Constructing laboratory courses

1986 ◽  
Vol 54 (11) ◽  
pp. 972-976 ◽  
Author(s):  
Edward H. Carlson
Keyword(s):  
Laboratory Courses

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

scholarly journals A survey of the number of legally blind university physics students in Canada during 2003–2013

2015 ◽  
Vol 93 (1) ◽  
pp. 1-2
Author(s):  
Alan J. Slavin
Keyword(s):  
Assistive Devices ◽  
Educational Institutions ◽  
Physics Students ◽  
Laboratory Courses ◽  
University Physics ◽  
Survey Results ◽  
Partially Sighted ◽  
Accessible Price ◽  
Blind Students

Over the last few years, video assistive apparatus has become available at an accessible price that will allow students who have limited vision to participate almost fully in many laboratory courses at university. This paper presents a survey of the number of legally blind university physics students in Canada for the period 2003 to 2013. It will act as a benchmark to measure the effectiveness, in laboratory courses, of recent legislation mandating the provision of assistive devices in educational institutions. The survey was sent to all 52 physics departments at institutions in Canada that grant physics degrees, with all but one of the departments replying. None knew of any legally blind physicists practising in Canada. The only legally blind physics students reported were one partially sighted student who was awarded a Ph.D. in 2001, and one currently at Trent University. The survey results show that of the 12.5% of blind students who hold university degrees in Canada, very few of them are in physics.

Development of experiments as modules for introductory laboratory courses

1997 ◽  
Author(s):  
Yasuhiko Tsuruoka ◽  
Katsunori Iio ◽  
Wakio Uchida ◽  
Ichita Endo ◽  
Kazuma Nakazawa ◽  
...  
Keyword(s):  
Laboratory Courses

Alternative justification for introductory physics laboratory courses

1984 ◽  
Vol 52 (1) ◽  
pp. 12-13 ◽  
Author(s):  
James G. Potter ◽  
Jay Burns
Keyword(s):  
Introductory Physics ◽  
Physics Laboratory ◽  
Laboratory Courses

scholarly journals Web Based Database For Laboratory Courses

2020 ◽  
Author(s):  
Eric A. Stueber ◽  
Chiang Lin ◽  
Susan M. Morgan
Keyword(s):  
Web Based ◽  
Laboratory Courses

Adoption of online multimedia resources in a general chemistry laboratory course context: A case study

2020 ◽  
pp. 204275302095496
Author(s):  
Secil Tisoglu ◽  
Kursat Cagiltay ◽  
Engin Kursun
Keyword(s):  
Classroom Practices ◽  
Chemistry Laboratory ◽  
Online Resources ◽  
General Chemistry Laboratory ◽  
Laboratory Courses ◽  
Multimedia Resources ◽  
Multimedia Features ◽  
Multimedia Resource

Pre-laboratory practices and online pre-laboratory resources have been implemented in laboratory courses through various instructional approaches. This study seeks to elicit information about how online multimedia resources are embraced and used in the course system and which factors might affect the adoption of the resources in this context. This research was designed as a case study in order to explore the enablers and barriers of online multimedia resource adoption and associated problems in the system through two resources developed in video and simulation formats. Interviews, observations, and documents were applied so as to provide a detailed perspective of the course and the phenomenon. The findings of the study revealed that the multimedia components of the resources attracted the students’ interest and engagement, and affected the users’ preparation routines; however, attitude toward the course and resources, lack of policy practices and support, quality of the resources, problems in classroom practices, and administration were found to be prominent issues that challenged the adoption of online resources. The study offers suggestions concerning how to adopt the online resources into laboratory courses, and insights about the implications of online resources and their different multimedia features are also presented.

Respiratory physiology teaching: determination of residual volume by applying the indicator-dilution technique.

1998 ◽  
Vol 274 (6) ◽  
pp. S53
Author(s):  
H Heller ◽  
K Granitza ◽  
B Eixmann
Keyword(s):  
Indicator Dilution ◽  
Respiratory Physiology ◽  
Successful Outcome ◽  
Residual Volume ◽  
Dilution Technique ◽  
Laboratory Courses ◽  
Single Breath ◽  
Indicator Dilution Technique ◽  
Single Breath Method

Apart from the current teaching of spirometric methods in laboratory courses on respiratory physiology, we have included an experiment in which medical students determine their own residual volume by applying the indicator-dilution technique. For hygienic reasons we used a bag-in-the-box system to dilute helium within alveolar space by performing the single-breath method. Although each participant independently underwent only one single-breath maneuver, we gained a reliable relationship between residual volume and subjects' height and body weight in 68 female (r = 0.6, P < 0.0001) and 99 male (r = 0.42, P < 0.0001) students. From this successful outcome and with the opportunity to discuss the limitations of the single-breath method as well, we inferred that this experiment affords a transparent and instructive approach to interpreting the determination of lung volumes on the basis of the indicator-dilution technique.

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