| 1. |
- Bergendahl, Christina, et al.
(författare)
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Boosting complex learning by strategic assessment and course design
- 2005
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Ingår i: Journal of Chemical Education. - 0021-9584 .- 1938-1328. ; 82:4, s. 645-651
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Tidskriftsartikel (refereegranskat)abstract
- A strategic selection of instruction and assessment methods geared to higher cognition levels was used to foster increasingly complex learning. Assessment results from the redesigned course show that students are capable of mastering higher-order cognitive skills relative to these objectives, however the synthesis category constitutes a threshold in students' cognitive development. No single assessment method was found to be clearly the best, yet careful selection of the method that allows higher-order thinking made it possible to develop a combination of assessments that meet objectives.
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| 2. |
- Bergendahl, Christina, et al.
(författare)
-
Boosting complex learning by strategic assessment and course design
- 2005
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Ingår i: Journal of Chemical Education. - Easton : Division of chemical education, American Chemical Society. - 0021-9584 .- 1938-1328. ; 82:4, s. 645-651
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Tidskriftsartikel (refereegranskat)abstract
- Learning quality depends on the assessment methods used, as well as other factors. By choosing adequate assessments and involving students in the process of learning, students can gain a deeper understanding of the content and its context while developing related skills. In this study we describe a practical university-level biochemistry course that focuses on understanding protein separation and analysis techniques and especially on their application. The course was designed to examine the effects of a strategic use of differentassessment methods and an analysis of the resulting outcomes. We used quantitative as well as qualitative methods, including a simplified variant of the Bloom taxonomy, statistical methods, principle component analysis, inquires, and interviews. We conclude that astrategic choice of assessments and instructional design can be used to achieve morecomplex learning. We did not find any single teaching or assessment method to be clearly the best for enhancing higher-order thinking or achieving all learning objectives; rather a combination of different methods (i.e., a strategic choice) seems the best approach.
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| 3. |
- Öberg, Tomas, 1956-
(författare)
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Introducing chemometrics to graduate students
- 2006
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Ingår i: Journal of Chemical Education. - Bellmarw : American Chemical Society. Division of Chemical Education. - 0021-9584 .- 1938-1328. ; 83, s. 1178-1181
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Tidskriftsartikel (refereegranskat)abstract
- Chemometric methods enjoy an ever-increasing popularity, and there is a need to introduce more graduate students to these research tools. This article describes an introductory course covering design of experiments, pattern recognition, and multivariate calibration. The course was composed of a series of formal lectures, seminars, and practical computer exercises followed by a project assignment tailored to each participant's own research. The teaching was focused to a few statistical methods, selected for their usefulness in solving chemical research problems. The mathematics was kept to a minimum, practical aspects and conceptual understanding were highlighted, and the exercises confronted the students with a diverse set of applications. The use of a ready-made training package—from one of the developers of chemometrics software—facilitated the course preparations and also provided the senior researchers with an opportunity for self-study. The challenge that now lay ahead at our university is to create an environment that can stimulate and support the future use of these rational methods for chemical research.
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| 4. |
- Ho, Johnson, et al.
(författare)
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Dynamic response of the brain with vasculature : A three-dimensional computational study
- 2007
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Ingår i: Journal of Biomechanics. - : Elsevier BV. - 0021-9290 .- 1873-2380. ; 40:13, s. 3006-3012
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Tidskriftsartikel (refereegranskat)abstract
- To date, the influence of the vasculature on the dynamic response of the brain has not been studied with a complete three-dimensional (3D) finite element head model. In this study, short duration rotational (10,000 rad/s2 with a duration of 5 ms) and translational (100G with a duration of 5 ms) acceleration impulses were applied to the 3D finite element models to study the dynamic response of the brain. The hypothesis of this study was that due to the convoluted organization and non-linear material properties of cerebral vasculature, the difference in maximum principle strain between models with and without vasculature should be minimal. The effects of non-linear material properties and the convoluted structure of the vasculature were examined by comparing the results from the 3D finite element models. The peak average strain reduction in a model with non-linear elastic vasculature and a model with linear elastic vasculature compared to a model without vasculature was 2% and 5%, respectively, indicating that the influence of the vasculature on the dynamic response of the brain is minimal.
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| 5. |
- Mirholm, Alexander, et al.
(författare)
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Acrylic Tanks for Stunning Chemical Demonstrations
- 2009
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Ingår i: Journal of Chemical Education. - 0021-9584. ; 86:9, s. 1043-1044
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Tidskriftsartikel (refereegranskat)abstract
- We describe the use of acrylic tanks (400 x 450 x 27 mm) for visualization of chemical demonstrations in aqueous solutions. Examples of well-suited demonstrations are oscillating reactions, pH indicators, photochemical reduction of Lauth's violet, and chemoluminiscent reactions.
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| 6. |
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| 7. |
- Reimann, Curt, et al.
(författare)
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Introduction to biological mass spectrometry: Determining identity and species of origin of two proteins
- 2005
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Ingår i: Journal of Chemical Education. - 0021-9584. ; 82:8, s. 1215-1218
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Tidskriftsartikel (refereegranskat)abstract
- We describe a laboratory exercise that is designed to give advanced undergraduate students in analytical chemistry a meaningful introduction to biological mass spectrometry. We ask the students to solve a mystery: given two proteins, what are they, and from which animals do they originate? This exercise involves use of two mass spectrometers available in our institution: a fairly basic matrix-assisted laser desorption ionization time-of-flight (MALDI–TOF) unit and an electrospray ionization (ESI) ion-trap unit. Our exercise can be completed in two days (including analysis) and provides several interesting and educational surprises. The students, in small groups, are introduced to total mass measurement with ESI, proceed to peptide mass mapping with MALDI–TOF, and finally explore sequence information with ion-trap tandem (fragmentation) mass spectrometry. Even in the most advanced phase, we guide the students, but by this time they usually have their own ideas as to what avenues to pursue. We find that our students become excited after they solve the "mystery"of these proteins, and they receive enough education in the process to be able to join a research project involving biological mass spectrometry.
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| 8. |
- Wadsö, Lars, et al.
(författare)
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A simple rate law experiment using a custom-built isothermal heat conduction calorimeter
- 2008
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Ingår i: Journal of Chemical Education. - 0021-9584. ; 85:1, s. 112-116
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Tidskriftsartikel (refereegranskat)abstract
- Most processes (whether physical, chemical, or biological) produce or consume heat: measuring thermal power (the heat production rate) is therefore a typical method of studying processes. Here we describe the design of a simple isothermal heat conduction calorimeter built for use in teaching; we also provide an example of its use in simultaneously determining the rate constant and the reaction enthalpy of the first-order base hydrolysis of propyl parabene.
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