Laboratory Sessions Research Articles

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

Over the counter hearing aids self-fitting using the Gaussian Process Classification

IntroductionTo provide better access to hearing aids and lower the devices' costs for patients with mild to moderate hearing loss, the Food and Drug Administration (FDA) changed its rules for hearing aid distribution, making them available to consumers over-the-counter without the supervision, involvement, or prescription of a licensed health care professional. While this regulation provides some patients direct access to hearing aids, the hearing aid fitting creates challenges for the patients and the hearing aid providers. OTC hearing aids should be programmable outside of a clinical setting. This study demonstrates that the self-fitting of hearing aids does not differ significantly from and is non-inferior to the fitting of the device by a licensed audiologist.MethodHearing aid and patient performance after fitting the device by the patient (self-fitting) and a certified audiologist (clinical fitting) were compared in a laboratory setting and a field trial. The laboratory session used a repeated-measures design to assess the reliability and validity of the self-fitting method. A 7–14 days of wear time was used for the field study. The outcome measures for the laboratory session were the differences in acoustical real-ear aided response (REAR). For the wear-time trial, the outcome was the clinical self-report measure of benefit (Abbreviated Profile of Hearing Aid Benefit, APHAB). The benefit of the hearing aid was tested after the self-fitting and the clinical fitting of the hearing aid with a speech-in-noise test (QucikSIN).ResultsThe test outcomes showed no statistically significant differences between repeated self-fitting and clinical fitting of the hearing aids. The hearing aid self-fitting was non-inferior to the clinical fitting.DiscussionIt is important to emphasize that the results and conclusion obtained in this study strictly relate to the specific self-fitting process using the Gaussian Process. Many other potential methods for fitting hearing aids exist and future field studies are required to compare the efficacy of the self-fitting methods.

Student reasoning about quantum mechanics while working with physical experiments

Instruction in quantum mechanics is becoming increasingly important as the field is not only a key part of modern physics research but is also important for emerging technologies. However, many students regard quantum mechanics as a particularly challenging subject, in part because it is considered very mathematical and abstract. One potential way to help students understand and contextualize unintuitive quantum ideas is to provide them opportunities to work with physical apparatus demonstrating these phenomena. In order to understand how working with quantum experiments affects students’ reasoning, we performed think-aloud lab sessions with two pairs of students as they worked through a sequence of quantum optics experiments that demonstrated particle-wave duality of photons. Analyzing the in-the-moment student thinking allowed us to identify the resources students activated while reasoning through the experimental evidence of single-photon interference, as well as student ideas about what parts of the experiments were quantum versus classical. This work will aid instructors in helping their students construct an understanding of these topics from their own ideas and motivate future investigations into the use of hands-on opportunities to facilitate student learning about quantum mechanics. Published by the American Physical Society 2024

New Perspectives on Collective Collaboration Within and Between Change Laboratory Sessions

This article contributes new knowledge on collaboration within and between Change Laboratory sessions and how it offers the potential to support the zone of proximal development and the expansive learning of participants. The Change Laboratory is a formative intervention method that helps participants transform their practices. This qualitative study examines how six educators participating in a Change Laboratory intervention dealt with problems that arise when implementing digital artifacts in teaching mathematics. We collected data through participant observation between sessions and video recordings during sessions. We conducted the data analysis abductively, using the seven expansive learning actions as an analytical framework. The findings highlight how collaboration between the researcher and the participants, both during and between Change Laboratory sessions, helped support the participants’ zone of proximal development and expansive learning. This close collaboration enabled the educators to collectively reflect on and transform their teaching practices, specifically by incorporating digital artifacts into their educational routines. The study provides important insights into how digital artifacts can be successfully implemented in practice using Change Laboratories, emphasizing the importance of supporting educators in their zone of proximal development. Using a theoretical perspective grounded in cultural-historical activity theory, the study contributes to understanding how change occurs in the educational field.

Creating window applications in Python using the PyQt5 library tools

The section "Programming" at the advanced level of studying the informatics course in high school includes consideration of issues related to the design of the user interface. If the study of the basics of programming is carried out using the Python language, it is reasonable to develop window applications using this language. Recently, the PyQt library has become increasingly popular, which makes it relevant to create methodological materials to familiarize schoolchildren with the capabilities of this library.It is advisable to carry out training in accordance with the reverse engineering technology, which consists in the fact that students do not write program code from scratch, but explore the finished product. At the first stage, you can organize the activities of schoolchildren by completing tasks to study the finished program; at the next step, offer to analyze the appearance of the finished application, highlight its elements and select tools for their creation; finally, provide additional tasks that involve independent study by students of the class features not considered earlier.The article offers reference material for familiarizing schoolchildren with the main capabilities of the library, tasks for lab sessions and home assignment.

Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials

A common issue in the second/foreign language (L2) classroom is that teachers’ insights are not often included in the development of CALL materials. To understand how teachers can customize CALL materials that meet the needs of their students, our previous conceptual paper proposed a three-level approach to show how teachers can leverage basic computers skills to categorize pre-existing digital materials to stimulate L2 interaction, namely by using them as-is, modifying them, and/or using online tools to create them from scratch. This one-group mixed-methods study implements these ideas by: (1) examining the types of CALL materials teachers can customize to stimulate L2 interaction, and (2) assessing participants’ perceptions of how they used the approach. The study took place in a CALL teacher training course for eight weeks at an English-speaking university in Montréal and featured readings, lectures, lab sessions, and projects directed at customizing CALL materials. To understand the types of CALL materials participants could customize (goal #1), mixed-methods data were collected in the form of online ESL courses built by participants and a design-choice log where they recorded details about the tools they used, providing an overview of each activity. A reflective discussion was held using the Socratic-Wheel technique to understand how participants used the approach (goal #2). The results indicate that participants customized CALL materials at all three levels, targeting L2 interaction with (e.g. online flashcards) and through (e.g. synchronous messages) computers. Responses from the reflective discussion revealed that participants perceived becoming aware of their abilities in CALL, thus endorsing the pedagogical effectiveness of the approach.

Generalization and enhancement of the effects of an active placebo nasal spray on sadness

IntroductionThe placebo effect, i.e., the psychobiological response arising from administering an inert treatment, influences various domains, such as pain perception and emotional regulation. Positive framing might enhance this effect. This study tested whether the effect of an active placebo (mimicking drug side effects to enhance treatment credibility) on is generalized between two different contexts of sadness induction and if positive framing of side effects enhances this effect. MethodsNinety-six healthy participants were randomly assigned to one of three groups: Placebo+positive framing (PPF), Placebo+standard information (PSI), or no treatment control (NTC). Participants underwent a sadness induction protocol during an in-person lab session and a 20-min online follow-up at home six hours later. Primary outcome was self-reported sadness, secondary outcome was self-reported side effects. ResultsBoth the PPF and PSI groups showed a significant decrease in sadness compared to the NTC group after placebo administration during the lab session (p < 0.001) and at follow-up (p < 0.05). At follow-up, only the PPF group did not experience a significant increase in sadness. Positive framing did not improve side effect tolerability. LimitationsSelf-reported measures introduce subjective bias. The sample restriction to healthy volunteers limits generalizability. The six-hour period may not capture clinically relevant long-term effects. ConclusionsThe active placebo nasal spray effectively reduced sadness, with effects persisting for six hours and across different contexts. Positive framing did not enhance side effect tolerability but may have helped maintain effectiveness at follow-up. Further research is needed in clinical populations and to explore long-term effects.

Increasing Generative Artificial Intelligence Competency among Students Enrolled in Doctoral Nursing Research Coursework.

Generative artificial intelligence (AI) tools may soon be integrated into health care practice and research. Nurses in leadership roles, many of whom are doctorally prepared, will need to determine whether and how to integrate them in a safe and useful way. This study aimed to develop and evaluate a brief intervention to increase PhD nursing students' knowledge of appropriate applications for using generative AI tools in health care. We created didactic lectures and laboratory-based activities to introduce generative AI to students enrolled in a nursing PhD data science and visualization course. Students were provided with a subscription to Chat Generative Pretrained Transformer (ChatGPT) 4.0, a general-purpose generative AI tool, for use in and outside the class. During the didactic portion, we described generative AI and its current and potential future applications in health care, including examples of appropriate and inappropriate applications. In the laboratory sessions, students were given three tasks representing different use cases of generative AI in health care practice and research (clinical decision support, patient decision support, and scientific communication) and asked to engage with ChatGPT on each. Students (n = 10) independently wrote a brief reflection for each task evaluating safety (accuracy, hallucinations) and usability (ease of use, usefulness, and intention to use in the future). Reflections were analyzed using directed content analysis. Students were able to identify the strengths and limitations of ChatGPT in completing all three tasks and developed opinions on whether they would feel comfortable using ChatGPT for similar tasks in the future. All of them reported increasing their self-rated competency in generative AI by one to two points on a five-point rating scale. This brief educational intervention supported doctoral nursing students in understanding the appropriate uses of ChatGPT, which may support their ability to appraise and use these tools in their future work.

Has robotic surgery finally found robotic surgeons? The confluence of technology and the perfect user

Objective: Our study aims to identify traits of a surgeon that might determine facility with robotic surgery.Methods: Several robotics lab sessions were organised for 129 medical students, where they were introduced to robotics surgery. Their demographic and self-reported data regarding their experience was collected.Results: Our data suggests that traits commonly believed to facilitate robotic surgery skill acquisition, such as technological proficiency and playing musical instruments do not confer an advantage in robotic surgery.Conclusion: One compelling explanation is the ubiquitous familiarity with technology that characterises this generation of surgeons. This ability to easily interface with digital technology to perform tasks is a more significant contributor to facility in robotic surgery than any trait of dexterity. These findings are interesting and inform the need for further investigation into the relationship between technology, the acquisition of dexterity, and ultimately the evolution of how surgeons are trained.

Maternal high BMI: Sex-dimorphic alterations in maternal and offspring stress indices

Maternal body mass index (BMI) influences pregnancy and birth outcomes along with child metabolic and neurodevelopmental health and fetal sex may be a moderating factor in these effects. Alternations in autonomic nervous system (ANS) functioning, identified in heart rate (HR) measurements, could present early markers of these prenatal programming effects in both the mother and the developing fetus. This study examines the associations between pre-pregnancy BMI and maternal and fetal ANS functioning and infant postnatal behavioral outcomes stratified by fetal sex. Pregnant women (N=176) were recruited at gestational week (GW) T1: 12–22 and categorized into Normal (BMI< 25) or High BMI (BMI > 25). Women attended laboratory sessions at T2: GW 23–28, and T3: GW 34–36 to assess maternal and fetal HR and HR variability (HRV) at baseline and after a stressor at T3. Infant behavior was assessed at 4 months using the Infant Behavior Questionnaire-Revised. Women with high BMI bearing female fetuses had higher HR and lower HRV at both gestational time points. Later in the third trimester, female fetuses of high BMI women exhibited lower HRV when challenged with a stressor. At 4 months, female infants were rated as having lower scores on the Orienting/Regulatory scale. Our findings provide evidence of female sex-specific programming of maternal pre-pregnancy BMI on maternal ANS regulation and neurodevelopment identified in-utero and continuing into early infancy.

Nicotine addiction and the influence of life adversity and acute stress on PYY: Prediction of early smoking relapse.

Early life adversity (ELA) is associated with earlier initiation and maintenance of tobacco smoking and with a greater risk of subsequent relapse. There is growing evidence that appetite hormones, including peptide YY (PYY), which modulates craving and satiety responses, play a role in stress and addiction processes. This study employed a quasi-experimental design to examine the association between ELA and circulating PYY stress responses in smokers and nonsmokers (N = 152, ages 19-73 years) to examine the effects of nicotine addiction. Smokers initiated a quit attempt as part of the study and were classified as either abstinent smokers or relapsed smokers based on their nicotine use during the follow-up period. PYY levels were measured at five timepoints during three lab sessions and compared between nonsmokers and the two smoking groups (abstainers, relapsers): while smokers were using nicotine adlibitum, 24 h after smokers initiated a quit attempt, and 4 weeks after smokers initiated a quit attempt. Multivariate analyses showed the main effects of time on PYY, which decreased over time within each session. The main effects of ELA during the first (ad libitum smoking) and second (24-h post-cessation for smokers) sessions indicated that experiencing ELA was associated with lower PYY. No systematic effect of nicotine addiction or relapse was observed in this study. These findings suggest that adults with higher ELA may experience lower PYY. Additional research is needed to further explore the role of PYY in stress and addiction processes.

Ten Years of the Synthetic Biology Summer Course at Cold Spring Harbor Laboratory.

The Cold Spring Harbor Laboratory (CSHL) Summer Course on Synthetic Biology, established in 2013, has emerged as a premier platform for immersive education and research in this dynamic field. Rooted in CSHL's rich legacy of biological discovery, the course offers a comprehensive exploration of synthetic biology's fundamentals and applications. Led by a consortium of faculty from diverse institutions, the course structure seamlessly integrates practical laboratory sessions, exploratory research rotations, and enriching seminars by leaders in the field. Over the years, the curriculum has evolved to cover essential topics such as cell-free transcription-translation, DNA construction, computational modeling of gene circuits, engineered gene regulation, and CRISPR technologies. In this review, we describe the history, development, and structure of the course, and discuss how elements of the course might inform the development of other short courses in synthetic biology. We also demonstrate the course's impact beyond the lab with a summary of alumni contributions to research, education, and entrepreneurship. Through these efforts, the CSHL Summer Course on Synthetic Biology remains at the forefront of shaping the next generation of synthetic biologists.

Neurosimilator for Undergraduate Biophysics and Neurophysiology Courses.

Stringent animal welfare principles are forcing undergraduate instructors to avoid the use of animals. Therefore, many hands-on lab sessions using laboratory animals are progressively replaced by computer simulations. These versatile software simulations permit the observation of the behavior of biological systems under a great variety of experimental conditions. While this versatility is important, computer simulations often work even when a student makes wrong assumptions, a situation that poses its own pedagogical problem. Hands-on learning provides pupils with the opportunity to safely make mistakes and learn organically through trial and error and should therefore still be promoted. We propose an electronic model of an excitable cell composed of different modules representing different parts of a neuron - dendrites, soma, axon and node of Ranvier. We describe a series of experiments that allow students to better understand differences between passive and active cell responses and differences between myelinated and demyelinated axons. These circuits can also be used to demonstrate temporal and spatial summation of signals coming to the neuron via dendrites, as well as the neuron coding by firing frequency. Finally, they permit experimental determination along with theoretical calculations of important biophysical properties of excitable cells, such as rheobase, chronaxie and space constant. This open-source model has been successfully integrated into an undergraduate course of the physiology of excitable cells and student feedback assessment reveals that it helped students to understand important notions of the course. Thus, this neuromorphic circuit could be a valuable tool for biophysics and neuroscience courses in other universities.

Eccentric exercise-induced delayed onset trunk muscle soreness alters high-density surface EMG-torque relationships and lumbar kinematics

We aimed to assess high-density surface electromyography (HDsEMG)-torque relationships in the presence of delayed onset trunk muscle soreness (DOMS) and the effect of these relationships on torque steadiness (TS) and lumbar movement during concentric/eccentric submaximal trunk extension contractions. Twenty healthy individuals attended three laboratory sessions (24 h apart). HDsEMG signals were recorded unilaterally from the thoracolumbar erector spinae with two 64-electrode grids. HDsEMG-torque signal relationships were explored via coherence (0–5 Hz) and cross-correlation analyses. Principal component analysis was used for HDsEMG-data dimensionality reduction and improvement of HDsEMG-torque-based estimations. DOMS did not reduce either concentric or eccentric trunk extensor muscle strength. However, in the presence of DOMS, improved TS, alongside an altered HDsEMG-torque relationship and kinematic changes were observed, in a contraction-dependent manner. For eccentric trunk extension, improved TS was observed, with greater lumbar flexion movement and a reduction in δ-band HDsEMG-torque coherence and cross-correlation. For concentric trunk extensions, TS improvements were observed alongside reduced thoracolumbar sagittal movement. DOMS does not seem to impair the ability to control trunk muscle force, however, perceived soreness induced changes in lumbar movement and muscle recruitment strategies, which could alter motor performance if the exposure to pain is maintained in the long term.

Alpha Neurofeedback Training in Elite Soccer Players Trained in Groups.

Neurofeedback training is applied in the world of sports as a means to improve athletes' performance. Training sessions are usually organized on an individual basis, one at a time. Here we investigated if the training could also be organized in groups. Forty-one national-level football (soccer) players (26 females, 15 males) carried out training sessions simultaneously in groups of up to 13, using a wearable device with Bluetooth connection, during their regular training hours at the club. It was possible to obtain good EEG measurements using this setup, albeit with a somewhat higher data loss than usual in standard laboratory sessions. The brain's alpha activity was trained using music-based neurofeedback in a crossover design. A training session consisted of alternating periods of neurofeedback and execution of cognitive tasks. EEG alpha (8-12Hz) activity was higher in the neurofeedback periods compared to the cognitive task periods, and the reverse was true for beta (13-30Hz) activity. The training program resulted in an increase of 34% in alpha activity associated with the training, and improved the athletes' performance on task switching and mental rotation tasks. In addition, self-reported sleep duration, as well as scores on the Being in Shape questionnaire (Feeling of Control and Flow) also improved. This study shows that neurofeedback training is feasible in groups of athletes, which can stimulate its application in team sports.

Determinants of perceived pain relief from acute alcohol intake in a laboratory setting

BackgroundStudies of alcohol analgesia often assume that changes in pain sensitivity reflect the negative reinforcing effects of alcohol in pain self-management. However, factors that may influence perceived pain relief due to alcohol use remain incompletely characterized. Thus, the primary aim of this study was to identify which factors are most strongly related to self-reported pain relief in individuals with and without chronic pain after alcohol consumption. MethodsThis study combined data from two studies of alcohol analgesia in individuals who regularly consume alcohol with and without chronic pain. Alcohol analgesia expectancies were assessed during screening. In laboratory sessions, participants received an alcohol-containing (.08g/dL target BrAC) or placebo beverage and rated subjective intoxication and subjective response (positive/negative aspects of stimulation/sedation). Participants underwent quantitative sensory testing to measure pain intensity, pain threshold, and relief. Paired sample t-tests determined effects of alcohol on pain measures. Hierarchical linear models determined factors associated with pain relief ratings in the alcohol condition. ResultsPain relief and pain threshold were higher in the alcohol session relative to placebo, but pain intensity did not differ. In a 4-step hierarchical linear model, expectancy of pain relief, subjective intoxication, and high positive affect, but not pain threshold or pain intensity, were significantly and uniquely associated with perceived relief. ConclusionsTaken together, results suggest the negative-reinforcing effects of alcohol for pain-management are not completely reflected by changes in pain sensitivity in a laboratory setting. Expectancies and subjective response may be important in determining an individual’s evaluation of alcohol’s efficacy for pain self-management.

Introduction and Effectiveness of Early Clinical Exposure Among Dental Students in Pre-clinical Prosthodontics.

Lack of patient contact in the pre-clinical prosthodontics curriculum makes it difficult for the students to comprehend and correlate the series of complex steps involved in complete denture fabrication. Early clinical exposure in the second year of the undergraduate program will facilitate a smooth transition of dental students from pre-clinics to clinics, thereby helping to mitigate the lacunae existing in the present curriculum. A non-randomized prospective educational interventional study was conducted among 50 second-year dental students. Early clinical exposure in the form of clinical demonstration for complete denture steps of border molding and jaw relation was given subsequent to the completion of didactic and laboratory sessions. Pre- and post-multiple-choice question tests were conducted to explore students' knowledge. Student perception towards early clinical exposure was assessed using a self-administered anonymous questionnaire, while faculty perception was gauged with the help of in-depth interviews. A statistically significant difference was observed when pre- and post-multiple-choice question test mean scores were compared, showing an overall improvement in students' knowledge following early clinical exposure. Students and faculty held a positive perception towards the program and found it to be useful in enhancing the overall learning experience of the students.Faculty expressed their concern regarding limited manpower, paucity of time, and difficulty in integrating early clinical exposure into the present timetable. Early clinical exposure can be integrated into the traditional pre-clinical prosthodontics curriculum with appropriate time and manpower allocation. Faculty sensitization and training workshops need to be conducted before implementing this program.

Development of a three-dimensional printed model from a digital impression of a real patient for aesthetic dentistry undergraduate teaching.

The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. We will present a digital procedure for the creation of three-dimensional (3D) resin models adapted to the practices of the Aesthetic Dentistry course. Stereolithography or Standard Tesellation Language (STL) files of a real patient were previously obtained with a 3-shape intraoral scanner. Using the Exocad computer programme for dental prosthesis design, various modifications were made, such as incisor rotation, surface alterations imitating dysplasias or erosions, the creation of diastemas, or even changes in tooth size. The virtual model was printed in resin for use by students. Once the practices were finished, the students and the teachers evaluated the use of the 3D printed models. The result is the typodont model, in which seven laboratory sessions took place: 1-Restoration of conoid tooth morphology, 2-Cervical abrasion/ erosion restoration, 3-Direct Composite Veneer, 4-Aesthetic correction in a tooth with rotation, 5-Diastem closure, 6-Occlusal abrasions/ erosion, and 7-Maryland bridge. 90.48% of the students evaluated the designed 3D model as the best method for laboratory practice compared to other methods, obtaining a general assessment of 8.3 out of 10. The method used has provided a reproducible standard analog model for direct aesthetic dental restoration practice, with a good assessment by students and teachers.

Epistemic practices in conceptions of computer science

ABSTRACT Background and context We address the question of what computer science students take the discipline to be. How students conceive the discipline can influence whether a student pursues computer science, what particular area within computer science they focus on and whether they persist in the discipline. In this paper, we examine the epistemic practices – how knowledge is created and warranted – of students and teacher as a way to understand what computer science is, as practiced by the participants. Objective The goal of this study is to provide an account for how the students and teacher make and legitimize knowledge in the classroom and computer lab. Method In this case study, we use a combination of ethnographic and multimodal methods. The data collected include audio and video recordings and researcher field notes of classroom and lab sessions. The analysis of the data considers speech, marks on the blackboard and embodied actions including gesture and gaze orientation. Findings In both of these learning environments, CS knowledge in the form of general principles and programming practice are discussed by students and the instructor. However, the way in which such knowledge is warranted in these two settings is different. In the classroom, the instructor is the authority that warrants knowledge claims, whereas in the computer lab, the computer plays a key authority role to determine “what works”. Implications This study provides insight into how instructors can design learning environments based on ways they intend knowledge to be created and warranted.

Особливості проведення лабораторної роботи «Вимірювання опору розтіканню струму заземлюючих пристроїв, питомого опору ґрунту, ізоляції мереж та електроустановок» за допомогою віртуального лабораторного стенда

The materials of this scientific article consider the possibility of using a virtual laboratory stand during the laboratory work carried out by students of higher education institutions under the name «Measurement of the resistance to the spread of the current of grounding devices, the specific resistance of the soil, the insulation of networks and electrical installations». This laboratory work is included in the curriculum of the normative educational component «Occupational safety in the industry and civil protection». The article examines the specific advantages of using a virtual stand, in particular its role in improving the quality of the educational process, expanding access to resources, and optimizing educational costs. The purpose of this article is to consider the main possibilities of using the proposed virtual laboratory stand as an innovative approach in the study of complex technical processes and ensuring a high level of training during laboratory work on the topic «Measurement of resistance to the spread of current of grounding devices, soil resistivity, insulation of networks and electrical installations». This laboratory work is a component of the curriculum of the normative educational component aimed at forming in students the ability to identify, analyze and evaluate potential risks associated with the production environment, and which is entitled «Occupational Safety and Civil Protection». Particular attention is paid to the methodology of conducting laboratory work using a virtual stand, including steps for configuring the software, algorithms for performing measurements and analyzing the received data. Methods of simulating various measurement conditions are described in detail, allowing students to practice scenarios that would be difficult or dangerous to implement in real conditions. In the materials of the article, an overview of the interface and functionality of the developed computer program, which reproduces the control components of real laboratory equipment and is intended for the implementation of the functions of a virtual laboratory stand, is reviewed, the key capabilities of the proposed program are described, including the simulation of various laboratory scenarios and the availability of theoretical materials necessary for preparing and conducting a laboratory session, as well as a detailed reproduction of the appearance and control components of real experimental laboratory equipment, which contributes to the creation of a feeling of working with physical devices, the implementation of mathematical models that accurately describe the dependence of output parameters on input parameters. It was also found that the use of similar technologies during other laboratory works from the above-mentioned normative educational component requires further thorough systematic research and publication of their results.