Medical Technology: organ harvesting and Transplants

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Medical Technology: organ harvesting and Transplants

For the 2008-2009 school year, fuels were tested in our

school’s small Kubota tractor with a diesel engine. This is a

perfect, real-life application for the fuel the students make.

The Kubota tractor was modified with a second small fuel

tank (approximately 100 mL) for our biodiesel and a valve

to switch between tanks. This allowed starting and stopping

the tractor using petroleum diesel and enabled students to

switch over to biodiesel for data collection.

Unit of Instruction Results

The SI index was calculated using the pretest and posttest

results to determine the effectiveness of the unit of

instruction. Considering that the test was comprised of

twenty multiple-choice and four completion questions,

after factoring in guessing, a realistic high of .79 could be

expected. The results showed an average SI score of .51.

The SI scores indicate a good unit of instruction, perhaps

requiring minor revisions on selected areas. Table 2 shows

the calculated SI score for each test item, the average SI

score, and the number of students correctly answering each

item before instruction (Rb) and after instruction (Ra).

Test items 4, 6, 19, 20, and 24 all received SI scores below

0.30. These items were examined to determine where

the unit, instruction, or evaluation could be improved.

Item 4—instruction on the item’s distracters, was not

thoroughly covered, but has been enhanced in the unit to

increase student comprehension. Item 6 received the lowest

number of correct answers after instruction. It is believed

the material was covered; however, the question may have

been confusing to the students. The stem of the item was

originally written in negative form, and will be rewritten

in positive form. The next time the unit of instruction is

taught, the SI will be recalculated to see if this resolves the

problem. Item 19 was a general safety question. Nineteen

students answered correctly on the pretest, with everyone

answering correctly on the posttest. As a safety item, this

was prior knowledge for many of the students, resulting

in a low SI score. Since everyone answered the question

correctly on the posttest, no changes were made to the

lesson plans. Item 20 was a difficult item. Students should

not have had any prior knowledge and should have received

very few correct answers on the pretest. The test item was

rewritten to minimize guessing. The unit of instruction

did not fully cover Item 24. The activity sheet for testing

the biodiesel has been modified to better cover this

concept. Utilizing this process, each time the unit is taught,

improvements can be made.

Positive feedback on the unit of instruction was received

from a variety of observers and participants. Students

were excited to learn about these alternative fuels and to

Type Item # Category Ra Rb SI

Fill-in-blank 1

18 2 0.70

M/C 2 Renewable 12 5 0.30

M/C 3 fuels 16 7 0.39

M/C 4 15 9 0.26

M/C 5

21 0 0.91

M/C 6 9 3 0.26

Fill-in-blank 7 21 0 0.91

M/C 8 22 7 0.65

M/C 9 Ethanol 22 9 0.57

M/C 10 21 6 0.65

Fill-in-blank 11 15 0 0.65

M/C 12 14 3 0.48

M/C 13 19 8 0.48

M/C 14 Internal 20 7 0.57

M/C 15

Combustion

20 5 0.65

M/C 16

19 9 0.43

Fill-in-blank 17 18 0 0.78

M/C 18 21 13 0.35

M/C 19 23 19 0.17

M/C 20 Biodiesel 19 16 0.13

M/C 21 13 2 0.48

M/C 22 19 9 0.43

M/C 23 22 6 0.70

M/C 24 11 6 0.22

Table 2. Sensitivity to instruction (SI) index scores.

Average 0.51

continue experimenting. Parents insisted their children

take the class because of the importance and timeliness of

the topic. Counselors reported many positive comments

received from girls who had participated in the alternative

fuels unit. School administrators were excited to have a

teacher creating a new unit on current issues. The regional

newspaper was impressed and published a feature story

covering the alternative fuels unit on the front page with

pictures of students making biodiesel (Nelson, 2008).

All reports and feedback indicated strong interest and

excitement for the unit of instruction on alternative energy.

24 • The Technology Teacher • April 2010

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