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- Is the equipment appropriate to the goals you have set for the course?
Considerations when using existing equipment
- Is there enough for the number of students and type of experiments in your class?
- Is there sufficient workspace around the equipment?
- Is it working well?
- Is it recent enough for your course’s purposes?
- Will other classes be using it?
Considerations when using new equipment
- Will the new equipment enhance students’ understanding or practice enough to justify the expense?
- Are there grants or other sources of funds to cover its purchase?
- Can it be set up and in reliable working order in time for the course?
- Is all the necessary secondary equipment also on hand?
- Will students already be familiar with the equipment or will extensive training be required?
- If training is necessary, will students have sufficient access to the equipment to practice on it as well as to do their experiments?
- Is documentation adequate?
- Will consultants, TAs, or you be on hand to guide students during training?
- Is equipment or accessibility sufficient so that each student will have enough hands-on time?
- Are supplies on hand for “quick fixes”; e.g., fuses, extra probes, connectors, cords, batteries?
- Are arrangements clear for the reporting and repair of broken equipment?
- Are students adequately informed of safety and clean-up procedures?
- If equipment breaks down at crucial times, are there other resources for students?
- Are adequate files being kept on equipment specifications, vendors, repair arrangements, etc.?