scholarly journals Increasing Awareness of Materials and the Environment: Hands-On Outreach Activity Presenting Water Purification Materials and Concepts

2021 ◽  
Author(s):  
Enrica Luzzi ◽  
Veronica Ambrogi ◽  
Giovanni Filippone ◽  
Barbara Liguori ◽  
Martina Salzano de Luna ◽  
...  
Keyword(s):  
Water Purification ◽  
Outreach Activity ◽  
Hands On

Cultivating the STEM pipeline by translating glucose sensor research into a hands-on outreach activity

2017 ◽  
Vol 21 ◽  
pp. 17-24
Author(s):  
Julaunica A. Tigner ◽  
Tierany English ◽  
Tamara M. Floyd-Smith
Keyword(s):  
Glucose Sensor ◽  
Outreach Activity ◽  
Stem Pipeline ◽  
Hands On

Water Ecology, Engineering, and Global Citizenship

2019 ◽  
pp. 246-261
Author(s):  
LaShay Jennings ◽  
Wendy W. Courtney
Keyword(s):  
Language Arts ◽  
Water Purification ◽  
English Language ◽  
Science Inquiry ◽  
State Standards ◽  
Learning Cycle ◽  
Science Standards ◽  
Hands On ◽  
The Common ◽  
Water Ecology

This chapter describes a science and literacy integrative unit on water ecology and reading about water purification in post-civil war Sudan through the text A Long Walk to Water by Linda Sue Park, 2010. The authors describe the process of integration according to the 5E learning cycle: engage, explore, explain, elaborate, evaluate. This teaching scenario is also further explicated through connections to The Next Generation Science Standards (NGSS) and overlapping practices between NGSS and The Common Core State Standards in English Language Arts. Aspects of the text are used in conjunction with the hands-on science inquiry to dig deeper into the standards.

Hands-On Water Purification Experiments Using the Adaptive WaTER Laboratory for Undergraduate Education and K-12 Outreach

2008 ◽  
Author(s):  
Paul M. Boyle ◽  
Brent C. Houchens
Keyword(s):  
High School Students ◽  
Water Purification ◽  
Undergraduate Education ◽  
Journal Article ◽  
Performance Criteria ◽  
Learning Performance ◽  
Background Information ◽  
School Students ◽  
Hands On ◽  
K 12

A bench-top educational system, the Adaptive Water Treatment for Education and Research (WaTER) Laboratory, has been developed as part of a year-long capstone design project. The Adaptive WaTER Lab teaches students about the effectiveness of various water purification techniques. Stackable housings employ six different filtration and purification methods including: sediment filtration, carbon filtration, chemical disinfection, reverse osmosis, forward osmosis, and ultraviolet light disinfection. Filtration pressure is supplied by a hand or foot pump, and two rechargeable batteries are required for the UV sterilization unit. The advantages and limitations of each technique are investigated, with learning performance criteria measured by knowledge of: material costs, contaminant removal or neutralization capabilities (from large sediment to bacteria and viruses to chemicals), robustness and longevity, and power requirements and efficiencies. Finally, suitable combinations of treatment techniques are studied for specific contamination issues, with the ultimate goal of producing potable water. The importance of sustainable water use is also discussed. Background information and suggested experiments are introduced through accompanying educational packets. This system has had a successful impact on undergraduate education. The metrics of success include a published journal article, an awarded EPA P3 educational grant and a pending patent for the undergraduates involved in the development of the Lab. Other undergraduates are currently involved in a design for manufacturability study. Finally, the Lab has served as a demonstration tool in a new interdisciplinary engineering course “Integrated Approaches to Sustainable Development.” The Adaptive WaTER Lab has also been used in hands-on outreach to over 300 underrepresented K-12 students in the Houston area. Two high school students borrowed the original prototype of the Lab to use in an Earth Day demonstration, and one student recently worked on an individual project using the Lab. Because the Lab is portable and requires only human and solar power (to recharge the batteries via a solar backpack), it is also ideal for educational efforts in developing nations. Labs are currently being produced for outreach and donation via three international projects to install water purification systems and/or educational Labs in schools and clinics in Mexico, Lesotho and Swaziland, in collaboration with the Beyond Traditional Borders and Rice 360 health initiatives.

scholarly journals Physical separation techniques in water purification: an inquiry-based laboratory learning experience

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Katherine Harris ◽  
Christopher Fellows ◽  
Frances Quinn ◽  
Nadya Rizk ◽  
Neil Taylor ◽  
...  
Keyword(s):  
Science Teachers ◽  
Water Purification ◽  
Conceptual Knowledge ◽  
Learning Experience ◽  
School Students ◽  
Physical Separation ◽  
Hands On ◽  
High Level ◽  
Government Initiative ◽  
Preservice Secondary Teachers

AbstractThis article outlines a structured investigative activity for students in lower secondary school. It was developed for the Australian Mathematics and Science Partnership Programme, a government initiative intended to promote the employment of more hands-on investigations in secondary science within Australian schools. The investigation focuses on water purification and is intended to develop conceptual knowledge of this topic and also high-level skills such as experimental design, particularly in relation to identifying and controlling variables. The investigation is outlined in detail and was trialed with practicing science teachers, school students and preservice secondary teachers. All of these groups provided feedback in various forms that indicated the investigation was valuable, relevant, interesting and allowed students to take some responsibility for their own inquiry learning.

Hands-On Bridge Engineering Outreach Activity

2017 ◽  
Author(s):  
Jason Salonga
Keyword(s):  
Bridge Engineering ◽  
Outreach Activity ◽  
Hands On ◽  
Engineering Outreach

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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