Presentation of Laboratory Experiments through Motion Picture Films

1966 ◽  
Vol 22 (3) ◽  
pp. 723-730 ◽  
Author(s):  
Richard D. Walk
Keyword(s):  
Word Frequency ◽  
Motion Picture ◽  
Laboratory Experiments ◽  
Random Order ◽  
Inexpensive Method ◽  
Laboratory Courses ◽  
Student Laboratory ◽  
Exposure Conditions

Two motion picture films for use in student laboratory courses are described. The film on the “span of attention” showed 4 to 13 black dots on a white field at two exposure intervals for 100 trials. The film on the influence of word frequency on perception presented 15 words in a random order with the ascending method of limits, more adequate exposure conditions on each successive exposure until each word had been shown three times. Results from use in laboratory sections are given for each film. The laboratory film is an inexpensive method of increasing the range and depth of materials available to the laboratory instructor.

Design and implementation of instructional videos for upper-division undergraduate laboratory courses

2017 ◽  
Vol 18 (4) ◽  
pp. 749-762 ◽  
Author(s):  
Jennifer A. Schmidt-McCormack ◽  
Marc N. Muniz ◽  
Ellie C. Keuter ◽  
Scott K. Shaw ◽  
Renée S. Cole
Keyword(s):  
Laboratory Experiments ◽  
Chemistry Laboratory ◽  
Mixed Methods Approach ◽  
Instructional Videos ◽  
Science Practices ◽  
Student Autonomy ◽  
Laboratory Courses ◽  
Physical Measurements ◽  
Undergraduate Laboratory ◽  
The Impact

Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

Online (Remote) Teaching for Laboratory Based Courses Using “digital Twins” of the Experiments

2021 ◽  
Author(s):  
Sabri Deniz ◽  
Ulf Christian Müller ◽  
Ivo Steiner ◽  
Thomas SERGI
Keyword(s):  
Engineering Education ◽  
Laboratory Experiments ◽  
Web Applications ◽  
Momentum Equation ◽  
Teaching Online ◽  
Laboratory Courses ◽  
Diffuser Flow ◽  
Digital Twins ◽  
University Of Applied Sciences ◽  
Pump Test

Abstract Covid-19 pandemic has introduced radical changes to the engineering education so that most of the teaching moved to the off-campus setting of online classes. However, conducting the laboratory classes, a fundamental part of engineering education has remained to be a challenge. To address to this situation, an ambitious approach is taken to re-establish the laboratory experience entirely online with the help of digital twins of the laboratory experiments. Laboratory based undergraduate courses are important parts of the curriculum at the Lucerne University of Applied Sciences (HSLU), Switzerland. During the Covid-19 pandemic, it was necessary to adapt to the new environment of remote learning and modify the laboratory experiments so that they can be carried out online. The approach was to develop digital twins of each laboratory experiment with web applications and to provide an environment together with supporting videos and interactive problems so that the laboratory experiments can be carried out remotely. This paper explains the development of the digital twins of the laboratory experiments and provides information about the selected experiments such as potential vortex, linear momentum equation, diffuser flow, radial compressor, fuel cell, and pump test rig. A remote or distance learning has many hurdles, a major one being how to teach hands-on laboratory courses outside of an actual laboratory. The experience at the HSLU showed that teaching online laboratories using the digital twins of the experiments can work and the students can take part in remote laboratories that meet the learning objectives.

Manpower for Engineering Laboratory Courses

1977 ◽  
Vol 14 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Herzl Aharoni ◽  
Arnon Cohen
Keyword(s):  
Policy Making ◽  
Short Term ◽  
Laboratory Courses ◽  
Student Laboratory

Two major problems of student laboratory courses are analyzed and discussed: (1) the qualifications and motivations of typical laboratory instructors, and (2) the attitude at the departmental policy-making level towards the laboratory. The paper concentrates mainly on the presentation of problems, but also suggests some short-term solutions.

Improving consistency in large laboratory courses: a design for a standardized practical exam

2015 ◽  
Vol 39 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Xinnian Chen ◽  
Donnasue Graesser ◽  
Megha Sah
Keyword(s):  
Laboratory Experiments ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
Learning Objectives ◽  
Laboratory Courses ◽  
Science Technology ◽  
Laboratory Learning ◽  
And Mathematics ◽  
Practical Exam ◽  
Assessment Questions

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently administered by asking students to move from station to station to answer questions, apply knowledge gained during laboratory experiments, interpret data, and identify various tissues and organs using various microscopic and gross specimens. This approach puts a stringent time limit on all questions regardless of the level of difficulty and also invariably increases the potential risk of cheating. To avoid potential cheating in laboratory courses with multiple sections, the setup for practical exams is often changed in some way between sections. In laboratory courses with multiple instructors or teaching assistants, practical exams may be handled inconsistently among different laboratory sections, due to differences in background knowledge, perceptions of the laboratory goals, or prior teaching experience. In this article, we describe a design for a laboratory practical exam that aims to align the assessment questions with well-defined laboratory learning objectives and improve the consistency among all laboratory sections.

scholarly journals Representing in the Student Laboratory

2018 ◽  
pp. 34 ◽  
Author(s):  
Brandon Boesch
Keyword(s):  
Science Education ◽  
Historical Development ◽  
Laboratory Experiments ◽  
Scientific Discipline ◽  
Philosophical Discussion ◽  
Representational Practices ◽  
Student Laboratory ◽  
To Come ◽  
Historical Developments

In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’ (ELEs), performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the ELEs as their methodology is solidified when it becomes a widely spread educational tool within a discipline. There is thus an irreducible role for the historical development of ELEs in understanding their representational nature and use. The important role of the historical development of ELEs leads to an interesting way that educators can use ELEs as a means of connecting students to important historical developments within their disciplines.

scholarly journals How does sentence context affect word frequency effects? A within-task investigation

2020 ◽  
Author(s):  
Xenia Schmalz ◽  
Robert M Maier ◽  
Claudio Mulatti
Keyword(s):  
Eye Movement ◽  
Word Frequency ◽  
Word Reading ◽  
Reading Aloud ◽  
Random Order ◽  
Sentence Context ◽  
Frequency Effect ◽  
Single Word ◽  
Movement Data ◽  
Single Word Reading

Single-word reading studies form the backbone of reading research. In such studies, participants respond to single words and computational models simulate the obtained patterns of results. A more ecologically valid paradigm involves tracking participants' eye movements as they silently read sentences. In the current study, we examine whether the strongest marker effect in the literature on reading, the word frequency effect, differs between single-word reading-aloud studies and eye-movement data, and if so, why. In the first, pre-registered experiment, we collected single-word reading-aloud data from two conditions: (1) reading aloud of sentences, where each word is presented one at a time, and (2) reading aloud of words, presented one at a time, without sentence context and in random order. The materials were taken from the Potsdam Sentence Corpus, which allowed for a comparison with eye-tracking data (single fixation durations). In reading-aloud data, we find stronger effects of frequency, length, and predictability, suggesting that single-word studies may overestimate the importance of the underlying processes. In a second experiment, we further explore whether these differences are due to the lack of a preview of an upcoming word when participants see the whole sentence. In a reading-aloud task, multiple words were presented simultaneously: either sentences, or words in random order. Here, we obtained mixed evidence. Thus, single-word reading-aloud shows weaker effects than eye-movement data, which may be partly driven by the processing of upcoming words.

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