AIOU Assignment BEd 1.5 Year 8629 Laboratory Organization Management and Safety Methods Assignment 2

AIOU Assignment BEd 1.5 Year 8629 Laboratory Organization Management and Safety Methods Assignment 2

Note: For Other Assignment of BEd 1.5 Year Please click on the Links Below:

• BEd 1.5 Year
• BEd 1.5 Year Second Semester

Q.1 Elaborate the standards of Science Laboratories in Pakistan. Discuss the competencies of Science Teachers in context to Pakistan.
Answer:

UNESCO Science Sector is working closely with Government of Pakistan to implement different initiatives including strategic Strengthening of Flood Warning and Management Capacity of Pakistan which included capacity building of national authorities particularly Pakistan Metrological Department (PMD), SUPARCO, and NDMA in reliable flood forecasting and information dissemination. UNESCO also promotes engineering qualification standardization in Pakistan. The organization also works in introducing the latest water management techniques in the arid areas and DRR awareness raising in Balochistan, supporting the MAB Programme activities in the country and promoting the popularization of science. 

Man and the Biosphere Programme (MAB): 

UNESCO's MAB programme is an Intergovernmental Scientific Programme that aims to establish a scientific basis for the improvement of relationships between people and their environments. MAB combines the natural and social sciences, economics and education to improve human livelihoods and the equitable sharing of benefits, and to safeguard natural and managed ecosystems, thus promoting innovative approaches to economic development that are socially and culturally appropriate, and environmentally sustainable. UNESCO Islamabad Office is supporting the MAB activities in the country. National MAB Committee of Pakistan has been formulated and MAB Secretariat is in place. In result, in 2013 Ziarat Juniper Biosphere Reserve has been included in the World Network of Biosphere Reserves by the MAB ICC. 5th and 6th South and Central Asia MAB Network meetings were held consecutively in 2013 and 2014 in Islamabad. 

Popularization of Science: 

Science education is very important for the school level children. The lack of proper science laboratories in schools in the far flung and economically deprived areas is found in many areas of Pakistan. UNESCO is supporting the popularization of science in these areas in partnership with Pakistan Science Foundation's Science Caravan Unit. 

Culture Sector

Building intercultural understanding: through protection of heritage and support for cultural diversity. UNESCO created the idea of World Heritage to protect sites of outstanding universal value. 

Heritage: 

UNESCO Islamabad Office in collaboration with Government of Pakistan and other local partners works to safeguard the country's rich heritage with an aim to contribute to promote cultural diversity, peace and sustainable development as well as reducing poverty. Major areas under this sector are conservation of archaeological site and monuments, promotion of cultural industries and heritage education. Through a number of conservation projects, the sector has been complementing Government efforts to safeguard the World Heritage and other sites of national importance and contribute to protect the Outstanding Universal Value of cultural heritage for future generations. The Sector is taking a number of awareness raising and capacity building initiatives at institutional and gross-root level for effective implementation of the cultural conventions, notably 1972 Convention on the protection of World heritage and 2003 Convention on safeguarding the Intangible Cultural Heritage and acknowledging the role of culture in promoting peace, creativity and development. 

Communication & Information:

Protecting freedom of expression: an essential condition for democracy, development and human dignity. 

Communication, information and knowledge are at the core of human progress and development. Recognizing in the powers of communication, the main focus for UNESCO's work in Pakistan are promoting an enabling environment for freedom of expression, press freedom and journalistic safety including through the commemoration of World Press Freedom Day (3 May), International Day to End Impunity for Crimes against Journalists (IDEI) and by contributing to national efforts to raise awareness through advocacy for the protection of journalists by coordinating the United Nations Plan of Action on the Safety of Journalists and the Issue of Impunity. Other area of UNESCO Islamabad Office in Pakistan includes is the promotion of media pluralism and development, including the International Programme for the Development of Communication (IPDC) by providing safety and security training to journalists in rural areas of Pakistan. The organization is also working to promote the development of free, independent and pluralistic media including through World Radio Day Celebrations (13 February) and work with community media. UNESCO is also working for enabling universal access and preservation of information and knowledge platforms and ICTS for sustainable development for marginalized groups including for persons with disabilities.

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Q.2 a) Write new concepts of Science Laboratories, keeping in view the concept of distance education.
b) Are you able to perform science experiments with the help of easily available material?
Answer:

The Concepts of Science course includes weekly laboratory classes, which meet separately from the lecture class session. Students should carefully select a section of SCMH 1010 with a laboratory time that is available in your schedule, sign up for that section, and attend to all laboratory sessions. There is a Concepts of Science Lab Book, which must be purchased NEW by each Concepts of Science student. These lab books, which are edited each year, are required for use by all students during all lab weeks. This is a required purchase for all Concepts students. Purchase only the most recent edition of the lab book from the AU Bookstore or one of the other bookstores in Auburn. 

Attendance is required at all Concepts of Science laboratory sessions, and roll will be checked each week in laboratory. Attendance in laboratory may be part of your laboratory grade. Students should be aware that the number one reason for low lab grades in Concepts of Science is poor attendance. 

Your laboratory grade counts 25% of the overall course grade. Laboratory teachers report laboratory grades to lecture instructors for each student at mid-term and at the end of the term. Lecture teachers then submit mid-term and full term grades, which are computed according to the rules in their own syllabus. Regarding lab grades, it is the student’s responsibility to attend labs, complete lab work and submit that work as requested by the lab teachers, and to keep in touch with lab teachers about absences and all other grade issues. Lecture instructors generally cannot answer specific questions about laboratory grades or lab attendance records. Those records are maintained by the laboratory teachers only. Laboratory teachers make decisions about whether a student qualifies for any make up work and sets all other laboratory rules not given in the course syllabus. 

Students should be aware that it is Concepts of Science program policy that a student must pass the laboratory part of this course with a 60% or better score in order to be able to pass the whole course. In other words, if a student fails in the laboratory, the lecture instructor must give a grade of F for the whole course regardless of the lecture exam grades and other lecture section scores. Students should be aware that passing the laboratory but failing the lecture part of the course does not guarantee a passing grade in Concepts of Science. Students who are especially concerned about their grades should keep in regular contact with their lecture and laboratory teachers about their progress in the course.

Students must be prepared in advance to go to laboratory each week. This is the individual student’s responsibility. This responsibility includes reading assigned materials in advance, working through the on-line components for each laboratory exercise, and bringing required data and other required materials from the advance readings, on-line components, etc. with you to laboratory class. Failure to do these things will likely have a negative effect on your grade and may prevent you from being able to do the week’s laboratory work. Not being able to do the week’s laboratory work may result in a low lab score or a zero score for that week. 

Concepts laboratory classes have a strict plagiarism policy. For the details, see your lab book and/or the plagiarism policy link on the Concepts of Science main page. Concepts of Science students may not copy the work of others or from published or on-line sources and represent it as their own. 

Unlike the lecture portion of the class, students in laboratory should not expect that their laboratory teacher will lecture to them. Students are expected to come to the laboratory prepared to complete the week’s laboratory work, including all pre-lab reading assignments. This preparation is done mainly on line (using the Concepts laboratory portal) and by assigned readings. Students must participate in lab, including participation in any lab discussion. It is not acceptable to go to lab and not fully participate in what is going on and a student’s grade will reflect lack of participation. 

1. Make Objects Seemingly Disappear

Refraction is when light changes direction and speed as it passes from one object to another. Only visible objects reflect light. When two materials with similar reflective properties come into contact, light will pass through both materials at the same speed, rendering the other material invisible. Check out this video from BritLab on how to turn glass invisible using vegetable oil and pyrex glass.

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Q.3 Write difference between sequence and organization. What is the role of organization in laboratory work?
Answer:

Managers today are enamored of processes. It’s easy to see why. Many modern organizations are functional and hierarchical; they suffer from isolated departments, poor coordination, and limited lateral communication. All too often, work is fragmented and compartmentalized, and managers find it difficult to get things done. Scholars have faced similar problems in their research, struggling to describe organizational functioning in other than static, highly aggregated terms. For real progress to be made, the “proverbial ‘black box,’ the firm, has to be opened and studied from within.”

Processes provide a likely solution. In the broadest sense, they can be defined as collections of tasks and activities that together — and only together — transform inputs into outputs. Within organizations, these inputs and outputs can be as varied as materials, information, and people. Common examples of processes include new product development, order fulfillment, and customer service; less obvious but equally legitimate candidates are resource allocation and decision making. 

Structure, sequence and organization (SSO) is a term used in the United States to define a basis for comparing one software work to another in order to determine if copying has occurred that infringes on copyright, even when the second work is not a literal copy of the first. The term was introduced in the case of Whelan v. Jaslow in 1986.[1] The method of comparing the SSO of two software products has since evolved in attempts to avoid the extremes of over-protection and under-protection, both of which are considered to discourage innovation.[2] More recently, the concept has been used in Oracle America, Inc. v. Google, Inc.

Whelan Assocs., Inc. v. Jaslow Dental Laboratory, Inc. was a landmark case in defining principles that applied to copyright of computer software. Whelan had developed software for Jaslow to manage the operations of a dental laboratory, and later took it to market under the trade name Dentalab. Jaslow became engaged in selling the Dentalab software. He later formed a new company named Dentcom and wrote a program in a different computer language but with similar functionality that he called Dentlab, marketing it as a Dentalab successor. Whelan filed a suit in federal court in Pennsylvania alleging that the Dentlab software violated Whelan's copyrights in the Dentalab software. Whelan won the case and was awarded damages on the basis that Dentlab had substantially similar structure and overall organization.

The district court ruling in Whelan drew on the established doctrine that even when the component parts of a work cannot be copyrightable, the structure and organization of a work may be. The court also drew support from the 1985 SAS Inst. Inc. v. S&H Computer Sys. Inc. in which it had been found that copyright protected organizational and structural details, not just specific lines of source or object code. Sequence, structure and organization (SSO) in this case was defined as "the manner in which the program operates, controls and regulates the computer in receiving, assembling, calculating, retaining, correlating, and producing useful information." SSO refers to non-literal elements of computer programs that include "data input formats, file structures, design, organization and flow of the code, screen outputs or user interfaces, and the flow and sequencing of the screens.".[9] However, the SAS Inst. Inc. V. S&H Computer Sys. Inc. demonstrated that copyright can exist in derived works from publicly funded developed source code in the public domain  rather than address the issue of SSO. 

Jaslow appealed the decision. The Court of Appeals for the Third Circuit noted that computer programs are literary works under U.S. law. The court reasoned that with literary works a non-literal element is protected to the extent that it is an expression of an idea rather than the idea itself. By analogy, the purpose or function of a software work would be the work's "idea", while everything not necessary to that purpose or function would be part of the expression of the idea. The expression would be protected, although the basic purpose or function would not. On this basis the Court of Appeals upheld the district court's ruling of copyright violation due to similarity of SSO.

Early adoption and criticism

For the next few years most, but not all, circuit courts accepted the Whelan decision on SSO in one form or another. This resulted in a period of tight protection for software, since almost everything other than the broad purpose of a software work would be protected. The only exception was where the functionality could only be achieved in a very small number of ways. In these cases there could be no protection due to the merger doctrine, which applies when the expression and the idea are inextricably merged. 

In one case a court found that a defendant had infringed the right to prepare a derivative work when they copied the sequence, structure, and organization of the plaintiff's file formats, screen, reports, and transaction codes, even though different data fields were present.[14] In 1986 the ruling in Broderbund Software, Inc v. Unison World, Inc appeared to prevent software developers from marketing products with the same or similar user interfaces, regardless of whether there was anything in common in the underlying code. In the 1990 case of Lotus v. Paperback the U.S. District Court for Massachusetts decided that Paperback's VP-Planner software violated the copyright of Lotus's 1-2-3 spreadsheet program since it had the same user interface, even though the underlying code was completely different. 

A technical criticism of Whelan is that it fails to distinguish between the sequence in which instructions are presented in the text of a program and the sequence in which the instructions are executed - the program's behavior. Both the textual and behavioral aspects have their own SSO, but a programmer would see the textual SSO as relatively unimportant. A related point is that although the text of a computer program may be an "original work of authorship", protected by copyright laws. The algorithms and designs that the program embodies may be better considered to be "processes, procedures, systems, methods of operation", which are explicitly excluded from copyright protection although they may be protectable by patents. The distinction between the code's SSO, which is protected by copyright, and the protocol or algorithm, which is patentable, is however extremely difficult to maintain.

The Whelan ruling has been criticized as being "dangerously broad". By saying that the purpose of the program was to assist a Dental lab operation, and that anything not essential to that purpose was an expression, it left open a wide range of functions that could be deemed "not essential" and therefore subject to protection. In the 1988 Healthcare Affiliated Services, Inc. v. Lippany the court took a position more in line with the idea-expression merger concept, saying that the defendant's choice of scope, variables to be used and other aspects of what its software would do did not constitute the SSO. In 1987 the Court of Appeals for the Fifth Circuit rejected the extension of copyright protection to the non-literal elements of computer programs in the case of Plains Cotton Cooperative Ass'n v. Goodpasture Computer Serv. The court held that input formats were idea rather than expression and refused to extend protection to these formats. The court said: "We decline to embrace Whelan."

Computer Associates

Main article: Computer Associates Int. Inc. v. Altai Inc.

In Computer Associates Int. Inc. v. Altai Inc. in 1992 the Second Circuit Court of Appeals agreed with the conclusion in Whelanthat the structure, sequence and organization of a program might by protected by copyright where appropriate.[21] However, the court went on to say, "As we have already noted, a computer program's ultimate function or purpose is the composite result of interacting subroutines. Since each Subroutine is itself a program, and thus, may be said to have its own 'idea,' Whelan's general formulation that a program's overall Purpose equates with the program's idea is descriptively inadequate.

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Q.4 What are different assessment techniques to assess laboratory performance?
Answer:

 There are hundreds of variations of classroom assessment techniques. Below are some of the more commonly known techniques: 

3-2-1 Format 

3-2-1 Format is a quick and simple student writing activity. 

Focused Listing 

Focused Listing is a quick and simple student writing activity. 

Muddiest Point 

Muddiest Point is a quick and simple technique where students identify a challenging or confusing concept. 

One Minute Paper 

Minute paper is an introductory technique for a student writing activity. 

Think-Pair-Share 

Think-Pair-Share is a quick and easy technique that has students working in pairs to answer questions posed by the instructor. 

Concept Mapping 

Concept Mapping is an intermediate technique that asks students to create ways of representing and organizing ideas and concepts.

Jigsaw 

Jigsaw is an advanced technique where teach each other assigned topics. 

Memory Matrix 

Memory matrix is an intermediate technique that asks students to create a structure for organizing large sets of information. 

Quiz Show 

Quiz Show is an intermediate technique that uses a game show format for review sessions. 

3-2-1 Format 

Basic Strategy 

The 3-2-1 format is a quick reflective activity similar to think-pair-share. It encourages students to reflect on a course experience and organize their thoughts and identify areas of confusion or concern. 

Why would you use it? 

Similar to minute papers, muddiest point, and think-pair-share, the 3-2-1 Format can be a helpful tool for getting students to organize their thoughts, and promote reflection and metacognition. This activity provides an easy way to check for understanding and gauge student interest. It is also an effective way to promote discuss or review material. 

When can you use it? 

This activity would traditionally be introduced toward the end of a lesson or after a lecture. It could also be used in response to an assigned reading. 

How does it work? 

In reaction to presented content, students are asked to take a few moments and jot down: 

• 3 ideas or issues from what was presented 
• 2 example or uses for how the ideas could be implemented 
• 1 unresolved area / muddiest point 

Students are then asked to share their ideas in pairs or small groups. Use the responses to help guide teaching decisions. Consider areas of curriculum that need to be reviewed again or specific concepts or activities that are most interesting for students.

Alternative versions 

• Use 3-2-1 Format to transition into class discussion. 
• Student can complete 3-2-1 as individuals, pairs, or small groups. 
• Make the 3-2-1 questions content specific (differences, similarities, etc.) 
• Have students focus 3-2-1 on main ideas (most important ideas, supporting details, etc.) 

Online options 

3-2-1 Format could easily be adapted into an online discussion board activity. Focused Listing 

Basic Strategy

 Focus Listing activity focuses on one concept, term, or topic. Students are asked to provide several ideas related closely with the one concept, term, or topic. 

Why would you use? 

The purpose of this activity is to help instructors determine what students are able to recall for the main points of a lesson. The preparation and follow-up for a Focused Listing activity is minimal. The Focused Listing activity can help students in several ways: 

• Quickly determine what learners recall as the most important points related to a topic 
• Assess how well learners can describe or define a central point and to discover how well learners are connecting other concepts to the central point of the lesson 
• Gauge the best starting point, make midpoint corrections, and measure the class's progress in learning one specific element of course content 

When can you use? 

Before, during or after a lesson; works well in classes of all sizes. Focused listings are great follow ups to short presentations during which participants are asked to absorb information that is new and that is vital to the discussion to follow. The listing works well to introduce a topic, as an exercise joining/synthesizing two sets of information (lecture plus follow up reading, two lectures), and as something to return to as a wrap up so that participants can compare before/after thinking. 

How does it work? 

1. Select an important topic or concept that's just been studied or is just about to be studied; write it in a word or brief phrase.
2. Write the word or phrase at the top of a sheet of paper as the heading for a "Focused List" of related terms important to understanding that topic. 
3. Set a limit for either number of items to list (5 to 10) or limit the amount of time (2 to 3 minutes) to list the points. 
4. Test it yourself (keep to your own limits)--write a list of important words and phrases you recall that are related to or included within the heading you wrote down. 
5. Look over your list quickly; add any items you may have left out. Determine if any modifications need to be made to this activity, e.g. number of items required or length of time. 
6. If your test convinces you that the topic is important and well defined have the students complete the exercise. Be sure to increase the time limits you set for yourself, however, since you are the ‘expert’ and students are the ‘novice’ learners. 
7. Collect their anonymous responses and review the answers by sorting them into piles of appropriate or inappropriate to determine how well students are recalling the main points. 
8. At the beginning of the next class session, review with the students the findings of the activity. List the points or ideas you developed and include some of the ideas students provided that were not on your list, but were still relevant. 

Alternate versions 

• Use your list as the "master list" and have students compare their lists to it. Look for matches, missing items (on any list), clarification needs, additional teaching and learning opportunities. 
• Assign this as a small group activity 

Online Options 

• Focused Listing could easily be adapted into an online discussion board activity or a shared Google document activity. 

Muddiest Point 

Basic Strategy 

Muddiest Point is probably the simplest classroom assessment technique available. It is a quick monitoring technique in which students are asked to take a few minutes to write down the most difficult or confusing part of a lesson, lecture, or reading. It is simple to create and facilitate. In fact, it only takes 15 minutes to collect and scan approximately 100 muddiest points. While it is easy to use, be careful not to over-use this or any single assessment technique. Over using one technique can fatigue students and devalue the process. 

Why would you use? 

1. You can quickly check for understanding. This assessment gives you a picture of misconceptions and confusion that still exists in the students’ minds. 
2. Students can increase their understanding of their own learning. This assessment provides students with a metacognitive opportunity to think about their own learning. This is especially helpful with new information and complicated procedures. 

When can you use? 

Use this assessment technique any time, after students have had an opportunity for learning to progress them toward the learning target. This technique is especially helpful if students seem to be having difficulty grasping a concept or process. 

How does it work? 

1. Determine what feedback you want. Do you want to ask a question that encompasses the entire class session or one self-contained segment? Do you want to ask a questions related to a specific lecture, discussion, or presentation? Figure out what is of most value or where students struggle the most. 
2. Reserve a few minutes at the end of the class session. Leave enough time to ask the question, have students respond, and to collect the responses. 
3. Let students know how much time they will have to answer the question and when you will follow up with the results and provide feedback. 
4. With so many students using laptops and tablets, it is plausible students will not have extra sheets of paper. Plan on distributing slips of paper or index cards for students to write on. 
5. Collect the responses as or before students leave. 
6. Respond to the students' feedback during the next class meeting. Share with students how responses will be used as a guide to plan the next instruction. 

Alternate versions 

This strategy can be presented in many forms: 

 Follow up a traditional muddiest point exercise by asking students what could be done to help clear up the “muddy points” for them.

• Use a two column response exercises. One side is labeled “crystal clear” and the other column is labeled “muddiest point”. This alternate version helps students reflect on their own learning as they think about what they do and do not understand. 
• Use muddiest point to review work outside of class (e.g. lab or homework assignment). 

Online Options 

• Have students post to a discussion board. 
• In a synchronous (live) online class, students can write on a white-board. 
• Use a shared (open for anonymous responses) google document to collect responses. 

One Minute Paper 

Basic Strategy 

One minute paper is a popular introductory active learning strategy that requires minimal preparation on the part of the instructor. During a one minute paper exercise students are given one minute to write a response to a prompt or question posed by the instructor. Minute papers can segue into a discussion or simply be collected for review by the instructor. 

Why would you use it? 

1. Minute papers provide immediate feedback and allow quick response to students. 
2. This exercise can be easily facilitated for any class size. 
3. Allows students who are less vocal to participate. 

When can you use it? 

This technique is probably best used in lecture or discussion however it can easily be adapted to other settings such as labs, clinicals, or homework assignments. While this technique is flexible it is not universally applicable. Not all learning experiences can be assessed by a technique that asks students to note significant points or open questions. Be cognizant of your goal when choosing a classroom assessment technique. 

How does it work? 

1. Decide what you want to focus on, where you want students to reflect on a topic.
2. Write Minute Paper prompts that fit your class and meet your goal. The prompts are the heart of one minute papers. 
3. Set aside 5-10 minutes to facilitate, as well as time later to discuss the results. 
4. Share the question with students. 
5. After the chosen topic or activity is completed, hand out scraps of paper or index cards for students to record their response. 
6. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback. 
7. Collect the responses as or before students leave. 
8. Tabulate the responses and make note of useful comments. 
9. Respond to the students' feedback during the next class meeting. Share with students how responses will be used as a guide to plan the next instruction. 

Sample Minute Paper prompts: 

Questions Designed to Assess Student Interests: For you, what interesting questions remain unanswered about today’s topic? 

Identifying Perceived Relevance of Course Concepts: During today’s class, what idea(s) struck you as things you could or should put into practice? 

Assess Student Attitudes/Opinions: Were there any ideas expressed in today’s class that caused you to reconsider or change your personal? opinions, viewpoints, or values? 

Checking Student Comprehension: What did you perceive to be the major purpose or objective of today’s class? 

Assessing Conceptual Connections (Cross-Concept Integration): Did you see any relationships between today’s topic and other topics previously covered in this course? 

Alternative versions 

• Allow students to compare and discuss their responses before handing them in. 
• Allow small groups to suggest Minute Paper questions. Have members of the group analyze and present the results to the class. 

Online options 

• Have students post to a discussion board.
• In a synchronous (live) online class, students can write on a white-board. 
• Use a shared (open for anonymous responses) google document to collect responses. 

Think-Pair-Share 

Basic Strategy 

Think-pair-share can be a great technique for facilitating discussion. It is a quick and simple technique to adopt. Faculty present a question or challenge, students reflect quietly and then partner with someone to discuss. A think-pair-share session could be 5 to 15 minutes. 

Why would you use? 

This exercise engages the class with content on multiple levels. It can help organize prior knowledge, deepen the level of content analysis, and improves the quality of student contributions. Think-pair-share is a popular technique because sharing ideas with a peer in a group of two is “low risk” compared to sharing an individual idea with an entire class. 

When can you use? 

Use think-pair-share when you want students to talk over new ideas or critically think about concepts presented in the lesson. This technique can be easily used ‘on the fly’ and works in small or large classes. 

How does it work? 

1. Develop an engaging question or problem, ideally one with many viable potential responses 
2. Have a plan for how to present the question (worksheet, PPT slide, etc.) and how you will facilitate students reporting out to the whole group. 
3. Pose a question to students. 
4. Students reflect on and write brief notes for one minute in response to the question. 
5. Students pair up with someone sitting near them and share their answers verbally for two to three minutes. Alternatively, they may also work together to create one best answer.
6. Randomly choose a few pairs of students to give 30 second summaries of individual or joint answers. 

Alternate versions 

• Ask students to compare and contrast their ideas, reach a consensus, explain why their ideas are different, etc. 
• Give the students the prompt as homework, coming into class prepared to share. 
• Have pairs match up with another nearby pair to share ideas before reporting back to whole class. 

Online Options 

• Think-pair-share does not adapt easily to online learning environments. It can be done but requires more work to create groups, private discussion boards, etc. 

Concept Mapping 

Basic Strategy 

Concept maps are drawings or diagrams used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics. 

Why would you use? 

This activity provides an observable action of the student’s patterns of understanding related to a central idea or concept. Concept mapping serves several purposes: 

• Helps students brainstorm and generate new ideas 
• Encourages students to discover new concepts and the propositions that connect them 
• Allows students to more clearly communicate ideas, thoughts and information 
• Helps students integrate new concepts with older concepts 
• Enables students to gain enhanced knowledge of any topic and evaluate the information When can you use?

Concept maps require a lot of cognitive work on the part of the student, and a lot of preparation and analysis on the part of the instructor. Be sure you have tested the concept map activity yourself and given the class the appropriate amount of time to complete the activity. Usually this means twice the amount of time it took you, the expert, to complete. This activity is useful in any course with high theoretical content, courses with large amounts of facts and principles. 

How does it work? 

1. Select the concept/theme you wish students to use as a starting point. 

2. Create a concept map: 

• Identify related key words or phrases. Write down words and key phrases. 
• Rank the concepts (key words) from the most abstract/general to the most concrete/specific. 
• Cluster concepts that function at similar level of abstraction and those that interrelate closely. Start to determine the ways the various concepts are related to each other and write that on the lines connecting the concepts. 
• Arrange concepts into a diagram. 
• Continue identifying the ways the various concepts are related to each other and write that on the lines connecting the concepts. 

3. Add second and third level associations, if appropriate. 

4. Good maps usually result from three to many revisions. 

5. After students have completed the concept maps, present your own example to the students and walk through it with them step-by-step, explaining your thinking as you created the concept map. 

Important Consideration for Using Concept Maps 

• Concept mapping can be a very demanding cognitive task for students. 
• Concept maps requires a large amount of time and energy from faculty to formally assess; concept maps are generally not graded. 
• Large classes may be managed easier if concept map assignments are assigned to small groups 

Best Practices for Using Concept Maps: 

• Create your own concept map first, before assigning one to your students. 
• If students are new to concept maps, students will need training and continual practice. Together as a class, create a simple concept map on a concept everyone is familiar wit. For example, use an easy topic like, “What are birds?” 

Alternate versions

• Use a top down approach, working from general to specific or use a free association approach by brainstorming nodes and then develop links and relationships. 
• Assign a concept map as a small group activity to alleviate anxiety. 
• Extend the activity by having students write an explanatory essay based on their maps. 
• Construct a concept map and then remove all of the concept labels (keep the links!). Ask students to replace the labels in a way that makes structural sense. 
• Create a concept map and then remove concepts from the nodes (about one-third of them). These deleted concepts are placed in a numbered list on the map and students choose among them. 
• Provide a list of concept labels (10 to 20) and ask students to construct their maps using only these labels. The focus here is on the linking relationships, and the evolution of structural complexity of students' knowledge frameworks. 

Online Options 

• There are numerous software tools where students can create concept maps digitally. 

Jigsaw 

Basic Strategy 

Jigsaw involves students doing individual research on a subset of a given subject area, and then piecing their research together with other students “to build the whole picture”. Jigsaw exercises challenge students to engage in reciprocal teaching and can be a popular activity for courses that rely on heavy transference of information. 

Jigsaw requires a moderate to high amount of faculty preparation and takes a fair amount of class time. Do not overuse this technique, as repeating too often can feel contrived (it is not very flexible). It should be used no more than twice per semester. 

Why would you use? 

Jigsaw is a variation on a simpler activity in which students come and present directly to their group on a topic of research. By adding the intermediate task of meeting as an “expert group” ensures some quality of ideas and materials. This technique also gives individual students a chance to build confidence in a subject area before presenting to peers.

When can you use? 

Jigsaw can be used in a single class session or across multiple sessions. 

How does it work? 

• Identify a concept area (the whole puzzle) which contains roughly 4-6 subtopics (pieces of the puzzle). 
• Divide the class into teams of 4-6 students (the number of students on a team should be equivalent to the number of subtopics). 
• Assign each student on the teams a different subtopic. Allow sufficient time for students to “develop expertise”, doing their own reading and research. Jigsaw falls apart if students are not prepared. Assigning questions, reading logs, study guides or reaction papers helps to ensure preparation. Consider asking for a summary of their readings by a certain date. 
• Students return to class and consult with the same content experts from the other teams. They are asked to discuss the topic as a group and how best to present it to their respective teams, possibly through creating review sheets / summary guide / examples/ list of resources etc. 
• Students return to their original teams where they are then asked to present/teach the topic to their team. 
• Conclude with whole class reflection / discussion. 

Why would you use? 

The technique provides a structure for students to organize and synthesize complicated information. This exercise works well with large amounts of content and can simplify complex, dynamic systems of information. Faculty can identify prior or incorrect knowledge. 

When can you use? 

Memory matrix is simple to implement and easy to use during instruction however there is some up-front preparation that must be completed. Consider content carefully. Content needs to appropriately align with column and row organization. This exercise is effective after lectures, videos, reading assignments, etc. 

How does it work? 

1. Carefully choose your content topic. Make sure the content can be organized in a table with rows and columns. 
2. Create a simple matrix. Make one completed matrix to use as a key. This will make the analysis much easier. Also create a blank matrix for students to fill in. 
3. Explain the purpose of the exercise.
4. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback. 
5. Handout blank or partially filled matrix. Have students work on in class, individually or in groups. Provide practice matrices or examples if this is the first time you are presenting a memory matrix. 
6. Students complete the matrix and hand-in. 
7. Review and analyze results Analysis: Scan the completed matrices and compare to your key matrix. correct responses vs incorrect responses - focus on patterns in the responses. Results: Record the number of each correct or incorrect response into an Excel spreadsheet (or any data management system) where data can be reported in a variety of methods. Look for common misconceptions or errors. This could indicate recall problems, difficultly categorizing information, or insufficient teaching focus on a particular topic or category. 
8. Provide feedback and clear misconceptions at next class meeting 

Alternative versions 

• Cells can be manipulated in any number of ways. For instance, leave the cells blank or fill the cells in and leave the column heading blank. 
• Matrix can be completed by individuals, in pairs, small teams, as a class. 

Online options 

• Use Google Spreadsheet to have small groups, or individuals fill cells. 

Quiz Show 

Basic Strategy 

Quiz Show uses quiz game show format (e.g. Jeopardy or Who Wants to Be a Millionaire) to rapidly move through a series of questions with students. This strategy is popular for introducing game mechanics (points, competition) into a classroom activity. 

Why would you use? 

Quiz Show is popular for review sessions for reinforcing important information or but is usually not considered a good way to introduce content. The game format of a quiz show activity can be to keep students engaged although it should be used in moderation as it lacks authenticity to real world applications of knowledge.

When can you use? 

Quiz Show is popular for review sessions before major assessment events. Quiz show could be used in short 5-10 minute segments or could easily fill an hour session. 

How does it work? 

Present a grid (or list) of questions on a whiteboard or PowerPoint. When crafting questions be mindful of the standard advice on writing multiple choice questions. Depending on class size you would likely divide students into groups. Student can be given a “bell” to ring in, or simply rotate between students. Quiz show is more appropriate for short answer questions not open ended questions. 

Alternate versions 

• Students answer individually 
• Use in combination with clickers 
• Students write and submit questions in advance 
• Pub trivia mode: multiple questions in small groups, answered in writing rather than first to buzz in 

Online Options 

Quiz Show Review does not adapt easily to online learning environments.

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Q.5 Identify some hazards, while working in science laboratories. Give methods of first aid to deal with hazards in science laboratories.

Answer:

Many labs are more hazardous and risk-filled than the average workplace – the cost of existing on the cutting edge of the sciences. Whether you’re looking for cures, breakthroughs or new technologies, it is vital that you and the whole team understand each and every hazard of the laboratory.

With a full understanding of the hazards and risks attached to working in a laboratory, you and your team will be able to work to your fullest, combining effective research with safe practice. So, here we have listed a selection of the most common hazards and risks of the modern laboratory.

Chemical Hazards

Handling chemicals is a typical part of the day-to-day routine for many lab workers, but the risks and hazards remain the same. Many organic and inorganic chemicals are corrosive to the skin and to the eyes, and can be toxic. Full safety wear should be provided to any members of the team handling chemicals, and provisions to treat any exposure or clean spillages should be present in the laboratory.

It’s not only direct contact which may be hazardous, chemical reactions which generate heat can lead to thermal burns. This further demonstrates the importance of ensuring the surface of the skin is protected from the potential for burns and exposure.

Similarly, incorrect venting within the laboratory could be hazardous. Without full and correct ventilation, a distillation or chemical reaction could lead to an explosion in the lab. Depending upon the size of the explosion and the materials affected, this could be hugely dangerous for the team and for the lab.

Inhalation of certain chemicals can be dangerous, with many of the most common solvents proving to be extremely toxic. These dangers can be immediate or slowly manifest over time – making it important that the research team are protected from the fumes produced by these hazardous chemicals.

Ingesting chemicals is a huge risk in many laboratories, due to contamination on hands, food and drink. This demonstrates the importance of safe and secure storage for all food and drink items, away from chemical exposure. Furthermore, comprehensive hand-washing and sanitation provisions should be accessible for all members of the research team exposed to hazardous chemicals.

Prevention

When it comes to chemical hazards, effective prevention is the best way to manage the risks of working with these dangerous substances. Practising proper chemical segregation is essential in all labs, as some substances can react with each other to create chemical reactions, fires and even explosions. Protective clothing and good housekeeping are also important for protecting your team from chemical hazards.

Watch the video below for more information on how to minimise chemical hazards in your lab and what to do in an emergency. Electrical Hazards Even the most experienced research professional can overlook basic safety principles when working with electricity – so it is vital that protective measures are employed throughout the laboratory. Particularly hazardous are electrical units which are positioned close to liquid, so these should be fitted with ground-fault circuit interrupters to break the circuit should any current flow to ground.

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