scholarly journals Design of a structure model set for inorganic compounds based on ping-pong balls linked with snap buttons

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Ryo Horikoshi ◽  
Hiroyuki Higashino ◽  
Yoji Kobayashi ◽  
Hiroshi Kageyama
Keyword(s):  
High School Students ◽  
Coordination Compounds ◽  
Periodic Structures ◽  
Inorganic Compounds ◽  
Structure Model ◽  
School Students ◽  
Model Sets ◽  
Ping Pong ◽  
Hands On ◽  
Model Set

Abstract Structure model sets for inorganic compounds are generally expensive; their distribution to all students in a class is therefore usually impractical. We have therefore developed a structure model set to illustrate inorganic compounds. The set is constructed with inexpensive materials: ping-pong balls, and snap buttons. The structure model set can be used to illustrate isomerism in coordination compounds and periodic structures of ceramic perovskites. A hands-on activity using the structure model set was developed for high school students and was well-received by them. Despite the concepts being slightly advanced for them, the students’ retention of the knowledge gained through the activity was tested a week after they completed the activity and was found to be relatively high, demonstrating the usefulness of the activity based on the structure model set.

Nitrogen Fixation: Fixing the Gap between Concept- & Evidence-Based Learning with Legume Biology

2019 ◽  
Vol 81 (4) ◽  
pp. 250-255
Author(s):  
Christopher P. Krieg ◽  
Rebecca A. Valls ◽  
Sarah Vatland ◽  
Jennifer Gordinier ◽  
Stephanie S. Porter ◽  
...  
Keyword(s):  
High School Students ◽  
Student Attitudes ◽  
Environmental Science ◽  
School Students ◽  
Research Skills ◽  
Science Courses ◽  
Hands On ◽  
Course Material ◽  
Classroom Inquiry ◽  
Post Hoc

Students often struggle to connect concepts with evidence, sometimes because development of research skills has not been emphasized in their science courses. We developed a strategy and protocol to train high school students in research and experimental investigation of questions related to course material on legume biology. The richness of this subject matter allows for adaptations of our framework to address diverse areas of science, including principles in ecology, environmental science, agriculture, microbiology, and evolution. Our framework includes a hands-on classroom inquiry that investigates the symbiotic relationship between nitrogen-fixing rhizobial bacteria and legumes. This student-led, inquiry-based project employs an intellectually demanding, hands-on method of education to build critical research skills using an adaptable model and inexpensive materials. We also report positive student feedback from a post hoc survey to gauge student attitudes toward the activity and the effectiveness of this framework.

HANDS-ON STEM FOR HIGH-SCHOOL STUDENTS: THE ANTIMATTER-FACTORY MOCKUP AND THE MINICERNBOT PLATFORM

2020 ◽  
Author(s):  
Josep Marín Garcés ◽  
Carlos Veiga Almagro ◽  
Mario Di Castro ◽  
Raúl Marín Prades ◽  
Alessandro Masi
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Hands On

scholarly journals Appearance of Congenital Hand Anomalies

2020 ◽  
pp. 145749692090398
Author(s):  
N. N. Nietosvaara ◽  
A. J. Sommarhem ◽  
J. M. Puhakka ◽  
R. E. S. Tan ◽  
J. Schalamon ◽  
...  
Keyword(s):  
High School Students ◽  
Standard Deviation ◽  
School Students ◽  
Dorsal Aspect ◽  
Hands On ◽  
Normal Hand ◽  
Game Format ◽  
The Common ◽  
Ranking Order ◽  
Hand Anomalies

Background and Aims: Impact of appearance of congenital hand anomalies has not previously been reported. The purpose of this study was to describe the common perception about how different congenitally malformed hands look. Material and Methods: We developed a questionnaire in a game format to evaluate the appearance of different hands. Altogether 1450 (954 females) 4- to 84-year-old residents (296 children) of two European and one Asian (n = 102) country were asked to rate the appearance of different looking hands on a five-point pictorial Likert-type scale. Standardized photographs of the dorsal aspect of 17 different congenitally malformed non-operated hands and a normal hand were presented to respondents. Significance of age, gender, nationality, and profession of the respondents was assessed. Results: The respondents’ ranking order of the hands was nearly consistent. The normal hand (mean = 4.43, standard deviation = 0.85, Md = 5) and clinodactyly (mean = 4.37, standard deviation = 0.86, Md = 5) were perceived to have the best appearance. Symbrachydactyly (mean = 1.42, standard deviation = 0.68, Md = 1) and radial club hand (mean = 1.40, standard deviation = 0.68, Md = 1) received the lowest scores. Adults rated the appearance of hands higher than children regarding 14 hands, females higher than men regarding 15 hands, and Europeans higher than Asians in 4 hands (p < 0.05, respectively). Europeans rated four-finger hand (mean = 3.21, standard deviation = 1.18, Md = 3) better looking than six-finger hand (mean = 2.92, standard deviation = 1.18, Md = 3, p < 0.005), whereas Asians gave higher scores to six-finger hand (mean = 2.66, standard deviation = 1.26, Md = 3) compared to four-finger hand (mean = 2.51, standard deviation = 1.14, Md = 2). Medical doctors and nurses gave higher scores compared to the other profession groups, school children, and high school students in five hands (p < 0.05). Conclusion: A normal hand is perceived distinctly better looking than most congenitally different hands. Different malformations’ appearance was ranked very coherently in the same order despite of participants’ age, gender, nationality, or profession. Asians seem to prefer an additional digit to a four-finger hand.

scholarly journals Using Shapes & Codes to Teach the Central Dogma of Molecular Biology: A Hands-On Inquiry-Based Activity

2019 ◽  
Vol 81 (3) ◽  
pp. 202-209 ◽  
Author(s):  
Michael I. Dorrell ◽  
Jennifer E. Lineback
Keyword(s):  
Protein Synthesis ◽  
High School Students ◽  
Molecular Biology ◽  
Promoter Region ◽  
School Students ◽  
Central Dogma ◽  
Activity Sequence ◽  
Hands On ◽  
Support Students ◽  
The Relationship

The central dogma of molecular biology is key to understanding the relationship between genotype and phenotype, although it remains a challenging concept to teach and learn. We describe an activity sequence that engages high school students directly in modeling the major processes of protein synthesis using the major components of translation. Students use a simple system of codes to generate paper chains, allowing them to learn why codons are three nucleotides in length, the purpose of start and stop codons, the importance of the promoter region, and how to use the genetic code. Furthermore, students actively derive solutions to the problems that cells face during translation, make connections between genotype and phenotype, and begin to recognize the results of mutations. This introductory activity can be used as an interactive means to support students as they learn the details of translation and molecular genetics.

scholarly journals Effects of Incorporating AR into a Board Game on Learning Outcomes and Emotions in Health Education

Electronics ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1752
Author(s):  
Hao-Chiang Koong Lin ◽  
Yu-Hsuan Lin ◽  
Tao-Hua Wang ◽  
Lun-Ke Su ◽  
Yueh-Min Huang
Keyword(s):  
High School Students ◽  
Health Education ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Teaching Experiment ◽  
Board Game ◽  
Flow State ◽  
School Students ◽  
Hands On ◽  
Research Findings

In traditional school education, the content of health education courses cannot be easily linked to daily life experiences. This results in the low application of acquired knowledge and hinders students from gaining hands-on experience and a sense of accomplishment through courses, thereby lowering the learners’ engagement and willingness to learn. This study designed a board game integrated with augmented reality (AR) for health education; incorporated the card-game, slides, and learning-sheets (CSLS) gamification teaching model into the learning process; and discussed the effectiveness of board games with augmented reality in improving learning outcomes and emotions. The research participants were 52 senior high school students, who were assigned to the experimental (AR health education board game) or control (health education board game) group in the teaching experiment. The research findings reveal the following. The two groups were significantly different in terms of (1) learning outcomes, (2) negative emotions, (3) flow state in the game.

scholarly journals Exploring Ovulation & Pregnancy Using Over-the-Counter Products: A Novel Guided Inquiry

2012 ◽  
Vol 74 (9) ◽  
pp. 613-618
Author(s):  
Jennifer J. Venditti ◽  
Cynthia A. Surmacz
Keyword(s):  
High School Students ◽  
Hormonal Regulation ◽  
National Science Education Standards ◽  
Guided Inquiry ◽  
School Students ◽  
Education Standards ◽  
Over The Counter ◽  
Traditional Lecture ◽  
Hands On ◽  
Science Education Standards

In this guided inquiry, students explore the complex hormonal regulation of the female reproductive cycle using inexpensive ovulation and pregnancy detection kits that are readily available over the counter. This hands-on activity engages students in the practice of doing science as highlighted by the National Science Education Standards. The laboratory approach described is an effective alternative or complement to traditional lecture presentations of this challenging topic. The laboratory activities described are appropriate for both college and high school students, as reproductive physiology is covered in a wide variety of curricula.

How do high school students teach geosciences to elementary students?

2020 ◽  
Author(s):  
Carole Larose
Keyword(s):  
High School ◽  
High School Students ◽  
Young Children ◽  
Plate Tectonics ◽  
School Teacher ◽  
Volcanic Rocks ◽  
School Students ◽  
Earthquake Resistant ◽  
Hands On ◽  
Different Types

&lt;p&gt;I am Biology and Geology teacher in a high school and I teach for students between 15 and 18 years old. Geosciences are not very easy to understand because the concepts are complex. I try to interest my students by using different pedagogical materials including hands-on. At the end of the course, to make sure that they have a good understanding, I sometimes organize a meeting between my students and the children of a primary school. It is a way to assess them because if they are able to explain some geological issues to young children, they must before understand them.&lt;/p&gt;&lt;p&gt;Before the meeting, the elementary school teacher and I did an educational notebook for young children. We have planned 5 activities on the topic &quot;plate tectonics&quot;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;Explosive and effusive volcanism : children identify different types of volcanism by watching two short videos&lt;/li&gt; &lt;li&gt;Study the volcanic rocks : children observe the rocks and look under a polarizing microscope&lt;/li&gt; &lt;li&gt;Earthquake-resistant buildings: children use a model to understand how a building can withstand an earthquake&lt;/li&gt; &lt;li&gt;The different kind of faults: children use a model to create different types of faults.&lt;/li&gt; &lt;li&gt;Identify the movement of Plate tectonics: children use software to do this exercise&lt;/li&gt; &lt;/ul&gt;&lt;p&gt;The meeting lasted two hours. It was a great moment for all the students. My student's job was to help the youngest to answer the questions on their notebooks. They had to explain clearly and simply and it was a very interesting exercise for them because they needed knowledge to do it. Young students asked a lot of questions, they were very curious and interested in this topic.&lt;/p&gt;&lt;p&gt;Here is an article in French. http://svt.spip.ac-rouen.fr/spip.php?article396&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;

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