2,171 results on '"*LABORATORY manuals"'
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2. Vocational-Technical Physics Project. Thermometers: I. Temperature and Heat, II. Expansion Thermometers, III. Electrical Thermometers. Field Test Edition.
- Author
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Forsyth Technical Inst., Winston-Salem, NC.
- Abstract
This vocational physics individualized student instructional module on thermometers consists of the three units: Temperature and heat, expansion thermometers, and electrical thermometers. Designed with a laboratory orientation, experiments are included on linear expansion; making a bimetallic thermometer, a liquid-in-gas thermometer, and a gas thermometer; making, testing, and using thermocouples; comparing thermistors with ordinary materials, and calibrating a thermistor. Laboratory data sheets, illustrative drawings, review questions, student prerequisites, and objectives are also included in the module. (NJ)
- Published
- 2024
3. Paper-Based vs. Digitalized Glossaries in Laboratory Scripts
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Jenna Koenen, Lars Mariot, and Rüdiger Tiemann
- Abstract
In the future, learning will be essentially characterized by the ability to regulate the learning process and monitor success independently from a teacher. The technical possibilities offer better access to learning contents, precise and more individualized feedback, and learning phases adapted precisely to the needs of the learner in terms of scope and pace. In this study, we investigate an important aspect of the digitization of teaching/learning processes using the example of laboratory scripts for chemistry students at university. The focus is on looking up terms and concepts in preparation for the lab internships, firstly in a paper-based glossary and secondly in a digital glossary. During a two-day study, a total of 16 students prepared for experiments on two topics with completely identical materials. We then studied the influence of content knowledge, motivation, and cognitive load. While all students show significant learning achievements, there are no significant differences between the groups. Furthermore, results show that pure digitization of information has no effect, despite the theoretically assumed advantages.
- Published
- 2023
4. Laboratory Work Assessment with QR Code Lab Manual for Engineering Science Course among Polytechnic Students
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Normawati, Abdul Rahman, Hisyamsani, Idris, and Mohd Matore, Mohd Effendi Ewan
- Abstract
The development of a QR code as a barcode label contains information about the item to which it is attached. However, information on QR code development in engineering science laboratories is still limited. The aim of this research is to design the QR code lab manual for laboratory work in polytechnics engineering science course. In addition, the students' views in construct of easiness of use, usefulness and enjoyment using the QR code are also investigated. The QR code lab manual involved seven steps of development under the engagement theory in teaching and learning. Learning materials are embedded into the QR code within 1 sheet of an A4 size card. A total of 64 students were chosen using purposive sampling. Data from survey questionnaires revealed that the respondents have a high level for all the constructs. It has been suggested that students perceived the QR code lab manual developed as a useful tool that is easier to use in the future. This QR code lab manual allows educators to connect the traditional teaching style and provide students with a more genuine and unforgettable educational experiences. Future studies should consider a different experiment with the new design for QR codes with additional constructs and a variety of perspectives.
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- 2022
5. Development of Laboratory Manual in Physics for Engineers
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Mercado, Justine C.
- Abstract
This study aimed to identify the least learned competencies, needs, and challenges of engineering physics students and teachers, and develop a laboratory manual for Engineering Physics through a mix method design and ADDIE model, but limited to analysis, design and development of Laboratory Manual only. The participants were six Engineering Physics Laboratory teachers and ten second year engineering students. The result showed that the prevailing challenges that needs to be addressed in the laboratory class were lack of updated instructional materials such as laboratory manuals and laboratory equipment, old laboratory apparatus that give inaccurate data and the least learned competencies were thermodynamics, waves and optics, and electricity and magnetism. From the least learned competencies, a laboratory manual was developed to address the needs identified by students and teachers. Results revealed that the developed laboratory manual is much acceptable (M=4.64), by experts. In particular, the laboratory manual is acceptable in terms of Content Quality (M = 4.69), Instructional Quality (M = 4.64) and Technical Quality (M = 4.58). In conclusion, the implementation of the engineering physics curriculum faces many challenges especially the lack of laboratory facilities and instructional materials. The validated developed laboratory manual was found very much acceptable and can be used to address the needs of the students and teachers of engineer physics. It is recommended that the laboratory manual will be used as a supplemental instructional material. Also, further review and evaluation of the manual maybe considered to make it more contextualized, localized and indigenized in the Philippine setting.
- Published
- 2020
6. Developing Innovative Chemistry Laboratory Workbook Integrated with Project-Based Learning and Character-Based Chemistry
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Nainggolan, Bajoka, Hutabarat, Wesly, Situmorang, Manihar, and Sitorus, Marham
- Abstract
The research was carried out through research and development to produce an innovative chemistry laboratory workbook (InoChemLaW) followed by the implementation of the learning package in the teaching of chemistry. The result showed that a standard InoChemLaW has successfully been developed on the topic of Colligative Properties of solutions. The implementation of InoChemLaW was carried out onto the experimental class compared to the existing laboratory workbooks (ConChemLaW) in the control class. An InoChemLaW package helps the students to learn chemistry independently so that the learning stages are carried out systematically, the students are actively completed the projects, thereby increasing their knowledge and skills. Students' knowledge and skills respectively in experimental groups were found higher than that in control group, and both groups are significantly different. The developed InoChemLaw package is highly very good. It is recommended that innovative laboratory workbooks integrated with project-based learning can be developed and implemented for teaching of other chemistry subjects and science studies.
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- 2020
7. An Analysis of Students' Cognitive Bias in Experimental Activities Following a Lab Manual
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Kim, Seong Un and Yang, Il Ho
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The purpose of this study is to develop a thinking process model that reveals cognitive bias through analyzing students' cognitive biases in processing experimental manuals. Twenty-two college students participated in the study. During the "making electromagnets" experimental activity, we collected students' concurrent verbal protocols, gaze positions, and experimental behaviors. After the experiment, we collected their retrospective verbal protocols and ensured reliability by diversifying the data. The collected data were analyzed inductively using the grounded theory methodology. The results showed that four categories of paradigm (causal conditions, phenomena, interactions, and contextual conditions) and fifteen concepts were derived. Students displayed bias in following the manual instructions due to the influence of causal conditions. When embodying biased representations as workspace entities, biased responses come from the influence of contextual conditions. Therefore, these can be developed in consideration of causal and contextual conditions when developing a manual, thereby reducing cognitive bias among students, and ultimately helping them perform accurate experiments.
- Published
- 2020
8. The Effect of Conventional Laboratory Practical Manuals on Preservice Teachers' Integrated Science Process Skills
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Adlim, Muhammad, Nuzulia, Rusydi, and Nurmaliah, Cut
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This study explored the effect of conventional laboratory practical manuals on pre-service teachers' integrated science process skills (ISPS). A validated multiple-choice questionnaire with the ISPS components was used to collect data. No significant difference between pre-service subject-specific teachers' (biology, physics and chemistry) ISPS scores was found. The ISPS scores significantly increased along with proliferation in lab practical works, except for physics. Pre-service math teachers, who had no lab practical works, showed significantly higher ISPS scores than pre-service science teachers. The results indicated that all pre-service teachers' ISPS scores fell into intermediate level. Further, it was found that they possessed the lowest scores for such ISPS as identifying and controlling variable, stating operational definition and designing experiments. The common format of the conventional laboratory manual adopted from many universities need to be reformatted for engage learners in all ISPS. To improve learners' ISPS, higher-order thinking assignments should be intensively given to them.
- Published
- 2018
9. A Remote Laboratory Course on Experimental Human Physiology Using Wearable Technology
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Mayerhofer, Patrick, Carter, James, and Donelan, J. Maxwell
- Abstract
To help educators deliver their physiology laboratory courses remotely, we developed an inexpensive, customizable hardware kit along with freely available teaching resources. We based the course design on four principles that should allow students to conduct insightful experiments on different physiological systems. First, the experimental setup should not be constrained to laboratory environments. Second, students should be able to take this course without prior coding and electronics experience. Third, the hardware kit should be relatively inexpensive, and all other resources should be freely available. Fourth, all resources should be customizable for educators. The hardware kit consists of commercially available electronic components, with a microcontroller as its hub (Arduino friendly). All measurement systems can be assembled without soldering. The hardware kit is cost-effective (approximately the cost of a textbook) and can be customized depending upon instructional needs. All software is freely available, and we share all necessary codes in open-access online repositories for simple use and customizability. All lab manuals and additional video tutorials are also freely available online and customizable. In our particular course, we have weekly asynchronous physiology lectures and one synchronous laboratory session, where students can get help with their equipment. In this article, we only focus on the novel and open-source laboratory part of the course. The laboratory includes four units [data acquisition, ECG, electromyography (EMG), activity classification] and one final project. It is our intent that these resources will allow other educators to rapidly implement their own remote physiology laboratories or to extend our work into other pedagogical applications of wearable technology.
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- 2022
- Full Text
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10. Replacing the Lab Manual with a Learning Management System in Physics Investigations for K-4 Pre-Service Teachers
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Sobolewski, Stanley and Numan, Muhammad Z.
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The traditional laboratory investigation uses a procedure written on paper; students then record their responses on a supplied data page or laboratory notebook. In an attempt to make this process more efficient, the use of a Learning Management System (in this case D2L) was used to present the material and collect student feedback. Each student had a University supplied laptop, read the procedure from the screen and submitted answers through D2L. As anticipated there was no change in content knowledge. However surprisingly, subjects felt the paper and pencil approach was easier to use than computer entry. In a subsequent study, the same population in the same course completed an on-line only lecture and lab course. We will discuss the student's reaction to this on-line class.
- Published
- 2018
11. Assessing Inquiry in Physical Geology Laboratory Manuals
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Ryker, Katherine D. and McConnell, David A.
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Many agencies, organizations, and researchers have called for the incorporation of inquiry-based learning in college classrooms. Providing inquiry-based activities in laboratory courses is one way to promote reformed, student-centered teaching in introductory geoscience courses. However, the literature on inquiry has relatively few geoscience examples and features an array of modifiers that complicate instructor efforts to identify or adapt inquiry-based activities for their courses. We review several measurement protocols developed to assess inquiry in laboratory activities. We apply one of these to assess the level of inquiry present in four published physical geology laboratory manuals. While the majority of activities used in the published manuals were classified at low levels of inquiry, these manuals also contained examples of higher-level activities that were not identified in previous analyses. We describe the development of inquiry-based lessons for inclusion in a freshman-level physical geology laboratory course at a large public research university in the southeast U.S. and apply the same protocol to assess the laboratory course activities and discuss how some activities were adapted to increase inquiry levels. We discuss how other instructors or laboratory course developers can adapt existing activities to incorporate higher levels of inquiry in their laboratory courses, matching them with the type of information or skill they want students to learn.
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- 2017
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12. Effects of Practical Activities and Manual on Science Students' Academic Performance on Solubility in Uruan Local Education Authority of Akwa Ibom State
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Etiubon, Rebecca Ufonabasi and Udoh, Nsimeneabasi Michael
- Abstract
This study investigated the effects of practical activities and manual on science students' academic performance on solubility in Uruan Local Education Authority of Akwa Ibom State. The study adopted pretest, posttest non randomized quasi experimental design. Three research questions and three hypotheses were formulated to guide the study. One hundred and four (104) science students from the population of two thousand, nine hundred and fifty (2, 950) senior secondary two in 2015/2016 academic session formed the sample size using simple random sampling technique. Instrument for data collection was a 20- multiple-choice-test item on the concept of solubility. The instrument was validated by three experienced secondary school science teachers of over 10 years teaching experience and by three lecturers from the department of science education and test and measurement unit of the University of Uyo, Uyo. Kuder Richardson formular 21was used in determining the reliability of the instrument was which 0.80. The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA). The findings of the study showed that students taught solubility with practical activities performed equally with their counterparts taught the same concept with practical manual. Results also showed that gender had no significant influence on the students' mean performance scores when taught solubility with practical activities and practical manual. Recommendations among others were that science teachers should make effective use of practical activities and manual in teaching abstract concepts like solubility.
- Published
- 2017
13. Does an Audiovisual Dissection Manual Improve Medical Students' Learning in the Gross Anatomy Dissection Course?
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Koop, Christian F. A., Marschollek, Michael, Schmiedl, Andreas, Proskynitopoulos, Phileas J., and Behrends, Marianne
- Abstract
The gross anatomy dissection course is considered to be one of the most important subjects in medical school. Advancing technology facilitates the production of e-learning material that can improve the learning of topographic anatomy during the course. The purpose of this study was to examine a locally produced audiovisual dissection manual's effects on performance in dissection, formal knowledge gained, motivation, emotions, learning behavior, and learning efficiency of the medical students. The results, combined with the total effort put into the production of the manual, should support decisions on further implementation of this kind of audiovisual e-learning resource into the university's curriculum. First-year medical students (n = 279) were randomly divided into three groups for two weeks within the regular dissection course hours during the dissection of the anterior and posterior triangles of the neck. Two groups received an audiovisual dissection manual (n = 96) or an improved written manual (n = 94) as an intervention, the control group (n = 89) received the standard dissection manual. After dissection, each student filled out tests and surveys and their dissections were evaluated. The audiovisual dissection manual did not have any significant positive effects on the examined parameters. The effects of the audiovisual dissection manual on the medical students' learning experience, as observed in this study, did not support further curriculum implementation of this kind of e-learning resource. This study can serve as an orientation for further evaluation and design of e-learning resources for the gross anatomy dissection course.
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- 2021
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14. Gender Stereotypes on Biology Practical Pedagogy: A Student-Teachers' Perspective
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Abimbola, I. O. and Dada, F. E.
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This study examines ideas of pre-service teachers on goals of biology practical in three purposely selected Colleges of Education. To this end, A researcher designed questionnaire which was adapted titled "views of preservice teachers on biology practical" to elicit information, and findings of a survey administered to 405 preservice teachers revealed divergent views with gender stereotypes on laboratory manual, e-learning and biology practical and with chi-square statistical tool used to analyze the research questions and results presented.
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- 2015
15. Transferring Best Practice from Undergraduate Practical Teaching to Secondary Schools: The Dynamic Laboratory Manual
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Harrison, Timothy G., Shallcross, Dudley E., Heslop, William J., Eastman, John R., and Baldwin, Anthony J.
- Abstract
Pre-laboratory work has been shown to be an effective investment at undergraduate level in chemistry at the University of Bristol. A Dynamic Laboratory Manual (DLM) has been developed to allow undergraduate students to rehearse practicals using virtual experiments, video clips and a range of assessment support. The DLM has been shown to be highly successful in its goals. In this paper we describe the development and implementation of a DLM appropriate to post-16 students at school or college which also has applications in teacher training courses. First results from evaluation are presented which show an improvement in practical skill and cognition.
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- 2009
16. Diffusion of Knowledge in Britain and America: Some Historical Comparisons in Science Education between 1800 and 1920
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Palmer, Bill
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The aim of this paper is to consider some issues in the historical international development of science education making comparisons between the educational systems of Britain and the United States of America. The author's particular interest relates to the role of the textbook in science education, so this is area on which this study will concentrate. Some issues for discussion are: (1) The transmission of scientific knowledge through textbooks both within and between Britain and America; (2) Chemistry laboratory manuals, heurism and the practical teaching of chemistry in Britain and America; (3) Gender issues in science textbook writing in Britain and America; (4) Curricula in science education; the case of physiography; (5) Administrative issues and committee processes; and (6) Adult education and the public understanding of science. These and other factors have had economic and other consequences far outside those that might have been anticipated. (Contains 1 figure.)
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- 2007
17. Procedural Reading and Writing in the Science Lab: Example Performance Package, Minnesota Profile of Learning.
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Minnesota State Dept. of Children, Families, and Learning, St. Paul.
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Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to comprehending technical information from documents or electronic media and writing for a variety of academic and technical purposes. It begins with reference to the particular content standard addressed in the package, the educational level of the package (middle school), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) read, summarize, analyze, and critique the directions for several laboratory experiments; (2) apply directions, implement laboratory experiments, and analyze the directions for those experiments; and (3) write directions for laboratory experiments. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)
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- 1998
18. Physics 152 Laboratory Manual, 8th Edition.
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Purdue Univ., West Lafayette, IN. Dept. of Physics. and MacIssac, Dan
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This document is the laboratory manual for the Physics 152 course at Purdue University. It includes a laboratory introduction, hardware and software guide, and laboratory report guide. Labs include: (1) "Measurement Uncertainty and Propagation"; (2) "Introduction to Computer Data Acquisition and Relationships between Position, Velocity, and Acceleration"; (3) "Newton's Second Law, Work, and Kinetic Energy"; (4) "Graphical Analysis and Least Squares Fitting"; (5) "Conservation of Mechanical Energy"; (6) "Impulse and Momentum"; (7) "Rotation Dynamics"; and (8) "Simple Harmonic Motion and the Torsion Pendulum". (JRH)
- Published
- 1996
19. A Pre-Lab Guide for General Chemistry: Improving Student Understanding of Chemical Concepts and Processes.
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Kirk, Marla K. and Layman, John W.
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This study investigated perceptions of 56 students in 4 general chemistry labs regarding their understanding of chemical concepts and processes. Conceptual understanding of scientific investigation was the focus. Students using a pre-lab guide for lab preparation were compared with students completing a traditional pre-lab assignment. Data sources included a student survey and interviews. Forty-one percent of students felt their pre-lab materials were helpful, sixty-four percent expressed confidence in their ability to learn chemical concepts and processes, and sixty-eight percent were confident of their ability to conduct chemical investigations. The experimental groups exhibited no significant differences. A significant instructor effect was found. Sixty-two percent of the students instructed by the researcher felt their approach was helpful; twenty-three percent of the adjunct's students were positive about their pre-lab tasks. Five themes emerged from the written student comments: aspects of the course, lab-related issues, instructors, assessment, and affective responses. Analysis of the interviews supported survey findings. Students using the pre-lab guide felt better prepared to conduct experiments and had a clearer understanding of chemical concepts and the scientific process. Contains 26 references. (Author)
- Published
- 1996
20. Instruments for Tuning Differing Courses: A Model of Professional Behavior and a Model of Common Aspects.
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Vos, Henk
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This paper describes the improvement of a series of lab courses in electrical engineering at the University of Twente in Enschede, the Netherlands. Five differing courses of lab classes (measuring instruments and network analysis, basic digital circuits, basic circuits of electronics, electronic functions, and physics measuring methods and systems) seemed unrelated to students, although in all classes one of the main objectives was to learn to experiment in a systematic way. Faculty, teaching assistants, and administrators in the department seemed unable to change the situation. A systematic approach to change was developed and implemented that focused on four aspects of professional behavior: rational use of knowledge; personal directed interaction with people; operationally obtaining some results; and fulfilling conditions by provision with means. This led to changes in the procedures used in lab write-ups and student notebooks, the development of a general lab guide, and regular meetings among faculty and teaching assistants in the five courses. An appendix contains the framework for lab write-ups. (MDM)
- Published
- 1995
21. Purdue University Physics 152L [Manual] (5th Edition).
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Purdue Univ., Lafayette, IN.
- Abstract
This document is a laboratory manual for an undergraduate physics course at Purdue University, the major goals of which are to develop students' laboratory skills, to illustrate principles and phenomena described in the physics lectures, and to promote conceptual change about the major topics in Newtonian mechanics. A hardware and software guide and a laboratory report guide are included in the manual. Experiments in the manual include: (1) "Measurement Uncertainty and Propagation"; (2) "Introduction to Computer Data Acquisition and Relationships between Position, Velocity, and Acceleration"; (3) "Newton's Second Law, Work, and Kinetic Energy"; (4) "Graphical Analysis and Least Squares Fitting"; (5) "Conservation of Mechanical Energy"; and (6) "Simple Harmonic Motion and the Torsion Pendulum". (JRH)
- Published
- 1995
22. The Ohio Science Workbook: Biotechnology.
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Ohio Academy of Science, Columbus. and Reames, Spencer E.
- Abstract
Because of the daily impact of biotechnology, it is important that students have some knowledge and experience with biotechnology in order to enable them to deal with the issues that arise as a result of its implementation. The purpose of this workbook is to assist in the efforts to expose students to the concepts of biotechnology through hands-on project activities. The projects in this book represent ideas that may be used as a starting point for a student project. These projects may be modified and adapted to suit each situation. In some cases, the student will have to work at a local university or research lab. Suggested student research projects in the following areas are presented: (1) Biotechnology in Food Production, (2) Biopolymer Synthesis, (3) Plant Biotechnology, (4) Enzyme Expression and Production, (5) Altering Genetic Characteristics, (6) Applications of DNA Analysis, (7) Protein Analysis, (8) Industrial and Environmental Biotechnology, and (9) Cellular Physiology. (PR)
- Published
- 1993
23. Machine Trades Lab Management Guide.
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Ohio State Univ., Columbus. Instructional Materials Lab.
- Abstract
This manual was developed to guide machine trades instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation strategies, and evaluation strategies), lifetime skills, entrepreneurship skills, a list of items needed for student tool kits, shop tools and major equipment lists, and a competency list for machine trades. Following sections contain information on organization of the 2 years of the program, rotation charts for the four 9-week periods in each year, and outlines of 13 units for junior year and 11 units for senior year. Each unit includes time allotted, lab status, number of new competencies, instructional objective, list of competencies, and suggested management and evaluation strategies. The junior year units cover the following topics: orientation, shop management, and safety; measuring tools; bench work; layout; power saws; abrasives; shapers; developing and reinforcing competencies; lathes; drill presses; mills; computer-aided manufacturing, numerical control, and robotics (basic); and developing and reinforcing competencies. Senior units cover orientation, shop management, and safety; measuring tools and layout; abrasives (review); superabrasives; heat treating and metallurgy; lathes; developing and reinforcing competencies; drill presses; mills; computer-aided manufacturing, numerical control, and robotics (intermediate); and developing and reinforcing competencies. An appendix provides a progress chart for recording student competencies. (KC)
- Published
- 1991
24. Drafting Lab Management Guide.
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Ohio State Univ., Columbus. Instructional Materials Lab.
- Abstract
This manual was developed to guide drafting instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation strategies, and evaluation strategies), lifetime skills, entrepreneurship skills, a list of items needed for student tool kits, the drafting laboratory and consumable items, lists of units of instruction for conventional or computer-aided drafting programs, and a competency list for a conventional drafting program. Following sections contain information on organization of the 2 years of the program and outlines of 11 units for junior year and 12 units for senior year. Each unit includes time allotted, lab status, number of new competencies, instructional objective, list of competencies, equipment, tools, materials, and supplies; and suggested management and evaluation strategies. The junior year units cover the following topics: developing professional behavior; developing basic lab skills; drawing geometric projections; creating orthographic projections; dimensioning; sectioning; developing and reinforcing competencies; drawing pictorials; drawing intersections and developments; developing basic computer-aided design skills; and developing and reinforcing competencies. Senior units cover reviewing junior year; developing intermediate computer-aided design skills; preparing machine drawings; developing and reinforcing competencies; preparing architectural drawings; preparing structural drawings; developing and reinforcing competencies; mapping; surveying; preparing electrical and electronic drawings; and developing and reinforcing competencies. An appendix provides drafting laboratory progress charts for recording student competencies. (KC)
- Published
- 1991
25. Laser Communications and Fiber Optics Lab Manual. High-Technology Training Module.
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Rice Lake School District, WI. and Biddick, Robert
- Abstract
This laboratory training manual on laser communications and fiber optics may be used in a general technology-communications course for ninth graders. Upon completion of this exercise, students achieve the following goals: match concepts with laser communication system parts; explain advantages of fiber optic cable over conventional copper wire; and explain the process of how laser communications and fiber optics work. The module contains objectives, methodology, activities, resources, and evaluation. The laboratory manual contains the following sections: introduction; activity length; evaluation; equipment; steps of procedure; the microphone (encoding); the laser and laser beam (transmitting); laser beam transmission (signal propagating); telephone wire versus fiber optic cable; the receiver box (receiving); and the speaker (decoding). Evaluation consists of the laser communications and fiber optics worksheet, a 15-question attachment reflecting laboratory manual information. (NLA)
- Published
- 1990
26. Introduction to Computing: Lab Manual. Faculty Guide [and] Student Guide.
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Sonoma State Univ., Rohnert Park, CA. and Frasca, Joseph W.
- Abstract
This lab manual is designed to accompany a college course introducing students to computing. The exercises are designed to be completed by the average student in a supervised 2-hour block of time at a computer lab over 15 weeks. The intent of each lab session is to introduce a topic and have the student feel comfortable with the use of the machine and the particular software. The faculty guide supplies the instructions for each of the 15 labs. The lab topics are as follows: (1) introduction to electronic mail; (2) introduction to the Macintosh SE/II computer; (3) Macintosh SE/II orientation; (4) Macintosh SE/II WORKS/wordprocessing orientation; (5) WORKS/database applications; (6) WORKS/spreadsheet applications; (7) integrated WORKS; (8) general Macintosh applications; (9) Macintosh graphics applications; (10) Hypercard and videodisc applications; (11) introduction to the Apple IIe/Apple GS; (12) introduction to Apple DOS/system utilities; (13) Apple IIe languages (BASIC and LOGO); (14) Apple IIe/GS software and documentation evaluation; and (15) how to buy a computer [and] computer ethics. (MES)
- Published
- 1990
27. Characterizing Instructional Practices in the Laboratory: The Laboratory Observation Protocol for Undergraduate STEM
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Velasco, Jonathan B., Knedeisen, Adam, Xue, Dihua, Vickrey, Trisha L., Abebe, Marytza, and Stains, Marilyne
- Abstract
Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. In chemistry laboratories at large universities, the instructors of record are typically graduate or undergraduate teaching assistants (TAs). Despite the importance of their role in the education of undergraduate students, TAs' instructional practices have been largely understudied outside specific reform efforts. In this study, we developed a segmented observation protocol, the Laboratory Observation Protocol for Undergraduate STEM (LOPUS), in order to characterize TAs' instructional styles in a General Chemistry laboratory curriculum. LOPUS captures both students' and TAs' behaviors every 2 min as well as initiators of verbal interactions and the nature of these verbal interactions (e.g., data analysis, explanation of concepts). Analyses of 19 videos collected from 15 TAs resulted in the identification of four instructional styles: the waiters, the busy bees, the observers, and the guides on-the-side. We found that students' behaviors were independent of these styles and limited to performing the laboratory activities, initiating conversation with TAs, and asking TAs questions. Interestingly, students rather than TAs were initiators of most verbal interactions, regardless of TAs' instructional styles. Finally, we found that the nature of TA-student verbal interactions was related to the nature of the laboratory activity (e.g., only following step-by-step instructions versus carrying out extensive data analysis). Implications of these findings for future research investigations and TA training are discussed.
- Published
- 2016
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28. Student-Led Development of an Interactive and Free Biochemical Methods eBook
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Hill, Alyssa C., Nickels, Logan M., and Sims, Paul A.
- Abstract
An approach to create an interactive and inexpensive electronic book (eBook) for an undergraduate biochemistry laboratory course is presented. This approach featured the involvement of an undergraduate student in the lead role of designing and developing the eBook using Apple's iBooks Author application. The eBook, entitled "Introduction to Biochemical Methods", contains original, interactive course content, including laboratory protocols, lecture slides, images, videos, figures, and quizzes. Access to the book content was expanded through the creation of a Web-based version of the book. User access analytics on both the eBook and the Web site, along with student survey data related to the usage of and attitudes toward the eBook, also are presented. Although the "Introduction to Biochemical Methods" eBook was developed specifically for use in a particular course, adaptation of its content for use in other classrooms is invited, and educators are encouraged to adopt a similar approach (i.e., involving their students) in developing eBooks for courses at their learning institutions. The immersive nature of the design and development process provided significant learning experiences for the student who led the development of the eBook.
- Published
- 2016
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29. Assessing the Readability of Geoscience Textbooks, Laboratory Manuals, and Supplemental Materials
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Hippensteel, Scott P.
- Abstract
Reading materials used in undergraduate science classes have not received the same attention in the literature as those used in secondary schools. Additionally, reports critical of college textbooks and their prose are common. To assess both problems and determine the readability of assignments and texts used by geoscience faculty at the University of North Carolina at Charlotte, a readability study was conducted on the most commonly used textbooks, laboratory manuals, and supplemental materials (magazine/journal articles).
- Published
- 2015
- Full Text
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30. Understanding and Using the New Guided-Inquiry AP Chemistry Laboratory Manual
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Cacciatore, Kristen L.
- Abstract
To support teaching and learning in the advanced placement (AP) chemistry laboratory, the College Board published a laboratory manual, "AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices," in 2013 as part of the redesigned course. This article provides a discussion of the rationale for the existence of the manual as well as its form, content, and pedagogical orientation; a summary of the manual's content and structure; guidelines for how to use the manual in teaching AP chemistry; an overview of the laboratory manual development process; a review of and response to the most common criticisms directed at the manual; and finally a brief preview of future plans to enhance the manual and support its implementation. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement chemistry course redesign.
- Published
- 2014
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31. The 'Saggi' and Practical Work
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Melville, Wayne
- Abstract
The "Saggi di naturali esperienze" was published in 1667 by one of the earliest scientific societies, the Accademia del Cimento. The book was a triumph for the ruling Medici family of Florence, and the commitment of the Accademia to experimentation helped the "Saggi" become the "laboratory manual" of the 18th century. The "Saggi" highlighted two key features of modern science: the pre-eminence of experimentation and the replication of experiments. Importantly, it also masked a third important feature, the role of argumentation. Separating argumentation from experimentation has contributed to the predominant use of practical work to demonstrate scientific principles, limiting it as a strategy for more fully engaging students with science.
- Published
- 2013
32. Changing the First-Year Chemistry Laboratory Manual to Implement a Problem-Based Approach that Improves Student Engagement
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Laredo, Thamara
- Abstract
For students who are not science majors, problem-based (PB) laboratories for first-year chemistry provide a more comprehensive experience than conventional expository ones. Implementing PB labs is reasonably easy, as the lab experiments may not need to change; what changes is the way the lab manual is set up and how the actual session is carried out. Rather than having a step-by-step procedure, the PB manual has general guidelines for the experiment, enabling students to develop experimental procedures of their own. During the lab session, a prelaboratory discussion is driven by the students' input and clarifies the details for each individual procedure. In addition to the engagement of the students in the lab, the result of this approach has been the development of students who are capable of formulating hypotheses and, more importantly, sound experimental procedures to test these hypotheses.
- Published
- 2013
- Full Text
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33. Perceptions of a Mobile Technology on Learning Strategies in the Anatomy Laboratory
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Mayfield, Chandler H., Ohara, Peter T., and O'Sullivan, Patricia S.
- Abstract
Mobile technologies offer new opportunities to improve dissection learning. This study examined the effect of using an iPad-based multimedia dissection manual during anatomy laboratory instruction on learner's perception of anatomy dissection activities and use of time. Three experimental dissection tables used iPads and three tables served as a control for two identical sessions. Trained, non-medical school anatomy faculty observers recorded use of resources at two-minute intervals for 20 observations per table. Students completed pre- and post-perception questionnaires. We used descriptive and inferential analyses. Twenty-one control and 22 experimental students participated. Compared with controls, experimental students reported significantly ("P" less than 0.05) less reliance on paper and instructor resources, greater ability to achieve anatomy laboratory objectives, and clarity of the role of dissection in learning anatomy. Experimental students indicated that the iPad helped them in dissection. We observed experimental students more on task (93% vs. 83% of the time) and less likely to be seeking an instructor (2% vs. 32%). The groups received similar attention from instructors (33% vs. 37%). Fifty-nine percent of the time at least one student was looking at the iPad. Groups clustered around the iPad a third of their time. We conclude that the iPad-manual aided learner engagement, achieved instructional objectives, and enhanced the effectiveness and efficiency of dissection education. (Contains 2 tables and 3 figures.)
- Published
- 2013
- Full Text
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34. Development and Evaluation of an Interactive Electronic Laboratory Manual for Cooperative Learning of Medical Histology
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Khalil, Mohammed K., Kirkley, Debbie L., and Kibble, Jonathan D.
- Abstract
This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning.
- Published
- 2013
- Full Text
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35. Characterization of Minerals: From the Classroom to Soils to Talc Deposits
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McNamee, Brittani D.
- Abstract
This dissertation addresses different methods and challenges surrounding characterizing and identifying minerals in three environments: in the classroom, in soils, and in talc deposits. A lab manual for a mineralogy and optical mineralogy course prepares students for mineral characterization and identification by giving them the methods and tools to identify any mineral. Students begin with familiarizing themselves with the tools (e.g. Polarizing Light Microscope and refractive index liquids) and the methods (e.g. defining properties) needed to identify a mineral. Next, they work through characterizing the most common minerals to hone their skills. The students finish the semester with two projects: characterizing single mineral grains with a spindle stage and creating a mineral collection. Evaluation of mineralogical data from selected sand or silt fraction of soils from the USDA-NRCS National Cooperative Soil Survey database, show that soils in all states (except for Rhode Island) contain amphiboles. Forty-one of the fifty states had 10 % or more sampled pedons containing amphiboles. Overall, about 13 % of pedons sampled in the USA contained amphiboles. While amphibole asbestos deposits occur in mafic and ultramafic provinces, soil amphiboles occur evenly distributed across the USA. The majority of the amphiboles found in the soils would probably not meet the mineralogical definition of asbestos (i.e., they would not have been derived from asbestiform amphiboles); however, the majority would probably meet a commonly used regulatory definition to be considered a fiber (i.e., are over 5 microns in length with a greater that 3 to 1 aspect ratio). Furthermore, chemical and morphological characterization was done on minerals in talc deposits and R. T. Vanderbilt Co. processed talc products from the Gouverneur Mining District, New York. The main mineral phases detected within the samples are tremolite, anthophyllite, and talc. Compositional analyses were preformed by WDS via electron microprobe. Morphological analyses were done using the PLM and electron microprobe. Amounts of each mineralogical phase were calculated by the Reitveld method using X-ray diffraction scans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2013
36. Writing Instrument Profiles for Mastery of Instrumental Analysis
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King, Daniel, Fernandez, Jorge, and Nalliah, Ruth
- Abstract
Because of the rapidly changing nature of chemical instrumentation, students must be trained in how to learn and understand new instruments. Toward this end, students are asked to create small instrument manuals, or instrument profiles, for the major pieces of equipment studied during an instrumental analysis course. This writing-intensive process of creating instrument profiles requires that students understand the basics of each type of instrument and that they are able to compare the instrument to other instruments. With the use of block and schematic diagrams, the major components within an instrument are emphasized such that students can discover subtle differences between types of instruments. Students' ability to teach themselves new instruments is demonstrated at the end of the semester by creating an instrument profile for an instrument not specifically discussed during the course and by giving a short oral presentation to the class, providing everyone with brief exposure to many more technologies. (Contains 2 figures.)
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- 2012
- Full Text
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37. Portrayal of the History of the Photoelectric Effect in Laboratory Instructions
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Klassen, Stephen, Niaz, Mansoor, and Metz, Don
- Abstract
The literature on the pedagogical aspects of the photoelectric effect as used in the undergraduate student laboratory shows that little research has been done in this area. Our current study is an analysis of the instructions in 38, electronically published laboratory manuals for the photoelectric effect. The analyses were based on history and philosophy of science criteria that we had developed for evaluating the presentation of the photoelectric effect in introductory, university-physics textbooks. The results show that writers of laboratory instructions do not pay sufficient attention to the relevant background for the photoelectric effect. In our study, none of the instructions achieved a score of excellent, only 5% were scored as satisfactory, and only 7% mentioned the various aspects contained in our criteria. These results for our analysis of laboratory instructions are significantly less favorable than those achieved for physics textbooks in our previous study. Based on our work, we recommend that several historical aspects be included in all laboratory instructions for the photoelectric effect.
- Published
- 2012
- Full Text
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38. Changing Images of the Inclined Plane: A Case Study of a Revolution in American Science Education
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Turner, Steven C.
- Abstract
Between 1880 and 1920 the way science was taught in American High Schools changed dramatically. The old "lecture/demonstration" method, where information was presented to essentially passive students, was replaced by the "laboratory" method, where students performed their own experiments in specially constructed student laboratories. National leadership in education was generally weak during this period, and the new method required significant investments by the schools, but within a few decades American science education was rapidly and completely transformed. Previous studies of this fundamental change have concentrated on the activities of organizations like the NEA, the Bureau of Education and a few major universities, but the way in which these groups were able to effect actual changes in classroom practice is not completely clear. This article attempts to broaden the existing narrative by integrating the rich and largely ignored material culture of science education--such things as textbooks, lab manuals, student notebooks, science teaching instruments and scientific instrument catalogs. Surprisingly, much of this story can be seen in changes to the depiction of a single, venerable and otherwise unremarkable teaching instrument: the inclined plane.
- Published
- 2012
- Full Text
- View/download PDF
39. Developing a Virtual Physics World
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Wegener, Margaret, McIntyre, Timothy J., McGrath, Dominic, Savage, Craig M., and Williamson, Michael
- Abstract
In this article, the successful implementation of a development cycle for a physics teaching package based on game-like virtual reality software is reported. The cycle involved several iterations of evaluating students' use of the package followed by instructional and software development. The evaluation used a variety of techniques, including ethnographic observation, surveys, student focus groups and conventional assessment. The teaching package included a laboratory manual, instructional support materials and the "Real Time Relativity" software that simulates a world obeying special relativistic physics. Although the iterative development cycle was time consuming and costly, it gave rise to substantial improvements in the software user interface and in the students' learning experience. (Contains 5 figures and 3 tables.)
- Published
- 2012
40. Student Perceptions of an Upper-Level, Undergraduate Human Anatomy Laboratory Course without Cadavers
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Wright, Shirley J.
- Abstract
Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy.
- Published
- 2012
- Full Text
- View/download PDF
41. Characterizing the Experimental Procedure in Science Laboratories: A Preliminary Step towards Students Experimental Design
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Girault, Isabelle, d'Ham, Cedric, Ney, Muriel, Sanchez, Eric, and Wajeman, Claire
- Abstract
Many studies have stressed students' lack of understanding of experiments in laboratories. Some researchers suggest that if students design all or parts of entire experiment, as part of an inquiry-based approach, it would overcome certain difficulties. It requires that a procedure be written for experimental design. The aim of this paper is to describe the characteristics of a procedure in science laboratories, in an educational context. As a starting point, this paper proposes a model in the form of a hierarchical task diagram that gives the general structure of any procedure. This model allows both the analysis of existing procedures and the design of a new inquiry-based approach. The obtained characteristics are further organized into criteria that can help both teachers and students assess a procedure during and after its writing. These results are obtained through two different sets of data. First, the characteristics of procedures are established by analysing laboratory manuals. This allows the organization and type of information in procedures to be defined. This analysis reveals that students are seldom asked to write a full procedure, but sometimes have to specify tasks within a procedure. Secondly, iterative interviews are undertaken with teachers. This leads to the list of criteria to evaluate the procedure. (Contains 7 tables and 2 figures.)
- Published
- 2012
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42. Students Using a Novel Web-Based Laboratory Class Support System: A Case Study in Food Chemistry Education
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van der Kolk, Koos, Beldman, Gerrit, Hartog, Rob, and Gruppen, Harry
- Abstract
The design, usage, and evaluation of a Web-based laboratory manual (WebLM) are described. The main aim of the WebLM is to support students while working in the laboratory by providing them with just-in-time information. Design guidelines for this electronic manual were derived from literature on cognitive load and user interface design. The WebLM was introduced in a Food Chemistry course at the Wageningen University. The evaluation showed a positive attitude towards the WebLM both by students (n = 79) and supervisors (n = 6). Furthermore, the WebLM proved to be a flexible platform, easy to maintain by teachers, easy to extend for future projects, and a promising research tool for monitoring student behavior in the laboratory classes. (Contains 4 tables and 5 figures.)
- Published
- 2012
- Full Text
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43. Rapid Prototyping Platform for Robotics Applications
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Hwang, Kao-Shing, Hsiao, Wen-Hsu, Shing, Gaung-Ting, and Chen, Kim-Joan
- Abstract
For the past several years, a team in the Department of Electrical Engineering (EE), National Chung Cheng University, Taiwan, has been establishing a pedagogical approach to embody embedded systems in the context of robotics. To alleviate the burden on students in the robotics curriculum in their junior and senior years, a training platform on embedded systems with co-design in hardware and software has been developed and fabricated as a supplement for these students. This general-purpose platform has several advantages over commercial training kits for embedded systems. For instance, the programming layer has been brought onto an open-source platform ported by Linux and [mu]C/OS-II such that it is mostly hardware-independent. Meanwhile, in addition to linking to fundamental library functions provided for robotics, users can program the codes not only in C language, but also through visual programming by means of a graphic interface developed along with the platform, allowing users to concentrate on higher-level robot function design. In other words, the platform facilitates rapid prototyping in robotics design. Meanwhile, a tailored laboratory manual associated with the platform has been designed and used in classes. Based on assessments and evaluation on the students who have completed this course, the curricular training is satisfactory and largely meets the requirements established at the design stage. (Contains 1 table and 12 figures.)
- Published
- 2011
- Full Text
- View/download PDF
44. Affordances of Instrumentation in General Chemistry Laboratories
- Author
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Sherman, Kristin Mary Daniels
- Abstract
The purpose of this study is to find out what students in the first chemistry course at the undergraduate level (general chemistry for science majors) know about the affordances of instrumentation used in the general chemistry laboratory and how their knowledge develops over time. Overall, students see the PASCO(TM) system as a useful and accurate measuring tool for general chemistry labs. They see the probeware as easy to use, portable, and able to interact with computers. Students find that the PASCO(TM) probeware system is useful in their general chemistry labs, more advanced chemistry labs, and in other science classes, and can be used in a variety of labs done in general chemistry. Students learn the affordances of the probeware through the lab manual, the laboratory teaching assistant, by trial and error, and from each other. The use of probeware systems provides lab instructors the opportunity to focus on the concepts illustrated by experiments and the opportunity to spend time discussing the results. In order to teach effectively, the instructor must know the correct name of the components involved, how to assemble and disassemble it correctly, how to troubleshoot the software, and must be able to replace broken or missing components quickly. The use of podcasts or Web-based videos should increase student understanding of affordances of the probeware. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2010
45. The Design, Enactment, and Experience of Inquiry-Based Instruction in Undergraduate Science Education: A Case Study
- Author
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Park Rogers, Meredith A. and Abell, Sandra K.
- Abstract
The purpose of this study was to understand one case of undergraduate inquiry-based instruction through the words and actions of students and instructors. The data sources included fieldnotes from 16 of 29 classes, two sets of student and instructor interviews (beginning and end of the semester), and a collection of artifacts, such as the laboratory manual, lecture handouts, and the course syllabus. The participants for this study included four faculty instructors and two purposively selected student groups, totaling eight students. We found the instructors' two course goals, (a) teaching students how scientists do science and (b) using an interdisciplinary approach to develop students' content knowledge of the big ideas in science, were consistent with our observations and the students' descriptions of their experience in the course. However, we observed, and the students also noted, an important feature of the course that the instructors did not describe as a course goal was its reliance on the social nature of learning. This telling case demonstrates that inquiry-based instruction is achievable in undergraduate science education. Implications are discussed for college science instructors interested in inquiry teaching.
- Published
- 2008
- Full Text
- View/download PDF
46. Development of a Laboratory Course in Nonmajors General Biology for Distance Education
- Author
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Mickle, James E. and Aune, Patricia M.
- Abstract
For distance-education students, the requirement for a laboratory course can present a significant hurdle to completing degree requirements. To better serve these nontraditional students, the authors developed a distance version of the laboratory course to provide a hands-on experience similar to that of on-campus students. In order to make the program succeed, they modified the existing nonmajors general-biology lab manual (Mickle et al. 2000) used on-campus so that the exercises would be comparable, yet reconfigured for a home situation. (Contains 7 figures.)
- Published
- 2008
- Full Text
- View/download PDF
47. Impact of a Conventional Introductory Laboratory Course on the Understanding of Measurement
- Author
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Volkwyn, Trevor S., Allie, Saalih, Buffler, Andy, and Lubben, Fr
- Abstract
Conventional physics laboratory courses generally include an emphasis on increasing students' ability to carry out data analysis according to scientific practice, in particular, those aspects that relate to measurement uncertainty. This study evaluates the efficacy of the conventional approach by analyzing the understanding of measurement of freshmen following the physics major sequence, i.e., top achievers, with regard to data collection, data processing, and data comparison, through pre- and postinstruction tests by using an established instrument. The findings show that the laboratory course improved the performance of the majority of students insofar as the more mechanical aspects of data collection and data processing were concerned. However, only about 20% of the cohort of physics majors exhibited a deeper understanding of measurement uncertainty required for data comparison. (Contains 5 tables, 2 figures, and 31 notes.)
- Published
- 2008
- Full Text
- View/download PDF
48. Benchtop Nanoscale Patterning Using Soft Lithography
- Author
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Meenakshi, Viswanathan, Babayan, Yelizaveta, and Odom, Teri W.
- Abstract
This paper outlines several benchtop nanoscale patterning experiments that can be incorporated into undergraduate laboratories or advanced high school chemistry curricula. The experiments, supplemented by an online video lab manual, are based on soft lithographic techniques such as replica molding, micro-molding in capillaries, and micro-contact printing and etching. These simple labs were designed using readily available and inexpensive materials such as compact discs, glass microscope slides, and curable polymers. In these labs, students could generate polymeric and metallic structures with feature sizes as small as 110 nm. The feasibility of these experiments was tested in a two-quarter, research-based course on nanoscience and technology for first- and second-year students at Northwestern University. (Contains 6 figures.)
- Published
- 2007
49. The Influence of Light on the Development of the Coprophilous Fungus, 'Pilobolus'
- Author
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Skendzic, Elizabeth M. and Mossman, Catherine A.
- Abstract
Many plant biologists claim that there is a tremendous bias towards the study of animals in science curricula, however, there is even less attention given to topics on fungi. On average, Biology laboratory manuals will have only one fungi exercise, and most of the time, it is mainly descriptive. As we developed this exercise we realized how much students benefit from working with the "shotgun" fungus "Pilobolus crystallinus" in an experimental setting. With this exercise students will learn about a basic reproductive cycle, enhance their lab skills, become familiar with data gathering, and write a lab report. In addition, students will use an experimental approach that prompts them to ask questions and make connections with the topic. This laboratory exercise is appropriate for advanced placement high school biology and first year college-level biology classes.
- Published
- 2007
50. Developing Inquiry-Based Labs Using Micro-Column Chromatography
- Author
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Barden-Gabbei, Laura M. and Moffitt, Deborah L.
- Abstract
Chromatography is a process by which mixtures can be separated or substances can be purified. Biological and chemical laboratories use many different types of chromatographic processes. For example, the pharmaceutical industry uses chromatographic techniques to purify drugs, medical labs use them to identify blood components such as cholesterol, crime labs use them to analyze evidence, and the oil industry uses them to purify components of oil including gasoline. Many lab manuals for high school biology courses include at least one lab designed to introduce students to the techniques of chromatography and associated biological concepts. The procedure most commonly selected is paper chromatography for the separation of plant pigments or different colored inks. These labs are easily performed in the typical high school setting but tend to take most of the class period to complete a single chromatograph. This article describes another technique that can be easily used, micro-column chromatography, which has the advantage of allowing many chromatographs to be completed during a single class period, thereby enabling many experiments to be conducted during that time. It also has the advantage of easily allowing for the different components of the sample to be collected for additional analysis. The micro-column chromatography activities described in this article allow for a number of concepts highlighted in the National Science Education Standards to be addressed. (Contains 3 figures and 1 table.)
- Published
- 2006
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