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We designed and evaluated a student laboratory workshop on plant-based vaccines against the SARS-CoV-2 virus. The workshop focused on hands-on laboratory techniques, including DNA extraction from rice seeds, where the recombinant protein was produced, detection of the transgene, and basic concepts on how vaccines work in the human body to offer immunity against viral diseases. We developed a robust science activity to support scientific inquiry learning and to provide a more in-depth understanding of science topics. The 14-hour learning experience was a component of a large research and outreach programme, IlerCOVID Project. A total of 129 secondary school students (grades 11 and 12) from eight different secondary schools participated in the study. Data were collected through pre-post questionnaires on students' knowledge about genetic engineering, laboratory techniques and immunology. Based on data collected, results show that this approach enhanced substantially the students' knowledge on the topics covered in the workshop, although a control group would be necessary to confirm the effectiveness of the designed activity. We conclude that the students improved their knowledge of biology, allowing them to have more informed science-based views on the technology underpinning vaccines and their benefits. [ABSTRACT FROM AUTHOR]

The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students' knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed. [ABSTRACT FROM AUTHOR]

Abstract The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students’ knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed.

The ability to think creatively and critically is considered the main cognitive competency. This study aimed to measure the thinking ability of students (n = 33) who participated in a laboratory activity in analytical chemistry. Case study methods were used to collect qualitative data, which supports quantitative data. The student's creative and critical thinking abilities are measured by correlating the test result with their observations and responses. The results show that the student's creative and critical thinking abilities are qualified as sufficient. An average of 46.96% of the students could provide correct answers, with the highest percentage on mixture separation tasks (72.7%). The students also showed creative and critical thinking abilities in creating and defining the result after consideration, resolving problems, providing answers with sound reasoning, observing, creating combinations and objects, and detailed ideas regarding the task indicators. The students could also define terms, analyze questions, and adapt their approaches to resolve tasks. The abilities of some students to identify problems from several points of view are still considered low, and they need to be able to identify issues based on given pictures and assess topics from different perspectives. The laboratory activity should create more indicators to think critically and creatively about every aspect. [ABSTRACT FROM AUTHOR]

There are relatively few studies examining cooperative learning during laboratory activities in a science museum. This study aims to explore such activities to better understand the nature of cooperative learning, if any, in that setting. The participants in this study were 60 fourth-grade students who visited a science museum lab as part of a school field trip. The students, divided into 12 groups, were videotaped and audio-recorded during group work consisting of balancing a scale. Our inductive data analysis of the observations revealed that although each group's interactions were distinctive, common themes emerged. Moreover, even though the group work required cooperative learning, students did not engage in such. Students mostly instructed each other on how to operate the scale, with no scientific explanations. As the students did not know how to work together in order to solve the task, frustration abounded. This research adds to the body of knowledge about lab activities in science museum and offer practical implication to design more effective activities in these settings. Careful pedagogy and thoughtful facilitation can contribute to the students' learning outcomes; therefore, educators should consider the following: ensuring students have sufficient prior knowledge, having the museum educator play the role of a mediator, taking steps to reduce the level of student frustration, and planning additional activities that promote the learning outcomes of the activity. [ABSTRACT FROM AUTHOR]

The purpose of this research is to strengthen pedagogical content knowledge (PCK) in designing laboratory activities based on small-scale chemistry approaches. This research is action research involving 60 trainee teachers with stages that include (a) Reflect; (b) Plan; (c) Act; (d) Observe; (e) Reflect (2nd); (f) Plan (2nd). Qualitative data were collected through (a) Questionnaires reflecting on experiences in practicing chemistry learning and responses to the importance of learning, (b) a Portfolio of chemistry practicum design, (c) documentation of the process of carrying out design, implementation, and practicum evaluation activities, (d) field notes, (e) reflection sheet, and (f) Portfolio of follow-up plans. The data is displayed through the R computation system with data pre-processing stages in the teacher's reflection text which includes basic cleaning, case folding, normalization, stemming, and deleting meaningless words. Display data in the form of word clouds, frequency expression diagrams, and tabulations. Descriptive narratives are used to analyze the documentation obtained in the action process. The teacher group demonstrated performance in implementing small-scale practicum activities. Teachers are increasingly skilled in modifying conventional laboratory equipment, minimizing the amount of chemical use, minimizing waste disposal, and increasing efficiency in the duration of practicum implementation. The follow-up plan for this activity includes quality improvement in aspects of (a) skill in using laboratory equipment, (b) understanding of chemical concepts, (c) equipment availability, materials, and work procedures, and (d) implementation of chemistry practicum. [ABSTRACT FROM AUTHOR]

High-resolution mass spectrometry (HRMS) has become increasingly affordable and user-friendly. Its potential spans a wide range of applications and experiments including the measurement of accurate masses, supporting the elucidation of elemental compositions and the identification of unknown compounds. To illustrate the main features of mass spectrometry, and particularly, of HRMS, we have designed and implemented a 3-h laboratory experiment using direct infusion electrospray HRMS analysis of non-steroidal anti-inflammatory drugs (e.g., ibuprofen or naproxen) solutions, acquiring full-scan spectra in both positive and negative ionization modes. The experimental accurate mass measurements (m/z values) of selected characteristic fragment ions -so called twin ions, with common elemental composition in both ionization modes but with different charge, allow the indirect measurement of the mass of an electron with relative errors below 5% with respect to the accepted IUPAC value (0.00055 Da). The experiment demonstrates how powerful and useful HRMS can be for research challenges often encountered during undergraduate or graduate research projects as well as for addressing undergraduate level general chemistry problems that provide the opportunity to discuss aspects related to the Nature of Science in an analytical chemistry context (such as measurement precision and accuracy).

In recent decades, there has been an increase in the number of elderly people. Among the patients of the primary care physician, without a doubt, those who are over 60 years old predominate. A feature of the elderly is polymorbidity. Combined pathology, numerous complaints of patients make it difficult to diagnose diseases, require patience from the doctor, and, of course, knowledge. There are diseases that are peculiar only to the elderly, developing only after 50 years. These include rheumatic polymyalgia. This pathology is not frequent and, in this regard, is not very familiar to outpatient therapists. However, it is to them that elderly patients turn with complaints of pain and stiffness in the shoulder and/or pelvic girdle, in the neck, in the joints of the hands, fever, weight loss, sleep disorders, depression, general malaise (the main complaints of patients with rheumatic polymyalgia). The above-mentioned clinical manifestations, as well as the high laboratory activity inherent in this disease, make the doctor look for malignant neoplasms, infectious, systemic processes. This takes a long time, the diagnosis is delayed, the sufferings of the patient are prolonged. The article presents data on the prevalence, clinical features, methods of diagnosis of rheumatic polymyalgia and its differential diagnosis. The criteria of the disease, the principles of management of the patient at the outpatient stage (step-by-step treatment with glucocorticoids, alternative approaches, prevention of side effects of therapy, which develop quite often) are also given. Awareness of primary care physicians about rheumatic polymyalgia, its manifestations and diagnostic methods will speed up the diagnosis, timely consultation of the patient with a rheumatologist, which will allow you to start adequate treatment, significantly improve the quality of life of an elderly patient, and prevent the destabilization of concomitant diseases.

High-resolution mass spectrometry (HRMS) has become increasingly affordable and user-friendly. Its potential spans a wide range of applications and experiments including the measurement of accurate masses, supporting the elucidation of elemental compositions and the identification of unknown compounds. To illustrate the main features of mass spectrometry, and particularly, of HRMS, we have designed and implemented a 3-h laboratory experiment using direct infusion electrospray HRMS analysis of non-steroidal anti-inflammatory drugs (e.g., ibuprofen or naproxen) solutions, acquiring full-scan spectra in both positive and negative ionization modes. The experimental accurate mass measurements (m/z values) of selected characteristic fragment ions -so called twin ions, with common elemental composition in both ionization modes but with different charge, allow the indirect measurement of the mass of an electron with relative errors below 5% with respect to the accepted IUPAC value (0.00055 Da). The experiment demonstrates how powerful and useful HRMS can be for research challenges often encountered during undergraduate or graduate research projects as well as for addressing undergraduate level general chemistry problems that provide the opportunity to discuss aspects related to the Nature of Science in an analytical chemistry context (such as measurement precision and accuracy). [ABSTRACT FROM AUTHOR]

Diffusion is critical to physiological processes ranging from gas exchange across alveoli to transport within individual cells. In the classroom, however, it can be challenging to convey the concept of diffusion on the microscopic scale. In this article, we present a series of three exercises that use food and cooking to illustrate diffusion theory and Fick's first law. These exercises are part of a 10-wk undergraduate course that uses food and cooking to teach fundamental concepts in physiology and biophysics to students, including nonscience majors. Consistent demonstration of practical applications in a classroom setting has the potential to fundamentally change how students view the role of science in their lives (15).

Copyright of Journal of Universal Excellence (JUE) / Revija za Univerzalno Odličnost (RUO) is the property of Fakulteta za Organizacijske Studije v Novem mestu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. The purpose of the study was to compare the learning achievements of students on the topic of Direct Current Electrical Circuits when they are randomly exposed to different learning environments. The population of the study consists of 265 secondary students at an urban school in Harare Zimbabwe, 49 (18.5%) of which participated in the study. The school was chosen for convenience purpose. A quasi-experimental design was used to randomly assign two intact classes. One class (n = 24) was assigned as a control group (using real laboratory activities) and the other class (n = 25) as an experimental group (using simulation and laboratory activities together). The sample had not previously received formal instruction on the topic. Participants are of mixed gender (44.9% girls) and their age ranged from 12 to 14 years. The study took place during the first term of 2015. Students' conceptual level of understanding and the reduction in their misconceptions about electric circuits were measured by a three-tier misconception test, both at pre-test and at post-test. The effect of the treatments was statistically analysed using various statistical tools. There is a significant difference in the level of conceptual understanding in which the experimental group performed higher than the control group. The results also demonstrated that a combination environment had an expected effect of decreasing the proportion of students' misconceptions on electric circuits more than in the laboratory environment alone. The outcomes of the study suggest the use of simulation and practical activities in parallel as a better way of teaching students the topic of direct current electric circuits. Computer simulations enhance students' learning of abstract concepts; hence they should be promoted. [ABSTRACT FROM AUTHOR]

Abstract: This study aimed to compare the students’ learning outcome and science process skill that learned by two different methods viewed from prior knowledge. This study used the quasi-experimental design. The research‘s instruments were student‘s learning outcome and science process skill test. Data were analyzed using by MANOVA. The results showed that: (1) there was differences in student‘s learning outcome and science process skill that learned with guided inquiry based laboratory activities and verification based laboratory; (2) there was no interaction between learning methods in laboratory activity and prior knowledge on student‘s learning outcome. Thus, the guided inquiry strategy has enhanced student’s learning outcome and science process skill. Key Words: guided inquiry, laboratory activity, prior knowledge Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar dan keterampilan proses sains siswa yang dibelajarkan dengan dua metode berbeda ditinjau dari pengetahuan awal. Penelitian ini menggunakan rancangan penelitian eksperimen semu. Instrumen pengukuran yang digunakan dalam penelitian ini adalah tes keterampilan proses sains dan hasil belajar siswa. Data dianalisis menggunakan MANOVA. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan hasil belajar dan keterampilan proses sains siswa yang dibelajarkan dengan praktikum inkuiri terbimbing dan praktikum verifikasi, (2) tidak terdapat interaksi antara strategi pembelajaran dalam kegiatan praktikum dan pengetahuan awal terhadap hasil belajar siswa. Simpulannya adalah praktikum inkuiri terbimbing dapat meningkatkan hasil belajar dan keterampilan proses sains siswa. Kata kunci: inkuiri terbimbing, kegiatan praktikum, pengetahuan awal

All 50 states have implemented policies to improve access to naloxone through community pharmacies. Many states require naloxone-based training for pharmacists before participating in these activities. The purpose of this study was to determine the effects of an opioid misuse and overdose training program on students' knowledge, self-efficacy, and value of pharmacists' role in preventing overdose. The training program was implemented with third-year professional pharmacy students. Students participated in a 50-min lecture followed by a two-hour hands-on laboratory activity. Students took a pre-survey immediately before the lecture and a post-survey immediately following the laboratory activity. Seventy students completed the pre- and post-surveys. Students showed a significant (p < 0.05) gain in self-efficacy and value after completing the training program, and a significant gain in knowledge from six of the eight related survey items. There was a significant correlation between students' self-efficacy and perceived value of the pharmacists' role in preventing opioid overdose. A training program implemented for third-year pharmacy students increases students' knowledge, self-efficacy, and perceived value. Specifically, the strong correlation seen between self-efficacy and perceived value after completing the training program is important to note as we prepare future pharmacists for their role in fighting the opioid epidemic. [ABSTRACT FROM AUTHOR]

The current research intends to clarify the lab activities program of Basic Chemistry course (including its planning and implementation) at Science Education Department of IAIN Mataram and the factors affecting the quality of the program in order to maximize students’ learning achievement. It is a qualitative research where that data are obtained from students, lecturers, and laboratory assistances. The research found the following remarks: 1) the planning process shows that students have weaknesses on their understanding of the topic being practiced, their capability on using the tools and stuff used in the practices, and on the quantity of consultation to laboratory assistances; 2) During the implementation process, there some blind spots such as inadequate equipment to do lab activities, students’ difficulties in compiling report, unsynchronized schedule of lab activities, and inadequate explanation and consultation to supporting lecturers and laboratory assistances. To anticipate the problems above, an intensive evaluation is held together with students, laboratory assistances, and supporting lecturers to optimize their roles. The factors contributing to the quality of the lab activity are student motivation, the lecturers and laboratory assistances contributions, and the lab equipment.

Background: Little is known within the health service about the types of laboratory services that are performed for the roughly 145 000 Norwegian users of the home care services who receive home-based nursing care. Purpose: To compile an overview of the laboratory activity carried out in the home care services in Nordland, Sogn og Fjordane and Østfold counties. Method: Data was collected on laboratory activity in the home care services by sending out a web-based survey to 165 home care services units and 220 GP surgeries in the three counties in 2014. The response rate was 89 per cent and 84 per cent, respectively. Results: A total of 95 per cent of the units perform laboratory services. Of these, 99 per cent analyse capillary samples, 96 per cent perform urine strip tests, and 89 per cent perform venous sampling. Of those units that take capillary samples, 99 per cent analyse glucose, 56 per cent C-reactive protein (CRP), 46 per cent haemoglobin, and 32 per cent analyse prothrombin time/international normalised ratio (PT/INR). It is the GPs who usually order venous sampling and capillary INR, glucose and haemoglobin, while the home care services often order urine strip tests and CRP tests. The GP surgeries think that they order a higher percentage of CRP tests than they actually do. Conclusion: The home care services units conduct extensive laboratory activity with an analysis repertoire rather similar to that of nursing homes. Given the wide range of laboratory services performed by the home care services and the large number of employees involved in these activities, it is crucial to have quality assurance systems in combination with adequate professional expertise. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop computer-based experiment of free fall movement to improve the graphical literacy of the Physics Education students. This study employed quasi-experimental design, particularly the pre-test and post-test control group design. The sample was 58 students of the first semester of Physics Education study program. They were divided into two groups, namely 38 students constituted an experimental group and 20 students constituted the control group. Both groups joined learning activities at laboratory and classrooms with the same topic which is the free fall movement. Computer-based learning models were used to design learning activities for the experimental group, while the control group used a traditional learning model with manual experiment with stopwatch and never use experiment tool of free fall movement. It was indicated in this study that the use of such learning model improved the graphical literacy capability better than the traditional learning, which covered ability to identify experimental variables, using the experimental tools, making a graph, formulating mathematical equation, making predictions on the basis of the graph.

The purpose of this study was to develop a model of virtual labs on some concepts of physics. In this article will describe some of the findings of the preliminary study carried out in the framework of the development of the virtual laboratory model. Data were collected through observation, questionnaires, interviews, and studies related documents. The results showed that a number of problems related to the lecture held, particularly with respect to the selection method of teaching on certain concepts, issues related to the activities of laboratory experiments, the description of the physics of matter that is difficult for students. Results of this study are expected to be the basis for the development of the model as well as efforts to improve the quality of learning physics, particularly for prospective teachers of physics.

Purpose of Activity » Understand how the pH of water changes with the addition of CO2 » Understand why increasing the amount of CO2 in the atmosphere is decreasing the pH of the ocean » Learn how different human activities affect the concentration of CO2 in the atmosphere » Understand how temperature affects the solubility of CO2 in aqueous solutions

Although environmental radioactivity is all around us, the collective public imagination often associates a negative feeling to this natural phenomenon. To increase the familiarity with this phenomenon we have designed, implemented, and tested an interdisciplinary educational activity for pre-collegiate students in which nuclear engineering and computer science are ancillary to the comprehension of basic physics concepts. Teaching and training experiences are performed by using a 4” × 4” NaI(Tl) detector for in-situ and laboratory γ-ray spectroscopy measurements. Students are asked to directly assemble the experimental setup and to manage the data-taking with a dedicated Android app, which exploits a client-server system that is based on the Bluetooth communication protocol. The acquired γ-ray spectra and the experimental results are analyzed using a multiple-platform software environment and they are finally shared on an open access Web-GIS service. These all-round activities combining theoretical background, hands-on setup operations, data analysis, and critical synthesis of the results were demonstrated to be effective in increasing students’ awareness in quantitatively investigating environmental radioactivity. Supporting information to the basic physics concepts provided in this article can be found at http://www.fe.infn.it/radioactivity/educational.

We present a practical activity focusing on two main goals: to give learners the opportunity to experience how the scientific method works and to increase their knowledge about enzymes in everyday situations. The exercise consists of determining the amylase activity of commercial detergents. The methodology is based on a qualitative assay using a colorimetric process. Quantitative results are also obtained by measuring the halo formed. This activity is suitable for and adaptable to learners at different levels of education: primary school, secondary education or even for pre-service teachers, which is the group the version described in this paper was intended for. This laboratory activity was designed to include the scientific method as a learning outcome. This was especially important in pre-service teachers, as increasing scientific literacy is one of the primary goals of science education. Through the activity, students also learn about micro-organisms and their applications in their daily lives, which is one of the tenets of Science–Technology–Society–Environment programs. A case study was conducted with a group of learners made up of 75 pre-service teachers from Universitat Rovira i Virgili in Tarragona, in order to verify whether this lab activity is well designed and can be satisfactorily implemented. [ABSTRACT FROM AUTHOR]

The transfer of knowledge is considered to be a fundamental goal of education; therefore, knowing and understanding the conditions that influence the efficiency of the transfer from learning activity to problem solving play a decisive role in the improvement of science education. In this article, the results of a study of 196 highschool students’ ability to transfer knowledge in explanatory model construction are present. Three test groups were formed, traditional, prediction and lab groups, in which students were involved in three different learning activities. A week after instruction, students were tested with a foil test and Lawson’s Classroom Test of Scientific Reasoning. According to the results, little knowledge transfer from learning activities to the foil test occurred. Among the three tested learning methods, the one asking for prediction seems to best improve the transfer of knowledge. Time spent on activities had little or no effect on the transfer of knowledge. Some possible reasons for the observed results are presented, and the importance of correct scientific explanation during the learning process is considered.

This paper proposes a sputtered deposition-based technology to develop a nanotechnology project into a laboratory activity. This technology can make nanotechnology more appealing to students by enhancing the attractiveness of engineering curricula. In laboratory activity, nanotechnology courses using a laboratory platform and physical vapor deposition implemented nanotechnology exploration projects enhance interest and offer sufficient knowledge to students. Such courses can help students to understand nanotechnology concepts and the applications of sputtered deposition-based systems. This nanotechnology exploration project in the form of a laboratory activity has been evaluated successfully based on the evaluation results and responses to questionnaires: students and experts rated the nanotechnology laboratory activity highly, with mean values of 4.093 and 4.263, respectively. As for the Cronbach's alpha coefficient of the nanotechnology laboratory activity, questionnaire results showed that the satisfaction levels of experts and students in this study were 0.953 and 0.947, respectively. These results demonstrate the excellent reliability of the survey's internal consistency. Furthermore, more than 78.34% of the students, those with scores over 80, round the laboratory activity learning in the nanotechnology exploration project to be very good or excellent. Moreover, the students obtained very good academic results. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study developed a bio-energy laboratory activity as well as an outline for evaluating student performance in the activity. The goal of the study was to design and implement a laboratory procedure and assist teachers in achieving the objectives of the activity. A total of 80 junior high school students went through a six-week laboratory activity. Students' understanding of bio-energy concepts was statistically increased after completing these activities, which effectively introduced students to bio-energy technology. The objective of the activities was for the students to gain an understanding of energy education, as well as a greater confidence in investigating, questioning and experimenting with renewable energy ideas. [ABSTRACT FROM AUTHOR]

This paper presents a wind power system laboratory activity and an outline for evaluating student performance in this activity. The work described here was to design and implement the laboratory to assist teachers in achieving the teaching objective of this activity. The laboratory teaching activities introduce energy sources, wind energy technology, electricity storage, and wind power system testing. The wind power system testing activity includes eight topics: setting up the experimental module, operating instruments, wind velocity measurement, rotor diameter activity, wind speed activity, blade angle activity, blade number activity, and data summary. These laboratory activities were first introduced in a Taiwanese junior high school in 2007. This laboratory activity effectively introduced students to wind energy technology through activity participation. The objective of this activity is for the students to gain not only an understanding of the concept of wind power electricity generation, but a greater confidence in investigating, questioning, and experimenting with renewable energy ideas. The students are able to relate the experiments to electronic and computer engineering. [ABSTRACT FROM AUTHOR]