Analysis of student behavioural patterns in the use of a virtual laboratory: A comparison of cohorts from two different disciplines

Background: Virtual laboratories are learning tools that are used to prepare students for a downstream “live” laboratory tasks. They are intended to provide students with computer-simulated experimental experiences to support and enrich the learning experience in the corresponding real-life situations. However, prior research in this area in regard to student learning styles using virtual labs and between different cohorts is limited. Aims: To analyse online data retrieved from a virtual pharmacology laboratory module used by science and pharmacy student cohorts in order to determine how students engage with the module. Description of intervention: We collected detailed information regarding student interactions with the virtual lab experience, which was analysed and then compared across the two cohorts. Design and methods: The virtual pharmacology laboratory was based on experiments that tested the effects of increasing drug concentrations on muscle tissue contraction to determine drug potency. Students worked in groups of three, with pharmacy students in first semester (53 groups) and science students in second semester (55 groups). Students completed the task within practical class time but without instruction by the academics or tutors present in the session. In addition to recording the time taken to complete the module, the online computer server also recorded all mouse-click events that occurred in real-time, such as selection and use of equipment, preparing drug solutions and constructing graphical plots. The two cohorts were compared on the time taken to complete the module (one-way ANOVA), and on the frequencies of errors committed by students during the module (two-way Fisher’s exact test). Results: Science students completed the overall task within a significantly shorter duration than pharmacy students. However, pharmacy students acquired individual key objectives using the correct experimental approach, while science students tended to exploit shortcuts to achieve these objectives. Errors committed by students included incorrect use of laboratory equipment (pipettors, organ baths), inappropriate preparation of materials needed to generate expected outcomes (drug solutions and diluents), and failure to adhere to the standard protocol that should be utilised to obtain plots and pharmacological data. These errors were generally significantly more frequent in the science cohort as compared to their pharmacy counterpart. Conclusions: Science students are willing to take shortcuts to complete virtual laboratory tasks, whereas pharmacy students are more methodical and less likely to take risks in their approach. In the coming semesters, we aim to show these data to the science students as an informed teaching practice guide, in order to enhance our teaching of practical-based material

ChemCAL Prelabs Online

The teaching of science in the Australian university system is challenging. Complex key concepts must be developed in the context of increasing class sizes and a diversity of interest and ability in the student body. Student expectations about university study are changing, with signs of what McInnis (2001) terms ‘disengagement’ from university study. There is an expectation that university will fit in with students’ lives, rather than the other way around. With a significant increase in the proportion of students working and in the number of hours of part-time work they undertake (McInnis, James and Hartley, 2001), students are increasingly seeking access to forms of learning they can use off-campus and at times convenient to them. James (2000) has found that students simply expect technologies to be part of their study and learning experience at university

Participating in the Communication of Science: Identifying Relationships Between Laboratory Space Designs and Students’ Activities

Learning spaces can play a powerful role in shaping and supporting the activities of the students and teachers who use them: they can be agents for change when the success of new pedagogical approaches depends on shifting entrenched practices. The laboratory is a key site for science education. It is here that discipline knowledge and generic competences are fused and honed, in the very act of ‘doing science’. This paper focuses on communication of science. It looks at how students learn to participate in science communication, and acquire both scientific and more generic communication skills, while engaged in laboratory-based activities. This paper reports some findings of ethnographic research that involved observing student activity in laboratories. This opportunity to examine differences in patterns of communicative activity arose from a relocation to new purpose-designed laboratory spaces. Ethnographic research is appropriate for gathering data about space usage. It helps trace relations between student activity, characteristics of the spaces in which the activity is unfolding, the social organisation of the work being done, and the disciplinary practices that underpin the tasks that students are set. Our research identifies the importance of sightlines, communication tools and instructor behaviours in promoting students’ communicative activity. Addendum: Figure 2 has been replaced to ensure ethics requirements are followed

Synthesis, structural studies and photochemistry of cobalt(III) complexes of anthracenylcyclam macrocycles

This work reports the syntheses, structures and some photochemistry in DMF of the cobalt complexes trans-[CoIII( 2)Cl2]Cl·0.5CH3OH and trans-[CoIII( 3)Cl2]Cl·4H2O, where 2 is 6-(anthracen-9-ylmethyl)-1,4,8,11-tetraazacyclotetradecane-5,7-dione and 3 is 6-(anthracen-9-ylmethyl)-1,4,8,11-tetraazacyclotetradecane. In the preparation of the macrocyclic ligand, 3, the formation of a polycyclic bis(aminal) intermediate and its subsequent acid hydrolysis to 3 is a cleaner route than the traditional procedure in which the analogous dioxocyclam 2 is reduced with borane reagents. The crystal structure of trans-[CoIII( 3)Cl2]Cl·4H2O shows that the macrocycle adopts the trans-III conformation, in which the anthracene moiety is extended away from the cobalt ion and the anthracene to Co separation is 7.22 . For the related complex trans-[CoIII( 2)Cl2]Cl·0.5CH3OH, however, the anthracene is bent over the highly conjugated tetracycle and significant interactions between the anthracene and the complex occur. A novel new complex, trans-[Co( 12)Cl2](where 12 is 5,7-hydroxy-6-oxo-1,4,8,11-tetraazacyclotetradecane-4,7-diene) which is a degradation product of the complex trans-[CoIII( 2)Cl2]Cl is also reported

Pressure and temperature effects on metal-to-metal charge transfer in cyano-bridged Co-III-Fe-II complexes

The effects of pressure and temperature on the energy (E-op) of the metal-to-metal charge transfer (MMCT, Fe-II --> Co-III) transition of the cyano-bridged complexes trans - [(LCoNCFe)-Co-14(CN)(5)](-) and cis-[(LCoNCFe)-Co-14(CN)(5)](-) (where L-14 = 6-methyl-1,4,8,11-tetraazacyclotetradecan-6-amine) were examined. The changes in the redox potentials of the cobalt and iron metal centres with pressure and temperature were also examined and the results interpreted with Marcus Hush theory. The observed redox reaction volumes can mainly be accounted for in terms of localised electrostriction effects. The shifts in E-op due to both pressure and temperature were found to be less than the shifts in the energy difference (E degrees) between the Co-III-Fe-II and Co-II-Fe-III redox isomers. The pressure and temperature dependence of the reorganisational energy, as well as contributions arising from the different spin states of Co-II, are discussed in order to account for this trend. To study the effect of pressure on Co-III electronic absorption bands, a new cyano-bridged complex, trans - [(LCoNCCo)-Co-14(CN)(5)], was prepared and characterised spectroscopically and structurally. X-Ray crystallography revealed this complex to be isostructural with trans -[(LCoNCFe)-Co-14(CN)(5)] center dot 5H(2)O

Kinetics of formation of monoazidoferric ion

152 leaves : ill., graphsThesis (Ph.D.) -- University of Adelaide, Dept. of Physical & Inorganic Chemistry, 197

Highly localized charges control electrostriction: Reaction volumes for the reduction of mononuclear and bridged ru complexes

Highly Localized Charges Control Electrostriction: Reaction Volumes for the Reduction of Mononuclear and Bridged Ruthenium Complexes. Changes in electrostriction caused by the reduction of metal centers in monomeric Ru and bridged Ru/Fe complexes reported in this work are highly localized in a polar solvent such as water. The surprising result is that electrostriction is indeed controlled by highly localized charges and is not affected significantly by the charge on the bridging complex partner