Search

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.

It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.

This article focuses on the possible relationship between predictions, developed during the resolution of geometrical tasks within a Paper-and-Pencil Environment (PPE), and subsequent explorations within a Dynamic Geometry Environment (DGE). Building on Fischbein's Theory of Figural Concepts, and to gain insight into the transition of predictions from the PPE to the DGE, I introduce an analytical scheme that includes the identification of the solvers' figural concepts in focus and geometric predictions; dragging modalities that solvers make use of in the DGE; reactive and proactive dimensions of the interaction with dynamic objects in the DGE. I present a fine-grained qualitative analysis of data collected during task-based interviews as high school students reason about a geometrical task--first on paper-and-pencil and then in a DGE. The analyses of three representative examples show that the interaction with DGE objects can lead students to rethink the geometrical configuration and renegotiate predictions, depending on the circumstances that offer the opportunities to experiment with continuities or discontinuities during the transition of prediction from one to the other environment.

This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.

This study aims to investigate the similarities and differences between prospective mathematics teachers' creative thinking skills in paper-pencil test and on a GeoGebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra's main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were: (1) lack of problem-posing experience; (2) the structure of problem-posing activity; and (3) prospective teachers' mathematical content knowledge.

The purpose of this research is to experimentally evaluate how the "flipped classroom" model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students' critical thinking skills and improved their academic performances and what students' perceptions of this model are. The learning environment used a multimedia-based textbook entitled "Business skills through English". This was experimental research which used a mixed-methods approach. Students' critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students' critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the "flipped classroom" model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students' critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.

Paper folding studies are quite effective in the development of students' visual and spatial skills. The "paper" used in these studies is a genuine tool that can support the development of geometric habits of mind as well as the visual-spatial skills. This is an action research aimed to investigate the potential of paper folding to improve students' geometric thinking skills and to enhance their achievement in national exams. The improvement in their geometric thinking was investigated based on the framework of the Geometric Habits of Mind. This study was carried out with three students studying in the 11th grade. Four geometry questions were asked to students, and they were expected to solve these questions by paper folding. The solution process was video-recorded. Video-recordings were transcribed, and the obtained data were qualitatively analyzed within the framework of the components of the geometric habits of mind. As a result of the study, it was seen that the students were able to reach solutions more easily by concretizing the intangible questions through paper folding. The students were able to comprehend the fact that the main components of triangles do not change; that is, they are preserved (the angles and the sides do not change).

The main purpose of this study is to investigate mathematics teachers' mathematical thinking process while they are constructing the length of [cube root of 2] by paper folding. To carry out this aim, two teachers--who are PhD. students--were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.

Curl propensity is a critical-to-quality (CTQ) property of paper, as it causes severe problems during printing and other final conversion operations. The main papermaking factor causing the curl phenomenon is the existence of a fiber orientation (FO) gradient across the thickness direction (or ZD), also known as two-sidedness. Therefore, a methodology that characterizes the FO across the ZD is fundamental for papermakers. In this work, we propose and validate an efficient and cost-effective protocol based on sheet splitting and image analysis. Besides assessing the level of FO two-sidedness, the methodology also provides insights into the flow dynamics in the draining zone of the forming section of the paper machine and the drying stresses built into the paper. This information is relevant for monitoring, optimizing, and troubleshooting activities in the paper industry. [ABSTRACT FROM AUTHOR]

Comparative studies on paper and pencil--and computer-based tests principally focus on statistical analysis of students' performances. In educational assessment, comparing students' performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students' problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paper-based and computer-based tasks.

Collaborative learning is well-established as a method to improve student learning and retention in engineering classrooms. One problem with collaborative learning is difficulty maximizing engagement of all students during group activities. We tested a change in implementation of collaborative problem solving sessions (Workshops) in a first-year Calculus for Engineers course. Previously, students sat at tables and worked together in small groups to solve provided problems, with each student ending the class period with her or his own written solution. The innovation in this study had students solving the same problems in the same small groups, but working together on the chalkboards, with each group ending the class period with a mutually agreed upon solution. Data collection to assess the innovation included student surveys, TA feedback, and observation and video recording of Workshop sections. The data support this innovation as a way to increase student collaboration and engagement during collaborative problem solving.

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.

The purpose of this article is to describe a couple of challenging mathematical problems that involve paper folding. These problem solving tasks can be used to foster geometric and algebraic thinking among students. The context of paper folding makes some of the abstract mathematical ideas involved relatively concrete. When implemented appropriately these activities have the potential to address many of the mathematical proficiencies, as delineated by Australian Curriculum and Assessment Reporting Authority (ACARA, 2014). [This paper was first published in the "Australian Senior Mathematics Journal," in 2014 (EJ1093386).]

This paper focuses on pre-service mathematics teachers' geometrical construction processes while using a duo of artefacts, namely the paper-and-pencil environment (PPE) and a dynamic geometry system (DGS). The participants of this case study were two pre-service mathematics teachers, who had limited DGS experiences in solving geometry tasks. The data were collected through task-based interviews in which the participants were asked to complete angle bisector construction first with PPE and then in DGS, using together with the PPE to support the development of their construction strategies in DGS. Data analysis was carried out to examine (dis)continuities that the pre-service teachers faced while connecting the duos and the feedback received during such process. Findings indicated that the pre-service teachers had difficulties in comprehending ( 1) the concept of robustness of the construction and (2) the dependency relationships between the objects in DGS, which created discontinuities for them to differentiate between a static representation on paper and dynamic representation in DGS. In this, the use of duos and the feedback different artefacts generated -- i.e., direct manipulation feedback, evaluation feedback and tool operation feedback from the DGS, and strategy feedback scaffolded by the interviewer --, promoted their conception of angle bisector construction.

This investigation examines the impact of two psychoeducational programs (i.e., computer-assisted versus pencil-and-paper) for the empowerment of visuospatial skills of 7-year-old pupils. At pretest, posttest and at a three-month follow-up, 58 children attending the second grade of Italian primary school completed a battery of tests assessing visuospatial problem solving, speed of processing, spatial comprehension, mental imagery, passive and active verbal working memory, respectively. After the pretest, 19 participants were presented the computer-assisted "Recovery in…visuo-spatial abilities" training, whereas further 20 pupils were trained with the pencil-and-paper "Recovery in… visuo-spatial abilities" psychoeducational intervention, respectively. At posttest and follow-up, the positive impact of the computer-assisted training has been documented, whereas the efficacy of the pencil-and-paper intervention has been found only at the posttest. Overall, the computer-based program was particularly effective in favoring the development of spatial comprehension, mental imagery, and processing speed in second graders.

An understanding of acid-base reactions is necessary for success in chemistry courses and relevant to careers outside of chemistry, yet research has demonstrated that students often struggle with learning acid-base reaction mechanisms in organic chemistry. One response to this challenge is the development of educational applications to support instruction and learning. The development of these supports also creates an opportunity to probe students' thinking about organic chemistry reaction mechanisms using multiple modalities--i.e., using an app interface or the traditional paper-pencil. This study used think-aloud interviews conducted with undergraduate students in their first semester of organic chemistry to understand how they worked through two acid-base reactions using either paper-pencil or an app. Analysis of the interviews indicates that students from both groups recognize the steps of acid-base reactions, but do not always apply the underlying concepts, such as assessment of pK[subscript a] values or resonance, when determining how a reaction will proceed. The modality seemed to somewhat influence students' thinking, as the app prevented students from making chemically unreasonable mistakes. However, some students relied on the cues it provided, which could potentially be problematic when they are required to respond to assessments that do not provide these cues. Our results suggest that instructors should emphasize the conceptual grounding for the steps that govern acid-base reactions to promote chemical thinking about the relationships between the reaction components and how those influence reaction outcomes, as well as support students to think critically about the chemical information contained within the modalities they are using.

Although we move and live in three-dimensional space, many prefer "two-dimensional" thinking in mathematics lessons. As a result, the transition between physical objects and their graphical representations can be considered one of the most common difficulties in learning and teaching solid geometry. This paper describes results of our quantitative-qualitative research focused on solving a non-standard spatial visualisation problem. Demanding mathematical operations are not required in its solution, but creating the right mental images of 3D objects and the ability of their mental manipulation are key to the correct solution. Students' paper-and-pencil solutions were the main source of research data and the principal aim of the study was to examine the relation between the number of correct external representations (iconic or non-iconic) and the numerical scores in student solutions. In this article, we focus on the qualitative findings and supplement them with quantitative results.

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling's theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

In this article, we report on sixth-grade students' responses to a set of problem activities that required the application of mathematics, science, and engineering knowledge in designing and constructing a paper bridge that could withstand an optimal load. Increasing students' application and awareness of their disciplinary learning and how they are applying this in an integrated STEM activity remains a challenge for educators. In addressing this issue, we included a focus on knowledge reflection and knowledge scaffolding through thought-provoking student workbooks. Among the findings are students' capabilities in planning, designing, reflecting, constructing, and redesigning. Students' planning indicated that they could justify their proposed bridge type/s, which often included a combination of types, by referring to their STEM understandings. At the same time, students remained cognizant of the problem boundaries. Students' design sketches indicated an awareness of the problem constraints, an understanding of basic engineering principles, and an application of mathematics and science knowledge. Students' reflections on their actions helped them to improve their bridge constructions. Suggestions are presented for knowledge scaffolding to facilitate the flexible and innovative application of STEM learning to new problem situations.

We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem-solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre- and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.

The Australian Science Teachers Association offers an innovative international professional development program for science teachers called the Science Teachers Exchange -- Japan. The program offers Australian and Japanese teachers an opportunity to travel to the corresponding country, allowing the teachers to grow in their knowledge of the culture and teaching practices of that country and potentially develop national and international networks. The article herein was written by Takeshi Tsuji, an elementary teacher from Tokyo, who participated in the 2017 Exchange program to Australia. As part of this program, Tsuji visited Mudgeeraba Creek State School on the Gold Coast, where he observed a fifth grade STEM lesson taught by STEM science teacher Megan Hayes, and later taught a lesson to the same class. On entering Hayes' classroom, Tsuji immediately noticed a large poster with the word 'FAIL' on it; an acronym standing for 'First Attempt In Learning'. It translates to "failure = first step in learning," meaning that learning starts from failure. This [unedited] translation of the article -- taken from a Japanese equivalent to "Teaching Science" -- takes on the theme of how students face failure and how teachers can deepen classroom learning with this acronym in mind.

Critical thinking and problem solving skills are included in the IS curriculum as foundational skills. IS education researchers recognize the importance of these skills for future IS practitioners given the complexity of the technology based society and economy of the future. However, there is limited work on how these skills are best taught in IS. This research reports on a course focusing on the explicit development of critical thinking and problem solving skills of first-year IS students at the University of Pretoria. The critical thinking part of the course focuses on the analysis, evaluation of, and response to arguments. Class discussions and assessments are based on local, authentic arguments. In the problem solving skills component of the course, students are taught to understand the nature of a problem and to classify it as belonging to one of three categories: puzzles, problems, and messes. For each category, appropriate problem solving approaches are suggested and practiced. To illustrate the role of design and creativity in problem solving, students have to create an artefact using the Maker Space of the university. They have to apply the five phases of design thinking as suggested by the Stanford d.school design thinking approach. The course has been presented since 2016, and feedback is collected from students annually. Based on a feedback questionnaire that the students complete at the end of each course, we have reason to believe that they find the course valuable and consider those skills to be applicable to other courses as well as elsewhere in their lives. They also point out the value it holds for their future as IS practitioners. As part of our ongoing research, we are investigating ways to develop a critical disposition amongst students, an important component of critical thinking.

This paper discusses the design of a digital Chinese character composition game with the paper-interface named as ARC (Augmented Reality-based Chinese Characters) and its implementation in a Singapore primary school. The ARC game is designed to help beginning Chinese as second language (L2) learners to develop Chinese orthographic knowledge and improve quality of collaboration. Underlying sociocultural perspectives of learning, it seeks to enable learners to complete the game collaboratively in classrooms, and in this process to build a deep understanding of linguistic knowledge in solving in-situ language-related problems that emerge in language use. The results of a quasi-experiment indicate that ARC is an effective system for improving Chinese character learning performance and collaborative learning quality. It suggests that the augmented paper, enabling natural interactions, allow more and potentially young students to engage with educational content and collaboration. The problematizing scaffold should be embedded in the game design to elicit more opportunities for collaborative dialogue.

In this study I examine the issue of how to support students' coordination of computer algebra systems (CAS) and paper-and-pencil in solving mathematics problems. Together with a classroom teacher I designed and conducted a collaborative teaching experiment in a ninth-grade algebra classroom to understand how to support students' coordination of tools. I introduce a predict-act-reflect-reconcile activity structure for coordinating CAS and paper-and-pencil in solving problems involving linear expressions and equations and adopt this as an analytic lens to examine the role of curriculum materials on impacting students' learning. Findings suggest the activity structure of predict-act-reflect-reconcile is a potentially fruitful starting point for coordinating CAS and paper-and-pencil in classroom activity, but not sufficient on its own as a task design principle without focused classroom discussion and support during the enacted curriculum. This research points to the importance of teaching students how to communicate about their process of using multiple tools while solving problems, especially the mathematical thinking that students engage in while reconciling differences across tool-based representations.

This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating their understanding of the problem and relevant knowledge than students who used paper triggers. The findings contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into the curriculum.

This research addresses the issue of how to support students' representational fluency--the ability to create, move within, translate across, and derive meaning from external representations of mathematical ideas. The context of solving linear equations in a combined computer algebra system (CAS) and paper-and-pencil classroom environment is targeted as a rich and pressing context to study this issue. We report results of a collaborative teaching experiment in which we designed for and tested a functions approach to solving equations with ninth-grade algebra students, and link to results of semi-structured interviews with students before and after the experiment. Results of analyzing the five-week experiment include instructional supports for students' representational fluency in solving linear equations: (a) sequencing the use of graphs, tables, and CAS feedback prior to formal symbolic transpositions, (b) connecting solutions to equations across representations, and (c) encouraging understanding of equations as equivalence relations that are sometimes, always, or never true. While some students' change in sophistication of representational fluency helps substantiate the productive nature of these supports, other students' persistent struggles raise questions of how to address the diverse needs of learners in complex learning environments involving multiple tool-based representations.

Aim: Patients' death or adverse events appear to be associated with poor healthcare decision‐making. This might be due to an inability to have an adequate representation of the problem or of the connections among problem‐related elements. Changing how a problem is formulated can reduce biases in clinical reasoning. The purpose of this article is to explore the possible contributions of psychoneuroendocrinoimmunology (PNEI) and psychology of reasoning and decision‐making (PRDM) to support a new nursing theoretical frame. Design: Discursive paper. Method: This article discusses the main assumptions about nursing and nurses' ability to face patient's problems, suggesting a new approach that integrates knowledge from PNEI and PRDM. While PNEI explains the complexity of systems, highlighting the importance of systems connections in affecting health, PRDM underlines the importance of the informative context in creating a mental representation of the problem. Furthermore, PRDM suggests the need to pay attention to information that is not immediately explicit and its connections. Conclusion: Nursing recognizes the patient–nurse relationship as the axiom that governs care. The integration of PNEI and PRDM in nursing theoretics allows the expansion of the axiom by providing essential elements to read a new type of relationship: the relationship among information. PNEI explains the relationships between biological systems and the psyche and between the whole individual and the environment; PRDM provides tools for the nurse's analytical thinking system to correctly process information and its connections. Impact on Nursing Practice: A theoretical renewal is mandatory to improve nursing reasoning and nursing priority identification. Integrating PNEI and PRDM into nursing theoretics will modify the way professionals approach patients, reducing cognitive biases and medical errors. No Patient or Public Contribution: There was no patient or public involvement in the design or writing of this discursive article. [ABSTRACT FROM AUTHOR]

Multi-touch technology is increasingly being used to support collaborative learning activities. However, to know how this technology can be used most effectively, we need to understand if collaborative interactions differ when groups are using multi-touch technology compared with other tools. In this paper, we compare the interactions of groups of 10 to 11-year-old students working collaboratively to solve three math problems in either a multi-touch or paper condition. The number of ideas raised, who proposed them and whether they were responded to, were coded to identify differences in idea development and interactions across conditions. Responses by students to ideas proposed by other students were coded. Results indicate that similar numbers of ideas were raised across conditions; student responses to ideas raised by other students were more likely to elaborate on the idea or combine it with other ideas in the multi-touch condition than in the paper condition. These results reinforce prior findings that show higher levels of collaborative engagement around ideas when using multi-touch than paper and extend our understanding of how this occurs.

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students' options for enhancing problem-solving skills.

Herein we present a modified iodine clock experiment which replaces starch with cellulose paper. This provides the reaction with a white solid surface in which color change can be clearly observed and reduces reagent amounts required to 540 µL per group. After data acquisition, students are required to calculate reaction orders and the reaction constant k, culminating in their ability to discern the rate equation for this reaction. This experiment is ideal for teaching kinetics in high school and undergraduate settings, particularly if liquid waste disposal is not readily available or if high importance is placed upon minimizing their environmental impact.