence improve the understanding of the relationship between a theoretical model and the real world, particularly in terms of the model's strengths and weaknesses. While an identified learning objective of laboratories is to support the understanding of the relationship between models and reality, the paper illustrates that this understanding is hindered by inherently limited experiments and that there is scope for improvement. Despite the contextualisation of learning activities having been shown to support learning objectives in many fields, there is traditionally little contextual information presented during laboratory experimentation. The paper argues that the enhancing laboratory activity with contextual information affords an opportunity to improve students' understanding of the relationship between the theoretical model and the experiment (which is effectively a proxy for the complex real world), thereby improving their understanding of the relationship between the model and reality. The authors propose that these improvements can be achieved by setting remote laboratories within context-rich virtual worlds.

Chemistry Students' Challenges in Using MBL's in Science Laboratories.

Science.gov (United States)

Atar, Hakan Yavuz

Understanding students' challenges about using microcomputer based laboratories (MBLs) would provide important data in understanding the appropriateness of using MBLs in high school chemistry laboratories. Identifying students' concerns about this technology will in part help educators identify the obstacles to science learning when using this…

The Colorado Student Space Weather Experiment: A successful student-run scientific spacecraft mission

Science.gov (United States)

Schiller, Q.; Li, X.; Palo, S. E.; Blum, L. W.; Gerhardt, D.

2015-12-01

The Colorado Student Space Weather Experiment is a spacecraft mission developed and operated by students at the University of Colorado, Boulder. The 3U CubeSat was launched from Vandenberg Air Force Base in September 2012. The massively successful mission far outlived its 4 month estimated lifetime and stopped transmitting data after over two years in orbit in December 2014. CSSWE has contributed to 15 scientific or engineering peer-reviewed journal publications. During the course of the project, over 65 undergraduate and graduate students from CU's Computer Science, Aerospace, and Mechanical Engineering Departments, as well as the Astrophysical and Planetary Sciences Department participated. The students were responsible for the design, development, build, integration, testing, and operations from component- to system-level. The variety of backgrounds on this unique project gave the students valuable experience in their own focus area, but also cross-discipline and system-level involvement. However, though the perseverance of the students brought the mission to fruition, it was only possible through the mentoring and support of professionals in the Aerospace Engineering Sciences Department and CU's Laboratory for Atmospheric and Space Physics.

A DNA Fingerprinting Simulation Laboratory for Biology Students: Hands-on Experimentation To Solve a Mock Forensic Problem.

Science.gov (United States)

Palladino, Michael A.; Cosentino, Emily

2001-01-01

Presents an alternative approach to DNA fingerprinting. Demonstrates how undergraduate students can be involved in many aspects of this type of experiment and how DNA fingerprinting experiments can be incorporated into the laboratory curriculum of courses for majors and nonmajors. (NB)

Nitration of Phenols Using Cu(NO[subscript 3])[subscript 2]: Green Chemistry Laboratory Experiment

Science.gov (United States)

Yadav, Urvashi; Mande, Hemant; Ghalsasi, Prasanna

2012-01-01

An easy-to-complete, microwave-assisted, green chemistry, electrophilic nitration method for phenol using Cu(NO[subscript 3])[subscript 2] in acetic acid is discussed. With this experiment, students clearly understand the mechanism underlying the nitration reaction in one laboratory session. (Contains 4 schemes.)

Use of High-Definition Audiovisual Technology in a Gross Anatomy Laboratory: Effect on Dental Students' Learning Outcomes and Satisfaction.

Science.gov (United States)

Ahmad, Maha; Sleiman, Naama H; Thomas, Maureen; Kashani, Nahid; Ditmyer, Marcia M

2016-02-01

Laboratory cadaver dissection is essential for three-dimensional understanding of anatomical structures and variability, but there are many challenges to teaching gross anatomy in medical and dental schools, including a lack of available space and qualified anatomy faculty. The aim of this study was to determine the efficacy of high-definition audiovisual educational technology in the gross anatomy laboratory in improving dental students' learning outcomes and satisfaction. Exam scores were compared for two classes of first-year students at one U.S. dental school: 2012-13 (no audiovisual technology) and 2013-14 (audiovisual technology), and section exams were used to compare differences between semesters. Additionally, an online survey was used to assess the satisfaction of students who used the technology. All 284 first-year students in the two years (2012-13 N=144; 2013-14 N=140) participated in the exams. Of the 140 students in the 2013-14 class, 63 completed the survey (45% response rate). The results showed that those students who used the technology had higher scores on the laboratory exams than those who did not use it, and students in the winter semester scored higher (90.17±0.56) than in the fall semester (82.10±0.68). More than 87% of those surveyed strongly agreed or agreed that the audiovisual devices represented anatomical structures clearly in the gross anatomy laboratory. These students reported an improved experience in learning and understanding anatomical structures, found the laboratory to be less overwhelming, and said they were better able to follow dissection instructions and understand details of anatomical structures with the new technology. Based on these results, the study concluded that the ability to provide the students a clear view of anatomical structures and high-quality imaging had improved their learning experience.

Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students.

Science.gov (United States)

Beach, Dale L; Alvarez, Consuelo J

2015-12-01

Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniques, and information literacy. During the spring semesters of 2014 and 2015, the Synthetic Biology Laboratory Project was delivered to sophomore genetics courses. Using a cloning strategy based on standardized BioBrick genetic "parts," students construct a "reporter plasmid" expressing a reporter gene (GFP) controlled by a hybrid promoter regulated by the lac-repressor protein (lacI). In combination with a "sensor plasmid," the production of the reporter phenotype is inhibited in the presence of a target environmental agent, arabinose. When arabinose is absent, constitutive GFP expression makes cells glow green. But the presence of arabinose activates a second promoter (pBAD) to produce a lac-repressor protein that will inhibit GFP production. Student learning was assessed relative to five learning objectives, using a student survey administered at the beginning (pre-survey) and end (post-survey) of the course, and an additional 15 open-ended questions from five graded Progress Report assignments collected throughout the course. Students demonstrated significant learning gains (p Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses.

Role of Skill Laboratory Training in Medical Education - Students Perspective

International Nuclear Information System (INIS)

Hashim, R.; Qamar, K.; Rehman, S.; Khan, M. A.

2016-01-01

Objective: To evaluate the perceptions of medical students regarding their training utilizing facilities provided in the skill laboratory of a public sector medical college. Study Design: Cross-sectional study. Place and Duration of Study: Army Medical College, Rawalpindi, from October to December 2014. Methodology: Students of final year MBBS who had underwent skill laboratory training were recruited through convenience purposive sampling. Students not exposed to skill laboratory training were excluded. Data collection tool was a questionnaire having 23 questions with responses on Likert Scale as strongly disagree, disagree, agree and strongly agree coded as 1, 2, 3 and 4, respectively. Data was analysed on SPSS version 22. Results: There were 78 (57 percent) male and 59 (43 percent) female students out of 137, with mean age of 22.59 ± 0.74 years. The response rate was 68.5 percent. Cronbach's Alpha test was 0.84 showing high reliability. The mean of sum of all the 23 items was 63.85 ± 8.71, whereas item means was 2.78 ± 0.38, reflecting a high inclination of students towards skill laboratory training. Frequency of students responding in favour of skill laboratory training was significantly high (p < 0.05). Conclusion: Medical students perceived skill laboratory training as a favoured learning strategy as compared to practising on real patients for acquisition of various aspects of clinical skills, knowledge and attitude. (author)

Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum†

Science.gov (United States)

Shapiro, Casey; Moberg-Parker, Jordan; Toma, Shannon; Ayon, Carlos; Zimmerman, Hilary; Roth-Johnson, Elizabeth A.; Hancock, Stephen P.; Levis-Fitzgerald, Marc; Sanders, Erin R.

2015-01-01

This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transfer students to enter research. To fulfill their degree requirements, all majors complete one of two paths in the laboratory program. One path immerses students in scientific discovery experienced through team research projects (course-based undergraduate research experiences, or CUREs) and the other path through a mentored, independent research project (apprentice-based research experiences, or AREs). The bifurcated laboratory curriculum was structured using backwards design to help all students, irrespective of path, achieve specific learning outcomes. Over 1,000 undergraduates enrolled in the curriculum. Self-report survey results indicate that there were no significant differences in affective gains by path. Students conveyed which aspects of the curriculum were critical to their learning and development of research-oriented skills. Students’ interests in biology increased upon completion of the curriculum, inspiring a subset of CURE participants to subsequently pursue further research. A rubric-guided performance evaluation, employed to directly measure learning, revealed differences in learning gains for CURE versus ARE participants, with evidence suggesting a CURE can reduce the achievement gap between high-performing students and their peers. PMID:26751568

Developing Guided Inquiry-Based Student Lab Worksheet for Laboratory Knowledge Course

Science.gov (United States)

Rahmi, Y. L.; Novriyanti, E.; Ardi, A.; Rifandi, R.

2018-04-01

The course of laboratory knowledge is an introductory course for biology students to follow various lectures practicing in the biology laboratory. Learning activities of laboratory knowledge course at this time in the Biology Department, Universitas Negeri Padang has not been completed by supporting learning media such as student lab worksheet. Guided inquiry learning model is one of the learning models that can be integrated into laboratory activity. The study aimed to produce student lab worksheet based on guided inquiry for laboratory knowledge course and to determine the validity of lab worksheet. The research was conducted using research and developmet (R&D) model. The instruments used in data collection in this research were questionnaire for student needed analysis and questionnaire to measure the student lab worksheet validity. The data obtained was quantitative from several validators. The validators consist of three lecturers. The percentage of a student lab worksheet validity was 94.18 which can be categorized was very good.

CATE: A Case Study of an Interdisciplinary Student-Led Microgravity Experiment

Science.gov (United States)

Colwell, J. E.; Dove, A.; Lane, S. S.; Tiller, C.; Whitaker, A.; Lai, K.; Hoover, B.; Benjamin, S.

2015-12-01

The Collisional Accretion Experiment (CATE) was designed, built, and flown on NASA's C-9 parabolic flight airplane in less than a year by an interdisciplinary team of 6 undergraduate students under the supervision of two faculty. CATE was selected in the initial NASA Undergraduate Student Instrument Project (USIP) solicitation in the Fall of 2013, and the experiment flight campaign was in July 2014. The experiment studied collisions between different particle populations at low velocities (sub-m/s) in a vacuum and microgravity to gain insight into processes in the protoplanetary disk and planetary ring systems. Faculty provided the experiment concept and key experiment design parameters, and the student team developed the detailed hardware design for all components, manufactured and tested hardware, operated the experiment in flight, and analyzed data post-flight. Students also developed and led an active social media campaign and education and public outreach campaign to engage local high school students in the project. The ability to follow an experiment through from conception to flight was a key benefit for undergraduate students whose available time for projects such as this is frequently limited to their junior and senior years. Key factors for success of the program included having an existing laboratory infrastructure and experience in developing flight payloads and an intrinsically simple experiment concept. Students were highly motivated, in part, by their sense of technical and scientific ownership of the project, and this engagement was key to the project's success.

Laboratory experiments to test relativistic gravity

International Nuclear Information System (INIS)

Braginsky, V.B.; Caves, C.M.; Thorne, K.S.

1977-01-01

Advancing technology will soon make possible a new class of gravitation experiments: pure laboratory experiments with laboratory sources of non-Newtonian gravity and laboratory detectors. This paper proposes seven such experiments; and for each one it describes, briefly, the dominant sources of noise and the technology required. Three experiments would utilize a high-Q torque balance as the detector. They include (i) an ''Ampere-type'' experiment to measure the gravitational spin-spin coupling of two rotating bodies, (ii) a search for time changes of the gravitation constant, and (iii) a measurement of the gravity produced by magnetic stresses and energy. Three experiments would utilize a high-Q dielectric crystal as the detector. They include (i) a ''Faraday-type'' experiment to measure the ''electric-type'' gravity produced by a time-changing flux of ''magnetic-type'' gravity, (ii) a search for ''preferred-frame'' and ''preferred-orientation'' effects in gravitational coupling, and (iii) a measurement of the gravitational field produced by protons moving in a storage ring at nearly the speed of light. One experiment would use a high-Q toroidal microwave cavity as detector to search for the dragging of inertial frames by a rotating body

Teacher Research Experience Programs = Increase in Student Achievement

Science.gov (United States)

Dubner, J.

2010-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

A Survey on Faculty Perspectives on the Transition to a Biochemistry Course-Based Undergraduate Research Experience Laboratory

Science.gov (United States)

Craig, Paul A.

2017-01-01

It will always remain a goal of an undergraduate biochemistry laboratory course to engage students hands-on in a wide range of biochemistry laboratory experiences. In 2006, our research group initiated a project for "in silico" prediction of enzyme function based only on the 3D coordinates of the more than 3800 proteins "of unknown…

Student perceptions of the clinical laboratory science profession.

Science.gov (United States)

McClure, Karen

2009-01-01

The purpose of this paper is to describe the attitudes and perceptions among college biology and CLS/CLT students. These students were on selected college campuses at Texas universities in Houston, Dallas and the Austin/San Antonio areas for the Spring 2007 semester. Specifically, students were questioned on factors that influence their choice of field of study, career expectations, legislative measures which might be used to attract individuals to the career, and factors that will be required to keep them in the field of practice. This study was part of a larger qualitative study which included exploratory discovery and inductive logic regarding the attitudes of four focus groups in Texas. Focus groups took place on college campuses or in hotel conference rooms. (1) junior/senior-level college biology students and (2) junior/senior-level students currently enrolled in CLS/CLT programs. Focus group discussions using a standard set of questions; group sessions lasted about 45 minutes. This study was a qualitative study which included exploratory discovery and inductive logic regarding the attitudes of two groups in Texas. College biology and CLS/CLT students find the clinical laboratory science profession to be interesting and exciting as a career prospect, however, many do not see themselves remaining in the profession and perceive it does not have good prospects for career advancement. The majority of students must work to support themselves through their college education and would welcome additional grants, scholarships and loan forgiveness programs as incentives to study the clinical laboratory sciences. Students believe that additional recruitment on high school and college campuses is needed to increase the visibility of the field as career choice. The majority of students who are entering the clinical laboratory science profession do not see the profession as their final career choice, but rather a stepping stone to another career field in healthcare or a

Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course

Science.gov (United States)

Evans, Hedeel Guy; Heyl, Deborah L.; Liggit, Peggy

2016-01-01

This biochemistry laboratory course was designed to provide significant learning experiences to expose students to different ways of succeeding as scientists in academia and foster development and improvement of their potential and competency as the next generation of investigators. To meet these goals, the laboratory course employs three…

Computer-based laboratory simulation: evaluations of student perceptions

Directory of Open Access Journals (Sweden)

Norrie S. Edward

1996-12-01

Full Text Available Laboratory experimentation in engineering is an essential part of the three main components in an engineer's formation. The theoretical constructs and models are imparted in lectures and tutorials. Workshop hands-on activity allows the student to acquire an understanding of the interaction of design and manufacture, and the constraints both impose. Characteristics of plant are investigated through experiment, and this aids the learner's understanding of the limitation of models in predicting performance. The learner also gains an appreciation of the nature of errors and of the construction of plant. But while the oil industry has brought prosperity to the North- East, it has also brought unique educational demands: the working arrangements place severe restrictions on part-time student attendance. Technicians work a block of two to four weeks offshore, followed by a similar period of leave. Different companies have different arrangements, and shift-change days.

Dehydration of 2-Methyl-1-Cyclohexanol: New Findings from a Popular Undergraduate Laboratory Experiment

Science.gov (United States)

Friesen, J. Brent; Schretzman, Robert

2011-01-01

The mineral acid-catalyzed dehydration of 2-methyl-1-cyclohexanol has been a popular laboratory exercise in second-year organic chemistry for several decades. The dehydration experiment is often performed by organic chemistry students to illustrate Zaitsev's rule. However, sensitive analytical techniques reveal that the results do not entirely…

Correlation, necessity, and sufficiency: Common errors in the scientific reasoning of undergraduate students for interpreting experiments.

Science.gov (United States)

Coleman, Aaron B; Lam, Diane P; Soowal, Lara N

2015-01-01

Gaining an understanding of how science works is central to an undergraduate education in biology and biochemistry. The reasoning required to design or interpret experiments that ask specific questions does not come naturally, and is an essential part of the science process skills that must be learned for an understanding of how scientists conduct research. Gaps in these reasoning skills make it difficult for students to become proficient in reading primary scientific literature. In this study, we assessed the ability of students in an upper-division biochemistry laboratory class to use the concepts of correlation, necessity, and sufficiency in interpreting experiments presented in a format and context that is similar to what they would encounter when reading a journal article. The students were assessed before and after completion of a laboratory module where necessary vs. sufficient reasoning was used to design and interpret experiments. The assessment identified two types of errors that were commonly committed by students when interpreting experimental data. When presented with an experiment that only establishes a correlation between a potential intermediate and a known effect, students frequently interpreted the intermediate as being sufficient (causative) for the effect. Also, when presented with an experiment that tests only necessity for an intermediate, they frequently made unsupported conclusions about sufficiency, and vice versa. Completion of the laboratory module and instruction in necessary vs. sufficient reasoning showed some promise for addressing these common errors. © 2015 The International Union of Biochemistry and Molecular Biology.

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

Science.gov (United States)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was

laboratory activities and students practical performance

African Journals Online (AJOL)

unesco

as necessary and important, very little justification was given for their .... Chemistry laboratory activities refer to the practical activities which students ..... equations, formulae, definitions, terminology, physical properties, hazards or disposal.

Zero-gravity cloud physics laboratory: Experiment program definition and preliminary laboratory concept studies

Science.gov (United States)

Eaton, L. R.; Greco, E. V.

1973-01-01

The experiment program definition and preliminary laboratory concept studies on the zero G cloud physics laboratory are reported. This program involves the definition and development of an atmospheric cloud physics laboratory and the selection and delineations of a set of candidate experiments that must utilize the unique environment of zero gravity or near zero gravity.

Identifying and Addressing Student Difficulties with the Millikan Oil Drop Experiment

Science.gov (United States)

Klassen, Stephen

2009-05-01

The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved a significant measure of success. The historical background of the oil drop experiment is well established in the literature from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented. Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative research is raised, both from the historical account and from the insights of university physics students who heard the historical account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the perspective of Hodson (Stud Sci Educ 22:85-142, 1993) framework and the students’ own observations. Last, further historical materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop experiment.

Remote Laboratory NetLab for Effective Teaching of 1st Year Engineering Students

Directory of Open Access Journals (Sweden)

Z. Nedic

2007-08-01

Full Text Available Practical skills are important attributes of every engineering graduate. The Internet has provided tertiary education with the opportunity to develop innovative learning environments. The teaching and learning of practical skills has gained a new dimension with the emergence of remote laboratories. The rapidly growing number of remote laboratories (RL worldwide is the evidence that the educational community has recognized their potential to develop into a creative, flexible, engaging, and student-cantered learning environment. Even a brief review of the existing RLs shows a large diversity in their structure, design and implementation. However, not many researchers disclose how their RLs are integrated within their curricula. Therefore, an important question still remains to be answered: how to optimize the design of RLs and their integration in a course curriculum for the best learning outcomes? This problem is particularly important when RLs are used in teaching 1st year students who have limited technical knowledge and practical experience in using real equipment. In this paper we would like to share our experiences with NetLab, an RL developed at the University of South Australia (UniSA for teaching 1st year engineering students and make recommendations for improvements in teaching practices based on it.

Undergraduate Laboratory Experiment: Measuring Matter Antimatter Asymmetries at the Large Hadron Collider

CERN Document Server

Parkes, Chris; Gutierrez, J

2015-01-01

This document is the student manual for a third year undergraduate laboratory experiment at the University of Manchester. This project aims to measure a fundamental difference between the behaviour of matter and antimatter through the analysis of data collected by the LHCb experiment at the Large Hadron Collider. The three-body dmecays $B^\\pm \\rightarrow h^\\pm h^+ h^-$, where $h^\\pm$ is a $\\pi^\\pm$ or $K^\\pm$ are studied. The inclusive matter antimatter asymmetry is calculated, and larger asymmetries are searched for in localized regions of the phase-space.

Teacher Professional Development to Foster Authentic Student Research Experiences

Science.gov (United States)

Conn, K.; Iyengar, E.

2004-12-01

This presentation reports on a new teacher workshop design that encourages teachers to initiate and support long-term student-directed research projects in the classroom setting. Teachers were recruited and engaged in an intensive marine ecology learning experience at Shoals Marine Laboratory, Appledore Island, Maine. Part of the weeklong summer workshop was spent in field work, part in laboratory work, and part in learning experimental design and basic statistical analysis of experimental results. Teachers were presented with strategies to adapt their workshop learnings to formulate plans for initiating and managing authentic student research projects in their classrooms. The authors will report on the different considerations and constraints facing the teachers in their home school settings and teachers' progress in implementing their plans. Suggestions for replicating the workshop will be offered.

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory

Science.gov (United States)

Vadapally, Praveen

instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.

Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

Science.gov (United States)

Ellis, Robert; Weyers, Mark; Hughes, Jane

2013-01-01

This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

Laboratory Activity Worksheet to Train High Order Thinking Skill of Student on Surface Chemistry Lecture

Science.gov (United States)

Yonata, B.; Nasrudin, H.

2018-01-01

A worksheet has to be a set with activity which is help students to arrange their own experiments. For this reason, this research is focused on how to train students’ higher order thinking skills in laboratory activity by developing laboratory activity worksheet on surface chemistry lecture. To ensure that the laboratory activity worksheet already contains aspects of the higher order thinking skill, it requires theoretical and empirical validation. From the data analysis results, it shows that the developed worksheet worth to use. The worksheet is worthy of theoretical and empirical feasibility. This conclusion is based on the findings: 1) Assessment from the validators about the theoretical feasibility aspects in the category is very feasible with an assessment range of 95.24% to 97.92%. 2) students’ higher thinking skill from N Gain values ranges from 0.50 (enough) to 1.00 (high) so it can be concluded that the laboratory activity worksheet on surface chemistry lecture is empirical in terms of worth. The empirical feasibility is supported by the responses of the students in very reasonable categories. It is expected that the laboratory activity worksheet on surface chemistry lecture can train students’ high order thinking skills for students who program surface chemistry lecture.

A Simple LIBS (Laser-Induced Breakdown Spectroscopy) Laboratory Experiment to Introduce Undergraduates to Calibration Functions and Atomic Spectroscopy

Science.gov (United States)

Chinni, Rosemarie C.

2012-01-01

This laboratory experiment introduces students to a different type of atomic spectroscopy: laser-induced breakdown spectroscopy (LIBS). LIBS uses a laser-generated spark to excite the sample; once excited, the elemental emission is spectrally resolved and detected. The students use LIBS to analyze a series of standard synthetic silicate samples…

An "in Silico" DNA Cloning Experiment for the Biochemistry Laboratory

Science.gov (United States)

Elkins, Kelly M.

2011-01-01

This laboratory exercise introduces students to concepts in recombinant DNA technology while accommodating a major semester project in protein purification, structure, and function in a biochemistry laboratory for junior- and senior-level undergraduate students. It is also suitable for forensic science courses focused in DNA biology and advanced…

A Dual Case Study: Students' Perceptions, Self-Efficacy and Understanding of the Nature of Science in Varied Introductory Biology Laboratories

Science.gov (United States)

Quigley, Dena Beth Boans

Since World War II, science education has been at the forefront of curricular reforms. Although the philosophical approach to science education has changed numerous times, the importance of the laboratory has not waned. A laboratory is meant to allow students to encounter scientific concepts in a very real, hands-on way so that they are able to either recreate experiments that have given rise to scientific theories or to use science to understand a new idea. As the interactive portion of science courses, the laboratory should not only reinforce conceptual ideas, but help students to understand the process of science and interest them in learning more about science. However, most laboratories have fallen into a safe pattern having teachers and students follow a scientific recipe, removing the understanding of and interest in science for many participants. In this study, two non-traditional laboratories are evaluated and compared with a traditional laboratory in an effort to measure student satisfaction, self-efficacy, attitudes towards science, and finally their epistemology of the nature of science (NOS). Students in all populations were administered a survey at the beginning and the end of their spring 2016 laboratory, and the survey was a mixture of qualitative questions and quantitative instruments. Overall, students who participated in one of the non-traditional labs rated their satisfaction higher and used affirming supportive statements. They also had significant increases in self-efficacy from pre to post, while the students in the traditional laboratory had a significant decrease. The students in the traditional laboratory had significant changed in attitudes towards science, as did the students in one of the non-traditional laboratories. All students lacked a firm grasp of the tenets of NOS, although one laboratory that includes explicit discussions of NOS saw improvement in at least on tenet. Data for two non-major biology laboratory populations was

Students' Framing of Laboratory Exercises Using Infrared Cameras

Science.gov (United States)

Haglund, Jesper; Jeppsson, Fredrik; Hedberg, David; Schönborn, Konrad J.

2015-01-01

Thermal science is challenging for students due to its largely imperceptible nature. Handheld infrared cameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In the present study, a class of upper secondary technology students (N = 30) partook in four IR-camera laboratory activities, designed around the…

Fluid Mechanics Experiments as a Unifying Theme in the Physics Instrumentation Laboratory Course

Science.gov (United States)

Borrero-Echeverry, Daniel

2017-11-01

We discuss the transformation of a junior-level instrumentation laboratory course from a sequence of cookbook lab exercises to a semester-long, project-based course. In the original course, students conducted a series of activities covering the usual electronics topics (amplifiers, filters, oscillators, logic gates, etc.) and learned basic LabVIEW programming for data acquisition and analysis. Students complained that these topics seemed disconnected and not immediately applicable to ``real'' laboratory work. To provide a unifying theme, we restructured the course around the design, construction, instrumentation of a low-cost Taylor-Couette cell where fluid is sheared between rotating coaxial cylinders. The electronics labs were reworked to guide students from fundamental electronics through the design and construction of a stepper motor driver, which was used to actuate the cylinders. Some of the legacy labs were replaced with a module on computer-aided design (CAD) in which students designed parts for the apparatus, which they then built in the departmental machine shop. Signal processing topics like spectral analysis were introduced in the context of time-series analysis of video data acquired from flow visualization. The course culminated with a capstone project in which students conducted experiments of their own design on a variety of topics in rheology and nonlinear dynamics.

Research Experiences for Science Teachers: The Impact On Their Students

Science.gov (United States)

Dubner, J.

2005-12-01

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

Predoctoral dental students' perceptions and experiences with prosthodontics.

Science.gov (United States)

Dhima, Matilda; Petropoulos, Vicki C; Salinas, Thomas J; Wright, Robert F

2013-02-01

The aims of this study were to: (1) investigate the perceptions and experiences of predoctoral dental students and advanced standing students on mentorship, exposure to prosthodontics, and future need for the specialty, and (2) establish a baseline of students' perceptions of the impact of prosthodontics on salary, personal and patient quality of life, and the profession of dentistry. A survey was distributed to 494 predoctoral and advanced standing students at the University of Pennsylvania School of Dental Medicine. Questions focused on the perceptions and experiences with the specialty of prosthodontics. A total of 410 surveys were analyzed using Chi Square tests and univariate and multivariate analysis with statistical software. Response rate was 83%. A positive initial introduction to prosthodontics was reported by 57% of students. Most students had positive experiences with prosthodontic faculty and enjoyed laboratory work and challenging/complex dentistry. A greater need for prosthodontists in the future was perceived by 82% of respondents, with 63% reporting that the future of prosthodontics had been emphasized. Students reported (1) a preclinical course directed by prosthodontists and (2) working in the clinic with prosthodontic faculty (p salary (7(th) ), personal quality of life (5(th) ), patient quality of life (4(th) ), and strengthening of the dental field (7(th) ). Reasons few students are interested in prosthodontics as a career, despite a positive first introduction and high perceived future need for prosthodontists may be attributed to a number of factors. These include insufficient prosthodontically, trained faculty, lack of a mentorship program, lack of an advanced graduate program, a perception of feeling unprepared upon graduation, and misconception of potential income in prosthodontics. © 2012 by the American College of Prosthodontists.

Impact of an Advanced Cardiac Life Support Simulation Laboratory Experience on Pharmacy Student Confidence and Knowledge.

Science.gov (United States)

Maxwell, Whitney D; Mohorn, Phillip L; Haney, Jason S; Phillips, Cynthia M; Lu, Z Kevin; Clark, Kimberly; Corboy, Alex; Ragucci, Kelly R

2016-10-25

Objective. To assess the impact of an advanced cardiac life support (ACLS) simulation on pharmacy student confidence and knowledge. Design. Third-year pharmacy students participated in a simulation experience that consisted of team roles training, high-fidelity ACLS simulations, and debriefing. Students completed a pre/postsimulation confidence and knowledge assessment. Assessment. Overall, student knowledge assessment scores and student confidence scores improved significantly. Student confidence and knowledge changes from baseline were not significantly correlated. Conversely, a significant, weak positive correlation between presimulation studying and both presimulation confidence and presimulation knowledge was discovered. Conclusions. Overall, student confidence and knowledge assessment scores in ACLS significantly improved from baseline; however, student confidence and knowledge were not significantly correlated.

The Master level optics laboratory at the Institute of Optics

Science.gov (United States)

Adamson, Per

2017-08-01

The master level optics laboratory is a biannual, intensive laboratory course in the fields of geometrical, physical and modern optics. This course is intended for the master level student though Ph.D. advisors which often recommend it to their advisees. The students are required to complete five standard laboratory experiments and an independent project during a semester. The goals of the laboratory experiments are for the students to get hands-on experience setting up optical laboratory equipment, collecting and analyzing data, as well as to communicate key results. The experimental methods, analysis, and results of the standard experiments are submitted in a journal style report, while an oral presentation is given for the independent project.

Utilizing an Artificial Outcrop to Scaffold Learning Between Laboratory and Field Experiences in a College-Level Introductory Geology Course

Science.gov (United States)

Wilson, Meredith

Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate students from a traditional laboratory setting to an authentic field environment. Utilizing an artificial outcrop, called the GeoScene, during an introductory college-level non-majors geology course, the transition was studied. The GeoScene was utilized in this study as an intermediary between laboratory and authentic field based experiences, allowing students to apply traditional laboratory learning in an outdoor environment. The GeoScene represented a faux field environment; outside, more complex and tangible than a laboratory, but also simplified geologically and located safely within the confines of an educational setting. This exploratory study employed a mixed-methods action research design. The action research design allowed for systematic inquiry by the teacher/researcher into how the students learned. The mixed-methods approach garnered several types of qualitative and quantitative data to explore phenomena and support conclusions. Several types of data were collected and analyzed, including: visual recordings of the intervention, interviews, analytic memos, student reflections, field practical exams, and a pre/post knowledge and skills survey, to determine whether the intervention affected student comprehension and interpretation of geologic phenomena in an authentic field environment, and if so, how. Students enrolled in two different sections of the same laboratory course, sharing a common lecture, participated in laboratory exercises implementing experiential learning and constructivist pedagogies that focused on learning the basic geological skills necessary for work in a field environment. These laboratory

A Laboratory Experiment, Based on the Maillard Reaction, Conducted as a Project in Introductory Statistics

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Kravchuk, Olena; Elliott, Antony; Bhandari, Bhesh

2005-01-01

A simple laboratory experiment, based on the Maillard reaction, served as a project in Introductory Statistics for undergraduates in Food Science and Technology. By using the principles of randomization and replication and reflecting on the sources of variation in the experimental data, students reinforced the statistical concepts and techniques…

Coulometric Titration of Ethylenediaminetetraacetate (EDTA) with Spectrophotometric Endpoint Detection: An Experiment for the Instrumental Analysis Laboratory

Science.gov (United States)

Williams, Kathryn R.; Young, Vaneica Y.; Killian, Benjamin J.

2011-01-01

Ethylenediaminetetraacetate (EDTA) is commonly used as an anticoagulant in blood-collection procedures. In this experiment for the instrumental analysis laboratory, students determine the quantity of EDTA in commercial collection tubes by coulometric titration with electrolytically generated Cu[superscript 2+]. The endpoint is detected…

Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

Science.gov (United States)

Gatlin, Todd Adam

interaction of 1) prior experiences, 2) training, 3) beliefs about the nature of knowledge, 4) beliefs about the nature of laboratory work, and 5) involvement in the laboratory setting. Further GTAs' self-images are malleable and susceptible to change through their laboratory teaching experiences. Overall, this dissertation contributes to chemistry education by providing a model useful for exploring GTAs' development of a self-image in laboratory teaching. This work may assist laboratory instructors and coordinators in reconsidering, when applicable, GTA training and support. This work also holds considerable implications for how teaching experiences are conceptualized as part of the chemistry graduate education experience. Findings suggest that appropriate teaching experiences may contribute towards better preparing graduate students for their journey in becoming scientists.

Laboratory 3.0: Manufacturing technologies laboratory virtualization with a student-centred methodology

Directory of Open Access Journals (Sweden)

Albert Fabregat-Sanjuan

2017-06-01

Full Text Available This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning platform has been used. This methodology ensured engaging classes at the same time that provided a useful live feedback for students and teachers. The virtualization of the laboratory was achieved by two different e-learning activities, self-assessment tasks and video clips. These e-learning tools have been used not only to improve the students’ learning but also to enhance their motivation. The results from academic outputs show a significant improvement after the new blended learning method is applied. Moreover, a student satisfaction survey shows the positive impact of the methodology on the students’ engagement and motivation.

Determination of Total Arsenic and Speciation in Apple Juice by Liquid Chromatography-Inductively Coupled Plasma Mass Spectrometry: An Experiment for the Analytical Chemistry Laboratory

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He, Ping; Colon, Luis A.; Aga, Diana S.

2016-01-01

A two-part laboratory experiment was designed for upper-level analytical chemistry students to provide hands-on experience in the use of high performance liquid chromatography (HPLC) for separation and inductively coupled plasma mass spectrometry (ICP-MS) for detection. In the first part of the experiment, the students analyze total arsenic in…

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

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Büşra Özmen

2014-03-01

Full Text Available Programming courses become prominent as one of the courses in which undergraduate students are unsuccessful especially in departments which offer computer education. Students often state that these courses are quite difficult compared to other courses. Therefore, a qualitative phenomenological approach was used to reveal the reasons of the failures of the undergraduate students in programming courses and to examine the difficulties they confronted with programming. In this scope, the laboratory practices of the Internet Programming course were observed in fall term of the 2013-2014 academic year in a university at central Anatolia. Interviews were made with 12 undergraduate students taking this course. Finally, the difficulties students experienced in the programming were determined as programming knowledge, programming skills, understanding semantics of the program, and debugging. Students emphasized that the biggest causes of failure in programming languages are lack of practice, not using algorithms and lack of knowledge. In addition, it was seen that the students who had high programming experience possess higher programming success and self-efficacy related to programming

Development and evaluation of an electronic health record configuration and customization laboratory course for clinical informatics students.

Science.gov (United States)

Mohan, Vishnu; Hersh, William R

2013-01-01

There is a need for informatics educational programs to develop laboratory courses that facilitate hands-on access to an EHR, and allow students to learn and evaluate functionality and configuration options. This is particularly relevant given the diversity of backgrounds of informatics students. We implemented an EHR laboratory course that allowed students to explore an EHR in both inpatient and outpatient clinical environments. The course focused on specific elements of the EHR including order set development, customization, clinical decision support, ancillary services, and billing and coding functionality. Students were surveyed at the end of the course for their satisfaction with the learning experience. We detailed challenges as well as lessons learned after analyzing student evaluations of this course. Features that promote the successful offering of an online EHR course, include (1) using more than one EHR to allow students to compare functionalities, (2) ensuring appropriate course calibration, (3) countering issues specific to EHR usability, and (4) fostering a fertile environment for rich online conversations are discussed.

Experiential learning in control systems laboratories and engineering project management

Science.gov (United States)

Reck, Rebecca Marie

Experiential learning is a process by which a student creates knowledge through the insights gained from an experience. Kolb's model of experiential learning is a cycle of four modes: (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. His model is used in each of the three studies presented in this dissertation. Laboratories are a popular way to apply the experiential learning modes in STEM courses. Laboratory kits allow students to take home laboratory equipment to complete experiments on their own time. Although students like laboratory kits, no previous studies compared student learning outcomes on assignments using laboratory kits with existing laboratory equipment. In this study, we examined the similarities and differences between the experiences of students who used a portable laboratory kit and students who used the traditional equipment. During the 2014- 2015 academic year, we conducted a quasi-experiment to compare students' achievement of learning outcomes and their experiences in the instructional laboratory for an introductory control systems course. Half of the laboratory sections in each semester used the existing equipment, while the other sections used a new kit. We collected both quantitative data and qualitative data. We did not identify any major differences in the student experience based on the equipment they used. Course objectives, like research objectives and product requirements, help provide clarity and direction for faculty and students. Unfortunately, course and laboratory objectives are not always clearly stated. Without a clear set of objectives, it can be hard to design a learning experience and determine whether students are achieving the intended outcomes of the course or laboratory. In this study, I identified a common set of laboratory objectives, concepts, and components of a laboratory apparatus for undergraduate control systems laboratories. During the summer of

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

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Brittany J. Gasper

2013-02-01

Full Text Available Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

Identification of the students' critical thinking skills through biochemistry laboratory work report

Science.gov (United States)

Anwar, Yunita Arian Sani; Senam, Laksono, Endang W.

2017-08-01

This work aims to (1) identify the critical thinking skills of student based on their ability to set up laboratory work reports, and (2) analyze the implementation of biochemistry laboratory work. The method of quantitative content analysis was employed. Quantitative data were in the form of critical thinking skills through the assessment of students' laboratory work reports and questionnaire data. Hoyo rubric was used to measure critical thinking skills with 10 indicators, namely clarity, accuracy, precision, consistency, relevance, evidence, reason, depth, breadth, and fairness. The research sample consisted of 105 students (35 male, 70 female) of Mataram University who took a Biochemistry course and 2 lecturers of Biochemistry course. The results showed students' critical thinking skills through laboratory work reports were still weak. Analysis of the questionnaire showed that three indicators become the biggest problems during the laboratory work implementation, namely, lecturers' involved in laboratory work implementation, the integration of laboratory work implementation of learning in the classroom has not been done optimally and laboratory work implementation as an effort to train critical thinking skills is not optimal yet.

Gravimetric Analysis of Bismuth in Bismuth Subsalicylate Tablets: A Versatile Quantitative Experiment for Undergraduate Laboratories

Science.gov (United States)

Davis, Eric; Cheung, Ken; Pauls, Steve; Dick, Jonathan; Roth, Elijah; Zalewski, Nicole; Veldhuizen, Christopher; Coeler, Joel

2015-01-01

In this laboratory experiment, lower- and upper-division students dissolved bismuth subsalicylate tablets in acid and precipitated the resultant Bi[superscript 3+] in solution with sodium phosphate for a gravimetric determination of bismuth subsalicylate in the tablets. With a labeled concentration of 262 mg/tablet, the combined data from three…

Laboratory Experiments on Low-crested Breakwaters

DEFF Research Database (Denmark)

Kramer, Morten; Zanuttigh, B.; van der Meer, J.W.

2005-01-01

New unique laboratory experiments on low-crested structures (LCSs) have been performed within the DELOS project. The experiments were carried out in three European laboratories aiming at extending and completing existing available information with respect to a wide range of engineering design...... in a wave channel at small scale, and scale effects regarding wave transmission and reflection were studied in a wave channel at a large scale facility. The paper describes the experiments and associated databank with respect to objectives, test program, set-ups and measurements. Results, guidelines...... and recommendations elaborated from the tests are included in the other companion papers of the Coastal Engineering Special Issue on DELOS....

Purification and Characterization of Taq Polymerase: A 9-Week Biochemistry Laboratory Project for Undergraduate Students

Science.gov (United States)

Bellin, Robert M.; Bruno, Mary K.; Farrow, Melissa A.

2010-01-01

We have developed a 9-week undergraduate laboratory series focused on the purification and characterization of "Thermus aquaticus" DNA polymerase (Taq). Our aim was to provide undergraduate biochemistry students with a full-semester continuing project simulating a research-like experience, while having each week's procedure focus on a single…

Urban Field Experiences for Undergraduate Liberal Arts Students: Using Compromised Environments as Living Laboratories

Science.gov (United States)

MacAvoy, S. E.; Knee, K.

2015-12-01

While urban environments may lack the beauty of relatively pristine field sites, they can be used to deliver an effective demonstration of actual environmental damage. Students demanding applied field experiences from their undergraduate environmental science programs can be well served in urban settings. Here, we present strategies for integrating degraded urban systems into the undergraduate field experience. Urban locations provide an opportunity for a different type of local "field-work" than would otherwise be available. In the upper-level undergraduate Environmental Methods class, we relied on a National Park area located a 10-minute walk from campus for most field exercises. Activities included soil analysis, measuring stream flow and water quality parameters, dendrochronology, and aquatic microbe metabolism. In the non-majors class, we make use of our urban location to contrast water quality in parks and highly channelized urban streams. Students spend labs immersed in streams and wetlands heavily impacted by the urban runoff their city generates. Here we share lesson plans and budgets for field activities that can be completed during a class period of 2.5 hours with a $75 course fee, show how these activities help students gain quantitative competency.

Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

Science.gov (United States)

Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

2005-09-01

This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

Effect of a Virtual Chemistry Laboratory on Students' Achievement

Science.gov (United States)

Tatli, Zeynep; Ayas, Alipasa

2013-01-01

It is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement…

Online general pre-laboratory training course for facilitating first year chemical laboratory use

Directory of Open Access Journals (Sweden)

Maria Limniou

2010-03-01

Full Text Available In Chemistry, practical work is a highly demanding process in which students should be well-prepared before and alert during,laboratory sessions. Various general difficulties such as the limited laboratory time and the lack of connections between theoryand practicals often do not allow students to actively participate in the learning process. The aim of this investigation is to studyhow an online general pre-laboratory training course inspired by cognitive load theory influenced the teaching of first yearchemistry students engaged in laboratory work. Two different groups of chemistry students (experimental group (EG andcontrol group (CG from the University of Manchester participated in this investigation. The EG group participated in the onlinepre-laboratory course before entering the laboratory, while the CG group performed the experiments following the traditionalteaching procedure. The comparison of students’ responses to the same assessments of fundamental chemical and basiclaboratory knowledge showed that overall the performance of the EG group of students was higher than that of the CGstudents. Overall, the EG students valued the opportunity to have an online training course. By creating a flexible learningenvironment which included animations, simulations and self-assessments, the general laboratory difficulties were overcome.These interactive learning features gave students the opportunity to engage in independent study, by which restrictions of timeand place were overcome.

Students' Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises.

Science.gov (United States)

Alsharif, Naser Z; Roche, Victoria F; Qi, Yongyue

2016-06-25

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students' self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students' responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them.

Synthesis of Hollow Gold-Silver Alloyed Nanoparticles: A "Galvanic Replacement" Experiment for Chemistry and Engineering Students

Science.gov (United States)

Jenkins, Samir V.; Gohman, Taylor D.; Miller, Emily K.; Chen, Jingyi

2015-01-01

The rapid academic and industrial development of nanotechnology has led to its implementation in laboratory teaching for undergraduate-level chemistry and engineering students. This laboratory experiment introduces the galvanic replacement reaction for synthesis of hollow metal nanoparticles and investigates the optical properties of these…

Drug Synthesis and Analysis on a Dime: A Capstone Medicinal Chemistry Experience for the Undergraduate Biochemistry Laboratory

Science.gov (United States)

Streu, Craig N.; Reif, Randall D.; Neiles, Kelly Y.; Schech, Amanda J.; Mertz, Pamela S.

2016-01-01

Integrative, research-based experiences have shown tremendous potential as effective pedagogical approaches. Pharmaceutical development is an exciting field that draws heavily on organic chemistry and biochemistry techniques. A capstone drug synthesis/analysis laboratory is described where biochemistry students synthesize azo-stilbenoid compounds…

Raising Environmental Awareness through Applied Biochemistry Laboratory Experiments

Science.gov (United States)

Salman Ashraf, S.

2013-01-01

Our environment is under constant pressure and threat from various sources of pollution. Science students, in particular chemistry students, must not only be made aware of these issues, but also be taught that chemistry (and science) can provide solutions to such real-life issues. To this end, a newly developed biochemistry laboratory experiment…

Determination of Mercury in Milk by Cold Vapor Atomic Fluorescence: A Green Analytical Chemistry Laboratory Experiment

Science.gov (United States)

Armenta, Sergio; de la Guardia, Miguel

2011-01-01

Green analytical chemistry principles were introduced to undergraduate students in a laboratory experiment focused on determining the mercury concentration in cow and goat milk. In addition to traditional goals, such as accuracy, precision, sensitivity, and limits of detection in method selection and development, attention was paid to the…

An exciting experiment for pre-engineering and introductory physics students: creating a DC motor using the Lorentz force

International Nuclear Information System (INIS)

Abdul-Razzaq, Wathiq N; Boehm, Manfred H; Bushey, Ryan K

2008-01-01

Introductory physics laboratories have been demonstrated in some instances to be difficult or uninteresting to students at the collegiate level. We have developed a laboratory that introduces the concept of the Lorentz force and allows students to build a non-traditional DC motor out of easily acquired materials. Basic electricity and magnetism concepts are joined together in a simple and enjoyable experiment that allows the students to demonstrate physics at first hand and without the use of complex materials

Students' Written Arguments in General Chemistry Laboratory Investigations

Science.gov (United States)

Choi, Aeran; Hand, Brian; Greenbowe, Thomas

2013-01-01

This study aimed to examine the written arguments developed by college freshman students using the Science Writing Heuristic approach in inquiry-based general chemistry laboratory classrooms and its relationships with students' achievement in chemistry courses. Fourteen freshman students participated in the first year of the study while 19…

Educating Laboratory Science Learners at a Distance Using Interactive Television

Science.gov (United States)

Reddy, Christopher

2014-01-01

Laboratory science classes offered to students learning at a distance require a methodology that allows for the completion of tactile activities. Literature describes three different methods of solving the distance laboratory dilemma: kit-based laboratory experience, computer-based laboratory experience, and campus-based laboratory experience,…

Students' Motivation toward Laboratory Work in Physiology Teaching

Science.gov (United States)

Dohn, Niels Bonderup; Fago, Angela; Overgaard, Johannes; Madsen, Peter Teglberg; Malte, Hans

2016-01-01

The laboratory has been given a central role in physiology education, and teachers report that it is motivating for students to undertake experimental work on live animals or measuring physiological responses on the students themselves. Since motivation is a critical variable for academic learning and achievement, then we must concern ourselves…

Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

Science.gov (United States)

Sesen, Burcin Acar; Tarhan, Leman

2013-01-01

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N =…

The relation between students' communicative moves during laboratory work in physics and outcomes of their actions

Science.gov (United States)

Andersson, J.; Enghag, M.

2017-01-01

In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed.

Microcontroller-based Feedback Control Laboratory Experiments

Directory of Open Access Journals (Sweden)

Chiu Choi

2014-06-01

Full Text Available this paper is a result of the implementation of the recommendations on enhancing hands-on experience of control engineering education using single chip, small scale computers such as microcontrollers. A set of microcontroller-based feedback control experiments was developed for the Electrical Engineering curriculum at the University of North Florida. These experiments provided hands-on techniques that students can utilize in the development of complete solutions for a number of servo control problems. Significant effort was devoted to software development of feedback controllers and the associated signal conditioning circuits interfacing between the microcontroller and the physical plant. These experiments have stimulated the interest of our students in control engineering.

Nursing students' experiences with the use of authentic assessment rubric and case approach in the clinical laboratories.

Science.gov (United States)

Wu, Xi Vivien; Heng, Mary Anne; Wang, Wenru

2015-04-01

One current challenge for nurse educators is to examine effective nursing assessment tools which integrate nursing knowledge into practice. Authentic assessment allows nursing students to apply knowledge to real-life experiences. Contextualized cases have engaged students for preparation of diverse clinical situations and develop critical thinking skills. This study aimed to explore nursing students' experiences and learning outcomes with the use of an authentic assessment rubric and a case approach. An exploratory qualitative approach using focus-group discussions and an open-ended survey was adopted. Sixteen nursing students participated in three focus-group discussions and 39 nursing students completed an open-ended survey. Nursing students noted that an authentic assessment rubric with a case approach provided clarity for their learning goals; built confidence; developed knowledge, skill competencies and critical thinking skills; increased awareness of caring attributes and communication skills; and enriched and extended learning through self-, peer- and teacher-assessments. These findings provide rich insights for nurse educators and curriculum developers in the use of an authentic assessment rubric and a case approach in nursing education. Copyright © 2014 Elsevier Ltd. All rights reserved.

Laboratory Experiments and their Applicability

OpenAIRE

Steinhaus, Thomas; Jahn, Wolfram

2007-01-01

In conjunction with the Dalmarnock Fire Tests a series of laboratory tests have been conducted at the BRE Centre for Fire Safety Engineering at the University of Edinburgh (UoE) in support of the large scale tests. These were conducted prior to and post the tests in Dalmarnock. Before the tests, ignition experiments were carried out in the laboratory to ensure flame spread from the wastepaper basket to the sofa. The later series of lab tests comprised of small scale cone calori...

Student Attitudes towards Laboratory Exercises in Medical Biochemistry.

Science.gov (United States)

Cronholm, Tomas; Hoog, Jan-Olov; Martenson, Dick

2000-01-01

Examines student attitudes towards biochemical experiments and their effect on student learning. Finds that biochemical experiments in the medical curriculum are valuable, but efforts should be directed more towards the development of students' attitudes and approaches to the exercise. (Author/CCM)

An educational laboratory virtual instrumentation suite assisted experiment for studying fundamentals of series resistance-inductance-capacitance circuit

Science.gov (United States)

Rana, K. P. S.; Kumar, Vineet; Mendiratta, Jatin

2017-11-01

One of the most elementary concepts in freshmen Electrical Engineering subject comprises the Resistance-Inductance-Capacitance (RLC) circuit fundamentals, that is, their time and frequency domain responses. For a beginner, generally, it is difficult to understand and appreciate the step and the frequency responses, particularly the resonance. This paper proposes a student-friendly teaching and learning approach by inculcating the multifaceted versatile software LabVIEWTM along with the educational laboratory virtual instrumentation suite hardware, for studying the RLC circuit time and frequency domain responses. The proposed approach has offered an interactive laboratory experiment where students can model circuits in simulation and hardware circuits on prototype board, and then compare their performances. The theoretical simulations and the obtained experimental data are found to be in very close agreement, thereby enhancing the conviction of students. Finally, the proposed methodology was also subjected to the assessment of learning outcomes based on student feedback, and an average score of 8.05 out of 10 with a standard deviation of 0.471 was received, indicating the overall satisfaction of the students.

Cooperative learning effects on teamwork attitudes in clinical laboratory science students.

Science.gov (United States)

Laatsch, Linda; Britton, Lynda; Keating, Susan; Kirchner, Phyllis; Lehman, Don; Madsen-Myers, Karen; Milson, Linda; Otto, Catherine; Spence, Libby

2005-01-01

To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself. This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants. One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method. Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples. No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL. Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

Critical experiments at Sandia National Laboratories

International Nuclear Information System (INIS)

Harms, G.A.; Ford, J.T.; Barber, A.D.

2011-01-01

Sandia National Laboratories (SNL) has conducted radiation effects testing for the Department of Energy (DOE) and other contractors supporting the DOE since the 1960's. Over this period, the research reactor facilities at Sandia have had a primary mission to provide appropriate nuclear radiation environments for radiation testing and qualification of electronic components and other devices. The current generation of reactors includes the Annular Core Research Reactor (ACRR), a water-moderated pool-type reactor, fueled by elements constructed from UO2-BeO ceramic fuel pellets, and the Sandia Pulse Reactor III (SPR-III), a bare metal fast burst reactor utilizing a uranium-molybdenum alloy fuel. The SPR-III is currently defueled. The SPR Facility (SPRF) has hosted a series of critical experiments. A purpose-built critical experiment was first operated at the SPRF in the late 1980's. This experiment, called the Space Nuclear Thermal Propulsion Critical Experiment (CX), was designed to explore the reactor physics of a nuclear thermal rocket motor. This experiment was fueled with highly-enriched uranium carbide fuel in annular water-moderated fuel elements. The experiment program was completed and the fuel for the experiment was moved off-site. A second critical experiment, the Burnup Credit Critical Experiment (BUCCX) was operated at Sandia in 2002. The critical assembly for this experiment was based on the assembly used in the CX modified to accommodate low-enriched pin-type fuel in water moderator. This experiment was designed as a platform in which the reactivity effects of specific fission product poisons could be measured. Experiments were carried out on rhodium, an important fission product poison. The fuel and assembly hardware for the BUCCX remains at Sandia and is available for future experimentation. The critical experiment currently in operation at the SPRF is the Seven Percent Critical Experiment (7uPCX). This experiment is designed to provide benchmark

Critical experiments at Sandia National Laboratories

Energy Technology Data Exchange (ETDEWEB)

Harms, G.A.; Ford, J.T.; Barber, A.D., E-mail: gaharms@sandia.gov [Sandia National Laboratories, Albuquerque, NM (United States)

2011-07-01

Sandia National Laboratories (SNL) has conducted radiation effects testing for the Department of Energy (DOE) and other contractors supporting the DOE since the 1960's. Over this period, the research reactor facilities at Sandia have had a primary mission to provide appropriate nuclear radiation environments for radiation testing and qualification of electronic components and other devices. The current generation of reactors includes the Annular Core Research Reactor (ACRR), a water-moderated pool-type reactor, fueled by elements constructed from UO2-BeO ceramic fuel pellets, and the Sandia Pulse Reactor III (SPR-III), a bare metal fast burst reactor utilizing a uranium-molybdenum alloy fuel. The SPR-III is currently defueled. The SPR Facility (SPRF) has hosted a series of critical experiments. A purpose-built critical experiment was first operated at the SPRF in the late 1980's. This experiment, called the Space Nuclear Thermal Propulsion Critical Experiment (CX), was designed to explore the reactor physics of a nuclear thermal rocket motor. This experiment was fueled with highly-enriched uranium carbide fuel in annular water-moderated fuel elements. The experiment program was completed and the fuel for the experiment was moved off-site. A second critical experiment, the Burnup Credit Critical Experiment (BUCCX) was operated at Sandia in 2002. The critical assembly for this experiment was based on the assembly used in the CX modified to accommodate low-enriched pin-type fuel in water moderator. This experiment was designed as a platform in which the reactivity effects of specific fission product poisons could be measured. Experiments were carried out on rhodium, an important fission product poison. The fuel and assembly hardware for the BUCCX remains at Sandia and is available for future experimentation. The critical experiment currently in operation at the SPRF is the Seven Percent Critical Experiment (7uPCX). This experiment is designed to provide

The Effect of Chemistry Laboratory Activities on Students' Chemistry Perception and Laboratory Anxiety Levels

Science.gov (United States)

Aydogdu, Cemil

2017-01-01

Chemistry lesson should be supported with experiments to understand the lecture effectively. For safety laboratory environment and to prevent laboratory accidents; chemical substances' properties, working principles for chemical substances' usage should be learnt. Aim of the present study was to analyze the effect of experiments which depend on…

Full-participation of students with physical disabilities in science and engineering laboratories.

Science.gov (United States)

Jeannis, Hervens; Joseph, James; Goldberg, Mary; Seelman, Katherine; Schmeler, Mark; Cooper, Rory A

2018-02-01

To conduct a literature review identifying barriers and facilitators students with physical disabilities (SwD-P) may encounter in science and engineering (S&E) laboratories. Publications were identified from 1991 to 2015 in ERIC, web of science via web of knowledge, CINAHL, SCOPUS, IEEEXplore, engineering village, business source complete and PubMed databases using search terms and synonyms for accommodations, advanced manufacturing, additive manufacturing, assistive technology (AT), barriers, engineering, facilitators, instructor, laboratory, STEM education, science, students with disabilities and technology. Twenty-two of the 233 publications that met the review's inclusion criteria were examined. Barriers and facilitators were grouped based on the international classification of functioning, disability and health framework (ICF). None of the studies directly found barriers or facilitators to SwD-P in science or engineering laboratories within postsecondary environments. The literature is not clear on the issues specifically related to SwD-P. Given these findings, further research (e.g., surveys or interviews) should be conducted to identify more details to obtain more substantial information on the barriers that may prevent SwD-P from fully participating in S&E instructional laboratories. Implications for Rehabilitation Students with disabilities remain underrepresented going into STEM careers. A need exist to help uncover barriers students with disabilities encounter in STEM laboratory. Environments. Accommodations and strategies that facilitate participation in STEM laboratory environments are promising for students with disabilities.

Development of performance assessment instrument based contextual learning for measuring students laboratory skills

Science.gov (United States)

Susilaningsih, E.; Khotimah, K.; Nurhayati, S.

2018-04-01

The assessment of laboratory skill in general hasn’t specific guideline in assessment, while the individual assessment of students during a performance and skill in performing laboratory is still not been observed and measured properly. Alternative assessment that can be used to measure student laboratory skill is use performance assessment. The purpose of this study was to determine whether the performance assessment instrument that the result of research can be used to assess basic skills student laboratory. This research was conducted by the Research and Development. The result of the data analysis performance assessment instruments developed feasible to implement and validation result 62.5 with very good categories for observation sheets laboratory skills and all of the components with the very good category. The procedure is the preliminary stages of research and development stages. Preliminary stages are divided in two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) development of the type instrument, 2) validation by an expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The instrument included in the category of effective because 26 from 29 students have very high laboratory skill and high laboratory skill. The research of performance assessment instrument is standard and can be used to assess basic skill student laboratory.

HUMAN RELATIONS LABORATORY TRAINING STUDENT NOTEBOOK.

Science.gov (United States)

Springport High School, MI.

THE MAJOR OBJECTIVE OF THIS NOTEBOOK IS TO HELP THOSE STUDENTS INTERESTED IN TAKING PART IN THE SPRINGPORT HIGH SCHOOL HUMAN RELATIONS TRAINING LABORATORIES TO BETTER UNDERSTAND THEMSELVES, SOCIETY, AND HUMAN EMOTIONS SO THAT THEY MAY DEVELOP SOCIALLY AND EMOTIONALLY. THE SUBJECT MATTER OF THE NOTEBOOK IS DIVIDED INTO FOUR MAJOR AREAS--(1)…

The Binary System Laboratory Activities Based on Students Mental Model

Science.gov (United States)

Albaiti, A.; Liliasari, S.; Sumarna, O.; Martoprawiro, M. A.

2017-09-01

Generic science skills (GSS) are required to develop student conception in learning binary system. The aim of this research was to know the improvement of students GSS through the binary system labotoratory activities based on their mental model using hypothetical-deductive learning cycle. It was a mixed methods embedded experimental model research design. This research involved 15 students of a university in Papua, Indonesia. Essay test of 7 items was used to analyze the improvement of students GSS. Each items was designed to interconnect macroscopic, sub-microscopic and symbolic levels. Students worksheet was used to explore students mental model during investigation in laboratory. The increase of students GSS could be seen in their N-Gain of each GSS indicators. The results were then analyzed descriptively. Students mental model and GSS have been improved from this study. They were interconnect macroscopic and symbolic levels to explain binary systems phenomena. Furthermore, they reconstructed their mental model with interconnecting the three levels of representation in Physical Chemistry. It necessary to integrate the Physical Chemistry Laboratory into a Physical Chemistry course for effectiveness and efficiency.

An approach to Poiseuille's law in an undergraduate laboratory experiment

International Nuclear Information System (INIS)

Sianoudis, I A; Drakaki, E

2008-01-01

The continuous growth of computer and sensor technology allows many researchers to develop simple modifications and/or refinements to standard educational experiments, making them more attractive and comprehensible to students and thus increasing their educational impact. In the framework of this approach, the present study proposes an alternative experimental setup, which allows the confirmation of Hagen-Poiseuille's law, governing the flow of real fluids through tubes, a law with numerous important applications in both technology and medicine. In the proposed educational procedure, experimental measurements of fluid outflow are performed with the use of a motion sensor and a suitable computer program, allowing the determination of both the hydrostatic pressure and the flow rate. The dependence of the flow rate on parameters such as viscosity of the fluid, length and radius of the tube and the pressure difference between the ends of the tube are also studied, providing a laboratory activity which is useful and attractive for first year students, especially those of technologically oriented departments

The Johns Hopkins Hunterian Laboratory Philosophy: Mentoring Students in a Scientific Neurosurgical Research Laboratory.

Science.gov (United States)

Tyler, Betty M; Liu, Ann; Sankey, Eric W; Mangraviti, Antonella; Barone, Michael A; Brem, Henry

2016-06-01

After over 50 years of scientific contribution under the leadership of Harvey Cushing and later Walter Dandy, the Johns Hopkins Hunterian Laboratory entered a period of dormancy between the 1960s and early 1980s. In 1984, Henry Brem reinstituted the Hunterian Neurosurgical Laboratory, with a new focus on localized delivery of therapies for brain tumors, leading to several discoveries such as new antiangiogenic agents and Gliadel chemotherapy wafers for the treatment of malignant gliomas. Since that time, it has been the training ground for 310 trainees who have dedicated their time to scientific exploration in the lab, resulting in numerous discoveries in the area of neurosurgical research. The Hunterian Neurosurgical Laboratory has been a unique example of successful mentoring in a translational research environment. The laboratory's philosophy emphasizes mentorship, independence, self-directed learning, creativity, and people-centered collaboration, while maintaining productivity with a focus on improving clinical outcomes. This focus has been served by the diverse backgrounds of its trainees, both in regard to educational status as well as culturally. Through this philosophy and strong legacy of scientific contribution, the Hunterian Laboratory has maintained a positive and productive research environment that supports highly motivated students and trainees. In this article, the authors discuss the laboratory's training philosophy, linked to the principles of adult learning (andragogy), as well as the successes and the limitations of including a wide educational range of students in a neurosurgical translational laboratory and the phenomenon of combining clinical expertise with rigorous scientific training.

Estimating the Analytical and Surface Enhancement Factors in Surface-Enhanced Raman Scattering (SERS): A Novel Physical Chemistry and Nanotechnology Laboratory Experiment

Science.gov (United States)

Pavel, Ioana E.; Alnajjar, Khadijeh S.; Monahan, Jennifer L.; Stahler, Adam; Hunter, Nora E.; Weaver, Kent M.; Baker, Joshua D.; Meyerhoefer, Allie J.; Dolson, David A.

2012-01-01

A novel laboratory experiment was successfully implemented for undergraduate and graduate students in physical chemistry and nanotechnology. The main goal of the experiment was to rigorously determine the surface-enhanced Raman scattering (SERS)-based sensing capabilities of colloidal silver nanoparticles (AgNPs). These were quantified by…

Developing a Novel USB-PLC Controller for a Mechatronics Cloud Laboratory

Directory of Open Access Journals (Sweden)

Wen-Jye Shyr

2013-04-01

Full Text Available This study proposes the development and implementation of a novel Universal Serial Bus (USB-Programmable Logic Controller (PLC, called a USB-PLC controller, for a mechatronics cloud laboratory. The aim of a mechatronics cloud laboratory is to provide state of the art research quality equipment to students, allowing them to conduct hands-on experiments via the Internet. One objective of the cloud laboratory is to not only provide equipment for conducting set experiments, but also to provide a means for students to access research equipment in order to conduct individual research experiments. The proposed controller for these cloud laboratory experiments has been chosen in order to expose the students to as many different engineering and technology disciplines as possible.

Multiweek cell culture project for use in upper-level biology laboratories.

Science.gov (United States)

Marion, Rebecca E; Gardner, Grant E; Parks, Lisa D

2012-06-01

This article describes a laboratory protocol for a multiweek project piloted in a new upper-level biology laboratory (BIO 426) using cell culture techniques. Human embryonic kidney-293 cells were used, and several culture media and supplements were identified for students to design their own experiments. Treatments included amino acids, EGF, caffeine, epinephrine, heavy metals, and FBS. Students researched primary literature to determine their experimental variables, made their own solutions, and treated their cells over a period of 2 wk. Before this, a sterile technique laboratory was developed to teach students how to work with the cells and minimize contamination. Students designed their experiments, mixed their solutions, seeded their cells, and treated them with their control and experimental media. Students had the choice of manipulating a number of variables, including incubation times, exposure to treatment media, and temperature. At the end of the experiment, students observed the effects of their treatment, harvested and dyed their cells, counted relative cell numbers in control and treatment flasks, and determined the ratio of living to dead cells using a hemocytometer. At the conclusion of the experiment, students presented their findings in a poster presentation. This laboratory can be expanded or adapted to include additional cell lines and treatments. The ability to design and implement their own experiments has been shown to increase student engagement in the biology-related laboratory activities as well as develop the critical thinking skills needed for independent research.

A Kinetic Experiment for the Biochemistry Laboratory.

Science.gov (United States)

Palmer, Richard E.

1986-01-01

Discusses the use of specific reactions of metabolic pathways to make measurements in the laboratory. Describes an adaptation of an experiment used in undergraduate biochemistry laboratories involving the induction of an enzyme in E. coli, as well as its partial purification and characterization. (TW)

An optoelectronic detecting based environment perception experiment for primer students using multiple-layer laser scanner

Science.gov (United States)

Wang, Shifeng; Wang, Rui; Zhang, Pengfei; Dai, Xiang; Gong, Dawei

2017-08-01

One of the motivations of OptoBot Lab is to train primer students into qualified engineers or researchers. The series training programs have been designed by supervisors and implemented with tutoring for students to test and practice their knowledge from textbooks. An environment perception experiment using a 32 layers laser scanner is described in this paper. The training program design and laboratory operation is introduced. The four parts of the experiments which are preparation, sensor calibration, 3D space reconstruction, and object recognition, are the participating students' main tasks for different teams. This entire program is one of the series training programs that play significant role in establishing solid research skill foundation for opto-electronic students.

Enhancing Hispanic Minority Undergraduates' Botany Laboratory Experiences: Implementation of an Inquiry-Based Plant Tissue Culture Module Exercise

Science.gov (United States)

Siritunga, Dimuth; Navas, Vivian; Diffoot, Nanette

2012-01-01

Early involvement of students in hands-on research experiences are known to demystify research and promote the pursuit of careers in science. But in large enrollment departments such opportunities for undergraduates to participate in research are rare. To counteract such lack of opportunities, inquiry-based laboratory module in plant tissue…

Professor Created On-line Biology Laboratory Course

Science.gov (United States)

Bowman, Arthur W.

2010-01-01

This paper will share the creation, implementation, and modification of an online college level general biology laboratory course offered for non-science majors as a part of a General Education Curriculum. The ability of professors to develop quality online laboratories will address a growing need in Higher Education as more institutions combine course sections and look for suitable alternative course delivery formats due to declining departmental budgets requiring reductions in staffing, equipment, and supplies. Also, there is an equal or greater need for more professors to develop the ability to create online laboratory experiences because many of the currently available online laboratory course packages from publishers do not always adequately parallel on-campus laboratory courses, or are not as aligned with the companion lecture sections. From a variety of scientific simulation and animation web sites, professors can easily identify material that closely fit the specific needs of their courses, instructional environment, and students that they serve. All too often, on-campus laboratory courses in the sciences provide what are termed confirmation experiences that do NOT allow students to experience science as would be carried out by scientists. Creatively developed online laboratory experiences can often provide the type of authentic investigative experiences that are not possible on-campus due to the time constraints of a typical two-hour, once-per-week-meeting laboratory course. In addition, online laboratory courses can address issues related to the need for students to more easily complete missing laboratory assignments, and to have opportunities to extend introductory exercises into more advanced undertakings where a greater sense of scientific discovery can be experienced. Professors are strongly encourages to begin creating online laboratory exercises for their courses, and to consider issues regarding assessment, copyrights, and Intellectual Property

Design of simulated nuclear electronics laboratory experiments based on IAEA-TECDOC-530 on pcs

International Nuclear Information System (INIS)

Ghousia, S.F.; Nadeem, M.; Khaleeq, M.T.

2002-05-01

In this IAEA project, PK-11089 (Design of Simulated Nuclear Electronics Laboratory Experiments based on IAEA-TECDOC-530 on PCs), a software package consisting of Computer-Simulated Laboratory Experiments on Nuclear Electronics compatible with the IAEA-TECDOC-530 (Nuclear Electronics Laboratory Manual) has been developed in OrCAD 9.0 (an electronic circuit simulation software environment) as a self-training aid. The software process model employed in this project is the Feedback Waterfall model with some Rapid Application Model. The project work is completed in the five phases of the SDLC, (all of them have been fully completed) which includes the Requirement Definition, Phase, System and Software Design, Implementation and Unit testing, Integration and System-testing phase and the Operation and Maintenance phase. A total of 125 circuits are designed in 39 experiments from Power Supplies, Analog circuits, Digital circuits and Multi-channel analyzer sections. There is another set of schematic designs present in the package, which contains faulty circuits. This set is designed for the learners to exercise the troubleshooting. The integration and system-testing phase was carried out simultaneously. The Operation and Maintenance phase has been implemented by accomplishing it through some trainees and some undergraduate engineering students by allowing them to play with the software independently. (author)

Safety Teams: An Approach to Engage Students in Laboratory Safety

Science.gov (United States)

Alaimo, Peter J.; Langenhan, Joseph M.; Tanner, Martha J.; Ferrenberg, Scott M.

2010-01-01

We developed and implemented a yearlong safety program into our organic chemistry lab courses that aims to enhance student attitudes toward safety and to ensure students learn to recognize, demonstrate, and assess safe laboratory practices. This active, collaborative program involves the use of student "safety teams" and includes…

Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study.

Science.gov (United States)

Houghton, Catherine E; Casey, Dympna; Shaw, David; Murphy, Kathy

2012-08-01

The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice. This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there. Qualitative multiple case study design. Five case study sites. Interviewees (n=58) included academic staff, clinical staff and nursing students. Semi-structured interviews. The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned. The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained. Copyright © 2011 Elsevier Ltd. All rights reserved.

Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory

Science.gov (United States)

Ketpichainarong, Watcharee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-01-01

This study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students' achievements and attitude: conceptual understanding test, concept mapping, students' documents, CLES questionnaire, students' self reflection, and…

Known structure, unknown function: An inquiry‐based undergraduate biochemistry laboratory course

Science.gov (United States)

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.

2015-01-01

Abstract Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry‐ and research‐based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year‐long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three‐dimensional structure. The first half of the course is inquiry‐based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 43(4):245–262, 2015. PMID:26148241

Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course.

Science.gov (United States)

Gray, Cynthia; Price, Carol W; Lee, Christopher T; Dewald, Alison H; Cline, Matthew A; McAnany, Charles E; Columbus, Linda; Mura, Cameron

2015-01-01

Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year-long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three-dimensional structure. The first half of the course is inquiry-based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

Modernisation of the intermediate physics laboratory

Science.gov (United States)

Kontro, Inkeri; Heino, Olga; Hendolin, Ilkka; Galambosi, Szabolcs

2018-03-01

The intermediate laboratory courses at the Department of Physics, University of Helsinki, were reformed using desired learning outcomes as the basis for design. The reformed laboratory courses consist of weekly workshops and small-group laboratory sessions. Many of the laboratory exercises are open-ended and have several possible ways of execution. They were designed around affordable devices, to allow for the purchase of multiple sets of laboratory equipment. This allowed students to work on the same problems simultaneously. Thus, it was possible to set learning goals which build on each other. Workshop sessions supported the course by letting the students solve problems related to conceptual and technical aspects of each laboratory exercise. The laboratory exercises progressed biweekly to allow for iterative problem solving. Students reached the learning goals well and the reform improved student experiences. Neither positive or negative changes in expert-like attitudes towards experimental physics (measured by E-CLASS questionnaire) were observed.

Laboratory Experiments on Low-crested Breakwaters

DEFF Research Database (Denmark)

Kramer, Morten Mejlhede; Zanuttigh, B.; van der Meer, J. W.

2004-01-01

The ducument describe 3D tests at scale 1:20 performed in the Laboratory at Department of Civil Engineering, Aalborg University.The wave obliquity was one of the main parameters, which were studied in the wave basin experiments. The experiments provide unique information about the influences...... of this parameter where almost no research has been done before....

The ATLAS Experiment Laboratory - Overview

International Nuclear Information System (INIS)

Malecki, P.

1999-01-01

Full text: ATLAS Experiment Laboratory has been created by physicists and engineers preparing a research programme and detector for the LHC collider. This group is greatly supported by members of other Departments taking also part (often full time) in the ATLAS project. These are: J. Blocki, J. Godlewski, Z. Hajduk, P. Kapusta, B. Kisielewski, W. Ostrowicz, E. Richter-Was, and M. Turala. Our ATLAS Laboratory realizes its programme in very close collaboration with the Faculty of Physics and Nuclear Technology of the University of Mining and Metallurgy. ATLAS, A Toroidal LHC ApparatuS Collaboration groups about 1700 experimentalists from about 150 research institutes. This apparatus, a huge system of many detectors, which are technologically very advanced, is going to be ready by 2005. With the start of the 2 x 7 TeV LHC collider ATLAS and CMS (the sister experiment at LHC) will begin their fascinating research programme at beam energies and intensities which have never been exploited. (author)

CSI flight experiment projects of the Naval Research Laboratory

Science.gov (United States)

Fisher, Shalom

1993-02-01

The Naval Research Laboratory (NRL) is involved in an active program of CSI flight experiments. The first CSI flight experiment of the Naval Research Laboratory, the Low Power Atmospheric Compensation Experiment (LACE) dynamics experiment, has successfully measured vibrations of an orbiting satellite with a ground-based laser radar. The observations, made on January 7, 8 and 10, 1991, represent the first ever measurements of this type. In the tests, a narrowband heterodyne CO2 laser radar, operating at a wavelength of 10.6 microns, detected vibration induced differential-Doppler signatures of the LACE satellite. Power spectral densities of forced oscillations and modal frequencies and damping rates of free-damped vibrations were obtained and compared with finite element structural models of the LACE system. Another manifested flight experiment is the Advanced Controls Technology Experiment (ACTEX) designed to demonstrate active and passive damping with piezo-electric (PZT) sensors and actuators. This experiment was developed under the management of the Air Force Phillips Laboratory with integration of the experiment at NRL. It is to ride as a secondary, or 'piggyback,' experiment on a future Navy satellite.

Known structure, unknown function: An inquiry?based undergraduate biochemistry laboratory course

OpenAIRE

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.; Columbus, Linda; Mura, Cameron

2015-01-01

Abstract Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry? and research?based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year?long undergraduate biochemistry laboratory curriculum wherein students determine...

Use and Acceptance of Information and Communication Technology Among Laboratory Science Students

Science.gov (United States)

Barnes, Brenda C.

Online and blended learning platforms are being promoted within laboratory science education under the assumption that students have the necessary skills to navigate online and blended learning environments. Yet little research has examined the use of information and communication technology (ICT) among the laboratory science student population. The purpose of this correlational, survey research study was to explore factors that affect use and acceptance of ICT among laboratory science students through the theoretical lens of the unified theory of acceptance and use of technology (UTAUT) model. An electronically delivered survey drew upon current students and recent graduates (within 2 years) of accredited laboratory science training programs. During the 4 week data collection period, 168 responses were received. Results showed that the UTAUT model did not perform well within this study, explaining 25.2% of the variance in use behavior. A new model incorporating attitudes toward technology and computer anxiety as two of the top variables, a model significantly different from the original UTAUT model, was developed that explained 37.0% of the variance in use behavior. The significance of this study may affect curriculum design of laboratory science training programs wanting to incorporate more teaching techniques that use ICT-based educational delivery, and provide more options for potential students who may not currently have access to this type of training.

Remote Experiments in Control Engineering Education Laboratory

Directory of Open Access Journals (Sweden)

Milica B Naumović

2008-05-01

Full Text Available This paper presents Automatic Control Engineering Laboratory (ACEL - WebLab, an under-developed, internet-based remote laboratory for control engineering education at the Faculty of Electronic Engineering in Niš. Up to now, the remote laboratory integrates two physical systems (velocity servo system and magnetic levitation system and enables some levels of measurement and control. To perform experiments in ACEL-WebLab, the "LabVIEW Run Time Engine"and a standard web browser are needed.

TIT reactor laboratory course using JAERI and PNC large experimental facilities

International Nuclear Information System (INIS)

Sekimoto, Hiroshi; Obara, Toru; Ohtani, Nobuo.

1995-01-01

This report is presented on a reactor laboratory course for graduate students using large facilities in national laboratories in Japan. A reactor laboratory course is offered every summer since 1990 for all graduate students in the Nuclear Engineering Course in Tokyo Institute of Technology (TIT), where the students can choose one of the experiments prepared at Japan Atomic Energy Research Institute (JAERI), Power Reactor and Nuclear Fuel Development Corporation (PNC) and Research Reactor Institute, Kyoto University (KUR). Both JAERI and PNC belong to Science and Technology Agency (STA). This is the first university curriculum of nuclear engineering using the facilities owned by the STA laboratories. This type of collaboration is promoted in the new Long-Term Program for Research, Development and Utilization of Nuclear Energy adopted by Atomic Energy Commission. Most students taking this course reported that they could learn so much about reactor physics and engineering in this course and the experiment done in large laboratory was a very good experience for them. (author)

Students' Perceptions of a Project-Based Organic Chemistry Laboratory Environment: A Phenomenographic Approach

Science.gov (United States)

Burrows, Nikita L.; Nowak, Montana K.; Mooring, Suazette R.

2017-01-01

Students can perceive the laboratory environment in a variety of ways that can affect what they take away from the laboratory course. This qualitative study characterizes undergraduate students' perspectives of a project-based Organic Chemistry laboratory using the theoretical framework of phenomenography. Eighteen participants were interviewed in…

From traditional lab protocols to a Guided Inquiry Based approach: an experience for Biotechnology students at the European University of Madrid

Directory of Open Access Journals (Sweden)

Rocío González Soltero

2013-11-01

Full Text Available Current conventional laboratory sessions for science undergraduate students are currently reported to fail in developing research competences. However, authentic research experiences, in and out of the laboratory, are becoming more common in introductory undergraduate science programs after the implantation of The Bologna Process. Project-based learning (PBL experiences based on inquiry-based protocols could be used to help students to identify and analyze the information they need to move into complex problems. Inquiry-based courses have been described in the past, where students participate in semester-long guided research projects focused in specific learning objectives (Hatfull et al. 2006; Call et al., 2007; Lopatto et al., 2008. During this last academic year we have designed a PBL model that provides an active learning laboratory experience based on an inquiry-based protocol for 2nd year Biotechnology students. We have designed a modular molecular genetics course that includes bioinformatics and molecular biology lab sessions. In both modules, students had the opportunity to conduct in collaborative groups different research projects about a central theme in molecular biology: the cell cycle. As they were responsible of their own projects, they becoming practicing scientists by proposing and evaluating biological experiments of their own design mentored by teacher facilitation. Final assessments included a thorough literature review about the central topic of the project and a final written paper resembling established publishing criteria for science research international journals. Students were also encouraged to contact well-known scientists in their research area by email during their bibliography search. From the satisfaction surveys, we conclude that results were positive in terms of student satisfaction (as measured in questionnaires and written reflections. This experience helped students understand the strengths, limitations and

Laboratory 3.0: Manufacturing Technologies Laboratory Virtualization with a Student-Centred Methodology

Science.gov (United States)

Fabregat-Sanjuan, Albert; Pàmies-Vilà, Rosa; Ferrando Piera, Francesc; De la Flor López, Silvia

2017-01-01

This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning…

Assessment of Antioxidant Capacities in Foods: A Research Experience for General Chemistry Students

Science.gov (United States)

Hoch, Matthew A.; Russell, Cianan B.; Steffen, Debora M.; Weaver, Gabriela C.; Burgess, John R.

2009-01-01

With the booming interest in health food and nutrition, investigations of the antioxidant capacities of various foods have come to the forefront of food science. This general chemistry laboratory curriculum provides students with an opportunity to design and implement their own experiments relating to antioxidants in food. The curriculum is six…

Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty

Science.gov (United States)

Lark, Adam

Scientific Community Laboratories, developed by The University of Maryland, have shown initial promise as laboratories meant to emulate the practice of doing physics. These laboratories have been re-created by incorporating their design elements with the University of Toledo course structure and resources. The laboratories have been titled the Scientific Learning Community (SLC) Laboratories. A comparative study between these SLC laboratories and the University of Toledo physics department's traditional laboratories was executed during the fall 2012 semester on first semester calculus-based physics students. Three tests were executed as pre-test and post-tests to capture the change in students' concept knowledge, attitudes, and understanding of uncertainty. The Force Concept Inventory (FCI) was used to evaluate students' conceptual changes through the semester and average normalized gains were compared between both traditional and SLC laboratories. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was conducted to elucidate students' change in attitudes through the course of each laboratory. Finally, interviews regarding data analysis and uncertainty were transcribed and coded to track changes in the way students understand uncertainty and data analysis in experimental physics after their participation in both laboratory type. Students in the SLC laboratories showed a notable an increase conceptual knowledge and attitudes when compared to traditional laboratories. SLC students' understanding of uncertainty showed most improvement, diverging completely from students in the traditional laboratories, who declined throughout the semester.

A simple laboratory experiment to measure the surface tension of a liquid in contact with air

International Nuclear Information System (INIS)

Riba, Jordi-Roger; Esteban, Bernat

2014-01-01

A simple and accurate laboratory experiment to measure the surface tension of liquids has been developed, which is well suited to teach the behaviour of liquids to first- or second-year students of physics, engineering or chemistry. The experimental setup requires relatively inexpensive equipment usually found in physics and chemistry laboratories, since it consists of a used or recycled burette, an analytical balance and a stereoscopic microscope or a micrometer. Experimental data and error analysis show that the surface tension of distilled water, 1-butanol and glycerol can be determined with accuracy better than 1.4%. (paper)

The experience sampling method: Investigating students' affective experience

Science.gov (United States)

Nissen, Jayson M.; Stetzer, MacKenzie R.; Shemwell, Jonathan T.

2013-01-01

Improving non-cognitive outcomes such as attitudes, efficacy, and persistence in physics courses is an important goal of physics education. This investigation implemented an in-the-moment surveying technique called the Experience Sampling Method (ESM) [1] to measure students' affective experience in physics. Measurements included: self-efficacy, cognitive efficiency, activation, intrinsic motivation, and affect. Data are presented that show contrasts in students' experiences (e.g., in physics vs. non-physics courses).

Experiences with fast breeder reactor education in laboratory and short course settings

International Nuclear Information System (INIS)

Waltar, A.E.

1983-01-01

The breeder reactor industry throughout the world has grown impressively over the last two decades. Despite the uncertainties in some national programs, breeder reactor technology is well established on a global scale. Given the magnitude of this technological undertaking, there has been surprisingly little emphasis on general breeder reactor education - either at the university or laboratory level. Many universities assume the topic too specialized for including appropriate courses in their curriculum - thus leaving students entering the breeder reactor industry to learn almost exclusively from on-the-job experience. The evaluation of four course presentations utilizing visual aids is presented

Sol-Gel Synthesis of a Biotemplated Inorganic Photocatalyst: A Simple Experiment for Introducing Undergraduate Students to Materials Chemistry

Science.gov (United States)

Boffa, Vittorio; Yue, Yuanzheng; He, Wen

2012-01-01

As part of a laboratory course, undergraduate students were asked to use baker's yeast cells as biotemplate in preparing TiO[subscript 2] powders and to test the photocatalytic activity of the resulting materials. This laboratory experience, selected because of the important environmental implications of soft chemistry and photocatalysis, provides…

Extraction and [superscript 1]H NMR Analysis of Fats from Convenience Foods: A Laboratory Experiment for Organic Chemistry

Science.gov (United States)

Hartel, Aaron M.; Moore, Amy C.

2014-01-01

The extraction and analysis of fats from convenience foods (crackers, cookies, chips, candies) has been developed as an experiment for a second-year undergraduate organic chemistry laboratory course. Students gravimetrically determine the fat content per serving and then perform a [superscript 1]H NMR analysis of the recovered fat to determine the…

Remote Laboratory Collaboration Plan in Communications Engineering

OpenAIRE

Akram Ahmad Abu-aisheh; Tom Eppes

2012-01-01

Communications laboratories for electrical engineering undergraduates typically require that students perform practical experiments and document findings as part of their knowledge and skills development. Laboratory experiments are usally designed to support and reinforce theories presented in the classroom and foster independent thinking; however, the capital cost of equipment needed to sustain a viable laboratory environment is large and ongoing maintenance is an annual expense. Consequentl...

eComLab: remote laboratory platform

Science.gov (United States)

Pontual, Murillo; Melkonyan, Arsen; Gampe, Andreas; Huang, Grant; Akopian, David

2011-06-01

Hands-on experiments with electronic devices have been recognized as an important element in the field of engineering to help students get familiar with theoretical concepts and practical tasks. The continuing increase the student number, costly laboratory equipment, and laboratory maintenance slow down the physical lab efficiency. As information technology continues to evolve, the Internet has become a common media in modern education. Internetbased remote laboratory can solve a lot of restrictions, providing hands-on training as they can be flexible in time and the same equipment can be shared between different students. This article describes an on-going remote hands-on experimental radio modulation, network and mobile applications lab project "eComLab". Its main component is a remote laboratory infrastructure and server management system featuring various online media familiar with modern students, such as chat rooms and video streaming.

Non-Stop Lab Week: A Real Laboratory Experience for Life Sciences Postgraduate Courses

Science.gov (United States)

Freitas, Maria João; Silva, Joana Vieira; Korrodi-Gregório, Luís; Fardilha, Margarida

2016-01-01

At the Portuguese universities, practical classes of life sciences are usually professor-centered 2-hour classes. This approach results in students underprepared for a real work environment in a research/clinical laboratory. To provide students with a real-life laboratory environment, the Non-Stop Lab Week (NSLW) was created in the Molecular…

A Moveable Feast--A Progressive Approach to the Unit Operations Laboratory

Science.gov (United States)

Conner, Wm. Curtis, Jr.; Hammond, Karl D.; Laurence, Robert L.

2011-01-01

The authors describe an alternative format for the senior laboratory in which students are allowed--indeed, expected--to communicate with previous groups and build on their results. The effect is a unit operations laboratory in which students are empowered to propose the experiments they wish to do and in which the cumulative experience of the…

INDUSTRIAL RADIOGRAPHY STUDENT GUIDE AND LABORATORY EXERCISES.

Science.gov (United States)

Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, DC. Div. of Vocational and Technical Education.

THIS INSTRUCTOR'S GUIDE TO AN 80-HOUR COURSE IN INDUSTRIAL RADIOGRAPHY IS COORDINATED WITH LESSONS IN THE STUDENT GUIDE AND LABORATORY EXERCISES AND IS BASED ON MATERIAL IN THE COURSE MANUAL, INDUSTRIAL RADIOGRAPHY. THE COURSE IS INTENDED TO TRAIN HIGH SCHOOL GRADUATES AS BEGINNING RADIOGRAPHERS WHO ARE EXPECTED TO BE ABLE TO EXTEND THEIR…

Multiple-use plasma laboratory for graduate fusion education

International Nuclear Information System (INIS)

Hankins, O.E.; Gilligan, J.G.; Wehring, B.W.; Bourham, M.; Auciello, O.H.

1989-01-01

In a climate of tight fusion research and teaching laboratory budgets, it has become necessary to utilize equipment obtained for research purposes in the teaching program. Likewise, it is desirable to use plasma research equipment from nonfusion projects to support basic understanding of general plasma concepts. Multiple experiments can also be done on a single device. The plasma laboratory that has been developed at North Carolina State University in the last 4 yr incorporates all of the aforementioned ideas to support a 3-credit-hour hands-on laboratory course for graduate students. Incorporating teaching and research into the fusion plasma laboratory maximizes the resources and gives students experience on actual research tools. 2 refs

Remote Laser Laboratory: Lifebuoy for Laser Engineering Curriculum

Directory of Open Access Journals (Sweden)

Igor Titov

2012-05-01

Full Text Available Laboratory experience is one of the essentials of engineering curriculum and even more so for laser engineering specialities. But such experience might be hazardous both for students and for expensive equipment. This paper presents a ready-to-use solution fitting great in both e-learning and safe remote operation paradigms: Remote Laser Laboratory (RLL. Software and hardware solutions are presented. In addition, a short description of ongoing student activities within the RLL framework is given.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

Science.gov (United States)

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Known Structure, Unknown Function: An Inquiry-Based Undergraduate Biochemistry Laboratory Course

Science.gov (United States)

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.; Columbus, Linda; Mura, Cameron

2015-01-01

Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's…

Assessing student clinical learning experiences.

Science.gov (United States)

Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

2017-08-01

This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

A Comparative Study of the Effects of a Concept Mapping Enhanced Laboratory Experience on Turkish High School Students' Understanding of Acid-Base Chemistry

Science.gov (United States)

Ozmen, Haluk; Demircioglu, Gokhan; Coll, Richard K.

2009-01-01

The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students' from two classes in a Turkish high school. An additional aim was to enhance…

Exploring Electrochromics: A Series of Eye-Catching Experiments to Introduce Students to Multidisciplinary Research

Science.gov (United States)

Small, Leo J.; Wolf, Steven; Spoerke, Erik D.

2014-01-01

Introducing students to a multidisciplinary research laboratory presents challenges in terms of learning specific technical skills and concepts but also with respect to integrating different technical elements to form a coherent picture of the research. Here we present a multidisciplinary series of experiments we have developed in the Electronic,…

The use of virtual laboratories and other web-based tools in a drug assay course.

Science.gov (United States)

Dunham, Marissa Waldman; Ghirtis, Konstantine; Beleh, Mustapha

2012-06-18

To determine students' perceptions of and performance in a drug assay laboratory course after the addition of Web-based multimedia tools. Video modules and other Web-based tools to deliver instructions and emulate the laboratory set up for experiments were implemented in 2005 to improve student preparation for laboratory sessions and eliminate the need for graduate students to present instructions live. Data gathered from quizzes, final examinations, and post-course surveys administered over 6 years were analyzed. Students' scores on online quizzes after implementation of the virtual laboratories reflected improved student understanding and preparation. Students' perception of the course improved significantly after the introduction of the tools and the new teaching model. Implementation of an active-learning model in a laboratory course led to improvement in students' educational experience and satisfaction. Additional benefits included improved resource use, student exposure to a variety of educational methods, and having a highly structured laboratory format that reduced inconsistencies in delivered instructions.

Enhancing laboratory activity with computer-based tutorials

Directory of Open Access Journals (Sweden)

Gordon Ritchie

1995-12-01

Full Text Available In a degree course in electronic engineering, great importance is attached to laboratory work, in which students have the opportunity to develop their creative skills in a practical environment. For example, in the first year of the course they are expected to design and test some basic circuits using data available on the characteristics of the semiconductor devices to be used. Many of the students cannot be prepared sufficiently for this activity by attendance at lectures, in which basic principles are expounded to large classes. Firstyear students have widely differing knowledge, experience and ability in circuit design. Therefore, without individual tuition many of them are insufficiently prepared for their laboratory work. Weaker students often neglect to study the laboratory documentation thoroughly in advance and they make poor progress in the laboratory.

Effect of Virtual Analytical Chemistry Laboratory on Enhancing Student Research Skills and Practices

Science.gov (United States)

Bortnik, Boris; Stozhko, Natalia; Pervukhina, Irina; Tchernysheva, Albina; Belysheva, Galina

2017-01-01

This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory…

"Nursing Students Assaulted": Considering Student Safety in Community-Focused Experiences.

Science.gov (United States)

Maneval, Rhonda E; Kurz, Jane

2016-01-01

Community nursing experiences for undergraduate students have progressed beyond community-based home visits to a wide array of community-focused experiences in neighborhood-based centers, clinics, shelters, and schools. Our Bachelor of Science in Nursing program chose to use sites situated within neighborhoods close to campus in order to promote student and faculty engagement in the local community. These neighborhood sites provide opportunities for students to deliver nursing services to underserved and vulnerable populations experiencing poverty and health disparities. Some of these neighborhoods are designated as high crime areas that may potentially increase the risk of harm to students and faculty. There is a need to acknowledge the risk to personal safety and to proactively create policies and guidelines to reduce potential harm to students engaged in community-focused experiences. When a group of baccalaureate nursing students was assaulted while walking to a neighborhood clinic, the faculty was challenged as how to respond given the lack of policies and guidelines. Through our experience, we share strategies to promote personal safety for students and recommend transparency by administrators regarding potential safety risks to students engaged in community-focused fieldwork activities. Copyright © 2016 Elsevier Inc. All rights reserved.

Acoustic testing and modeling: an advanced undergraduate laboratory.

Science.gov (United States)

Russell, Daniel A; Ludwigsen, Daniel O

2012-03-01

This paper describes an advanced laboratory course in acoustics, specifically targeted for students with an interest in engineering applications at a school with a strongly integrated industrial co-op program. The laboratory course is developed around a three-pronged approach to problem solving that combines and integrates theoretical models, computational models, and experimental data. The course is structured around modules that begin with fundamental concepts and build laboratory skills and expand the knowledge base toward a final project. Students keep a detailed laboratory notebook, write research papers in teams, and must pass laboratory certification exams. This paper describes the course layout and philosophy and shares personal experience from both faculty and student perspectives. © 2012 Acoustical Society of America

Collaborative Learning in the Remote Laboratory NetLab

Directory of Open Access Journals (Sweden)

Jan Machotka

2008-06-01

Full Text Available At the University of South Australia (UniSA the practical component of engineering education is considered to be a vital factor in developing university graduate qualities [1]. Practical experiments performed in laboratory facilitate students' abilities to apply their knowledge, work collaboratively, control equipment and analyse the measured data. The remote laboratory NetLab has been developed within the School of Electrical and Information Engineering (EIE. A fully functional system has been used by up to 200 onshore and offshore students to conduct remote experiments every year since 2003. This paper describes the remote laboratory and discusses how collaborative team oriented tasks can be conducted in the online environment. The functionality of NetLab is demonstrated by an example of a remote experiment.

Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

Science.gov (United States)

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

Asking the next generation: the implementation of pre-university students’ ideas about physics laboratory preparation exercises

Science.gov (United States)

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory activity based on experiments that they had been undertaking. This informed the structure, content and aims of the activities introduced to a first year physics undergraduate laboratory course, with the particular focus on practising the data handling. An implementation study showed how students could try to optimise high grades, rather than gain efficiency-enhancing experience if careful controls were not put in place by assessors. However, the work demonstrated that pre-university and first-year physics students can take an active role in developing scaffolding activities that can help to improve the performance of those that follow their footsteps.

Scientific Assistant Virtual Laboratory (SAVL)

Science.gov (United States)

Alaghband, Gita; Fardi, Hamid; Gnabasik, David

2007-03-01

The Scientific Assistant Virtual Laboratory (SAVL) is a scientific discovery environment, an interactive simulated virtual laboratory, for learning physics and mathematics. The purpose of this computer-assisted intervention is to improve middle and high school student interest, insight and scores in physics and mathematics. SAVL develops scientific and mathematical imagination in a visual, symbolic, and experimental simulation environment. It directly addresses the issues of scientific and technological competency by providing critical thinking training through integrated modules. This on-going research provides a virtual laboratory environment in which the student directs the building of the experiment rather than observing a packaged simulation. SAVL: * Engages the persistent interest of young minds in physics and math by visually linking simulation objects and events with mathematical relations. * Teaches integrated concepts by the hands-on exploration and focused visualization of classic physics experiments within software. * Systematically and uniformly assesses and scores students by their ability to answer their own questions within the context of a Master Question Network. We will demonstrate how the Master Question Network uses polymorphic interfaces and C# lambda expressions to manage simulation objects.

Effect of Using Separate Laboratory and Lecture Courses for Introductory Crop Science on Student Performance.

Science.gov (United States)

Wiebold, W. J.; Slaughter, Leon

1986-01-01

Reviews a study that examined the effects of laboratories on the grade performance of undergraduates in an introductory crop science course. Results indicated that students enrolled in lecture and laboratory concurrently did not receive higher lecture grades than students enrolled solely in lecture, but did have higher laboratory grades. (ML)

Preparing clinical laboratory science students with teaching skills.

Science.gov (United States)

Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

Reactor laboratory course for students majoring in nuclear engineering with the Kyoto University Critical Assembly (KUCA)

International Nuclear Information System (INIS)

Nishihara, H.; Shiroya, S.; Kanda, K.

1996-01-01

With the use of the Kyoto University Critical Assembly (KUCA), a joint reactor laboratory course of graduate level is offered every summer since 1975 by nine associated Japanese universities (Hokkaido University, Tohoku University, Tokyo Institute of Technology, Musashi Institute of Technology, Tokai University, Nagoya University, Osaka University, Kobe University of Mercantile Marine and Kyushu University) in addition to a reactor laboratory course of undergraduate level for Kyoto University. These courses are opened for three weeks (two weeks for the joint course and one week for the undergraduate course) to students majoring in nuclear engineering and a total of 1,360 students have taken the course in the last 21 years. The joint course has been institutionalized with the background that it is extremely difficult for a single university in Japan to have her own research or training reactor. By their effort, the united faculty team of the joint course have succeeded in giving an effective, unique one-week course, taking advantage of their collaboration. Last year, an enquete (questionnaire survey) was conducted to survey the needs for the educational experiments of graduate level and precious data have been obtained for promoting reactor laboratory courses. (author)

Peer Instruction in the Learning Laboratory: A Strategy To Decrease Student Anxiety.

Science.gov (United States)

Owens, Laura D.; Walden, Debra J.

2001-01-01

To decrease nursing students' anxiety during psychomotor skills testing in learning laboratories, paid peer instructors were trained to assist. Over 3 years, 270 students participated and reported positive outcomes. (SK)

Activity Coefficients of Acetone-Chloroform Solutions: An Undergraduate Experiment. Undergraduate Experiment.

Science.gov (United States)

Ozog, J. Z.; Morrison, J. A.

1983-01-01

Presents information, laboratory procedures, and results of an undergraduate experiment in which activity coefficients for a two-component liquid-vapor system are determined. Working in pairs, students can perform the experiment with 10 solutions in a given three-hour laboratory period. (Author/JN)

Improving medical work experience for students.

Science.gov (United States)

Hunter, Neil; Shah, Alexander; Bollina, Prasad; Bollina, Harsha

2010-12-01

This exploratory piece details the development of the programme Medic Insight, which was established in 2007 in Lothian. This is an aptly-named unique organisation that provides an insight into life as a doctor for school students. We believe that the provision of work experience needs to be improved for both students and doctors. Securing work experience in medicine has historically been biased: individuals that have family or friends who work as doctors are able to organise shadowing placements with greater ease. Shadowing experiences are of questionable value, and frequently offer exposure to only one field, and administrators struggle to match doctors' working schedules with those of students. Medic Insight has been developed to address these key problems. It provides a free, application-based shadowing experience for 15-16-year olds, in addition to interactive seminars for younger students. Over the course of the 5-day shadowing experience (Medic Insight Week), students rotate through a variety of specialties, meeting doctors of all grades. Doctors agree to act as mentors prior to the shadowing weeks and post their availability online. Data from our pilot in 2008 has been encouraging. All students who answered our questionnaire found the experience to be either useful or very useful, and ongoing data collection is proving this to be an enjoyable and effective programme. We are confident that Medic Insight will help all suitably enthusiastic and able school students make informed decisions to apply to study medicine. © Blackwell Publishing Ltd 2010.

Active-learning laboratory session to teach the four M's of diabetes care.

Science.gov (United States)

Darbishire, Patricia L; Plake, Kimberly S; Nash, Christiane L; Shepler, Brian M

2009-04-07

To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.

Mixed Methods Student Evaluation of an Online Systemic Human Anatomy Course with Laboratory

Science.gov (United States)

Attardi, Stefanie M.; Choi, Suwhan; Barnett, John; Rogers, Kem A.

2016-01-01

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a…

Assessing the Use of Smartphone in the University General Physics Laboratory

Science.gov (United States)

Shi, Wei-Zhao; Sun, Jiajun; Xu, Chong; Huan, Weiliang

2016-01-01

In this study, smartphone was used to alter the traditional procedure by involving students in active learning experiences prior to the laboratory meeting. The researcher surveyed students' view on the effect of using smartphone to enhance learning in the general physics laboratory. The use of smartphone was evaluated by having 120 students who…

Using HeLa cell stress response to introduce first year students to the scientific method, laboratory techniques, primary literature, and scientific writing.

Science.gov (United States)

Resendes, Karen K

2015-01-01

Incorporating scientific literacy into inquiry driven research is one of the most effective mechanisms for developing an undergraduate student's strength in writing. Additionally, discovery-based laboratories help develop students who approach science as critical thinkers. Thus, a three-week laboratory module for an introductory cell and molecular biology course that couples inquiry-based experimental design with extensive scientific writing was designed at Westminster College to expose first year students to these concepts early in their undergraduate career. In the module students used scientific literature to design and then implement an experiment on the effect of cellular stress on protein expression in HeLa cells. In parallel the students developed a research paper in the style of the undergraduate journal BIOS to report their results. HeLa cells were used to integrate the research experience with the Westminster College "Next Chapter" first year program, in which the students explored the historical relevance of HeLa cells from a sociological perspective through reading The Immortal Life of Henrietta Lacks by Rebecca Skloot. In this report I detail the design, delivery, student learning outcomes, and assessment of this module, and while this exercise was designed for an introductory course at a small primarily undergraduate institution, suggestions for modifications at larger universities or for upper division courses are included. Finally, based on student outcomes suggestions are provided for improving the module to enhance the link between teaching students skills in experimental design and execution with developing student skills in information literacy and writing. © 2015 The International Union of Biochemistry and Molecular Biology.

Development of a Research-Oriented Inorganic Chemistry Laboratory Course

Science.gov (United States)

Vallarino, L. M.; Polo, D. L.; Esperdy, K.

2001-02-01

We report the development of a research-oriented, senior-level laboratory course in inorganic chemistry, which is a requirement for chemistry majors who plan to receive the ACS-approved Bachelor of Science degree and is a recommended elective for other chemistry majors. The objective of this course is to give all students the advantage of a research experience in which questions stemming from the literature lead to the formulation of hypotheses, and answers are sought through experiment. The one-semester Inorganic Chemistry Laboratory is ideal for this purpose, since for most students it represents the last laboratory experience before graduation and can assume the role of "capstone" course--a course where students are challenged to recall previously learned concepts and skills and put them into practice in the performance of an individual, original research project. The medium chosen for this teaching approach is coordination chemistry, a branch of chemistry that involves the interaction of inorganic and organic compounds and requires the use of various synthetic and analytical methods. This paper presents an outline of the course organization and requirements, examples of activities performed by the students, and a critical evaluation of the first five years' experience.

Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure-Function Relationships in a Large Introductory Biology Laboratory Course

Science.gov (United States)

Treacy, Daniel J.; Sankaran, Saumya M.; Gordon-Messer, Susannah; Saly, Danielle; Miller, Rebecca; Isaac, R. Stefan; Kosinski-Collins, Melissa S.

2011-01-01

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory…

Using Zebrafish to Implement a Course-Based Undergraduate Research Experience to Study Teratogenesis in Two Biology Laboratory Courses

Science.gov (United States)

Chism, Grady W.; Vaughan, Martin A.; Muralidharan, Pooja; Marrs, Jim A.

2016-01-01

Abstract A course-based undergraduate research experience (CURE) spanning three semesters was introduced into freshman and sophomore biology classes, with the hypothesis that participation in a CURE affects skills in research, communication, and collaboration, which may help students persist in science. Student research projects were centered on the hypothesis that nicotine and caffeine exposure during early development affects gastrulation and heart development in zebrafish. First, freshmen generated original data showing distinct effects of embryonic nicotine and caffeine exposure on zebrafish heart development and function. Next, Cell Biology laboratory students continued the CURE studies and identified novel teratogenic effects of nicotine and caffeine during gastrulation. Finally, new freshmen continued the CURE research, examining additional toxicant effects on development. Students designed new protocols, made measurements, presented results, and generated high-quality preliminary data that were studied in successive semesters. By implementing this project, the CURE extended faculty research and provided a scalable model to address national goals to involve more undergraduates in authentic scientific research. In addition, student survey results support the hypothesis that CUREs provide significant gains in student ability to (1) design experiments, (2) analyze data, and (3) make scientific presentations, translating into high student satisfaction and enhanced learning. PMID:26829498

pGLO Mutagenesis: A Laboratory Procedure in Molecular Biology for Biology Students

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Bassiri, Eby A.

2011-01-01

A five-session laboratory project was designed to familiarize or increase the laboratory proficiency of biology students and others with techniques and instruments commonly used in molecular biology research laboratories and industries. In this project, the EZ-Tn5 transposon is used to generate and screen a large number of cells transformed with…

Implementing a Student-Designed Green Chemistry Laboratory Project in Organic Chemistry

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Graham, Kate J.; Jones, T. Nicholas; Schaller, Chris P.; McIntee, Edward J.

2014-01-01

A multiweek organic chemistry laboratory project is described that emphasizes sustainable practices in experimental design. An emphasis on student-driven development of the project is meant to mirror the independent nature of research. Students propose environmentally friendly modifications of several reactions. With instructor feedback, students…

Remote Laboratory Collaboration Plan in Communications Engineering

Directory of Open Access Journals (Sweden)

Akram Ahmad Abu-aisheh

2012-11-01

Full Text Available Communications laboratories for electrical engineering undergraduates typically require that students perform practical experiments and document findings as part of their knowledge and skills development. Laboratory experiments are usally designed to support and reinforce theories presented in the classroom and foster independent thinking; however, the capital cost of equipment needed to sustain a viable laboratory environment is large and ongoing maintenance is an annual expense. Consequently, there is a need to identify and validate more economic solutions for engineering laboratories. This paper presents a remote laboratory collaboration plan for use in an elctrical engineering communications course.

Design of a Flexible Hardware Interface for Multiple Remote Electronic practical Experiments of Virtual Laboratory

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Farah Said

2012-03-01

Full Text Available The objective of this work is to present a new design of a Flexible Hardware Interface (FHI based on PID control techniques to use in a virtual laboratory. This flexible hardware interface allows the easy implementation of different and multiple remote electronic practical experiments for undergraduate engineering classes. This interface can be viewed as opened hardware architecture to easily develop simple or complex remote experiments in the electronic domain. The philosophy of the use of this interface can also be expanded to many other domains as optic experiments for instance. It is also demonstrated that software can be developed to enable remote measurements of electronic circuits or systems using only Web site Interface. Using standard browsers (such as Internet explorer, Firefox, Chrome or Safari, different students can have a remote access to different practical experiments at a time.

The effects of student self-assessment on learning in removable prosthodontics laboratory.

Science.gov (United States)

Chambers, David W; LaBarre, Eugene E

2014-05-01

It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

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Gupta, Tanya

Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

Making Microscopy Motivating, Memorable, & Manageable for Undergraduate Students with Digital Imaging Laboratories

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Weeks, Andrea; Bachman. Beverly; Josway, Sarah; North, Brittany; Tsuchiya, Mirian T.N.

2013-01-01

Microscopy and precise observation are essential skills that are challenging to teach effectively to large numbers of undergraduate biology students. We implemented student-driven digital imaging assignments for microscopy in a large enrollment laboratory for organismal biology. We detail how we promoted student engagement with the material and…

Video Episodes and Action Cameras in the Undergraduate Chemistry Laboratory: Eliciting Student Perceptions of Meaningful Learning

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Galloway, Kelli R.; Bretz, Stacey Lowery

2016-01-01

A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N = 13)…

Introducing Students to Psychological Research: General Psychology as a Laboratory Course

Science.gov (United States)

Thieman, Thomas J.; Clary, E. Gil; Olson, Andrea M.; Dauner, Rachel C.; Ring, Erin E.

2009-01-01

For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in…

Incorporating Course-Based Undergraduate Research Experiences into Analytical Chemistry Laboratory Curricula

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Kerr, Melissa A.; Yan, Fei

2016-01-01

A continuous effort within an undergraduate university setting is to improve students' learning outcomes and thus improve students' attitudes about a particular field of study. This is undoubtedly relevant within a chemistry laboratory. This paper reports the results of an effort to introduce a problem-based learning strategy into the analytical…

Design and Implementation of Instructional Videos for Upper-Division Undergraduate Laboratory Courses

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Schmidt-McCormack, Jennifer A.; Muniz, Marc N.; Keuter, Ellie C.; Shaw, Scott K.; Cole, Renée S.

2017-01-01

Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated…

A simple laboratory project for introducing nonpoint source pollution concept to students of environmental and agricultural related courses Uma experiência laboratorial simples para introduzir o conceito de poluição disseminada a estudantes das áreas do ambiente e agricultura

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M.M. Vidal

2009-01-01

Full Text Available This paper reports a simple laboratory project to introduce students to the nonpoint source pollution, which may be an issue of great interest to both undergraduate and graduate students of environmental or agricultural chemistry courses. The aim of this work is introduce to the students the concepts and techniques such as the polymericbased controlled release system of an agrochemical, theory of diffusion (first Fick law and spectrophotometric analysis. Thus, this laboratory project includes three experimental modules to be conducted during three weeks. Programmatic contents are described in this proceeding. Students must be aware that dissemination of nutrients and pesticides is prone to occur by both surface runoff and groundwater leaching, causing damages on all neighboring land. To demonstrate dissemination of such pollutants, we have chosen inorganic phosphorus as example of a common agrochemical. Students are invited to follow the eventual movement of the inorganic P into the groundwater. With this purpose, gelatin gels containing inorganic P were prepared to obtain a continuous release of inorganic P at a controlled rate. The slow release of P allows fewer applications and less active ingredient needed, helping to prevent leaching, with consequent reduction of groundwater contamination. At this point, students are able to compare the advantages of slow release inorganic P vs. its application by conventional methods.Este trabalho descreve uma experiência laboratorial simples para introduzir o conceito de poluição disseminada (nonpoint source pollution a estudantes do Ensino Secundário e Universitário das áreas de Ambiente e de Agricultura. O objectivo deste trabalho é introduzir aos estudantes conceitos e técnicas, tais como os sistemas de libertação controlada, a teoria da difusão (1ª lei de Fick e a análise espectrofotomética. Este projecto laboratorial inclui três módulos experimentais a serem efectuados durante 3

Effect of the Level of Inquiry of Lab Experiments on General Chemistry Students' Written Reflections

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Xu, Haozhi; Talanquer, Vincente

2013-01-01

The central goal of this exploratory study was to characterize the effects of experiments involving different levels of inquiry on the nature of college students' written reflections about laboratory work. Data were collected in the form of individual lab reports written using a science writing heuristic template by a subset of the students…

Students' Understanding of Stern Gerlach Experiment

International Nuclear Information System (INIS)

Zhu Guangtian; Singh, Chandralekha

2009-01-01

The Stern Gerlach experiment has played a central role in the discovery of spin angular momentum and it has also played a pivotal role in elucidating foundational issues in quantum mechanics. Here, we discuss investigation of students' difficulties related to the Stern Gerlach experiment by giving written tests and interviewing advanced undergraduate and graduate students in quantum mechanics. We also discuss preliminary data that suggest that the Quantum Interactive Learning Tutorial (QuILT) related to the Stern Gerlach experiment is helpful in improving students' understanding of these concepts.

Laboratory exercises on oscillation modes of pipes

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Haeberli, Willy

2009-03-01

This paper describes an improved lab setup to study the vibrations of air columns in pipes. Features of the setup include transparent pipes which reveal the position of a movable microphone inside the pipe; excitation of pipe modes with a miniature microphone placed to allow access to the microphone stem for open, closed, or conical pipes; and sound insulation to avoid interference between different setups in a student lab. The suggested experiments on the modes of open, closed, and conical pipes, the transient response of a pipe, and the effect of pipe diameter are suitable for introductory physics laboratories, including laboratories for nonscience majors and music students, and for more advanced undergraduate laboratories. For honors students or for advanced laboratory exercises, the quantitative relation between the resonance width and damping time constant is of interest.

Creative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Nonmajors

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Henary, Maged; Owens, Eric A.; Tawney, Joseph G.

2015-01-01

Laboratory-based courses require students to compose reports based on the performed experiments to assess their overall understanding of the presented material; unfortunately, the sterile and formulated nature of the laboratory report disinterests most students. As a result, the outcome is a lower-quality product that does not reveal full…

Laboratory Works Designed for Developing Student Motivation in Computer Architecture

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Petre Ogrutan

2017-02-01

Full Text Available In light of the current difficulties related to maintaining the students’ interest and to stimulate their motivation for learning, the authors have developed a range of new laboratory exercises intended for first-year students in Computer Science as well as for engineering students after completion of at least one course in computers. The educational goal of the herein proposed laboratory exercises is to enhance the students’ motivation and creative thinking by organizing a relaxed yet competitive learning environment. The authors have developed a device including LEDs and switches, which is connected to a computer. By using assembly language, commands can be issued to flash several LEDs and read the states of the switches. The effectiveness of this idea was confirmed by a statistical study.

Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory

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Dowd, Jason Edward

Assessment is the primary means of feedback between students and instructors. However, to effectively use assessment, the ability to interpret collected information is essential. We present insights into three unique, important avenues of assessment in the physics classroom and laboratory. First, we examine students' performance on conceptual surveys. The goal of this research project is to better utilize the information collected by instructors when they administer the Force Concept Inventory (FCI) to students as a pre-test and post-test of their conceptual understanding of Newtonian mechanics. We find that ambiguities in the use of the normalized gain, g, may influence comparisons among individual classes. Therefore, we propose using stratagrams, graphical summaries of the fraction of students who exhibit "Newtonian thinking," as a clearer, more informative method of both assessing a single class and comparing performance among classes. Next, we examine students' expressions of confusion when they initially encounter new material. The goal of this research project is to better understand what such confusion actually conveys to instructors about students' performance and engagement. We investigate the relationship between students' self-assessment of their confusion over material and their performance, confidence in reasoning, pre-course self-efficacy and several other measurable characteristics of engagement. We find that students' expressions of confusion are negatively related to initial performance, confidence and self-efficacy, but positively related to final performance when all factors are considered together. Finally, we examine students' exhibition of scientific reasoning abilities in the instructional laboratory. The goal of this research project is to explore two inquiry-based curricula, each of which proposes a different degree of scaffolding. Students engage in sequences of these laboratory activities during one semester of an introductory physics

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

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Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that

The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

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Kurbanoglu, N. Izzet; Akin, Ahmet

2010-01-01

The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…

Integration of Video-Based Demonstrations to Prepare Students for the Organic Chemistry Laboratory

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Nadelson, Louis S.; Scaggs, Jonathan; Sheffield, Colin; McDougal, Owen M.

2015-01-01

Consistent, high-quality introductions to organic chemistry laboratory techniques effectively and efficiently support student learning in the organic chemistry laboratory. In this work, we developed and deployed a series of instructional videos to communicate core laboratory techniques and concepts. Using a quasi-experimental design, we tested the…

Laboratory preparation questionnaires as a tool for the implementation of the Just in Time Teaching in the Physics I laboratories: Research training

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Miranda, David A.; Sanchez, Melba J.; Forero, Oscar M.

2017-06-01

The implementation of the JiTT (Just in Time Teaching) strategy is presented to increase the previous preparation of students enrolled in the subject Physics Laboratory I offered at the Industrial University of Santander (UIS), Colombia. In this study, a laboratory preparation questionnaire (CPL) was applied as a tool for the implementation of JiTT combined with elements of mediated learning. It was found that the CPL allows to improve the students’ experience regarding the preparation of the laboratory and the development of the experimental session. These questionnaires were implemented in an academic manager (Moodle) and a web application (lab.ciencias.uis.edu.co) was used to publish the contents essential for the preparation of the student before each practical session. The most significant result was that the students performed the experimental session with the basic knowledge to improve their learning experience.

Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes.

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Fleagle, Timothy R; Borcherding, Nicholas C; Harris, Jennie; Hoffmann, Darren S

2017-12-28

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The effect of music listening on the anxiety of nursing students during their first blood draw experience.

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Ince, Serpil; Çevik, Kıvan

2017-05-01

Nursing education is a process aimed both at theoretical knowledge and skill development. The Fundamentals of Nursing is a course that furnishes students with professional knowledge, concepts and technical skills, and, also, is the keystone of nursing education in our country. Students experience a great deal of anxiety as they face basic nursing practices for the first time. Studies have revealed the effectiveness of music in relieving anxiety in many patient groups. However, no previous studies were found where music was used with the intent to lower the anxiety that students experience over the course of skill learning. The experimental study is aimed at determining the effect of music in decreasing anxiety during the first nursing practices of students in a laboratory setting. The experimental study was conducted on nursing students of Akdeniz University attending Fundamentals of Nursing, a freshman course, during the 2013-2014 academic year. A total of 73 students, of which 34 were assigned to the experimental group and 39 to the control group, participated in the study. Data collection was carried out using (a) the student identification form prepared by the authors, (b) skill control lists and (c) the Situational Anxiety Scale. The students in the experimental group listened to music during blood draw skill practice in a laboratory environment. The students were assessed with respect to their performance of blood drawing through skill control lists using the statements "True", "False" and "Forgotten". The anxiety levels and vital signs of students were assessed before and after the practice. The mean age of the students was 19.08. 64.7% of the experimental group and 82.1% of the control group were female. The age group of 64.7% of the students in the experimental group was female. The age group of 82.1% of the students in the control group was female. After music listening, the mean anxiety score of the students was 38.70±3.83 in the experimental group and

Nursing students' experience of patient's death

OpenAIRE

Rulíková, Klára

2016-01-01

Reflections on student nurse's experience with death of a patient during their studies were collected in form of questionnaires. Theory and practice were compared and research conducted into the needs of students, who experienced patient's death during their studies. Research concluded with recommendation for widening the nursing course programme and adding opportunities for students to share their feelings and experiences after their patients death. Key terms: death, dying patient, study, te...

The stellar spectroscopy laboratory and curriculum counselling for secondary-school students

International Nuclear Information System (INIS)

Cenadelli, D.

2011-01-01

The stellar spectroscopy laboratory is the flagship of a wide-ranging work of curriculum counselling fostered by the Physics Department of the Milan University and the high school 'G. Parini' in Milan. In time, valuable results were gained in setting up a new way of collaboration between the high school and university worlds and in spurring secondary-school students to embark in a scientific, and more specifically physical, career. The present work briefly discusses the contents of the laboratory, its didactical value, its role of curriculum counselling and its effectiveness in directing students to take into consideration the physical sciences as a possible university choice.

This Old Thing? Using Old Laboratory Equipment to Enhance Student Learning

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Elcoro, Mirari; McCarley, Nancy

2015-01-01

Using a surplus of older laboratory instruments, 48 students in a learning and behavior course completed an assignment designed to provide an introduction to the history and use of some instruments in psychology. Students worked in pairs, were assigned one instrument, and created labels in which they identified several keys characteristics of an…

"No one does this for fun": Contextualization and process writing in an organic chemistry laboratory course

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Gay, Andrea

This study investigated the introduction of curriculum innovations into an introductory organic chemistry laboratory course. Pre-existing experiments in a traditional course were re-written in a broader societal context. Additionally, a new laboratory notebook methodology was introduced, using the Decision/Explanation/Observation/Inference (DEOI) format that required students to explicitly describe the purpose of procedural steps and the meanings of observations. Experts in organic chemistry, science writing, and chemistry education examined the revised curriculum and deemed it appropriate. The revised curriculum was introduced into two sections of organic chemistry laboratory at Columbia University. Field notes were taken during the course, students and teaching assistants were interviewed, and completed student laboratory reports were examined to ascertain the impact of the innovations. The contextualizations were appreciated for making the course more interesting; for lending a sense of purpose to the study of chemistry; and for aiding in students' learning. Both experts and students described a preference for more extensive connections between the experiment content and the introduced context. Generally, students preferred the DEOI method to journal-style laboratory reports believing it to be more efficient and more focused on thinking than stylistic formalities. The students claimed that the DEOI method aided their understanding of the experiments and helped scaffold their thinking, though some students thought that the method was over-structured and disliked the required pre-laboratory work. The method was used in two distinct manners; recursively writing and revising as intended and concept contemplation only after experiment completion. The recursive use may have been influenced by TA attitudes towards the revisions and seemed to engender a sense of preparedness. Students' engagement with the contextualizations and the DEOI method highlight the need for

Two web-based laboratories of the FisLabs network: Hooke's and Snell's laws

International Nuclear Information System (INIS)

De la Torre, L; Sanchez, J; Dormido, S; Sanchez, J P; Yuste, M; Carreras, C

2011-01-01

FisLabs is a network of remote and virtual laboratories for physics university education via the Internet that offers students the possibility of performing hands-on experiments in different fields of physics in two ways: simulation and real remote operation. This paper gives a detailed account of a novel way in physics in which distance learning students can gain practical experience autonomously. FisLabs uses the same structure as AutomatLabs, a network of virtual and remote laboratories for learning/teaching of control engineering, which has been in operation for four years. Students can experiment with the laboratories offered using an Internet connection and a Java-compatible web browser. This paper, specially intended for university educators but easily comprehensible even for undergraduate students, explains how the portal works and the hardware and software tools used to create it. In addition, it also describes two physics experiments already available: spring elasticity and the laws of reflection and refraction.

An Investigation of Zimbabwe High School Chemistry Students' Laboratory Work-Based Images of the Nature of Science

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Vhurumuku, Elaosi; Holtman, Lorna; Mikalsen, Oyvind; Kolsto, Stein D.

2006-01-01

This study investigates the proximal and distal images of the nature of science (NOS) that A-level students develop from their participation in chemistry laboratory work. We also explored the nature of the interactions among the students' proximal and distal images of the NOS and students' participation in laboratory work. Students' views of the…

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

Science.gov (United States)

2013-01-01

Background Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training. Methods Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors’ perceptions (N=9) were assessed by semi-structured interviews. Results From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time. Conclusion The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training. PMID:23402663

Nursing Student Perceptions Regarding Simulation Experience Sequencing.

Science.gov (United States)

Woda, Aimee A; Gruenke, Theresa; Alt-Gehrman, Penny; Hansen, Jamie

2016-09-01

The use of simulated learning experiences (SLEs) have increased within nursing curricula with positive learning outcomes for nursing students. The purpose of this study is to explore nursing students' perceptions of their clinical decision making (CDM) related to the block sequencing of different patient care experiences, SLEs versus hospital-based learning experiences (HLEs). A qualitative descriptive design used open-ended survey questions to generate information about the block sequencing of SLEs and its impact on nursing students' perceived CDM. Three themes emerged from the data: Preexperience Anxiety, Real-Time Decision Making, and Increased Patient Care Experiences. Nursing students identified that having SLEs prior to HLEs provided several benefits. Even when students preferred SLEs prior to HLEs, the sequence did not impact their CDM. This suggests that alternating block sequencing can be used without impacting the students' perceptions of their ability to make decisions. [J Nurs Educ. 2016;55(9):528-532.]. Copyright 2016, SLACK Incorporated.

Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning during General Chemistry Laboratories

Science.gov (United States)

Powell, Cynthia B.; Mason, Diana S.

2013-01-01

Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high…

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

Science.gov (United States)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

An analysis of laboratory activities found in "Applications In Biology/Chemistry: A Contextual Approach to Laboratory Science"

Science.gov (United States)

Haskins, Sandra Sue

The purpose of this study was to quantitatively determine whether the material found in ABC promotes scientific inquiry through the inclusion of science process skills, and to quantitatively determine the type (experimental, comparative, or descriptive) and character (wet-lab, paper and pencil, model, or computer) of laboratory activities. The research design allowed for an examination of the frequency and type of science process skills required of students in 79 laboratory activities sampled from all 12 units utilizing a modified 33-item laboratory analysis inventory (LAI) (Germane et al, 1996). Interrater reliability for the science process skills was completed on 19 of the laboratory activities with a mean score of 86.1%. Interrater reliability for the type and character of the laboratory, on the same 19 laboratory activities, was completed with mean scores of 79.0% and 96.5%, respectively. It was found that all laboratory activities provide a prelaboratory activity. In addition, the science process skill category of student performance is required most often of students with the skill of learning techniques or manipulating apparatus occurring 99% of the time. The science process skill category observed the least was student planning and design, occurring only 3% of the time. Students were rarely given the opportunity to practice science process skills such as developing and testing hypotheses through experiments they have designed. Chi-square tests, applied at the .05 level of significance, revealed that there was a significant difference in the type of laboratory activities; comparative laboratory activities appeared more often (59%). In addition the character of laboratory activities, "wet-lab" activities appeared more often (90%) than any of the others.

University Experiences and Women Engineering Student Persistence

Science.gov (United States)

Ayers, LoAnn Debra Gienger

Riverside University (a pseudonym), like many universities, has not significantly increased the number of women who graduate with bachelor's degrees in engineering. The purpose of the study is to understand how the university experiences of women students influence the decision to persist in an undergraduate engineering degree and to understand the role of self-perception in how the students perceive experiences as supporting or hindering their persistence in the major. Archival data, documents and artifacts, observations, individual interviews, and a focus group with women engineering students provide insights into students' perceived barriers and supports of student success. Analysis of the data results in two major themes. First, students' self-confidence and self-efficacy influence how women assimilate university experiences as either supportive or diminishing of academic success. Second, university policies and practices shape the campus environment within which student experiences are formed and influence a student's level of institutional, academic, and social integration. The results of the study indicate opportunities for university leadership to enhance strategies that positively shape students' institutional, academic and social integration as precursors toward increasing the number of women students who successfully complete undergraduate engineering degrees at Riverside University. Future research is indicated to better understand how gender and gender identity intersects with other demographic factors, such as socio-economic status, immigration status, and life stage (e.g., traditional versus non-traditional students), to support or deter the persistence of engineering students to degree completion.

A Laboratory Course in Clinical Biochemistry Emphasizing Interest and Relevance

Science.gov (United States)

Schwartz, Peter L.

1975-01-01

Ten laboratory experiments are described which are used in a successful clinical biochemistry laboratory course (e.g. blood alcohol, glucose tolerance, plasma triglycerides, coronary risk index, gastric analysis, vitamin C and E). Most of the experiments are performed on the students themselves using simple equipment with emphasis on useful…

International Co-Operation in Control Engineering Education Using Online Experiments

Science.gov (United States)

Henry, Jim; Schaedel, Herbert M.

2005-01-01

This paper describes the international co-operation experience in teaching control engineering with laboratories being conducted remotely by students via the Internet. This paper describes how the students ran the experiments and their personal experiences with the laboratory. A tool for process identification and controller tuning based on…

Introduction to clinical pathology: A brief course of laboratory medicine in the field for medical students

Science.gov (United States)

Omidifar, Navid; Keshtkari, Ali; Dehghani, Mohammadreza; Shokripour, Mansoureh

2017-01-01

OBJECTIVES: Teaching of clinical pathology to medical students has been ignored in many countries such as Iran. We aim to introduce a practical brief course and its proper timing. MATERIALS AND METHODS: Three groups of medical students from consecutive years of entrance passed a 1.5 working day practical course on the field. Their level of knowledge was assessed by pre- and post-tests. Their idea and satisfaction were gathered by questionnaires. RESULTS: Knowledge of students became significantly higher after the course. Their satisfaction was high. Students in later year of education got significantly higher marks. Most of the students wished such a course should be away from basic sciences period and as near as possible to internship. DISCUSSION: Due to overloaded curriculum of general medicine in Iran, we decided to run a brief practical course of laboratory medicine education for medical students. Although the course was practical, the knowledge of students became higher. Students with more clinical experience and knowledge absorbed more. Being actively involved in the classes lit the enthusiasm of students and made them satisfied with the course. It seemed that the course should be placed in later years of clinical training to get the best uptake and results. PMID:29114552

Effective Laboratory Work in Biochemistry Subject: Students' and Lecturers' Perspective in Indonesia

Science.gov (United States)

Anwar, Yunita Arian Sani; Senam; Laksono F. X., Endang Widjajanti

2017-01-01

Biochemistry subject had problem in learning and teaching, especially in laboratory work. We explored laboratory learning implementation in Biochemistry subject. Participants of this research were 195 students who took biochemistry subject and 4 lecturers of biochemistry in three universities in Indonesia. We obtained data using questionnaires and…

University Physics Students' Ideas of Thermal Radiation Expressed in Open Laboratory Activities Using Infrared Cameras

Science.gov (United States)

Haglund, Jesper; Melander, Emil; Weiszflog, Matthias; Andersson, Staffan

2017-01-01

Background: University physics students were engaged in open-ended thermodynamics laboratory activities with a focus on understanding a chosen phenomenon or the principle of laboratory apparatus, such as thermal radiation and a heat pump. Students had access to handheld infrared (IR) cameras for their investigations. Purpose: The purpose of the…

Diffusion Experiments in Opalinus Clay: Laboratory, Large-Scale Diffusion Experiments and Microscale Analysis by RBS.

Energy Technology Data Exchange (ETDEWEB)

Garcia-Gutierrez, M.; Alonso de los Rios, U.; Missana, T.; Cormenzana, J.L.; Mingarro, M.; Morejon, J.; Gil, P.

2008-08-06

The Opalinus Clay (OPA) formation in the Zurcher Weiland (Switzerland) is a potential host rock for a repository for high-level radioactive waste. Samples collected in the Mont Terri Underground Rock Laboratory (URL), where the OPA formation is located at a depth between -200 and -300 m below the surface, were used to study the radionuclide diffusion in clay materials. Classical laboratory essays and a novel experimental set-up for large-scale diffusion experiments were performed together to a novel application of the nuclear ion beam technique Rutherford Backscattering Spectrometry (RBS), to understand the transport properties of the OPA and to enhance the methodologies used for in situ diffusion experiments. Through-Diffusion and In-Diffusion conventional laboratory diffusion experiments were carried out with HTO, 36{sup C}l-, I-, 22{sup N}a, 75{sup S}e, 85{sup S}r, 233{sup U}, 137{sup C}s, 60{sup C}o and 152{sup E}u. Large-scale diffusion experiments were performed with HTO, 36{sup C}l, and 85{sup S}r, and new experiments with 60{sup C}o, 137{sup C}s and 152{sup E}u are ongoing. Diffusion experiments with RBS technique were done with Sr, Re, U and Eu. (Author) 38 refs.

Laboratory course on silicon sensors

CERN Document Server

Crescio, E; Roe, S; Rudge, A

2003-01-01

The laboratory course consisted of four different mini sessions, in order to give the student some hands-on experience on various aspects of silicon sensors and related integrated electronics. The four experiments were. 1. Characterisation of silicon diodes for particle detection 2. Study of noise performance of the Viking readout circuit 3. Study of the position resolution of a silicon microstrip sensor 4. Study of charge transport in silicon with a fast amplifier The data in the following were obtained during the ICFA school by the students.

A Laboratory Experiment on EM Backscatter from Farley-Buneman and Gradient Drift Waves

DEFF Research Database (Denmark)

Alport, M. J.; D'Angelo, N.; Pécseli, Hans

1981-01-01

Results are reported of a laboratory experiment on Bragg backscatter of 3-cm microwaves by turbulent waves driven by the Farley-Buneman and gradient drift instabilities. The present work is the third in a series of laboratory experiments performed to test, under controlled conditions, prevalent i...... ideas on EM scattering by equatorial and high-latitude ionospheric waves and irregularities.......Results are reported of a laboratory experiment on Bragg backscatter of 3-cm microwaves by turbulent waves driven by the Farley-Buneman and gradient drift instabilities. The present work is the third in a series of laboratory experiments performed to test, under controlled conditions, prevalent...

A LabVIEW based Remote DSP Laboratory

Directory of Open Access Journals (Sweden)

Athanasios Kalantzopoulos

2008-07-01

Full Text Available Remote laboratories provide the students with the capability to perform laboratory exercises exploiting the relevant equipment any time of the day without their physical presence. Furthermore, providing the ability to use a single workstation by more than one student, they contribute to the reduction of the laboratory cost. Turning to advantage the above and according to the needs of post graduate modules in the fields of DSP Systems Design and Signal Processing Systems with DSPs, we designed and developed a Remote DSP Laboratory. A student using a Web Browser has the ability via internet to turn to account the R-DSP Lab and perform experiments using DSPs (Digital Signal Processors. For now, there is the opportunity to carry out laboratory exercises such as FIR, IIR digital filters and FFT as well as run any executable file developed by the user. In any case the observation of the results is carried out through the use of specially designed Graphical User Interfaces (GUIs.

Modelling of laboratory high-pressure infiltration experiments

International Nuclear Information System (INIS)

Smith, P.A.

1992-02-01

This report describes the modelling of break-through curves from a series of two-tracer dynamic infiltration experiments, which are intended to complement larger scale experiments at the Nagra Grimsel Test Site. The tracers are 82 Br, which is expected to be non-sorbing, and 24 Na, which is weakly sorbing. The 24 Na concentration is well below the natural Na concentration in the infiltration fluid, so that sorption on the rock is governed by isotopic exchange, exhibiting a linear isotherm. The rock specimens are sub-samples (cores) of granodiorite from the Grimsel Test Site, each containing a distinct shear zone. Best-fits to the break-through curves using single-porosity and dual-porosity transport models are compared and several physical parameters are extracted. It is shown that the dual-porosity model is required in order to reproduce the tailing part of the break-through curves for the non-sorbing tracer. The single-porosity model is sufficient to reproduce the break-through curves for the sorbing tracer within the estimated experimental errors. Extracted K d values are shown to agree well with a field rock-water interaction experiment and in situ migration experiments. Static, laboratory batch-sorption experiments give a larger K d , but this difference could be explained by the larger surface area available for sorption in the artificially crushed samples used in the laboratory and by a slightly different water chemistry. (author) 13 figs., tabs., 19 refs

First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance

Directory of Open Access Journals (Sweden)

Sharon E. Brewer,

2013-07-01

Full Text Available In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc. students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom, home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

Reactor laboratory course for Korean under-graduate students in Kyoto University Critical Assembly (KUGSiKUCA)

International Nuclear Information System (INIS)

Pyeon, Cheol Ho; Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Shiroya, Seiji; Whang, Joo Ho; Kim, Myung Hyun

2005-01-01

The Reactor Laboratory Course for Korean Under-Graduate Students has been carried out at Kyoto University Critical Assembly of Japan. This course has been launched from fiscal year 2003 and has been founded by Ministry of Science and Technology of Korean Government. Since then, the total number of 43 Korean under-graduate students, who have majored in nuclear engineering of 6 universities in all over the Korea, has been taken part in this course. The reactor physics experiments have been performed in this course, such as Approach to criticality, Control rod calibration, Measurement of neutron flux and power calibration, and Educational reactor operation. As technical tour of Japan, nuclear site tour has been taken during their stay in Japan, such as PWR, FBR, nuclear fuel company and some institutes

Teaching Creative Thinking Skills with Laboratory Work

Directory of Open Access Journals (Sweden)

Nur Khoiri

2017-12-01

Full Text Available Research on figuring out the ways to teach creative thinking skills via learning processes has been carried out. One of the methods applied to be efficient to teach creative thinking skills is laboratory work. Laboratory work is an important process in learning physics since students tend to find it hard to understand physical concepts if they are only taught verbally. Students will understand better when they are given real life examples and are allowed to learn the concepts through the laboratory work, whenever possible. The research was conducted at SMAN 1 Bringin by employing the quasi-experiment pre-test - post-test control group design. Creative thinking skills were measured based on four indicators: flexibility, fluency, originality, and detail. Results show that laboratory work was suitable to improve students’ fluent thinking ability with 77% students showing improvement, and it was also a fit to improve students’ original thinking with 84% students showing improvement. The experiment class revealed a gain of 0.51, taken from an average pre-test score of 45.64 compared to the average post-test score of 73.5, which is an increase of 27.86. Meanwhile, the control class resulted in a gain of 0.40, taken from an average pre-test score of 39.11 compared to the average post-test score of 83.44, which is an increase of 24.33.

Measuring Meaningful Learning in the Undergraduate General Chemistry and Organic Chemistry Laboratories: A Longitudinal Study

Science.gov (United States)

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

Understanding how students learn in the undergraduate chemistry teaching laboratory is an essential component to developing evidence-based laboratory curricula. The Meaningful Learning in the Laboratory Instrument (MLLI) was developed to measure students' cognitive and affective expectations and experiences for learning in the chemistry…

Open soundcard as a platform for practical, laboratory study of digital audio

DEFF Research Database (Denmark)

Dimitrov, Smilen; Serafin, Stefania

2014-01-01

This article investigates how lacking suitable platforms for laboratory exercises becomes a learning problem, limiting the practical experience students gain. In engineering education, laboratory demonstration difficulty of issues like real-time streaming in digital signal and audio processing...... afforded by such laboratories, and their open nature, could testably improve the diversity of demonstrated practical topics, while maintaining engineering students' motivation....

Critical experiments at Sandia National Laboratories

International Nuclear Information System (INIS)

Harms, Gary A.; Ford, John T.; Barber, Allison Delo

2010-01-01

Sandia National Laboratories (SNL) has conducted radiation effects testing for the Department of Energy (DOE) and other contractors supporting the DOE since the 1960's. Over this period, the research reactor facilities at Sandia have had a primary mission to provide appropriate nuclear radiation environments for radiation testing and qualification of electronic components and other devices. The current generation of reactors includes the Annular Core Research Reactor (ACRR), a water-moderated pool-type reactor, fueled by elements constructed from UO2-BeO ceramic fuel pellets, and the Sandia Pulse Reactor III (SPR-III), a bare metal fast burst reactor utilizing a uranium-molybdenum alloy fuel. The SPR-III is currently defueled. The SPR Facility (SPRF) has hosted a series of critical experiments. A purpose-built critical experiment was first operated at the SPRF in the late 1980's. This experiment, called the Space Nuclear Thermal Propulsion Critical Experiment (CX), was designed to explore the reactor physics of a nuclear thermal rocket motor. This experiment was fueled with highly-enriched uranium carbide fuel in annular water-moderated fuel elements. The experiment program was completed and the fuel for the experiment was moved off-site. A second critical experiment, the Burnup Credit Critical Experiment (BUCCX) was operated at Sandia in 2002. The critical assembly for this experiment was based on the assembly used in the CX modified to accommodate low-enriched pin-type fuel in water moderator. This experiment was designed as a platform in which the reactivity effects of specific fission product poisons could be measured. Experiments were carried out on rhodium, an important fission product poison. The fuel and assembly hardware for the BUCCX remains at Sandia and is available for future experimentation. The critical experiment currently in operation at the SPRF is the Seven Percent Critical Experiment (7uPCX). This experiment is designed to provide benchmark

High Performance Liquid Chromatography Experiments to Undergraduate Laboratories

Science.gov (United States)

Kissinger, Peter T.; And Others

1977-01-01

Reviews the principles of liquid chromatography with electrochemical detection (LCEC), an analytical technique that incorporates the advantages of both liquids chromatography and electrochemistry. Also suggests laboratory experiments using this technique. (MLH)

The Qweakp experiment at Jefferson Laboratory

International Nuclear Information System (INIS)

Page, Shelley

2008-01-01

A major new experiment is being prepared at Jefferson Laboratory to measure the proton's weak charge via the parity violating asymmetry in elastic electron-proton scattering at very low momentum transfer. The Standard Model makes a firm prediction of the proton' weak charge, Q w p = 1 - 4 sin2thetaW, based on the running of the weak mixing angle sin2thetaW from the Z 0 pole down to low energies, corresponding to a 10sigma effect in our experiment. Our ultimate goal is to determine the proton' weak charge with 4% combined statistical and systematic errors, which in turn leads to a 0.3% measurement of sin2 thetaW. The experiment is currently under construction; installation in Hall C at Jefferson Lab followed by data taking is planned for 2009.

Laser fusion experiments at the Lawrence Livermore Laboratory

International Nuclear Information System (INIS)

Ahlstrom, H.G.

1975-01-01

A short review is given of some of the important dates in the experimental fusion program at Livermore. A few of the parameters of the laser systems which are being used for these experiments are mentioned. Some information about specialized diagnostics which have been developed at the Livermore Laboratory for these experiments is described. The focusing arrangements for each of the systems are discussed. Experiments both on planar targets and on targets for laser fusion are described

Laboratory Experiments in Teaching Public Economics and Policy

Directory of Open Access Journals (Sweden)

Špačková Zuzana

2015-05-01

Full Text Available This paper deals with classroom experiments in economics, which have been derived from laboratory experiments. These experiments cover a broad range of topics, from strictly economic ones (like market games or auctions to those with overlaps to other domains such as public policy. The paper discusses different methodologies of research and classroom experiments, introduces the benefits of the latter and presents a concrete teaching experiment used in public economics courses at the Faculty of Economics and Administration of Masaryk University. Another link between economic experiments and public policy is outlined here as well, namely the importance of experimental results for public policy makers.

Underwater laboratory: Teaching physics through diving practice

International Nuclear Information System (INIS)

Favale, F.

2013-01-01

Diving education and diving science and technology may be a useful tool in teaching physics in non–physics-oriented High School courses. In this paper we present an activity which combines some simple theoretical aspects of fluid statics, fluid dynamics and gas behavior under pressure with diving experience, where the swimming pool and the sea are used as a laboratory. This topic had previously been approached in a pure experimental way in school laboratory, but some particular experiments became much more attractive and meaningful to the students when they could use their bodies to perform them directly in water. The activity was carried out with groups of students from Italian High School classes in different situations.

Laboratory activity to effectively teach introductory geomicrobiology concepts to non-geology majors

OpenAIRE

Marvasi, Massimiliano; Davila-Vazquez, Y. C.; Martinez, L. C.

2013-01-01

We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In our three-week laboratory practice, students learn the main principles and conditions required for an induced bacterial mineralization. Upon completion of the laboratory experience, students will: ...

An international capstone experience for pharmacy students.

Science.gov (United States)

Gourley, Dick R; Vaidya, Varun A; Hufstader, Meghan A; Ray, Max D; Chisholm-Burns, Marie A

2013-04-12

This report describes the experiences of the University of Tennessee College of Pharmacy over 20 years with an international capstone educational experience for students. Although the university provides reciprocal opportunities to international students, this report focuses on the experiences of the college's pharmacy students who have participated in the program. This capstone course is offered as an elective course in the advanced pharmacy practice experience (APPE) component of the college's experiential program. Goals of the program and a brief description of its organizational structure are provided. Results of a structured student satisfaction survey and a survey covering the most recent 3 years of the program are presented. This program has greatly broadened participants' cultural horizons and expanded their global view and understanding of the contributions of pharmacy to health care.

Laboratory Activity to Teach about the Proliferation of Salmonella in Vegetables

Directory of Open Access Journals (Sweden)

Massimiliano Marvasi

2015-08-01

Full Text Available We designed a three-week laboratory experience that can complement any microbiology teaching laboratory to expand students’ knowledge of the ecology of human enteric pathogens outside of their animal hosts. Through their participation in this laboratory activity, students learned that vegetative and reproductive plant parts could be a natural habitat for enteric bacteria such as non-typhoidal strains of Salmonella enterica. This field was recently brought to the forefront of the scientific community and public interest by outbreaks of human illness linked to the consumption of fresh fruits and vegetables. Students were encouraged to develop their own testable hypotheses to compare proliferation of Salmonella enterica sv Typhimurium LT2 in different vegetables: cherry and regular-size  tomatoes, onions, lettuce, and yellow and red bell peppers (Escherichia coli can be substituted for BSL1 laboratories. Upon completion of the laboratory experience, students were able to: 1 Develop testable hypotheses addressing the ability of a human pathogen, Salmonella enterica, to colonize and proliferate in vegetables; 2 Determine that different vegetables support the growth of Salmonella to different extents; 3 Conduct statistical analysis and identify any significant differences. The teaching-learning process was assessed with a pre-/posttest, with an average increase in content understanding from ~15% to 85%. We also measured students’ proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. Students indicated satisfaction with the organization and content of the practices. All of the students (100% agreed that the exercises improved their knowledge of this subject. Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum

Fundamental Research in Engineering Education. Student Learning in Industrially Situated Virtual Laboratories

Science.gov (United States)

Koretsky, Milo D.; Kelly, Christine; Gummer, Edith

2011-01-01

The instructional design and the corresponding research on student learning of two virtual laboratories that provide an engineering task situated in an industrial context are described. In this problem-based learning environment, data are generated dynamically based on each student team's distinct choices of reactor parameters and measurements.…

Grade Distribution Digests: A Novel Tool to Enhance Teaching and Student Learning in Laboratory Practicals

Science.gov (United States)

Arthur, Peter G.; Zareie, Reza; Kirkwood, Paul; Ludwig, Martha; Attwood, Paul V.

2018-01-01

Assessment is a central component of course curriculums and is used to certify student learning, but it can also be used as a tool to improve teaching and learning. Many laboratory courses are structured such that there is only a grade for a particular laboratory, which limits the insights that can be gained in student learning. We developed a…

A Comparison of Students' Achievement and Attitude Changes Resulting From a Laboratory and Non-Laboratory Approach to General Education Physical Science Courses.

Science.gov (United States)

Gunsch, Leonhardt Maurice

Student achievement and attitude changes resulting from two different approaches to teaching of physical science were studied among 94 non-science freshmen enrolled at Valley City State College during the 1970-71 winter quarter. Thirty-four students were taught the laboratory-oriented Physical Science for Nonscience Students (PSNS) Project course…

Experience of joint reactor laboratory course with KUCA

International Nuclear Information System (INIS)

Nishina, Kojiro

1982-01-01

A description is given of a joint reactor laboratory course of graduate level, which is offered every summer since 1975 by nine associated japanese universities with the use of Kyoto University Critical Assembly (KUCA). A total of 315 students have taken the course in the last seven years. The course has been institutionalized with the background that it is extremely difficult for any single university in this country to have her own research or training reactor. By their effort the united faculty team of the course have succeeded in giving an effective, unique one-week course, taking advantage of their collaboration. By the scrutiny of student's responses to the course, one norices that a reactor is distinctively different from ordinary educational apparatus, in that the students do not play a main part in the adjustment of the apparatus itself. The beginners therefore tend to feel the reactor as a remote existence. This difficulty must be circumvented if an effective educational process is to be designed. (author)

Student laboratory reports: an approach to improving feedback and quality

Science.gov (United States)

Ellingsen, Pål Gunnar; Støvneng, Jon Andreas

2018-05-01

We present an ongoing effort in improving the quality of laboratory reports written by first and second year physics students. The effort involves a new approach where students are given the opportunity to submit reports at intermediate deadlines, receive feedback, and then resubmit for the final deadline. In combination with a differential grading system, instead of pass/fail, the improved feedback results in higher quality reports. Improvement in the quality of the reports is visible through the grade statistics.

Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

Science.gov (United States)

Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

2017-02-01

Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing

Effluent-Monitoring Procedures: Basic Laboratory Skills. Student Reference Manual.

Science.gov (United States)

Engel, William T.; And Others

This is one of several short-term courses developed to assist in the training of waste water treatment plant operational personnel in the tests, measurements, and report preparation required for compliance with their NPDES Permits. This Student Reference Manual provides a review of basic mathematics as it applies to the chemical laboratory. The…

On-line interactive virtual experiments on nanoscience

Science.gov (United States)

Kadar, Manuella; Ileana, Ioan; Hutanu, Constantin

2009-01-01

This paper is an overview on the next generation web which allows students to experience virtual experiments on nano science, physics devices, processes and processing equipment. Virtual reality is used to support a real university lab in which a student can experiment real lab sessions. The web material is presented in an intuitive and highly visual 3D form that is accessible to a diverse group of students. Such type of laboratory provides opportunities for professional and practical education for a wide range of users. The expensive equipment and apparatuses that build the experimental stage in a particular standard laboratory is used to create virtual educational research laboratories. Students learn how to prepare the apparatuses and facilities for the experiment. The online experiments metadata schema is the format for describing online experiments, much like the schema behind a library catalogue used to describe the books in a library. As an online experiment is a special kind of learning object, one specifies its schema as an extension to an established metadata schema for learning objects. The content of the courses, metainformation as well as readings and user data are saved on the server in a database as XML objects.

Assessing the engagement, learning, and overall experience of students operating an atomic absorption spectrophotometer with remote access technology.

Science.gov (United States)

Erasmus, Daniel J; Brewer, Sharon E; Cinel, Bruno

2015-01-01

The use of internet-based technologies in the teaching of laboratories has emerged as a promising education tool. This study evaluated the effectiveness of using remote access technology to operate an atomic absorption spectrophotometer in analyzing the iron content in a crude myoglobin extract. Sixty-two students were surveyed on their level of engagement, learning, and overall experience. Feedback from students suggests that the use of remote access technology is effective in teaching students the principles of chemical analysis by atomic absorption spectroscopy. © 2014 The International Union of Biochemistry and Molecular Biology.

State of laboratory manual instruction in California community college introductory (non-majors) biology laboratory instruction

Science.gov (United States)

Priest, Michelle

utilize the current faculty research expertise and knowledge. Unfortunately, laboratory manual authors had no real learning framework in the development of the manual. Based on the LAI, most manuals focused on the lowest levels of inquiry based instruction. Most manuals focused exercises on cell and molecular topics. The manuals had little student exploration, creation or design in the laboratory exercise and no option for repeating the exercise. There was a clear desire of faculty and authors to improve the laboratory experience and manual. Authors and faculty wished to include more inquiry and utilize the best of Student Learning Outcome (SLO) methodologies. Authors and the laboratory manuals have a major disconnect in that authors have clear desires inquiry based learning for the manual but do not effectively implement the inquiry based learning for various reasons. The manuals themselves, laboratory manuals themselves are not robust inquiry based learning models to maximize student learning. Authors and faculty are disconnected in that authors know what they want their manuals to do...but do not effectively communicate that to faculty. Finally, schools are in a "wait and see" approach as to when to integrate the latest learning theory mandated by the Chancellors Office -- Student Learning Outcomes.

Simple Laboratory Exercise for Induction of Beta-Mannanase from "Aspergillus niger"

Science.gov (United States)

Mulimani, V. H.; Naganagouda, K.

2010-01-01

This laboratory experiment was designed for Biochemistry, Biotechnology, Microbiology, and Food Technology students of undergraduate and postgraduate courses. The experiment shows the advantages of using agricultural waste, copra mannan as potent inducer of [beta]-mannanase. The students were able to compare the enzyme induction by commercial…

The communication of laboratory investigations by university entrants

Science.gov (United States)

Campbell, Bob; Kaunda, Loveness; Allie, Saalih; Buffler, Andy; Lubben, Fred

2000-10-01

The purpose of the study reported here was to analyse the ways in which unversity entrant science students carry out and communicate experimental activities and to identify a model to explain characteristic communication practices. The study was prompted by a need to inform the development of an introductory laboratory course. The students studied shared an educational background characterised by a lack of experience with laboratory work and scientific writing. Seven groups of three students were studied. The investigative strategies of these groups were observed. Laboratory reports were used to identify the ways in which students communicated these strategies. Data are presented that show a discrepancy between the strategies used and those reported. The results suggest that: (i) students' perceptions of the purpose of a laboratory task influence their decisions on what to report; (ii) understandings of laboratory procedures greatly influence their decision on what to report and on how much detail to include in a report and; (iii) knowledge of discourse rules contributes to effective reporting. It is concluded that students' communication of an investigation results from the differential operation of various perceptual filters that determine both the procedural and discourse elements of their reports. It is recommended that the communication of science should be taught explicitly and alongside the procedures and concepts of science.

An Investigation of the Effects of Authentic Science Experiences Among Urban High School Students

Science.gov (United States)

Chapman, Angela

Providing equitable learning opportunities for all students has been a persistent issue for some time. This is evident by the science achievement gap that still exists between male and female students as well as between White and many non-White student populations (NCES, 2007, 2009, 2009b) and an underrepresentation of female, African-American, Hispanic, and Native Americans in many science, technology, engineering, and mathematics (STEM) related careers (NCES, 2009b). In addition to gender and ethnicity, socioeconomic status and linguistic differences are also factors that can marginalize students in the science classroom. One factor attributed to the achievement gap and low participation in STEM career is equitable access to resources including textbooks, laboratory equipment, qualified science teachers, and type of instruction. Extensive literature supports authentic science as one way of improving science learning. However, the majority of students do not have access to this type of resource. Additionally, extensive literature posits that culturally relevant pedagogy is one way of improving education. This study examines students' participation in an authentic science experience and argues that this is one way of providing culturally relevant pedagogy in science classrooms. The purpose of this study was to better understand how marginalized students were affected by their participation in an authentic science experience, within the context of an algae biofuel project. Accordingly, an interpretivist approach was taken. Data were collected from pre/post surveys and tests, semi-structured interviews, student journals, and classroom observations. Data analysis used a mixed methods approach. The data from this study were analyzed to better understand whether students perceived the experience to be one of authentic science, as well as how students science identities, perceptions about who can do science, attitudes toward science, and learning of science practices

Inquiry-Based Laboratory Activity to Investigate Physical Growth Requirements of Microorganisms

Directory of Open Access Journals (Sweden)

Michelle Furlong

2014-08-01

Full Text Available Standard "cookbook" laboratory activities that are used to teach students the optimal physical growth conditions of microorganisms should be modified so that they more effectively foster student's higher order cognitive skills and attract student interest.  This paper describes a laboratory activity that engages students in an inquiry-based approach to studying the physical growth requirements of microorganisms.  In this activity, students design and implement an experiment to obtain pure cultures of specific microorganisms, with distinct growth properties, that are provided to them in a mixed culture.

Energy Experiments for STEM Students

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Fanchi, John

2011-03-01

Texas Christian University (TCU) is developing an undergraduate program that prepares students to become engineers with an emphasis in energy systems. One of the courses in the program is a technical overview of traditional energy (coal, oil and gas), nuclear energy, and renewable energy that requires as a pre-requisite two semesters of calculus-based physics. Energy experiments are being developed that will facilitate student involvement and provide hands-on learning opportunities. Students participating in the course will improve their understanding of energy systems; be introduced to outstanding scientific and engineering problems; learn about the role of energy in a global and societal context; and evaluate contemporary issues associated with energy. This talk will present the status of experiments being developed for the technical energy survey course.

The Experience of Deep Learning by Accounting Students

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Turner, Martin; Baskerville, Rachel

2013-01-01

This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

Cellular Cultivation: Growing HeLa Cells Using Standard High School Laboratory Equipment.

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Woloschak, Gayle; And Others

1995-01-01

Describes experiments to culture cells in a laboratory that provide students with hands-on experience in manipulating cells and a chance to observe cell growth characteristics first hand. Exposes students to sterile technique, cell culture, cell growth concepts, and eukaryotic cell structure. (JRH)

Measuring the Earth’s magnetic field dip angle using a smartphone-aided setup: a simple experiment for introductory physics laboratories

International Nuclear Information System (INIS)

Arabasi, Sameer; Al-Taani, Hussein

2017-01-01

Measurement of the Earth’s magnetic field dip angle is a widely used experiment in most introductory physics laboratories. In this paper we propose a smartphone-aided setup that takes advantage of the smartphone’s magnetometer sensor to measure the Earth’s magnetic field dip angle. This set-up will help students visualize the vector nature of the Earth’s magnetic field, especially high school and first year college students who are not quite experienced with vectors. This set-up is affordable and easy to use and could be easily produced by any high school or college physics instructor. (paper)

Measuring the Earth’s magnetic field dip angle using a smartphone-aided setup: a simple experiment for introductory physics laboratories

Science.gov (United States)

Arabasi, Sameer; Al-Taani, Hussein

2017-03-01

Measurement of the Earth’s magnetic field dip angle is a widely used experiment in most introductory physics laboratories. In this paper we propose a smartphone-aided setup that takes advantage of the smartphone’s magnetometer sensor to measure the Earth’s magnetic field dip angle. This set-up will help students visualize the vector nature of the Earth’s magnetic field, especially high school and first year college students who are not quite experienced with vectors. This set-up is affordable and easy to use and could be easily produced by any high school or college physics instructor.

A 13-week research-based biochemistry laboratory curriculum.

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Lefurgy, Scott T; Mundorff, Emily C

2017-09-01

Here, we present a 13-week research-based biochemistry laboratory curriculum designed to provide the students with the experience of engaging in original research while introducing foundational biochemistry laboratory techniques. The laboratory experience has been developed around the directed evolution of an enzyme chosen by the instructor, with mutations designed by the students. Ideal enzymes for this curriculum are able to be structurally modeled, solubly expressed, and monitored for activity by UV/Vis spectroscopy, and an example curriculum for haloalkane dehalogenase is given. Unique to this curriculum is a successful implementation of saturation mutagenesis and high-throughput screening of enzyme function, along with bioinformatics analysis, homology modeling, structural analysis, protein expression and purification, polyacrylamide gel electrophoresis, UV/Vis spectroscopy, and enzyme kinetics. Each of these techniques is carried out using a novel student-designed mutant library or enzyme variant unique to the lab team and, importantly, not described previously in the literature. Use of a well-established set of protocols promotes student data quality. Publication may result from the original student-generated hypotheses and data, either from the class as a whole or individual students that continue their independent projects upon course completion. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):437-448, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Mass Spectrometry for Large Undergraduate Laboratory Sections

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Illies, A.; Shevlin, P. B.; Childers, G.; Peschke, M.; Tsai, J.

1995-08-01

Mass spectrometry is routinely covered in undergraduate organic chemistry courses and a number of valuable laboratory experiments featuring its use have been discussed (1-7). Although such experiments work well at institutions with limited laboratory enrollments, we typically teach laboratories with enrollments of 160 or more in which it is difficult to allow each student to carry out a meaningful "hands on" mass spectrometry experiment. Since we feel that some practical experience with this technique is important, we have designed a simple gas chromatography-mass spectrometry (gc/ms) exercise that allows each student to analyze the products of a simple synthesis that they have performed. The exercise starts with the microscale SN2 synthesis of 1-bromobutane from 1-butanol as described by Williamson (8). The students complete the synthesis and place one drop of the distilled product in a screw capped vial. The vials are then sealed, labeled with the students name and taken to the mass spectrometry laboratory by a teaching assistant. Students are instructed to sign up for a 20-min block of time over the next few days in order to analyze their sample. When the student arrives at the laboratory, he or she adds 1 ml CH2Cl2 to the sample and injects 0.3 microliters of the solution into the gas chromatograph. The samples typically contain the 1-butanol starting material and the 1-bromobutane product along with traces of dibutyl ether. The figure shows a mass chromatogram along with the mass spectra of the starting material and product from an actual student run. For this analysis to be applicable to large numbers of students, the gc separation must be as rapid as possible. We have been able to analyze each sample in 6 minutes on a 30 m DB-5 capillary column with the following temperature program: 70 oC for 1 min, 70-80 oC at 10 oC/min, 86-140 oC at 67.5 oC/min, 140-210 oC at 70 oC/min, and 210 oC for 1 min. A mass range of 20-200 amu is scanned with a solvent delay of 2

Students teaching students: evaluation of a "near-peer" teaching experience.

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Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Application of Lean-Six Sigma Approach in a Laboratory Experimental Case Study

Directory of Open Access Journals (Sweden)

Hashim Raza Rizvi

2013-12-01

Full Text Available Laboratory experiments are a conventional activity performed at academic institutions, government and private organizations. These experimental studies provide the basis for new inventions in the field of science and engineering. Laboratory experiments are conducted on the basis of provided guidelines, already established by different standard organizations like ASTM, AASHTO etc. This article is based on a case study in which the process of an experiment is examined on the basis of Value Stream Maps (VSM and potential improvement possibilities have been identified. After determining the potential waste, appropriate Lean tools are selected to implement and observe the improvements. The process is examined after application of the Lean tools and a comparison is performed. University laboratory environment can be improved considerably by applying Lean Tools. MUDA application reduced the total work time from 90.75 hours and 10-CD to 63.75 hours and 7-CD hence saving, 27 hours and 3-CD for one experiment. This is remarkable achievement of this application. Heijunka application provided the students equal workload and they performed explicitly better than they used to. 5-S tool provided the students the opportunity to manage the laboratory in an effective and clean way. Safety of the students is a very major concern at university laboratory environment. 5-S not only upgraded the laboratory overall performance, but it significantly raised the safety standards of the laboratory. More application of the Lean Tools should be exercised explored to have more effective and efficient university laboratory experimental environment.

Liability of Science Educators for Laboratory Safety. NSTA Position Statement

Science.gov (United States)

National Science Teachers Association (NJ1), 2007

2007-01-01

Laboratory investigations are essential for the effective teaching and learning of science. A school laboratory investigation ("lab") is an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data…

[Guidelines for blood transfusion teaching to medical laboratory technology students].

Science.gov (United States)

Moncharmont, P; Tourlourat, M; Fourcade, C; Julien, E; Peyrard, T; Cabaud, J-J

2012-02-01

The new French law about clinical laboratory medicine, the requirements of the ISO/CEI 15189 standard, the numerous abilities expected from the medical laboratory technologists and their involvement in blood bank management has led the working group "Recherche et démarche qualité" of the French Society of Blood Transfusion to initiate an inventory of blood transfusion teaching syllabus for medical laboratory technology students and to propose transfusion medicine teaching guidelines. Seven worksheets have been established for that purpose including red blood cell antigen typing and antibody screening, blood sampling in immunohaematology, automation, clinical practices, blood products, blood delivery and haemovigilance. These guidelines aim at contributing to the harmonization of transfusion medicine teaching and at providing objective elements to the medical laboratory managers regarding the practical and theoretical skills of theirs collaborators. Copyright © 2011 Elsevier Masson SAS. All rights reserved.

Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

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Wilcox, Bethany R.; Lewandowski, H. J.

2016-12-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

Taking Science Online: Evaluating Presence and Immersion through a Laboratory Experience in a Virtual Learning Environment for Entomology Students

Science.gov (United States)

Annetta, Leonard; Klesath, Marta; Meyer, John

2009-01-01

A 3-D virtual field trip was integrated into an online college entomology course and developed as a trial for the possible incorporation of future virtual environments to supplement online higher education laboratories. This article provides an explanation of the rationale behind creating the virtual experience, the Bug Farm; the method and…

Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

Science.gov (United States)

Huitt, Tiffany W; Killins, Anita; Brooks, William S

2015-01-01

As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P < 0.01). Non-TBL students had significantly lower attitudes toward teamwork (P < 0.01). Comparison of academic performance between TBL and non-TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P < 0.001). When asked to rate their role in a team, a 10.5% increase in the mean rank score for Problem Solver resulted after the completion of the TBL-based anatomy course. Our data indicate that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

Laboratory: Undergraduate Laboratory Experiment Teaching Fundamental Concepts of Rheology in Context of Sickle Cell Anemia

Science.gov (United States)

Vernengo, Jennifer; Purdy, Caitlin; Farrell, Stephanie

2014-01-01

This paper describes a biomedical engineering experiment that introduces students to rheology. Healthy and sickle-cell blood analogs are prepared that are composed of chitosan particles suspended in aqueous glycerol solutions, which substitute for RBCs and plasma, respectively. Students study flow properties of the blood analogs with a viscometer…

Solvent-Free Wittig Reaction: A Green Organic Chemistry Laboratory Experiment

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Leung, Sam H.; Angel, Stephen A.

2004-01-01

Some Wittig reactions can be carried out by grinding the reactants in a mortar with a pestle for about 20 minutes, as per investigation. A laboratory experiment involving a solvent-free Wittig reaction that can be completed in a three-hour sophomore organic chemistry laboratory class period, are developed.

Vertebrate Osmoregulation: A Student Laboratory Exercise Using Teleost Fish

Science.gov (United States)

Boily P.; Rees, B. B.; Williamson, L. A. C.

2007-01-01

Here, we describe a laboratory experiment as part of an upper-level vertebrate physiology course for biology majors to investigate the physiological response of vertebrates to osmoregulatory challenges. The experiment involves measuring plasma osmolality and Na[superscript +] -K[superscript +] -ATPase activity in gill tissue of teleost fish…

Experience of maintaining laboratory educational website's sustainability.

Science.gov (United States)

Dimenstein, Izak B

2016-01-01

Laboratory methodology websites are specialized niche websites. The visibility of a niche website transforms it into an authority site on a particular "niche of knowledge." This article presents some ways in which a laboratory methodology website can maintain its sustainability. The optimal composition of the website includes a basic content, a blog, and an ancillary part. This article discusses experimenting with the search engine optimization query results page. Strategic placement of keywords and even phrases, as well as fragmentation of the post's material, can improve the website's visibility to search engines. Hyperlinks open a chain reaction of additional links and draw attention to the previous posts. Publications in printed periodicals are a substantial part of a niche website presence on the Internet. Although this article explores a laboratory website on the basis of our hands-on expertise maintaining "Grossing Technology in Surgical Pathology" (www.grossing-technology.com) website with a high volume of traffic for more than a decade, the recommendations presented here for developing an authority website can be applied to other professional specialized websites. The authority websites visibility and sustainability are preconditions for aggregating them in a specialized educational laboratory portal.

Brewing for Students: An Inquiry-Based Microbiology Lab.

OpenAIRE

Sato, BK; Alam, U; Dacanay, SJ; Lee, AK; Shaffer, JF

2015-01-01

In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol co...

Laboratory activity to effectively teach introductory geomicrobiology concepts to non-geology majors.

Science.gov (United States)

Marvasi, Massimiliano; Davila-Vazquez, Yarely C; Martinez, Lilliam Casillas

2013-01-01

We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In our three-week laboratory practice, students learn the main principles and conditions required for an induced bacterial mineralization. Upon completion of the laboratory experience, students will: 1) learn how microbial-induced mineralization (such as calcium carbonate formation) is affected by differential media and growth conditions; 2) understand how bacterial physiology affects any induced in situ or in vitro mineralization; 3) comprehend how growing conditions and bacterial physiologies interrelate, resulting in differential crystal formation. The teaching-learning process was assessed using a pre-/posttest with an increase from 26% to 76% in the number of positive answers from the students. We also measured the students' proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. A final questionnaire was provided with satisfactory evaluations from the students regarding the organization and content of the practices. 84-86% of the students agreed that the exercises improved their knowledge in geomicrobiology and would like to attend similar laboratories in the future. Such response is the best indicator that the laboratory practice can be implemented in any undergraduate/graduate microbiology course to effectively teach basic geomicrobiology concepts to non-geology majors.

Mini-Journal Inquiry Laboratory: A Case Study in a General Chemistry Kinetics Experiment

Science.gov (United States)

Zhao, Ningfeng; Wardeska, Jeffrey G.

2011-01-01

The mini-journal curriculum for undergraduate science laboratories mirrors the format of scientific literature and helps students improve their learning through direct scientific practices. The lab embodies the essential features of scientific inquiry and replaces the traditional "cookbook" lab to engage students in active learning. A case study…

Online college laboratory courses: Can they be done and will they affect graduation and retention rates?

Directory of Open Access Journals (Sweden)

Eddy van Hunnik

2015-12-01

Full Text Available Online education has been steadily growing during the last decade. This growth has mainly taken place in the non-laboratory science fields. This essay describes some of the best practices to increase and maintain student retention, increase student engagement and increase graduation rates for college running online laboratory science courses. This article further discusses how to run successful, hands-on laboratory courses for your online students. The most common issues are being discussed and what can be done to provide the students with the same hands-on experience online as what they would experience in a more traditional classroom setting. DOI: 10.18870/hlrc.v5i4.289

Biobased Organic Chemistry Laboratories as Sustainable Experiment Alternatives

Science.gov (United States)

Silverman, Julian R.

2016-01-01

As nonrenewable resources deplete and educators seek relevant interdisciplinary content for organic chemistry instruction, biobased laboratory experiments present themselves as potential alternatives to petroleum-based transformations, which offer themselves as sustainable variations on important themes. Following the principles of green chemistry…

The Alcohol Dehydrogenase Kinetics Laboratory: Enhanced Data Analysis and Student-Designed Mini-Projects

Science.gov (United States)

Silverstein, Todd P.

2016-01-01

A highly instructive, wide-ranging laboratory project in which students study the effects of various parameters on the enzymatic activity of alcohol dehydrogenase has been adapted for the upper-division biochemistry and physical biochemistry laboratory. Our two main goals were to provide enhanced data analysis, featuring nonlinear regression, and…

Experiences of Judeo-Christian Students in Undergraduate Biology

Science.gov (United States)

Barnes, M. Elizabeth; Truong, Jasmine M.; Brownell, Sara E.

2017-01-01

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention. PMID:28232586

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

Science.gov (United States)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science