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Rationale To develop a tool to automatize the pre-test process before to do a lab experience To develop tools to capture data and to simulate experiences that allow to the student to capture data and to compare the results of their practical experiences To have molecular visualization tools in the Pocket PCs To develop a monitoring test and experience tool for the teacher To create a set of tutorial videos to explain how to use, build and manipulate the material and equipement in the laboratory
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Implementation (pedagogy) Where: Chemistry laboratories Why: Due the management of dangerous solvent and chemical substances, the students before to each lab require to answer a short test about the lab. Furthermore the integration of the computer inside of wet lab is quite complicate because of the risk of the electronic devices in to take contact with solvent, acid, water, etc.. On the other hand the computer machine with wired connection require a lot of space. In the past: manual tests (pen and paper) with results for the students in the next experience, data sheets explaining the material and equipments, without the possibility of comparation between practical with theoretical results. Also the student carry out their measure to another rooms provided with computers and specific devices, with the risk of transporting dangerous solutions between the lab and the computer room. Could this be changed through technology? Present day: automated tests, videos explain what to do and how to do with the materials, 3D software lets to the student to compare the practical results and to visualize the molecular structures involved in the experiments. All of this using iPAQs. The faculty has a data base with problems and answers to create in a simple way the tests used before and after a laboratory experience. A tool to evaluate the scores and to keep track about the student. You can see more in the following URL: http://mobi-lab.utalca.cl
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Implementation (technology) The integration of the computer inside of wet lab was possible using iPAQs and wireless implementation. This give us a solution to implement computational tools inside of the wet labs. Those devices allow to the student to apply bioinformatics and computational chemistry tools inside of the wet labs. This measuring and a fast computational analysis allow to the student to have more experiences and with better support. To do the laboratory test, both the teacher and the student can see the results inmediately, avoiding a long correction process. To allow students to contrast their experimental data with specific information available through the Internet. Specifically, the student are able to compare microscopic protein properties, based on their own experimental data with a 3D protein structure display. To achieve the protein 3D visualization, we use the PocketMol and Hyperchem software programs. By the HP project, the University of Talca have: 45 iPAQs, 14 tablet PC, 7 Docking stations, 2 digital cameras, 2 data show and 4 accces points. With this equipment, the teaching of the chemistry laboratory and biochemistry laboratory is possible with audiovisual material that is a known tool of to teach in a rapid and efective way.
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Impact on Teaching Through this project we intent to give mobility to the student using iPAQs in their job of collecting data. Due to this, once we comprobe the eficiency and the speed of this technology doing a laboratory test, we will implement the use of iPAQs out of the classroom scope, specially in careers related with data collecting and data processing out of a laboratory, for example: forestry, agriculture, architecture, etc., taking advantage of the iPAQs in terms of size, portability, compatibility, wireless connection, using a GPS interfase, pHmeters, statistical programs, etc..
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Impact on Student Learning The advantages using IPAQs in the learning process by students are evident. We test the comprehension of chemical structures in 3D illustrated in a blackboard versus the same structure visualized in an iPAQ, a 100% of the student that used an iPAQ understood the interactions between atoms, versus the 33% of the student that worked in a blackboard. Related to time: the teacher defines the duration of a test, and the time required by the teacher in test revision is zero, because of the result is automatically calculated. The analysis of the course is doing using statistics that give a general and individual vision to the teacher.
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This is the environment of a chemistry laboratory. What kind of technology can be used there?. Do a chemistry laboratory need technology for supporting the activities?. YES, but how then? Wireless technology and a high portable and powerful machine can do it. iPAQ was our choise. And we weren't wrong.
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Quick Facts Dept: Chemistry Courses Impacted: 3 # Students Impacted: 140 # Faculty Involved: 15 This project is funded in part by a 2004 HP Technology for Teaching grant.
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Contact Us Sabino Rivero
srivero@utalca.cl
56-71-200454
mobi-lab.utalca.cl
Danilo Gonzalez
dgonzalez@utalca.cl
56-71-201662
cbsm.utalca.cl
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The Team Bioinformatics and Molecular Simulation Center Danilo Gonzalez (dgonzalez@utalca.cl) Hegaly Mendoza (hmendoza@utalca.cl) Luis Morales (konejo_@alumnos.utalca.cl) Computer Science, Telecommunication and Media Department Sabino Rivero (srivero@utalca.cl) Leandro Garrido (lgarrido@utalca.cl) Victor Solis (vsolis@utalca.cl)
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References & Publications XXVIII Annual Meeting of the Chilean Society of Biochemistry and Molecular Biology. January 9-12, 2006. TALCA. CHILE.
WORKSHOP: Teaching and Learning Biochemistry.
Garrido L, Solis V, Mendoza H, Rivero S, Gonzalez-Nilo D.: "Using a wireless solution to do Bioinformatics analysis in Biochemistry Laboratories. MOBI-LAB".
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