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Laboratory Exercise (laboratory + exercise)
Selected AbstractsFood Microbiology,Design and Testing of a Virtual Laboratory ExerciseJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2010Steve Flint They were presented with a food-contamination case, and then walked through a number of diagnostic steps to identify the microorganism. At each step, the students were asked to select 1 of 4 tests. All tests had an associated cost. Feedback was given on selection and once the right test was selected, students were shown the results and could progress. At the end of the exercise, students had determined a number of characteristics of the microorganism. They were then required to identify the organism using a variety of reference material and present a report on the significance of the microorganism identified. A student survey showed they enjoyed the exercise and felt it fulfilled the aims and objectives of the lesson. There was a positive response to its flexible nature and the inclusion of test costs. This virtual laboratory was less expensive and 10 times faster than a traditional laboratory exercise yet achieved the same learning outcomes for students who were already familiar with laboratory techniques. The virtual lab was developed with a generic template that could be used for future lessons. [source] "Chips with Everything": A Laboratory Exercise for Comparing Subjective and Objective Measurements of Potato ChipsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2005Cathy Davies ABSTRACT: The following laboratory exercise was designed to aid student understanding of the differences between subjective and objective measurements. Students assess the color and texture of different varieties of potato chip (crisps) by means of an intensity rating scale and a rank test and objectively with a colorimeter and texture analyzer. For data analysis, student are instructed to critically determine, using basic statistics, any differences between the subjective and objective measurement techniques. This laboratory exercise is very versatile, and although it is designed as a hands-on exercise in an undergraduate Food Analysis course, it has also been a demonstration for High School students. [source] A Simple Laboratory Exercise in Food Structure/Texture Relationships Using a Flatbed ScannerJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2002D.W. Stanley ABSTRACT: A laboratory experiment is described that has been designed to allow students to gather meaningful structural and mechanical data with limited equipment. Images are acquired using a computer-interfaced flatbed scanner. Although intended for bread, this approach can be applied to other food products as well. This experiment may be as broad or narrow and as complex or simple as desired. Students have the decided advantage of gathering data themselves, not merely viewing a demonstration of expensive research-grade instrumentation. Experience with image analysis software facilitates a better understanding of quantifying structural data than can be obtained from lecture or text material. Students should become aware of the dependence a specific property, texture, on the underlying structure of food materials and gain an appreciation of the role food structure has in determining many quality parameters. [source] Improvement of student understanding of how kinetic data facilitates the determination of amino acid catalytic function through an alkaline phosphatase structure/mechanism bioinformatics exercise,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2008Sandra K. Grunwald Abstract Laboratory exercises, which utilize alkaline phosphatase as a model enzyme, have been developed and used extensively in undergraduate biochemistry courses to illustrate enzyme steady-state kinetics. A bioinformatics laboratory exercise for the biochemistry laboratory, which complements the traditional alkaline phosphatase kinetics exercise, was developed and implemented. In this exercise, students examine the structure of alkaline phosphatase using the free, on-line bioinformatics protein-modeling program Protein Explorer. Specifically, students examine the active site residues of alkaline phosphatase and propose functions for these residues. Furthermore, by examining the mechanism of alkaline phosphatase and by using the published kinetic data, students propose specific roles for several active-site residues. Paired t -test analysis of pre- versus postexercise assessment data shows that the completion of the exercise improves student's ability to use kinetic data correctly thereby determining a probable catalytic function for an active site amino acid. [source] Food Microbiology,Design and Testing of a Virtual Laboratory ExerciseJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2010Steve Flint They were presented with a food-contamination case, and then walked through a number of diagnostic steps to identify the microorganism. At each step, the students were asked to select 1 of 4 tests. All tests had an associated cost. Feedback was given on selection and once the right test was selected, students were shown the results and could progress. At the end of the exercise, students had determined a number of characteristics of the microorganism. They were then required to identify the organism using a variety of reference material and present a report on the significance of the microorganism identified. A student survey showed they enjoyed the exercise and felt it fulfilled the aims and objectives of the lesson. There was a positive response to its flexible nature and the inclusion of test costs. This virtual laboratory was less expensive and 10 times faster than a traditional laboratory exercise yet achieved the same learning outcomes for students who were already familiar with laboratory techniques. The virtual lab was developed with a generic template that could be used for future lessons. [source] "Chips with Everything": A Laboratory Exercise for Comparing Subjective and Objective Measurements of Potato ChipsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2005Cathy Davies ABSTRACT: The following laboratory exercise was designed to aid student understanding of the differences between subjective and objective measurements. Students assess the color and texture of different varieties of potato chip (crisps) by means of an intensity rating scale and a rank test and objectively with a colorimeter and texture analyzer. For data analysis, student are instructed to critically determine, using basic statistics, any differences between the subjective and objective measurement techniques. This laboratory exercise is very versatile, and although it is designed as a hands-on exercise in an undergraduate Food Analysis course, it has also been a demonstration for High School students. [source] Introducing human population biology through an easy laboratory exercise on mitochondrial DNABIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010Antonio F. Pardiñas Abstract This article describes an easy and cheap laboratory exercise for students to discover their own mitochondrial haplogroup. Students use buccal swabs to obtain mucosa cells as noninvasive tissue samples, extract DNA, and with a simple polymerase chain reaction-restriction fragment length polymorphism analysis they can obtain DNA fragments of different sizes that can be visualized in agarose gels. The analysis of these fragments can reveal the mitochondrial haplogroup of each student. The results of the exercise can be used to provide additional insights into the genetic variation of human populations. [source] Expression, purification, and analysis of unknown translation factors from Escherichia coli: A synthesis approachBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010Justin D. Walter Abstract New approaches are currently being developed to expose biochemistry and molecular biology undergraduates to a more interactive learning environment. Here, we propose a unique project-based laboratory module, which incorporates exposure to biophysical chemistry approaches to address problems in protein chemistry. Each of the experiments described herein contributes to the stepwise process of isolating, identifying, and analyzing a protein involved in a central biological process, prokaryotic translation. Students are provided with expression plasmids that harbor an unknown translation factor, and it is their charge to complete a series of experiments that will allow them to develop hypotheses for discovering the identity of their unknown (from a list of potential candidates). Subsequent to the identification of their unknown translation factor, a series of protein unfolding exercises are performed employing circular dichroism and fluorescence spectroscopies, allowing students to directly calculate thermodynamic parameters centered around determining the equilibrium constant for unfolding as a function of denaturant (temperature or chemical). The conclusion of this multi-part laboratory exercise consists of both oral and written presentations, emphasizing synthesis of the roles of each translation factor during the stepwise process of translation. [source] Improvement of student understanding of how kinetic data facilitates the determination of amino acid catalytic function through an alkaline phosphatase structure/mechanism bioinformatics exercise,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2008Sandra K. Grunwald Abstract Laboratory exercises, which utilize alkaline phosphatase as a model enzyme, have been developed and used extensively in undergraduate biochemistry courses to illustrate enzyme steady-state kinetics. A bioinformatics laboratory exercise for the biochemistry laboratory, which complements the traditional alkaline phosphatase kinetics exercise, was developed and implemented. In this exercise, students examine the structure of alkaline phosphatase using the free, on-line bioinformatics protein-modeling program Protein Explorer. Specifically, students examine the active site residues of alkaline phosphatase and propose functions for these residues. Furthermore, by examining the mechanism of alkaline phosphatase and by using the published kinetic data, students propose specific roles for several active-site residues. Paired t -test analysis of pre- versus postexercise assessment data shows that the completion of the exercise improves student's ability to use kinetic data correctly thereby determining a probable catalytic function for an active site amino acid. [source] Using cytochome c to monitor electron transport and inhibition in beef heart submitochondrial particles,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2004Amanda D. Melin Abstract We present a two-part undergraduate laboratory exercise. In the first part, electron transport in bovine heart submitochondrial particles causing reduction of cytochrome c is monitored at 550 nm. Redox-active dyes have historically been used in most previous undergraduate laboratory exercises of this sort but do not demonstrate respiratory inhibition by antimycin A and rotenone. By using cytochrome c instead of redox-active dyes, it is possible to observe inhibition of electron transport in the presence of the aforementioned respiratory inhibitors. In the second part, students are asked to design a soluble redox chain between NADH and cytochrome c using catalytic amounts of redox-active dyes. The students are also responsible for designing the assays and control. The entire experiment can be performed in 3 h with single-beam spectrophotometers that are currently used in most undergraduate teaching laboratories. This exercise is suitable for large undergraduate classes of over 200 students and can be performed either by a single student or a student pair. [source] Salt fractionation of plasma proteins: A procedure to teach principles of protein chemistryBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 4 2003A. C. C. Spadaro Abstract A two-step laboratory exercise in biochemistry is proposed, comprising salt fractionation of plasma proteins and protein quantification. This exercise targets mainly undergraduate students, namely in the second year of Pharmacy, who are up to this point more used to deal with physical and chemical properties of micromolecules than macromolecules. The exercise requires simple equipment usually available in basic laboratories. Students work in small teams or alone depending on the laboratory conditions. Questions are proposed to check and reinforce the essential concepts involved as a preparation for detailed comprehension of protein chemistry. After salt fractionation, protein samples can be stored before quantification, allowing a two-period schedule for the laboratory work. Exercises as proposed here are very useful to guide students to a detailed analysis of fundamental aspects determining structure and physicochemical properties of proteins. [source] A simple laboratory exercise illustrating active transport in yeast cellsBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2000Boris U. Stambuk Abstract A simple laboratory class illustrating the chemiosmotic principles of active transport in yeast cells is described. The energy coupling mechanism of active x-glucoside uptake by Saccharomyces ceretisiae cells is easily demonstrated with a colorimetric transport assay using very simple equipment. The experiment can stimulate a range of tutorial discussion topics relevant to yeast sugar metabolism and biotechnology. © 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved. [source] Web based laboratory in electromagnetic compatibility using a Java appletCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 4 2006S. K. Goudos Abstract A web based virtual laboratory in electromagnetic compatibility using a Java applet is presented. The Java applet makes use of Green's functions calculations inside a rectangular cavity. The induced electric fields and surface currents on cavity walls are calculated and visualized in a user-friendly manner. Various source configurations are examined. A number of laboratory exercises using the applet is given. © 2006 Wiley Periodicals, Inc. Comput Appl Eng Educ 14: 269,280, 2006; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20087 [source] Endodontic teaching in Philippine dental schoolsINTERNATIONAL ENDODONTIC JOURNAL, Issue 5 2000E. V. Cruz Abstract Aim The aim of this study was to evaluate the pattern of undergraduate endodontic teaching in Philippine dental schools. Methodology Data were gathered by sending questionnaires to the deans of the 23 dental schools in the country to determine details of the teaching of root canal treatment in permanent teeth. The covering letter requested that endodontic staff complete the questionnaire. Results Twenty of 23 dental schools returned completed questionnaires. Similarities were observed in the timing of undergraduate endodontic teaching, working length determination, and root canal preparation technique. Irrigating fluids recommended included one or a combination of the following: sodium hypochlorite, hydrogen peroxide, distilled water and EDTA. The root canal medicaments popularly employed were CMCP and eugenol. Most schools used slow-setting zinc oxide eugenol cement as sealer. Differences between schools were noted in the laboratory component of the course. The time allotted for the laboratory exercises, as well as the number of teeth used, differed greatly between each school. An inadequate tutor to student ratio was noted in the majority of schools. Teaching aids were limited and, in most instances, produced by faculty members. Most faculty members teaching endodontics had no specialist training. Conclusion The results of this study have demonstrated that there is a need to review endodontic teaching in the majority of the Philippine dental schools to ensure that the course content and curriculum employed by all schools meet specified standards and that appropriate measures should be considered to enhance the learning experience of students. [source] Internet-assisted Real-time Experiments Using the Internet,Hardware and Software ConsiderationsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2005R. Paul Singh ABSTRACT: The spectacular increase in Internet-based applications during the past decade has had a significant impact on the education delivery paradigms. The user interactivity aspect of the Internet has provided new opportunities to instructors to incorporate its use in developing new learning systems. The use of the Internet in carrying out live experiments has been a subject of interest that shows considerable promise. Using the common Internet browsers, it has become possible to develop engaging laboratory exercises that allow the user to operate experimental equipment from remote locations. To increase the availability of such experiments on the Internet, it would be beneficial to share methods employed in developing software and hardware of Internet-assisted experiments, among interested instructors. The objective of this paper is to present a description of the hardware and software required to create Internet-assisted laboratories. [source] Students' Perceptions of Prosthodontics in a PBL Hybrid CurriculumJOURNAL OF PROSTHODONTICS, Issue 6 2008Cortino Sukotjo DDS Abstract Purpose: A survey was distributed to the Harvard School of Dental Medicine (HSDM) predoctoral student classes of 2005 and 2006 to assess their perceptions regarding preclinical prosthodontics laboratory exercises. Prosthodontics curriculum clock hours, prosthodontics teaching participation, and plans for specialization were also analyzed. We hypothesized that reduced hours and perceived stress in the prosthodontics curriculum might impact students' choice of specialty at HSDM Materials and Methods: HSDM preclinical prosthodontics clock hours were compared with national means from published data. A survey was distributed to the HSDM classes of 2005 and 2006 (n = 70) at the end of their preclinical prosthodontics laboratory exercises, prior to students seeing their first patient in the clinics. Results: A 100% response rate was achieved. Results from this study show that HSDM preclinical prosthodontics clock hours are on average shorter than other schools. The majority of the students felt stressed during the laboratory exercises, and they felt they did not gain adequate knowledge from the lectures, resulting in low self-esteem (confidence) in treating patients in the clinic. Despite this perception, HSDM students do just as well, if not better, than other students, as judged by external and internal outcome measures. Graduate prosthodontics specialization is still a specialty of choice among the graduates when compared to national data. Conclusions: The shortened preclinical didactic and laboratory exercises in prosthodontics at HSDM affect student anxiety, but not their didactic and clinical performances or their decisions in choosing their graduate program. Problem-based learning (PBL) tutorials help the students to integrate preclinical and clinical knowledge and skills in prosthodontics. [source] A portable bioinformatics course for upper-division undergraduate curriculum in sciencesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 5 2008Wely B. Floriano Abstract This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice topics, free for academic use software and web links required for the laboratory exercises and student surveys for two instances of the course, is presented. This course emphasizes hands-on experience and focuses on developing practical skills while providing a solid knowledge base for critically applying these skills. It is designed in blocks of 1-hour lecture followed by 2 hours of computer laboratory exercises, both covering the same general topic, for a total of 30 hours of lecture and 60 hours of computer practice. The heavy computational aspect of this course was designed to use a single multiprocessor computer server running Linux, accessible from laptops through Virtual Network Computing sessions. The laptops can be either provided by the institution or owned by the individual students. This configuration avoids the need to install and maintain bioinformatics software on each laptop. Only a single installation is required for most bioinformatics software on the Linux server. The content of this course and its software/hardware configuration are well suited for institutions with no dedicated computer laboratory. This author believes that the same model can be successfully implemented in other institutions, especially those who do not have a strong instructional computer technology support such as community colleges and small universities. [source] Using cytochome c to monitor electron transport and inhibition in beef heart submitochondrial particles,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2004Amanda D. Melin Abstract We present a two-part undergraduate laboratory exercise. In the first part, electron transport in bovine heart submitochondrial particles causing reduction of cytochrome c is monitored at 550 nm. Redox-active dyes have historically been used in most previous undergraduate laboratory exercises of this sort but do not demonstrate respiratory inhibition by antimycin A and rotenone. By using cytochrome c instead of redox-active dyes, it is possible to observe inhibition of electron transport in the presence of the aforementioned respiratory inhibitors. In the second part, students are asked to design a soluble redox chain between NADH and cytochrome c using catalytic amounts of redox-active dyes. The students are also responsible for designing the assays and control. The entire experiment can be performed in 3 h with single-beam spectrophotometers that are currently used in most undergraduate teaching laboratories. This exercise is suitable for large undergraduate classes of over 200 students and can be performed either by a single student or a student pair. [source] | ||||||||||