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Descriptors:
Lighting; Undergraduate Students; Laboratory Experiments; Inorganic Chemistry; Undergraduate Study; Spectroscopy; Science Instruction; College Science; Laboratory Safety; Molecular Structure

Abstract:
A simple and straightforward synthesis of a tetranuclear copper(I)-pyridine-iodide cluster is described as a laboratory experiment for advanced inorganic chemistry undergraduate students. The product is used to demonstrate the fascinating and visually impressive phenomenon of luminescence thermochromism: exposed to long-wave UV light, the crystalline solid shows a bright yellow fluorescence at room temperature and an equally intense blue-violet fluorescence when cooled in liquid nitrogen. The procedure was also extended to several other pyridine ligands to allow students to synthesize different clusters and compare their photophysical behavior. (Contains 1 table, 1 scheme, and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Instruction; Organic Chemistry; Spectroscopy; College Science; Undergraduate Students; Undergraduate Study; Laboratory Experiments; Laboratory Procedures; Laboratory Safety; Molecular Structure

Abstract:
Stereospecific S[subscript N]2 conversion of configurationally pure acetobromoglucose (2,3,4,6-tetra-O-acetyl-alpha-D-glucopyranosyl bromide) to the corresponding beta-D-glucopyranosyl azide is a useful exercise in the advanced organic undergraduate teaching laboratory. The procedure is safe and suitable for small-scale implementation, and firm proof of the stereochemical change is obtained from [superscript 1]H NMR coupling constants. The exercise provides students with experience in using important chiral pool natural product derivatives, reaction analysis by TLC, as well as careful product isolation, purification, and spectroscopic identification. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Engineering Education; Laboratory Safety; Electronics; Experiential Learning; Computers; Computer Science Education; Computer System Design; Instructional Design; Undergraduate Students; Questionnaires; College Instruction; Instructional Effectiveness; Learning Strategies; Hands on Science; Science Laboratories; Student Projects; Student Surveys; Teaching Methods

Abstract:
This paper describes a compact analog computer and proposes its use in electronic engineering teaching laboratories to develop student understanding of applications in analog electronics, electronic components, engineering mathematics, control engineering, safe laboratory and workshop practices, circuit construction, testing, and maintenance. The device develops student understanding through experiential learning, where theory is applied and process is observed. The device can be built by or issued to first-year students and used in a variety of units throughout an Electronic Engineering degree course. A number of applications are described that can be given as student laboratories and projects. (Contains 2 tables and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pregnancy; Science Laboratories; Science Teachers; Laboratory Safety; Science Instruction; Secondary School Science; High Schools; Advocacy; School Policy; Prenatal Influences; College Faculty; Middle Schools; Secondary School Teachers

Abstract:
This column provides best safety practices for the science classroom and laboratory. In this month's issue, pregnancy policy in the laboratory is discussed. One can't ignore the fact that student and faculty pregnancies--and the resulting potential hazards in the science laboratory--exist at the high school level. Science teachers need to be advocates for developing policies and procedures to address this issue so that high school labs are safer for both mothers and their fetuses. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Negligence; Laboratory Safety; Chemistry; Court Litigation; Science Teachers; Science Instruction; Legal Responsibility; Teacher Responsibility; Science Laboratories; Secondary School Science; Elementary School Science; Misconceptions

Abstract:
The science education community promotes inquiry teaching and learning enhanced by the school laboratory experience, and this emphasis is reflected in state and national science education standards. However, science teachers, especially those in chemistry settings, have been known to avoid laboratory activities because of fear of legal liability that may occur in the event of a laboratory-related mishap. Incorrect or incomplete information relayed by sources within and outside the school intensifies teacher misapprehension. This article summarizes misinformation found in the literature and presents the contrasting, current, officially published pertinent case law. The discussion shows that the number of published court decisions specific to alleged district or teacher liability for negligence in the context of science teaching in public schools and their judicial outcomes are far different from the common conception. Implications and suggestions for science educators' action with respect to laboratory safety instruction are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mentors; Laboratory Safety; Teacher Persistence; Educational Change; Science Teachers; Faculty Mobility; Classroom Environment; Administrators; Teacher Motivation; Professional Development; Science Instruction; Chemistry; Physics; Earth Science; Biology; Grade 12

Abstract:
Chronically high rates of new and experienced science teacher attrition and the findings of new large-scale mentoring programs indicate that administrators should adopt new approaches. A science teacher's role encompasses demanding responsibilities, such as observing laboratory safety and OSHA mandates, as well as management of a business-like, yet engaging, hands-on classroom environment. When added to the challenges experienced by all new teachers, these science-specific challenges can contribute to a science teachers' decision to abandon teaching. This study summarizes data from reports of the US Department of Education, state, other federal, private and professional societies on teacher attrition and new mentoring models. It describes successful features of programs and recommends how they can be delivered economically. When senior-level science teachers are provided pay incentives and some release time, they can become discipline-specific mentors, helping to ensure successful retention of new teachers and providing motivation for experienced teacher to postpone leaving. Pairing experienced science teachers, using electronic media, providing recognition, providing additional time or assistance to gain control of the laboratory, and supporting new teachers in joining appropriate professional groups are strategies described in this paper. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Delphi Technique; Teacher Effectiveness; Agricultural Education; Facilities Management; Measures (Individuals); Horticulture; Teaching Methods; Teacher Competencies; Questionnaires; Secondary School Teachers; Needs Assessment; Laboratory Procedures; Laboratory Safety; Laboratory Training; Educational Needs; Identification

Abstract:
In this study the Delphi technique has been used to develop a list of educational competencies for preparing secondary agricultural education instructors to effectively manage their school greenhouse facilities. The use of specialized facilities in agricultural education requires appropriate preparation of agricultural education teachers. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Thirteen experts from multiple schools and universities took part in the investigation. The study used a series of three web-based questionnaires to determine competencies that teachers need to know, to be able to perform, and to identify effective teaching methods for teachers to obtain these competencies. The first round instrument consisted of three open-ended questions, and a series of questions to validate the background of the members of the panel. In the second round, respondents were asked to rate each competency and teaching method using a seven-point Likert-type scale. Median scores and interquartile values were calculated. Panel members were sent a copy of their individual responses as well as the group responses for review. In the third round, panel members were requested to indicate their level of agreement with each item using a five-point Likert-type scale. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teachers; Needs Assessment; Agricultural Engineering; Agricultural Education; Laboratory Safety; Equipment Maintenance; Professional Development; Educational Needs; Teacher Competencies; Student Characteristics

Abstract:
Skills needed to manage a laboratory are essential knowledge for all school-based, agriculture teachers who instruct agricultural mechanics curriculum (Saucier, Terry, & Schumacher, 2009). This research investigated the professional development needs of Texas agricultural education student teachers regarding agricultural mechanics laboratory management. Data were collected with a mailed questionnaire to determine student teachers' perceptions of the importance of 70 agricultural mechanics laboratory management competencies and their self-assessed ability to perform those competencies. The Borich (1980) Needs Assessment Model was used to assess and evaluate the professional development needs of these student teachers. The study found that these student teachers were in need of professional development in many areas of laboratory management, such as diagnosing malfunctioning laboratory equipment, repairing laboratory equipment, and administering first aid. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Agricultural Education; Secondary School Teachers; Agricultural Engineering; Laboratories; Laboratory Safety; Inservice Teacher Education; Educational Needs; Teacher Competencies; Teacher Attitudes; Teacher Characteristics; Faculty Development; Needs Assessment

Abstract:
Accidents happen; however, the likelihood of accidents occurring in the agricultural mechanics laboratory is greatly reduced when agricultural mechanics laboratory facilities are managed by secondary agriculture teachers who are competent and knowledgeable. This study investigated the agricultural mechanics laboratory management in-service needs of Wyoming secondary agriculture teachers who are responsible for managing agricultural mechanics laboratories. Data were collected with a Web-based questionnaire designed to determine teachers' perceptions of the importance of 70 selected agricultural mechanics laboratory management competencies and their self-assessed ability to perform those competencies. The Borich (1980) needs assessment model was used to assess and evaluate the in-service needs of the teachers. This study found that Wyoming secondary agriculture teachers were in need of agricultural mechanics laboratory management in-service education in the areas of: first aid, correcting hazardous laboratory conditions, and general laboratory safety. Wyoming teacher educators, state agricultural education supervisory personnel, and local professional development coordinators should provide pertinent and continuous in-service education for Wyoming secondary agriculture teachers in the area of agricultural mechanics laboratory management through technical workshops, summer professional development conferences, and university instructed agricultural mechanics courses. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Chemistry; Science Instruction; Science Laboratories; Scientific Principles; Court Litigation; Science Experiments; Laboratory Safety; Teacher Responsibility

Abstract:
In 1984, a teacher was successfully prosecuted by the Health and Safety Executive. The case centred around chemically prepared hydrogen that was dried by bubbling it through concentrated sulfuric(VI) acid and then passed over hot copper(II) oxide. The procedure was often carried out quantitatively to find the mass of copper in a sample of copper(II) oxide and the hydrogen acted as an inert atmosphere to avoid any re-oxidation of the copper. However, if the demonstrator tried to ignite the excess hydrogen before all the air was flushed out then the apparatus exploded. In this case, the bottles of concentrated sulfuric(VI) acid exploded, showering the watching pupils (not wearing eye protection) with acid. To avoid this, microscale techniques can assist chemists to carry out some experiments which on a large scale would be quite hazardous. Hydrogen-oxygen explosions, reducing metal oxides with hydrogen and working with toxic gases can all be carried out very quickly and safely once the techniques have been assimilated and practised. (Contains 13 figures, 1 table, 5 boxes, and 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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