SMEC

David-S. di Fuccia;
Lab experiments as a tool of an everyday assessment

Greg Foley;
Teaching engineering modules within an interdisciplinary biotechnology degree program – the role of workbooks

Richard Hoban, Odilla E. Finlayson and Brien Nolan;
The Significance of Mathematical Conceptualisation in 2nd Year Students’ Ability to Transfer Their Mathematical Knowledge to A Chemical Context, Where it Is Applied

James Lovatt, Edelle B. Mc Crudden, Sonia Ramírez-García, Odilla E. Finlayson, Patrick O’Malley; Selggog Abbey
a context laboratory for 1st year undergraduate science students

Martin Marjoram, Ciaran O’Sullivan, and Paul Robinson;
Implementing a Key Skills in Mathematics Initiative

Lorraine McCormack*, Odilla E. Finlayson and Thomas J.J. McCloughlin;
The development and evaluation of second level chemistry lessons, central to the cognitive acceleration through science education methodology

Edelle B. McCrudden and Odilla E. Finlayson;
Analysis of Leaving Certificate Chemistry Examination

Ahmed Mohameden;
Application to Initial-Value 2nd Order Ordinary Differential Equations & Aliasing

Eabhnat Ní Fhloinn and Glynis Perkin;
Novel Approaches to Refresher Courses in Basic Mathematics

Aidan O’Dwyer;
Introducing systems engineering concepts into the education of physics students   

Aidan O’Dwyer;
Teaching complex number manipulations as part of an introductory module in electrical engineering

Yorgos Politis and Peter I. Mitchell;
Factors influencing the take-up of physics within second level education in Ireland ¾ the students’ perspective

Michael Seery;
E-learning resources to support Maths for Chemistry

David Smith, Thomas Wemyss, and Paul van Kampen;
Teaching Electric Circuits in First Year Undergraduate Laboratories

Raluca E. Teodorescu*, Cornelius Bennhold and Gerald Feldman;
Enhancing Cognitive Development through Physics Problem Solving: Example of Thinking-Skills Curriculum

John R. Thompson, Evan B. Pollock, Brandon R. Bucy, and Donald B Mountcastle;
Student understanding of P-V diagrams and related conceptions about integration

Isabel Vale, Ana Barbosa, Elisabete Cunha, José Portela, Lina Fonseca, and Teresa Pimentel; MatCid
mathematics in the city: a project with elementary pre-service teachers and student

* Student poster prizes were awarded, in 1st place to: Raluca E. Teodorescu and in 2nd place to Lorraine McCormack

Presenting authors must place their posters on display between midday and 2.00p.m. on the day of presentation. Velcro only is permitted to attach your posters to the display boards (no pins, staples or any other adhesive are permitted). Velcro will be provided.

Each poster will be provided a space of 0.9m wide and approximately 1.8m high in which to display a summary of the paper. The poster session will commence at 5.00p.m. and finish at 7.00 p.m. on Thursday, 11th September. Presenting authors are requested to remain in the vicinity of their poster during their designated poster session to answer questions on your research. Posters must be removed at the end of the session.

Poster Guidelines

Maximum Size: A0 in one sheet / board.
Portrait Orientation. (H x W= 841mm x 1189mm)

Suggested Sections & Headings:

• Title
• Author(s)
• Affiliation (s)
• Contact details
• Abstract
• Background
• Method
• Results
• Discussion
• Educational Implications
• References

Authors may include an institutional logo.

The posters should be printed in such a font size as to be able to be read from a distance of 1 - 2 metres.