Computers, carbohydrates and cola: Designing an online lab experience for undergraduate health sciences and non‐majors in a pandemic paradigm

The COVID-19 pandemic of Spring 2020 saw chemistry instructors across the globe working to deliver traditional hands-on laboratory learning within a remote learning environment. This study focused on the student perspective on remote laboratory delivery models across 13 Fall 2020 chemistry courses with students from all four years of undergraduate study and varying declared majors. For those students who were able to experience in-person laboratory experiments, the majority indicated that they were of high value to their overall learning experience. Specifically, the students noted that the value of the in-person experiential laboratory learning was tied to their ability to learn and practice their technical skills while putting the theory learned in class into practical context and application. Remote laboratory alternatives in the form of video-recorded experiments and online simulations were seen to be less valuable to the overall student learning experience. While students indicated that they highly valued in-person laboratory experiences and would like to see them continually implemented within their learning experiences, careful design and implementation of remote alternatives may provide meaningful alternatives when in-person laboratory instruction is not possible or perhaps enhance already existing laboratory curricula.

Section: Introductionmentioning

confidence: 99%

Student Perceptions of Remote Chemistry Laboratory Delivery Models

Accettone

2021

“…The prerequisite science course prepares BSN enrollees for the NCLEX licensure (National Council Licensure Examination), 2 and ACSM Certified Clinical Exercise Physiologist Exam (ACSM-CEP Exam) 3 or ACSM Certified Personal Trainer (ACSM-PT) Exam 4 for exercise science majors. Both lecture and lab courses bridge GOB-A (analytical) chemistry topics with medical case studies, 1 and the chemistry of human health 5 or everyday items (e.g., biomolecules in sodas 6 are also examined in virtual laboratories). ■ MOLARITY, DILUTIONS, AND SOLUBILITY…”

Section: ■ Background: a Nursing Chemistry For Health Professions Lec...mentioning

confidence: 99%

Interlocking Toy Bricks Help Nursing Students “Handle” Valence Electrons, Molarity, Solubility, and More!

Mahaffey

2023

Self Cite

For decades, chemical modeling sets have allowed the user to manipulate atoms and bonds using plastic/wooden ball and stick materials. Here is a design for an interlocking toy brick modeling set in which the undergraduate nursing student can manipulate electrons during the simulated chemical bonding exercise. The author presents a teaching and learning activity/demonstration designed to help undergraduate nursing (BSN) students both visualize and physically manipulate (“handle”) abstract chemical education topics such as valence shell electrons and molarity (with manipulatives for solubility rules) of salts, acids, and bases in a chemistry for health professions didactic course, as an effort to increase comprehension of these chemical education topics. This learning tool was one in a series of newly coined “PERCEIVE” (Preparing Engaging Real-time Chemical Education Interactive and Visual Examples) chemical education demonstrations, where BSN students prepare engaging demonstrations, while working in groups. The preparation (building) step allows students to get a “handle” on how the chemistry concept works. Afterward the newly prepared demonstrations are utilized as examples for chemical education and chemistry in health topicshence, the “PERCEIVE” acronym. This publication outlines: (i) Connections between Molarity and Solubility in modern healthcare practices, (ii) The method and materials for using interlocking toy bricks selected according to CPK color-scheme for modeling valence shell electrons (based on Bohr models), (iii) Solubility rules, (iv) Molarity (and calculations), and (v) Results from anonymous pre- and postqualitative student questionnaires. Student responses indicated a marked increase in the ability to calculate molarity in different volumes (1 L vs 500 mL) postdemonstration. Additional qualitative surveys were conducted, and the results highlighted more than 90% of 152 respondents endorsed the continued implementation of this demo in subsequent chemistry for health professions courses.

“…org), 5 (3) structure−function of molecules (as examined through 2D molecular drawing software) lab and the importance of these structures in human physiology and pharmacology, 6 examining the chemical properties of carbohydrates and elucidating the excessive use of carbohydrates (such as sucrose; table sugar) giving rise to physiological disorders. 7 As the chemistry for health professions lab course enrollees are undergraduate health professions students, which likely will not utilize chemistry "wet-lab" techniques in their professions (and considering safety concerns), the lab experiments were intentionally designed as online (virtual) laboratory exercises, using software and/or virtual lab platforms. The full structure of each lab module offered included the following: (i) prelab assignment offered in the Sakai learning management system (LMS) 8 via the "Tests & Quizzes" option, (ii) virtual lab experience, (iii) postlab quiz (via Sakai LMS) (Figure 1), and (iv) lab report submission (online via Sakai).…”

Section: ■ Introductionmentioning

confidence: 99%

“…The laboratory exercises offered in the corequisite lab course emphasized relationships between GOB chemistry concepts, healthcare scenarios (via lab report discussions), and “everyday life” scenarios: (1) chemistry in a cup of coffee lab (via ), (2) DNA binding constant and the role of DNA analysis in healthcare diagnostics (via ), (3) structure–function of molecules (as examined through 2D molecular drawing software) lab and the importance of these structures in human physiology and pharmacology, and (4) carbohydrates and soda lab (via ), examining the chemical properties of carbohydrates and elucidating the excessive use of carbohydrates (such as sucrose; table sugar) giving rise to physiological disorders . As the chemistry for health professions lab course enrollees are undergraduate health professions students, which likely will not utilize chemistry “wet-lab” techniques in their professions (and considering safety concerns), the lab experiments were intentionally designed as online (virtual) laboratory exercises, using software and/or virtual lab platforms.…”

Section: Introductionmentioning

confidence: 99%

1–2–3 Benchtop to Laptop: Teamwork of an Educator and Instructional Designer to Convert a Popular K_sp and Titration Lab to an Online Module

Mahaffey

2021

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The calcium hydroxide solubility product constant (K sp ) lab is a familiar lab experiment outlined in the Advanced Chemistry with Vernier handbook. In an on-campus laboratory setting, students are afforded the opportunity to examine techniques, such as titration of a saturated base solution (Ca(OH) 2 ) with a strong acid (HCl), as well as visualize concepts like solubility, solubility product constant, aqueous solutions, and change in pH (with phenolphthalein indicator), and are introduced to a variety of lab equipment and software (LabQuest or LoggerPro). Presently, an untimely adjustment to distance learning (and online learning environments) has many faculty considering new approaches for student practices in place of on-site chemistry laboratories. This article details the collaborative efforts of an educator for a nonmajors chemistry for health professions lab course and a virtual lab instructional designer to develop an immersive, economical, and simple to use module for the "Determining of K sp for Ca(OH) 2 " lab, allowing students to explore all aspects of experimentation without the cumbersome issues of faulty equipment, broken glassware, caustic reagents, other safety concerns, or a high degree of tech acumen ("tech savviness"). This adapted approach complements the online lab module with pre-and postlab assignments and lab report submission offered through a learning management system, for a fully encompassing lab experience that technologically parallels the on-campus approach. With the aid of video conferencing software, the prelab lectures (and monitoring student progress) can continue almost seamlessly, allowing students and faculty to migrate from an on-campus teaching laboratory setting to a virtual learning space.