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The purpose of this thesis was the preparation of a laboratory manual for first year college chemistry including an integration of qualitative analysis with general chemistry. This integration has been accomplished by the studying in one experiment, certain elements, compound, and anions (or cations) of a specific Group of the Periodic Table, and by correlation of several related experiments culminating in anion (or cation) analysis. A series of objectives, subdivided into broad and specific objectives, for this study were stated in Chapter I, Broad objective 1 is: "to stimulate an interest in general chemistry comparable to that inherent in qualitative analysis." The intrinsic interest of qualitative analysis comes from the unknown which the student must find. In this manual, therefore, an unknown was introduced wherever possible. Experiments 3, 7, 8, 10, 11, 17, 19, 20, 21, 22, 24, 25, 26, 27, 31, 32, 33, 34, 36, 38, 39, 40, 41, 42, and 43, or 25 out of 44 experiments contain unknowns. Broad objective 2 is stated as follows: "to include all of the basic principles and techniques of both general chemistry and qualitative analysis." This objective was kept in view as the manual was written. The first section of the manual contains experiments fundamental to a course in general chemistry. The principles of qualitative analysis are studied in Experiments 25-30 as well as in Experiments 17-24 and 31-43. To use the unit method in the laboratory work integrating a number of related experiments into a related whole is the third broad objective. Sections II and III of the manual are two large units in which all the experiments are related to each other on some common ground.

A dissertation submitted in fulfilment of the requirements for the degree of Master of Science to the Faculty of Science, University of the Witwatersrand, Johannesburg, 2017 / Transcription factors are proteins that are involved in the regulation of gene expression and are responsible for the tight control of transcription allowing a cell to react to changes in its environment. Transcription factors are thus highly regulated by a variety of mechanisms which include phosphorylation. Forkhead box P2 (FOXP2) is a transcription factor expressed in multiple tissues during embryonic development. FOXP2 like other FOX proteins contains a DNA binding domain known as the forkhead domain (FHD). The effect of phosphorylation of serine 557 in the FHD on the structure and DNA binding was done using a glutamate mutant (to mimic phosphorylation) and an alanine mutant (as a control). Structural characterisation was performed using size exclusion chromatography (SEC), intrinsic fluorescence and far-UV circular dichroism. The effect of phosphorylation on DNA binding was observed using electrophoretic mobility shift assay (EMSA) and isothermal titration calorimetry (ITC). Far-UV circular dichroism and intrinsic fluorescence of the mutants and wild type did not reveal any significant secondary or tertiary structural changes. SEC however revealed a decrease in dimerisation propensity in the Ser557 mutants when compared the wild type (WT). EMSA revealed that DNA binding of S557E is only observed at protein concentrations 40 times in excess of the DNA. DNA binding of the WT and S557A mutants is observed at 5 times and 20 times excess protein respectively. However, using ITC no DNA binding is observed for either S557E or S557A FOXP2 FHD. Thus, it is possible that phosphorylation of serine 557 in the FOXP2 FHD could be a mechanism for inactivation of FOXP2. / XL2017

Although there are many laboratory manuals in microbiology for differenct professions (e.g., A General Microbiology Manual for Nurses, Laboratory Manual for Professional Students in the Medical Sciences, etc.), there has been no laboratory manual in this area for Turkish High School Biology Teachers.The author anticipates that the present manual will be successful in accomplishing the objective of better preparing Turkish High School Biology Teachers.In summer courses, teachers from all of Turkey gather to learn new science ideas, and gain new skills by studying in the laboratories. This manual is intended for use as a study guide in these summer courses.The author has conducted all experiments in the laboratory manual and has attempted to assure that fundamental principles of bacteriology and diagnostic microbiology are interwoven in a functional pattern.

With the rapidly increasing importance placed by industry upon the development, treatment, examination and testing of metals and their alloys, there follows increasing stress on sound fundamentale in metallurgical laboratory practice as employed by the student majoring in this field. Following a study of the requirements which must usually be met by the graduate who intends to continue his work in metallurgy, a series of experiments has been carefully planned, performed, and thoroughly studied to determine their value to the student. This work was done under the direction and direct supervision of Professor H. V. White, Head of the Department of Metallurgical Engineering of Virginia Polytechnic Institute, and with the facilities of the laboratory under his charge. General instructions in the selected experiments and typical laboratory reports are contained in the pages which follow. Since a large part of the experimental work was done with laboratory equipment developed for these specific experiments, description of apparatus and certain explanations are included in Section II, Experiment Reports. / Master of Science

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The purpose of this project is to produce a complete and thorough notebook that may be used to supplement laboratory coursework. Its intent is to be used primarily by the students to aid them in understanding background information and the proper laboratory procedures involved in various types of experiments. The laboratory notebook is a summation of all the experiments and procedures used in the six-credit hour Advanced Microbial and Molecular Biology (BIOL 5160) course offered during the summer semester at the University of North Texas. This class is a team taught effort by Professors O'Donovan and Kunz. The course is constructed as an intensive practice exercise to teach the student about gene mutations, biosynthetic pathways, preparation and analysis of plasmid DNA, and many other topics included in the notebook.

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This investigation was carried out for general chemistry classes in which recitation and laboratory work are closely integrated and in which very close supervision is given to laboratory classes. Results indicate that there are fewer failures under these conditions if students do individual work. Students receiving grades of over 80% seem to work just as effectively in pairs as they do when working individually, but about 5% who fail when working in pairs could, apparently obtain grades above 60% if they did individual work. The formal full statement type of report is substantially more effective than the questionaire report as indicated by mid-term and final laboratory examination grades. These examinations were made up to include 20% actual performance in laboratory skill and technique. They show an average grade which is 5.2% higher for those making formal reports even though this group did fewer experiments and took the tests covering all experiments performed by either group. The testing of single experiments shows that quite a variation exists in those experiments designed to teach the same principle. This testing also indicates that experiments on some topics contribute a great deal more to the general achievement of the student than do those on some other topics. A wider use of the method might be applied in making experiment selections for a laboratory course.

The purpose of this study was to evaluate the undergraduate biology practical instructions and the level of competence of undergraduate biology students in practical laboratory skills in some Ethiopian universities using skill performance rubric and questionnaires. A sample of 208 third year students and 26 instructors and laboratory assistants from three universities were selected as sample of the study. Students reported that more than 84.2% of the laboratory activities are below the average number of laboratory activities recommended by the curriculum with no significant difference between universities. The laboratory skill performance test score was below the midpoint. None of the students could be able to estimate and determine fields of vision of a microscope. There is a significant and a positively linear relationship between the students’ grade point average (GPA) with identification of laboratory equipment, handling of microscope, setting of microscope, estimation of diameter of field of vision and measuring liquid. Laboratory skill performance test score is correlated with higher education entrance exam score but not with students’ high school laboratory back ground. There is no significant difference in instructor’s manipulative skills among universities (p ≥ 0.09) and instructors manipulative skills is neither correlated with qualification nor teaching experience (P≥0.056). The most common method of assessment instructors’ use in the laboratory is laboratory report and identification of specimen examination (46.4%) and written exam and identification of specimen examination (35.7%). The number of courses having laboratory manuals is as low as 14.3%, in the new university. Manipulating materials, measuring and using numbers, and pre lab activity were common activities, and were found in every manual and in every university. Moreover, the result also revealed that the manuals contain high percentage rate of basic science process skills (75.4%) as compared to the integrated science process skills (24.6%). Correlation and multiple regression analyses revealed that students’ laboratory performance skills is significantly positively correlated with higher education entrance exam score, availability of laboratory resources and instructors experiences. Instructors’ experience has significant positive regression weights / Life and Consumer Sciences / D. Phil. (Mathematics, Science and Technology Education)