Things you can try: A student-constructed game for drill with integers

1972 ◽  
Vol 19 (7) ◽  
pp. 587-589
Author(s):  
Merle Mae Cantlon ◽  
Doris Homan ◽  
Barbara Stone
Keyword(s):  
Motivational Factor ◽  
Laboratory Exercise ◽  
Hands On

In teaching a unit on integers, teachers are invariably faced with the age-old problem of how to provide interesting and meaningful drill. Popsicle sticks can be used to provide a motivating, “hands on” laboratory exercise in which the students build their own game. The anticipation of using what they are studying in a fun situation seems to be an added motivational factor for students. Tbe exercise shown in figure 1 is a suggestion for the first activity, in which the children make the materials and experiment with the “Popsicle-Stick Game.”

Construction of a model demonstrating cardiovascular principles.

1999 ◽  
Vol 277 (6) ◽  
pp. S67 ◽  
Author(s):  
D W Rodenbaugh ◽  
H L Collins ◽  
C Y Chen ◽  
S E DiCarlo
Keyword(s):  
Focal Point ◽  
Model Construction ◽  
Experimental Protocol ◽  
Improve Performance ◽  
Science Study ◽  
Inquiry Based Learning ◽  
Laboratory Exercise ◽  
Cardiovascular Mechanics ◽  
Hands On ◽  
Computer Students

We developed a laboratory exercise that involves the construction and subsequent manipulation of a model of the cardiovascular system. The laboratory was designed to engage students in interactive, inquiry-based learning and to stimulate interest for future science study. The model presents a concrete means by which cardiovascular mechanics can be understood as well as a focal point for student interaction and discussion of cardiovascular principles. The laboratory contains directions for the construction of an inexpensive, easy-to-build model as well as an experimental protocol. From this experience students may gain an appreciation fo science that cannot be obtained by reading a book or interacting with a computer. Students not only learn the significant physiological concepts but also appreciate the importance of laboratory experimentation for understanding complex concepts. Model construction provides a hands-on experience that may substantially improve performance in science processes. We believe that model construction is an appropriate method for teaching advanced concepts.

Glucose transport into everted sacs of the small intestine of mice

2013 ◽  
Vol 37 (4) ◽  
pp. 415-426 ◽  
Author(s):  
Kirk L. Hamilton ◽  
A. Grant Butt
Keyword(s):  
Small Intestine ◽  
Cell Model ◽  
Group Discussion ◽  
Glucose Absorption ◽  
Cellular Model ◽  
Basic Principles ◽  
Laboratory Exercise ◽  
Hands On ◽  
Second Year ◽  
Physiology Students

The Na+-glucose cotransporter is a key transport protein that is responsible for absorbing Na+ and glucose from the luminal contents of the small intestine and reabsorption by the proximal straight tubule of the nephron. Robert K. Crane originally described the cellular model of absorption of Na+ and glucose by a “cotransport process” in 1960. Over the past 50+ yr, numerous groups have tested and verified Crane's hypothesis. Eventually, Wright and colleagues cloned the Na+-glucose cotransporter (SGLT1; the product of the SLC5A1 gene) in 1987. This article provides a “hands-on” laboratory exercise using the everted mouse jejunal preparation (everted sac) that allows students to investigate various components of the Na+-glucose cotransport absorptive cell model (e.g., Na+ dependence of SGLT1, inhibition of SGLT1, and inhibition of Na+-K+-ATPase). Additionally, the laboratory exercise includes a case-based study of glucose-galactose malabsorption in which the students conduct an internet search and participate in a small-group discussion during the laboratory period to better understand the basic principles and functions of the Na+-glucose absorptive process of the small intestine. This laboratory exercise was introduced into the second-year undergraduate physiology curriculum in 2008, and >850 physiology students have participated in this laboratory exercise. The students have produced very robust and reproducible data that clearly illustrate the theory of the cellular model for Na+-glucose absorption by the jejunum.

An endocrinology laboratory exercise demonstrating the effect of confinement stress on the immune system of mice

2008 ◽  
Vol 32 (2) ◽  
pp. 157-160 ◽  
Author(s):  
Jacqueline Brehe ◽  
Amy L. Way
Keyword(s):  
Immune System ◽  
Laboratory Exercise ◽  
Cell Counts ◽  
Hands On ◽  
Confinement Stress ◽  
Basic Protocol ◽  
Response To Stress ◽  
Entire Experiment ◽  
White Blood Cell Counts ◽  
Differential White Blood Cell

This article describes a simple laboratory exercise for examining the effect of stress on the immune system in mice. Mice are subjected to confinement stress for 1 h, after which a sample of blood is collected via the caudal vein. Blood samples are smeared onto microscope slides, air dried, and stained with Wright's Giemsa stain. When differential white blood cell counts are performed, there are noticeable differences between the neutrophil and lymphocyte counts of stressed versus control mice. The protocol is simple enough for students to perform, and the entire experiment can be completed within 3 h. Examples of ways in which the basic protocol can be modified to accommodate a shorter laboratory class are provided. This hands-on laboratory experiment provides students with experience using the scientific method to investigate the interaction between the endocrine and immune systems in response to stress.

scholarly journals A Laboratory Exercise on Dilution Ratio and Water Flow of a Venturi-type Proportioner

1992 ◽  
Vol 2 (1) ◽  
pp. 95-96
Author(s):  
David R. Hershey ◽  
Susan Sand
Keyword(s):  
Electrical Conductivity ◽  
Water Flow ◽  
Water Pressure ◽  
Solution Concentration ◽  
Dilution Ratio ◽  
Laboratory Exercise ◽  
Effect Of Water ◽  
Trade Name ◽  
Hands On ◽  
As Graph

A Venturi-type proportioner (VP), trade name Hozon, can be used for an inexpensive, hands-on laboratory exercise that demonstrates the effect of water pressure on dilution ratio and water flow. Using electrical conductivity (EC) meters to determine solution concentration allows students to discover that the dilution ratio increases with water pressure, from 1:10 at 15 psi to 1:15 at 55 psi. The greater dilution at higher pressure can be explained by measuring the water flow, which is 2.3 gal/min (8.7 litersžmin-1) at 15 psi but 3.5 gal/min (13.2 litersžmin-1) at 55 psi. Experiments relating water pressure to dilution ratio provide experience in use and calibration of VPs and EC meters, as well as graph preparation and interpretation.

scholarly journals Engage in Exploration: Pathology Gross Laboratory in the COVID-Era

2021 ◽  
Vol 8 ◽  
pp. 237428952110028
Author(s):  
Ronald J. Bryant ◽  
Rebecca Wilcox ◽  
Bei Zhang
Keyword(s):  
Flipped Learning ◽  
Clinical Correlation ◽  
Student Centered ◽  
Laboratory Exercise ◽  
Gross Pathology ◽  
Hands On ◽  
Flow Through ◽  
Set Up ◽  
Short Session ◽  
Answering Questions

The outbreak of Covid-19 has changed education, including the mechanism of delivery of gross pathology laboratories. Herein, we describe how we revised our preclinical gross pathology lab to a flipped model to fit with COVID-19 regulations. A series of short, session objective-driven videos are made available online. Students are expected to watch the videos before coming to the hands-on lab. Groups of 2 students enter the gross lab on a timed basis and rotate through a series of stations. At each station, students examine gross pathology specimens while answering questions designed to apply the clinical correlation of pathophysiology and heighten observational skills. One or 2 pathologists are available throughout the lab session to address the questions from the students. The design of this laboratory exercise maintains appropriate distancing and hygiene in the time of COVID-19. The laboratory rooms are mapped to set up an appropriate number of timed stations. Flow-through of the rooms is unidirectional. Comparing with the traditional show-and-tell of teaching gross pathology, the renovated flipped model is genuinely student-centered and focuses on active learning. Holding the specimen in their hands, students learn from discovery as they are completely engaged by exploring the specimen and deriving answers themselves. The flipped learning gross pathology method has been very well received and evaluated highly by both faculty and students.

“Hands-On, Minds-On, and Science-Up”: A Concept-Based Learning Laboratory With a Taste of Research Experience for an Undergraduate Biomedical Engineering Course

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Taisiya Sigaeva ◽  
Cyrus J. B. M. Fiori ◽  
Maria J. Pino Alban ◽  
Youssef Beauferris ◽  
Donovan Stagg ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Biomedical Engineering ◽  
Undergraduate Research ◽  
Learning Experience ◽  
Research Experience ◽  
Laboratory Exercise ◽  
Course Content ◽  
Hands On ◽  
University Of Calgary ◽  
The University

Abstract In this paper, we bridged faculty research expertise with concept-based learning pedagogy to design and implement a unique laboratory experience for biomedical engineering undergraduate students enrolled in the biomechanics of tissues course at the University of Calgary. This laboratory aimed to increase student engagement, facilitate deeper understanding of course content, and provide an opportunity for accelerated undergraduate research through “hands-on,” “minds-on,” and “science-up” learning components, respectively. The laboratory exercise involves testing aortic tissues using a novel miniaturized planar biaxial machine. This type of machine is normally reserved for use in the context of research. The relevance of the proposed laboratory as a teaching tool was assessed using student feedback. Results indicate an overall valuable and positive learning experience for students.

scholarly journals How much water is in a mouthful, and how many mouthfuls should I drink? A laboratory exercise to help students understand developing a hydration plan

2021 ◽  
Vol 45 (3) ◽  
pp. 589-593
Author(s):  
Gregory A. Brown ◽  
Brandon S. Shaw ◽  
Ina Shaw
Keyword(s):  
Athletic Performance ◽  
Moderate Intensity ◽  
Moderate Intensity Exercise ◽  
Laboratory Exercise ◽  
Hands On ◽  
Vigorous Intensity ◽  
Improved Performance ◽  
Exercise Induced ◽  
Senior Students ◽  
Fluid Losses

Preventing impairments in athletic performance is an important concept for students that are preparing for careers that involve working with athletes. Gaining hands on, laboratory-based experience in measuring exercise induced dehydration can help students understand how to help athletes prevent dehydration induced impairment in performance. This article describes a laboratory exercise for junior and senior students in a sports nutrition class, in which the students measure changes in body mass (as a measure of dehydration) due to 40 min of moderate-intensity exercise and 40 min of vigorous-intensity exercise. The students also measure how much water is in a mouthful from a sports bottle and from a drinking fountain. The students then calculate how many mouthfuls are necessary to replace exercise induced fluid losses. This laboratory exercise has been well received by students and has improved performance on the test regarding hydration.

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.

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