D – Discipline

Warren, Clifton

doi:10.4324/9781003364580-5

Cited by 2 publications

(3 citation statements)

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“…In Pennsylvania, teachers generally introduce the concept of density to students in sixth grade, so the targeted grade range was middle school students (6th–8th). The Pennsylvania Standards Aligned System (SAS) provides teachers a lesson plan, including demonstrating how different masses, volumes, and densities influence if a can of soda will float in water. , At the conclusion of these experiments and lessons, educators expect students to completely understand the concept of density. Therefore, by age 12, it is anticipated that students are prepared to apply the concept of density to other scientific subjects like chemistry.…”

Section: Introductionmentioning

confidence: 99%

“…Students can solve basic density questions by applying the mathematical formula of density (i.e., ), yet their understanding is limited to the symbols and models (representational, spatial, descriptive, and computational) used to teach the concepts . A failure to understand the meaning behind the numbers leads to difficulties in answering questions comparing the densities of compressed and uncompressed gases or how temperature and density are related. , Following the PA SAS, students at a middle school level are only expected to understand viscosity at a conceptual level .…”

Section: Introductionmentioning

confidence: 99%

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Connecting Active Artwork to Chemistry: Leading Students in Inquiry-Based Learning of Density and Viscosity

et al. 2023

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At its simplest, paint pouring is the mixing of paints with lower density and viscosity liquids and then pouring them onto a surface for an aesthetic artifact. Using active art as a teaching tool, middle school students were engaged in a paint pouring activity to study the influence of the interdisciplinary combination of chemistry and art topics on student understanding of density, viscosity, and creativity. It is accepted that hands-on activities increase the understanding of complex topics because students are able to apply these topics to real-world applications. Survey analysis (N = 124) of a pre- and post-event survey with 14 Likert scale questions broken into the following categories: density, science and creativity, viscosity, and art. The pre- and post-surveys included three multiple-choice questions indicating that student’s understanding of the importance of density and viscosity in art increased after completing the activity. Of the 14 Likert scale questions, 11 showed an increased self-reported understanding of the scientific concepts and enthusiasm for art after engaging in the paint pouring exercise. Three responses did not increase, as the students already wanted to complete a paint pour and recognized paint pouring as an art activity. It was also observed that, after completing the exercise, students were receptive to how science and art can be integrated. Correct student responses to the multiple choice all increased in the post-survey, providing evidence for the self-reported increased student understanding of density and viscosity.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Connecting Active Artwork to Chemistry: Leading Students in Inquiry-Based Learning of Density and Viscosity

et al. 2023

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“…It has been well documented in the past that the most common injuries in childhood in Australia are lacerations and scrapes 1 . Laceration repair is a common children's emergency department procedure.…”

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confidence: 99%

Topical Anesthetic for Laceration Repair in Children

Jordan

Spooner

2023

Pediatr Emer Care

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The objective of this study is to evaluate the impact of the introduction of an education program familiarizing staff with the effective and appropriate use of Laceraine application to children's lacerations requiring repair at The Prince Charles Hospital Children's Emergency Department (TPCH-CED), Brisbane.Methods: A retrospective audit was performed using data obtained from the local emergency department information system (EDIS) and a paper chart audit, for all presentations to TPCH-CED during 2015 and 2020 requiring laceration repair.Results: Of the 20,813 registered patients to TPCH-CED in 2015, 993 (4.8%) required laceration repair, compared with 1756 (5.6%) of the 31,059 registered in 2020 demonstrating that presentations to the CED requiring laceration repair increased, as a proportion of overall presentations, reaching statistical significance across all groups ( P < 0.001). The percentage of lacerations requiring repair that had Laceraine applied (either as a single agent or in combination) was 59% in 2015 and 93% in 2020 ( P < 0.001). There was a significant increase in use of Laceraine only as agent of choice.Conclusions: There was a significant change in practice with greater use of topical anesthetic (Laceraine) for the management of laceration repair of children, as expected, after the focused education program on its correct use. As emergency departments continue to be overwhelmed with increasing attendances and long patient wait times, a simple small intervention, such as that described, has potential to improve flow through the children's emergency department. Future research should focus on a randomized control trial to determine the contribution of the use of a topical agent, as opposed to injectable local anesthetic and/or full procedural sedation to determine the contribution to the impact of this simple change of practice on patient flow and satisfaction.

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D – Discipline

Cited by 2 publications

References 0 publications

Connecting Active Artwork to Chemistry: Leading Students in Inquiry-Based Learning of Density and Viscosity

Connecting Active Artwork to Chemistry: Leading Students in Inquiry-Based Learning of Density and Viscosity

Topical Anesthetic for Laceration Repair in Children

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