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MBO

October 14, 2022

Chemical/Laboratory Techniques: Gloves

This open video (CC-BY-NC-SA) was created by chemistry teachers of the Faculty of Science and Engineering of the University of Groningen for use in the lab at their faculty. The description of for the video reads the following: Gloves are commonly used pieces of personal protection equipment (PPE), besides lab glasses and lab coats. The gloves are meant to protect your hands against accidental spillage and should only be worn when working with hazardous chemicals and taken off as soon as possible when your gloves are exposed to chemicals while conducting experiments in the lab.

Video

Tjalling Canrinus, Niek Eisink

2020

Resource list Molecular Neurobiology

The resources used for Molecular Biology are: Facilities: Practical rooms for labwork Practical rooms for cell culture Lecture halls Rooms for labmeetings Necessities: Protocols (see attached learning material (Reader Molecular Neurobiology)) Equipment and consumables (attached file) Software LabBuddy and ExperD as online reader and experiment designer (see link)

Spreadsheet

Simone Mesman

2023

Maker Lab resource list: facilities/equipment/software

For now, there is no document to share beyond this summary of the facilities, equipment, and software: FACILITIES: The Maker Lab is a fully flipped lab in the sense that students mainly do their experimental work outside of the classroom without teacher supervision. Thus, no laboratory is needed. The class-sessions happen in a regular classroom. The only lab-related "facility" is a 4 square meter closet (the "Maker Closet") where the the equipment is stored: EQUIPMENT: each pair of students gets toolboxes to take home which all contain Arduinos, pliers, wires, breadboards, etc. The "Maker Closet" additionally stores various electronic sensors and basic electronic and construction tools and supplies (connectors, tape, tripod-stands, batteries, SDcards, etc). Note: Fairly often, students identify useful sensors (or supplies) that are not stocked but are affordable and well-suited to their research plans. Suppliers of Maker tools and electronics often have great user manuals and instructional videos and can ship these products quickly. Students submit receipts and are reimbursed for their purchases, which in turn helps to grow the collection of equipment each year. SOFTWARE: students need the following free software: Arduino IDE software (Interactive Development Environment) the Python Anaconda distribution, which includes Jupyter Notebook sometimes also drivers for interfacing their laptops with the Arduino via a USB cable

Forrest Bradbury

2023

Lecture Notes chapter 6: Empirical Research Process

This "Maker Lab" course focuses on supporting student open inquiries. In other words, students are tasked with doing empirical scientific research and thereby constructing scientific knowledge. This document aims to outline what this entails, and does so by closely following work by Carl Wieman* and Natasha Holmes**. Note: If you do not (yet) have Jupyter Notebook, you cannot fully utilize the .ipynb file. But the attached PDF will give an idea of its content and functionality. Note also: In order to interact with and fully utilize the Jupyter Notebook documents (including their hyperlinks and pointers to data and image files), it is helpful to save the entire collection locally in a way that preserves the original directory structure. This is easiest to accomplish by downloading all files at once via the JupyterPython-materials zip file and unpacking it (extracting the files) to your preferred local directory. This zip file of all Jupyter Notebook materials is located here: https://search.edusources.nl/materialen/d144774e-9705-489a-b3cd-28e3618f7324 C. Wieman, “Comparative cognitive task analyses of experimental science and instructional laboratory courses”, Phys.Teach. 53, 349 (2015). http://www.cwsei.ubc.ca/SEI_research/files/Wieman_CTA_PT2015.pdf ** N. G. Holmes and C. Wieman, “Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses”, Phys. Rev. Phys. Educ. Res. 12, 020103 (2016). https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.12.020103

Document

Forrest Bradbury

September 13, 2024

Veiligheid in het labo: Cursus

Dit leermiddel richt zich op het aanleren van veilige werken in het laboratorium. Leerlingen leren de basisprincipes van laboratoriumveiligheid, inclusief het herkennen van veiligheidssymbolen, het juiste gebruik van glaswerk en het gebruik van chemische stoffen. Het thema biedt opdrachten die leerlingen bewust maken van de risico's en de nodige voorzorgsmaatregelen die zij moeten nemen om veilig te kunnen werken. Daarnaast zullen de leerlingen een poster maken die de belangrijkste veiligheidsregels visualiseert.

Secondary vocational educationWebsite

Author unknown

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman

2024

Rubric Research Proposal VirtualShip

This rubric can be used to grade the VirtualShip research proposal.

Document

Emma Daniels, Jamie Atkins, Erik van Sebille

2023

Maker Lab course description

This Maker Lab course description is an internal document which communicates the structure of the course to students. Some extra comments are also included for the benefit of interested instructors.

Document

Forrest Bradbury

April 30, 2025

PFAS – Persistent Micropollutants in the Water Cycle

This report presents the final course material that was developed for the online learning module on persistent micropollutants – PFAS. The document can be used as a stand-alone manual to fully individually follow the entire course, from week to week. It includes the links to the video materials that were developed for the course within the project, fully integrated within the reading material. The course forms a bridge between scientists and professionals working in the water cycle. So far, the information on PFAS has been available in a scattered manner, making it difficult for non-experts to get a complete introductory overview. This course was designed to compile information on PFAS through the water cycle, from production to use and final treatment. The course is built up in an intuitive way: it starts with a general introduction on the origin, chemistry and nomenclature of PFAS; national standards and reported concentrations in the urban water cycle are presented; analytics are explained; the course concludes with technologies for separation and final destruction of PFAS. Each chapter (or week) contains written textbook material, videos and additional reading material. Development of the course has been a co-production between PROMISCES and TU Delft, as TU Delft has an extensive educational support system including a professional recording studio and an expert learning assessment system for engineering education. All materials including videos are freely available for the general public. If the learner wants the full experience of having virtual classmates, get access to all exercises and receive a certificate and credit points after successful completion of the course, one can register at online-learning.tudelft.nl. The course was developed by two environmental engineers with a professional educational background (Mariska Ronteltap and Kim Lompe). The educational videos include knowledge clips (recorded lectures in a studio), videos in laboratories, interviews with PROMISCES project partners and videos on location. To be able to follow the course a basic understanding of chemistry is required; other than that, the course is fully understandable for non-experts. Collaboration between TU Delft, Delfland Water Authority, and the EU Project PROMISCES.

Document

Kim Maren Lompe, Mariska Ronteltap

2023

Maker Lab: full course materials

This is an open inquiry natural science lab course utilizing Maker tools (e.g. inexpensive electronic sensors/sensorboards controlled by Arduinos). Students are tasked with conceiving, designing, and carrying out scientific experiments with significant process guidance but little experimental oversight, instead leveraging the Maker movement's online resources and open source hardware and software tools. Target audience: The course is given at Amsterdam University College to a multidisciplinary mix of natural science bachelor's students, usually in their second or third year of a three year bachelor's. Duration / Study load: 6 ECTS course, equivalent to ~168 total hours of student work, evenly spread across a 16 week term Over-arching learning goals: (see also the Learning Objectives subpage for specific, assessable list) students navigate the iterative empirical research process, including conception, experimental design, testing, data & uncertainty analyses, and drawing conclusions students build self-efficacy in conducting quantitative empirical research and creating scientific knowledge students improve science communication skills in an authentic (team) setting Directory: Course materials are published in the following locations (see links to them below) course description (pre-requisites, learning activities, teaching roles, grouping of students, learning environment) learning objectives course schedule readings and lecture slides for students assignments (and rubrics) resource list: facilities, equipment, software JupyterPython-materials zip file This page's linked websites give official course descriptions. Any questions about this Maker Lab course can be addressed to Forrest via: forrestbradbury@gmail.com

Website

Forrest Bradbury