The “maker” movement is receiving a lot of attention, especially in the field of education. In this context, we have created an Arduino–carbon dioxide fountain, devised to use digital tools, such as the Arduino microcontroller, a pressure sensor, and code, in combination with a solenoid valve and laboratory equipment to open the valve automatically and demonstrate the carbon dioxide fountain. In a previous work describing a carbon dioxide fountain experiment, students opened the valve if the pressure inside the round-bottom flask was deemed sufficiently low; they then observed the carbon dioxide fountain phenomenon. However, in the Arduino–carbon dioxide fountain experiment, the pressure sensor measures the pressure inside the round-bottom flask and sends the measured pressure value to the microcontroller. The microcontroller signals the solenoid valve to open when the measured pressure value is less than a setting value on the code. This fountain experiment provides students with the opportunity to apply and reinforce their understanding of chemistry concepts using digital tools to code a computer-operated carbon dioxide fountain.
Pesticide residue is an increasing concern in rotational crop practices. The pesticide used for the primary crop may re-enter the secondary crop, thus exceeding pesticide levels set by the positive list system (PLS). As such, evaluation of pesticide residue translocated into rotational crops is required for ensuring pesticide safety. In this study, we investigated the residue pattern of diazinon translocated into lettuce as a typical rotational crop in Korea. Diazinon was used to treat greenhouse soil at the maximum annual application rate before crop planting. Diazinon residues in soil and lettuce were investigated using liquid chromatography/tandem mass spectroscopy and a modified quick, easy, cheap, effective, rugged, safe (QuEChERS) method. The limit of quantitation (LOQ) of diazinon was found as 0.005 mg/kg for the plant and soil samples. The recovery of diazinon at the LOQ and 10× the LOQ ranged from 100.2% to 108.7%. The matrix calibration curve showed linearity, with R2 values > 0.998. Diazinon residue in soil dissipated over time after the initial treatment, generating first-order kinetics (R2 = 0.9534) and having a half-life of about 22 days. The uptake ratio (UTR) of diazinon from the soil to the plant ranged from 0.002 to 0.026 over the harvest period. Considering the UTRs, diazinon residue in the edible leaf could exceed the PLS level (0.01 mg/kg) if lettuce is rotated in soil containing >0.357 mg/kg of diazinon. Based on our findings, to comply with the PLS, a 3-month plant-back interval is required following diazinon treatment and/or setting the maximum residue limit of diazinon for lettuce.
The plant-back intervals (PBIs) of imicyafos were investigated for rotational cultivation of lettuce and spinach in greenhouses. Imicyafos dissipation in soil and its plant uptake were evaluated by liquid chromatography-tandem mass spectrometry. Bioconcentration ratios (BCRs) were calculated by comparing the residues in plants to the initial residue in soil. The BCRs were used to calculate the soil acceptable residues (SARs) transferable to plants at the Positive List System (PLS) level. The number of days, PBIs for reaching SARs were obtained from the dissipation equation for imicyafos in soil. In soil, imicyafos followed first order dissipation kinetics (R2 = 0.975) with a half-life of 40.8 days. The BCRs ranged from 0.041 to 0.469 in the edible leaf parts of lettuce and 0.006 to 0.134 in those of spinach. The SARs ranged from 0.021 to 0.244 for lettuce and 0.075 to 1.667 mg kg−1 for spinach. The PBIs of imicyafos were estimated to be 213.9 to 357.3 days for lettuce and 100.8 to 283.6 days for spinach. This study suggests at least a minimum 1-year interval after the final application of imicyafos as a management method that complies with the PLS for the rotational cultivation of lettuce and spinach.
This research examined the importance of empathy, which was regarded as one of the elements that might assist in accelerating the manifestation of group creativity, and studied the actual state of empathic ability of Korean elementary school students. For such, a cognitive and affective empathic ability test was conducted over 228 students that were in their fifth and sixth grades of public elementary school in Korea, and this result was indirectly compared with preceding research results of the United States and the Netherlands, which had studied the empathic ability over students in a similar age range as the research subjects. As a result of the research, Korean elementary school students appeared to have higher cognitive empathic ability than affective empathic ability. In particular, the mean score of perspective taking of Korean elementary school students, in cognitive empathy, appeared to be relatively higher than the mean score of the elementary school students in the United States and the Netherlands. The mean score of fantasizing appeared to be lower than the mean score of perspective taking, while failing to reach the mean. Moreover, empathic concern of Korean elementary school students, in affective empathy, appeared to be relatively lower than the mean score of elementary school students of the United States and the Netherlands. Moreover, the mean score of empathic awakening appeared to be higher than the mean score of empathic concern, however, the mean score of emphatic awakening appeared to have failed to reach the mean. The educational implications for such have been discussed.
In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical · strategic thinking attributes in the generating idea stage. Finally, the communication and analytical · strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.
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