Biology curriculum for the senior secondary level in Victoria, Australia

In Victoria, the Victorian Certificate of Education(VCE) is most common among certificates required to apply any tertiary institute in the Victoria State. Thus, the number of students who take the VCE course is larger than other courses in senior secondary schools. VCE Biology is one of the subjects in natural science area. The subject consists of 4 units: Unit 1 is ecology oriented, Unit 2 is cell biology oriented, Unit 3 is physiology and developmental biology oriented, and Unit 4 is systematics, genetics and evolution oriented. One of the distinctive features of the VCE Biology is its assignment. Three or four tasks are prepared in each unit of the subject. In order to complete the assignment, students should carry out some laboratory work, field studies and investigations to collect data and information from a number of sources. They also need to analyze data to write some reports. In Unit 3 and 4, Common Assessment Tasks(CATs), which include writing report and paper test, and prepared. Another distinctive feature of the curriculum is that there are some applied biological aspects in the contents of each unit.

The signature pedagogy in chemistry education

Laboratories are the signature pedagogy in chemistry education. The chemical sciences are based in investigations that are reproducible, and objectively testable. Some investigations might involve testing a hypothesis – does a carbonate produce carbon dioxide gas when reacted with acid? Other activities may not have an obvious hypothesis – how much salt is in this detergent package? Nevertheless, laboratory work is a distinctive part of science generally, and of chemistry in particular.

Laboratory work is a significant part of working in the chemistry profession. The best way for students to learn what scientists do, is to do what scientists do. The only way to conduct a laboratory investigation is to get into a laboratory and to do it!

Learning and doing chemistry in a laboratory is an important and irreplaceable part of a chemistry education.

Distance learning for laboratory practical work in microcontrollers

This paper presents a simple and relatively straightforward solution to the problems of equity in laboratory practical exposure between distance-education students and their traditional, on-campus, fellow cohort. This system has been implemented for the past five years in a university that is amongst the leaders in distance education delivery and has proved to be extremely successful and very well accepted by all students. While the intention was to allow distance education students easy access to the required laboratory practical content of the course, the solution found has proved to have many advantages for the on-campus students. Although this specific implementation is based upon microcontroller technology units in an engineering degree course, the methodology is easily transferable to other disciplines and courses.

Slurry pump side-liner wear : comparison of some laboratory and field results

The current work compares some slurry pump lab wear results with the wear found across different field applications with d₈₅ particle size ranging from 100 to 4000mm. Side-liner wear life data has been collected for two different impeller geometries and two different material classes (cast iron and natural rubber). Different field wear patterns have been photographed and categorised on the basis of particle size. The field wear patterns showed close similarity to the lab wear patterns particularly in the areas of localised gouging. Wear rates are also compared for the different geometries. Overall trend of wear with particle size for the white iron parts was similar to the grey iron lab tests albeit at significantly lower wear rates. In general, the wear with the rubber side-liner was less at smaller particle sizes but greater for particles larger than d8The current work compares some slurry pump lab wear results with the wear found across different field applications with d₈₅ particle 10 size ranging from 100 to 4000mm. Side-liner wear life data has been collected for two different impeller geometries and two different 11 material classes (cast iron and natural rubber). Different field wear patterns have been photographed and categorised on the basis of particle 12 size. The field wear patterns showed close similarity to the lab wear patterns particularly in the areas of localised gouging. Wear rates are 13 also compared for the different geometries. Overall trend of wear with particle size for the white iron parts was similar to the grey iron lab 14 tests albeit at significantly lower wear rates. In general, the wear with the rubber side-liner was less at smaller particle sizes but greater for 15 particles larger than d₈₅ of about 700mm. © 2001 Elsevier Science B.Y. All rights reserved.

Current situation of practical work in secondary school biology (VCE biology) in Victoria state, Australia

In secondary school biology in Victoria State, Australia, practical work including laboratory exercises, fieldwork and other research activities is carried out more frequently than in Japanese senior high school biology. The authors examined the contents of the practical work and how often such practical work is carried out in some urban and rural secondary schools in Victoria. The topics of biology practical work were based on the VCE Biology Study Design which was published by the Victorian Board of Studies. Some of the activities continued for some weeks. Sometimes students went out from their school for fieldwork for a few days. The average number of practical work per credit was about 4. This number is consider ably larger than the value (2.3 per credit) which was reported on senior high schools in Osaka Prefecture. Why so often can the practical work be carried out? The main reason is that as well as the scores of ordinary paper tests, the evaluation of each practical work is taken into consideration at the entrance examination of universities and other tertiary education institutes in Victoria State.

Deformation of magnesium alloys during laboratory scale in-situ x-ray diffraction

In this research work we developed a new laboratory based transmission X-ray diffraction technique to perform in-situ deformation studies on a far more regular basis that is not possible at large scale synchrotron and neutron facilities. We studied the deformation mechanisms in light weight magnesium alloys during in-situ tensile testing.

On-call work: to sleep or not to sleep? It depends

On-call working time arrangements are increasingly common, involve work only in the event of an unpredictable incident and exist primarily outside of standard hours. Like other non-standard working time arrangements, on-call work disrupts sleep and can therefore have negative effects on health, safety and performance. Unlike other non-standard working time arrangements, on-call work often allows sleep opportunities between calls. Any sleep obtained during on-call periods will be beneficial for waking performance. However, there is evidence that sleep while on call may be of substantially reduced restorative value because of the expectation of receiving the call and apprehension about missing the call. In turn, waking from sleep to respond to a call may be associated with temporary increases in performance impairment. This is dependent on characteristics of both the preceding sleep, the tasks required upon waking and the availability and utility of any countermeasures to support the transition from sleep to wake. In this paper, we critically evaluate the evidence both for and against sleeping during on-call periods and conclude that some sleep, even if it is of reduced quality and broken by repeated calls, is a good strategy. We also note, however, that organisations utilising on-call working time arrangements need to systematically manage the likelihood that on-call sleep can be associated with temporary performance impairments upon waking. Given that the majority of work in this area has been laboratory-based, there is a significant need for field-based investigations of the magnitude of sleep inertia, in addition to the utility of sleep inertia countermeasures. Field studies should include working with subject matter experts to identify the real-world impacts of changes in performance associated with sleeping, or not sleeping, whilst on call.

Novel design of a renewable energy remote laboratory

BACKGROUND OR CONTEXT: Current work in remote laboratories focuses on student interaction in a setting that can be at times disconnected from real world systems. Laboratories have been developed that show models of a working system, focusing on a single aspect, but very few laboratories allow the user to see the outputs of a working system that interacts with the real world as would be expected outside of a laboratory setting. It was aimed with this paper to show a design of a novel approach to building a remote laboratory that would be able to interact with a fully functional renewable energy system, and to show the students the outputs of such a system in real time. It allows for the user to be presented with information in a new context.
PURPOSE OR GOAL: With this research it is hoped to achieve a remote laboratory that will be able to present students with the data from a renewable energy system live, as it is generated as well as all the logged date generated. It is aimed with this novel approach to building a remote laboratory to assist the students in learning about renewable energy systems while allowing the student to access real data, instead of simulated data. Links to increased motivation due to realism in data given as well as change in student perception on learning in remote laboratories mean that a system such as this could change the way students approach learning about renewable energy generation systems. This will require further research however.
APPROACH: This remote laboratory required gathering data from an already established system. The live results were not recorded, and a log file was generated daily, however this was not fast enough to give to students as it was generated, so a system that could maintain communication between all systems, while also polling for data itself was required. In addition to this, the system had to communicate to a server that would give students access to the live data. The server was set up in such a way that students were not required to install any programs on their computer, multiple students could access the data at any given time, and a wide range of devices, including mobile devices, could all access the remote laboratory.
DISCUSSION: Key outcomes include the design of the remote laboratory, including screenshots of data acquisition from the renewable energy system from different devices. The design is split into two sections, one covering the server side architecture while another covers the data acquisition architecture. A very brief discussion on students’ initial interaction is also undertaken.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: Research has shown that the degree of realism in remote education can have an effect on students’ behaviors/motivation in a remote laboratory. By allowing students to knowingly access a real system that is currently being used to generate power from renewable energy sources, the methods and motivations that students use when approaching renewable energy systems may change.