dhyg 1319 master syllabus page 1

DHYG 1319 Master Syllabus

Department of Dental Hygiene

Semester/Year [Dates]

Master Course Syllabus Dental Materials

Course Number: DHYG 1319 Credit Hours: 3 Lecture Clock Hours per Week: 2

[day and time] Laboratory Clock Hours per Week: 4

[day and time]

Course Director: Office:

Office Hours: Phone: EMAIL: Arranging meetings/conferences: Course Location: Dental Hygiene Classroom/Lab – Room # 8141 and Clinic # 8158, Building 8000/Eastview Campus Laboratory Faculty: Course Description: Physical and chemical properties of dental materials including the application and manipulation of the various materials used in dentistry. Student experiences include manipulation of dental materials in the laboratory setting and manikin and student-partner experiences.

Course Prerequisite: This course is a clinical preparatory course and offered in the second semester of the Certificate Program curriculum. The prerequisite for registering for the Dental Materials course is acceptance for admission and enrollment into the Certificate Program of study and promotion to the second semester of study. Course Rationale: It is the intent of this course to provide the student with the appropriate educational background in dental materials and specialties necessary to be a competent healthcare provider and patient facilitator. Providing the dental client with personalized, pertinent education is at the core of the Dental Hygiene profession. Therefore, a basic understanding of the Dental Materials course content is necessary to be a viable patient advocate. However, it is important to note that it is not the intent of this course to provide the comprehensive study necessary to achieve clinical competence in expanded function procedures. Texas Workforce Education Course Manual End-of-Course Outcomes: Differentiate between the various types of dental materials and their respective properties; and manipulate materials used in dentistry.

Course Goals:


Course Overall Objectives: The Dental Materials course will provide the student with the opportunity to: 1) recognize the common materials utilized in dentistry; 2) understand the various materials' characteristics, strengths, and weaknesses as they relate to

patient treatment and patient education; 3) develop a practical knowledge of the composition, properties, manipulative variables, and uses of

restorative, preventive, esthetic and surgical dental materials which will include the manipulation of selected materials through laboratory and clinical exercises to laboratory competence;

4) relate the various specialty areas as they pertain to patient/client education regarding oral

conditions and materials existing intraorally, and the need for specialty referrals; 5) further develop into a viable member of the dental health team which includes the development of

the related professional vocabulary. Topical Objectives: The Clinical Aspects of Dental Materials text modules’ behavioral objectives will serve as the topical objectives with additional objectives distributed as needed. This course is designed to support the student’s development in the knowledge, skills, and values required for graduation from the Program and dental hygiene licensure eligibility. Specifically this course promotes the development of the dental hygienist as defined by the following Educational Standards of the American Dental Association Commission on Dental Accreditation (ADA CODA), the Austin Competency Analysis Profile (ACAP), and the Department of Dental Hygiene competency statements. ADA CODA Educational Standard 2-10 Biomedical science content must include content in anatomy, physiology, chemistry, biochemistry, microbiology, immunology, general pathology and/or pathophysiology, nutrition, and pharmacology. ADA CODA Educational Standard 2-11 Dental sciences content must include tooth morphology, head, neck and oral anatomy, oral embryology and histology, oral pathology, radiography, periodontology, pain management, and dental materials.

ADA CODA Educational Standard 2-13 The basic clinical education aspect of the curriculum must include a formal course sequence in scientific principles of dental hygiene practice, which extends throughout the curriculum and is coordinated and integrated with clinical experience in providing dental hygiene services. ADA CODA Educational Standard 2-17 Graduated must be competent in providing the dental hygiene process of care which includes: b) analysis of assessment findings and use of critical thinking in order to address the patient’s dental

hygiene treatment needs. d) provision of patient-centered treatment and evidence-based care in a manner minimizing risk and

optimizing oral health. f) complete and accurate recording of all documentation relevant to patient care. ADA CODA Educational Standard 2-23 Graduates must be competent in the application of self-assessment skills to prepare them for life-long learning.


PROGRAM STUDENT LEARNING OUTCOMES: Upon completion of the Associate of Applied Science Degree in Dental Hygiene, graduates will competently: 1. Communicate a commitment to ethical, legal, and professional behaviors including embracing

research and life-long learning. 2. Support and assist the functions of the dental team and the business of dentistry. 3. Implement an organized system of exposure control for the purposes of protecting themselves

and others from infectious and unsafe agents. 4. Implement an organized review of the physical surroundings to ensure a safe environment for

themselves and others. 5. Collect, assess, document, and communicate dental patients’ medical, dental, familial, and social

histories to include predisposing and etiologic risk factors, and initiating referrals. 6. Provide the information necessary for a dental patient/guardian to make an informed decision and

obtain an informed consent for dental hygiene procedures. 7. Collect, assess, document, and communicate dental patients’ existing orofacial conditions to

include extraoral and intraoral cancer screenings, obtaining dental radiographs and photographs, and existing intraoral hard and soft tissue conditions.

8. Assess, document, prepare, and communicate dental hygiene diagnoses, and develop dental hygiene and preventive care plans that are holistic and individualized.

9. Implement, document, evaluate, and modify the dental hygiene and preventive care plans. 10. Initiate and assume responsibility for health promotion and disease prevention. 11. Recognize and manage medical emergencies in the patient care environment. 12. Promote the values of oral and general health to the public. 13. Assess, plan, implement, evaluate, and value community oral health services. 14. Serve diverse patient populations without discrimination. SCANS COMPETENCIES Additionally this course is designed to support the student’s development of the following skills as define by the Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS)

FOUNDATIONAL SKILLS (a) Basic Skills:

Reading: locate, understand, and interpret written information Writing: communicate thoughts, ideas, information, and messages in writing Arithmetic and Mathematical Operations: perform basic computations and approach practical problems by choosing appropriately from a variety of mathematical techniques. Listening: receive, attend to, interpret, and respond to verbal messages and other cues. Speaking: organize ideas and communicate orally.

(b) Thinking Skills:

Creative Thinking: generate new ideas. Decision Making: specify goals and constraints, generate alternatives, consider risks, and evaluate and choose the best alternative. Problem Solving: recognize problems and devise and implement plan of action. Visualize: organize and process symbols, pictures, graphs, objects, and other information. Knowing How to Learn: use efficient learning techniques to acquire and apply new knowledge and skills. Reasoning: discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem.

(c) Personal Qualities:

Responsibility: exert a high level of effort and persevere toward goal attainment. Self-Esteem: believe in one's own self-worth and maintain a positive view of one-self. Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings.


Self-Management: assess oneself accurately, set personal goals, monitor progress, and exhibit self-control. Integrity and Honesty: choose ethical courses of action.

WORPLACE COMPETENCIES

(a) Resources: A worker must identify, organize, plan, and allocate resources effectively.

Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. Money: Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives. Material and Facilities: Acquire, store, allocate, and use materials or space efficiently. Human Resources: Assess skills and distribute work accordingly, evaluate performance and provide feedback.

(b) Interpersonal Skills: A worker must work with others effectively.

Participate as Member of a Team: contributes to group effort. Teach Others New Skills. Serve Clients/Customers: work to satisfy customers' expectations. Exercise Leadership: communicate ideas to justify position, persuade and convince others, responsibly challenge existing procedures and policies. Negotiates: work toward agreements involving exchange of resources, resolve divergent interests Work with Diversity: work well with men and women from diverse backgrounds.

(c) Information: A worker must be able to acquire and use information.

Acquire and Evaluate Information. Organize and Maintain Information. Interpret and Communicate Information. Use Computers to Process Information.

(d) Systems: A worker must understand complex interrelationships.

Understand Systems: know how social, organizational, and technological systems work and operate effectively with them. Monitor and Correct Performance: distinguish trends, predict impacts on system operations, diagnose deviations in systems' performance and correct malfunctions. Improve or Design Systems: suggest modifications to existing systems and develop new or alternative systems to improve performance.

(e) Technology: A worker must be able to work with a variety of technologies.

Select Technology: choose procedures, tools or equipment including computers and related technologies Apply Technologies to Task: understand overall intent and proper procedures for setup and operation of equipment. Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with equipment, including computers and other technologies

Texts and References: Gladwin, M. & M. Bagby, M., (2009). Clinical Aspects of Dental Materials, (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. (Required) Daniel, Harfst & Wilder, (2008) Mosby’s Dental Hygiene, Concepts, Cases, and Competencies, (2nd ed.) St. Louis: Mosby Wilkins, E.M., (2009). Clinical Practice of the Dental Hygienist, (10th ed.). Philadelphia: Lippincott Williams & Wilkins. (Required)


ACC Department of Dental Hygiene Dental Materials Course Manual, current edition. (Required) Mosby's Comprehensive Review of Dental Hygiene, current edition (Recommended as a helpful reference) Teaching Methods: A variety of teaching methods will be employed to facilitate the goals of this course. Information will be presented through lecture, group discussion, and small group activities. Laboratory activities will provide selected opportunities for the student to experience the relationship of dental materials and the associated specialties as they relate to the role of the dental hygienist and the other dental auxiliaries. These activities will include bench exercises, dental simulations and procedures on fellow students. The following media will be used to support classroom and laboratory activities: text readings, printed media, supportive audio-visual aids, teaching models, and live demonstrations. Course Expectations: 1) Attendance: Attending all scheduled class sessions will provide the student with the opportunity to clarify and apply new concepts and terminology, and benefit from class discussion. Even though attendance is expected, it is reasonable to anticipate that students will encounter situations, such as illness, that will prevent their participation. As a courtesy, I would appreciate it if you would call the main departmental number (223-5710) and leave a message in the event of an absence. It is the responsibility of the student to make up classroom work that is missed and obtain related course materials. Formal attendance records will not be taken as part of the evaluation portion of this course. HOWEVER, it is important to note that ALL laboratory activities must be completed in accordance with the related criteria to successfully complete this course. Makeup labs must be scheduled with a faculty member in advance, and may require “additional” directives beyond the original requirements of each lab. 2) Class Preparation and Participation: Reading assignments are designed to be completed in advance of topic presentation to enhance the student's understanding of dental materials/specialties and how they relate to the classroom and laboratory activities. 3) Professionalism: A component of becoming a licensed dental hygienist is the expectation that one will conduct him/herself in a professional manner. Therefore, such professional behavior is expected in both the classroom and the laboratory setting. The behavioral components of professionalism that are expected of the Dental Materials student are the same as those set forth in the Clinic Manual, to include conforming to the infection control standards. 4) Withdrawal: It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw from the class. The instructor does, however, reserve the right to drop a student should he or she feel it is necessary. If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date. The student is also strongly encouraged to retain their copy of the withdrawal form for their records. Students who enroll for the third or subsequent time in a course taken since Fall, 2002, may be charged a higher tuition rate, for that course. State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities. With certain exceptions, all course withdrawals automatically count towards this limit. Details regarding this policy can be found in the ACC college catalog.


Information specific to the dental hygiene program can also be found in the student handbook: http://www.austincc.edu/health/dhyg/documents/dhyg_student_handbook_2011_2012.pdf

5) Missed or Late Work: Because all information in the course is built upon the last, it is imperative that assignments are not missed or late. In the case of extenuating circumstances, the student must contact the course director to discuss the issue causing the problem and to seek an acceptable solution. 6) Incomplete: An instructor may award a grade of “I” (Incomplete) if a student was unable to complete all of the objectives for the passing grade in a course. An incomplete grade cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester. 7) Scholastic Dishonesty: This course complies with ACC policies regarding the management of scholastic dishonesty and considers academic dishonesty a serious deficiency when assessing professional behaviors. Academic dishonesty in itself may constitute dismissal from the Program no matter how well the student in performing academically or technically.

2. Student Responsibilities A student attending an ACC-sponsored event assumes responsibility for conduct compatible with the mission of the college as an educational institution. Although ACC is dedicated to an open, free society, some actions are inappropriate in an institution of higher education. Students who commit infractions pertaining to any of the following areas are subject to disciplinary action: 2.A Academic dishonesty 2.A.01 Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression. The following are guidelines to assist students in avoiding academic dishonesty: Students must do their own work and submit only their own work on examinations, reports, and projects, unless otherwise permitted by the instructor. Students are encouraged to contact their instructor about appropriate citation guidelines. Students must follow all instructions given by instructors or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. 2.A.02 Actions constituting violations of academic dishonesty include, but are not limited to, the following: a. Plagiarism: Defined as taking another person’s intellectual work and using it as one’s own; for example, this includes quoting without giving proper credit to a source, expanding another person’s work without giving credit to that person, or submitting another person’s work under the pretense that it is one’s own. b. Cheating: The use of unauthorized materials, information, or study aids; or an act of deceit by which a student attempts to misrepresent academic skills or knowledge; or unauthorized copying or collaboration. c. Fabrication: Intentional and unauthorized falsification or invention of any information or citation in an academic exercise. d. Collusion: Knowingly helping another individual violate any provision of the Academic Dishonesty guidelines. Collusion includes assistance with assignments or tests that are not authorized by the instructor. e. Falsifying institutional records or other legal or source documents: Includes altering grades, either written or electronic, or other falsification of academic records such as application for admission, grade reports, test papers, registration materials, and reporting forms used by the college.

Source ACC Administrative Rule 1.04.006 “Student Standards of Conduct and Disciplinary Process” and the ACC 2011-12 Catalog beginning on page 36

http://www.austincc.edu/health/dhyg/documents/dhyg_student_handbook_2011_2012.pdf


8) Academic Freedom: This course supports the ACC policies regarding freedom of expression in the classroom. Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures. Enrollment in the college indicates acceptance of the rules set forth in this policy, which is administered through the office of the campus dean of student services. Due process, through an investigation and appeal process, is assured to any student involved in disciplinary action. Source: ACC Student Policies and Procedures 2011-2012 http://www.austincc.edu/current/needtoknow/policies.php#rights

9) Student Discipline: Value Statement: The Austin Community College District offers an environment where students’ rights are respected and responsibilities are recognized. Students are invited to be active members of the education community. Opportunity for students to examine and question information and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This value is accompanied by an equally demanding responsibility on the part of the student.

Administrative Rule

Student Standards of Conduct & Disciplinary Process

Acceptable standards of conduct include behavior that: • Reflects the highest level of honesty and integrity, • Is civil, courteous, and respectful of all members of the campus

community, their property, and the property of the college, • Encourages responsibility and prohibits the unlawful use of

alcohol, illicit drugs, other substances, and weapons, and • Promotes mutual respect, equality, and safety of its members

and opposes those acts that harass, intimidate, or haze its members.

By enrolling at ACC, students agree to abide by the college’s Student Standards of Conduct. These standards also establish disciplinary procedures for students accused of violating those standards. The Student Standards of Conduct and Disciplinary Process are published in: ACC College Catalog - www.austincc.edu/catalog Administrative Rules - www.austincc.edu/admrule. The Student Standards of Conduct and Disciplinary Process and other policies can also be found at http://www.austincc.edu/current/needtoknow Source ACC Administrative Rule 1.04.006 “Student Standards of Conduct and Disciplinary Process” http://www.austincc.edu/admrule/1.04.006.htm

http://www.austincc.edu/current/needtoknow/policies.php#rights

http://www.austincc.edu/catalog

http://www.austincc.edu/admrule

http://www.austincc.edu/current/needtoknow

http://www.austincc.edu/admrule/1.04.006.htm


10) Students with Disabilities: This course complies with ACC policies regarding students with disabilities:

Each ACC campus offers support services for students with documented disabilities. Students who need accommodations must apply for services with the Office for Students with Disabilities (OSD) at the primary campus they expect to attend. After applying, students should meet with the OSD Coordinator at each campus they attend in order to discuss accommodation needs.

Sample accommodations include, but are not limited to, priority registration, interpreters, note takers, and testing with accommodations. Students who need accommodations are urged to request accommodations through OSD at least three weeks before the start of the semester so that the accommodations can be in place for the first day of classes. ACC partners with the Texas Department of Assistive and Rehabilitative Services and other community service organizations to provide support services to students with disabilities. To learn more and for contact information, visit the website www.austincc.edu/support/osd

Source: ACC Catalog 2011-12 http://www.austincc.edu/catalog/ 11) Safety: Individual Responsibility: This course supports the ACC policies regarding responsibility for a safe environment, As the official ultimately responsible for ACC's compliance with environmental, health, and safety regulations, the ACC President requires that all ACC employees, students, and visitors: • Report hazardous conditions and safety concerns immediately to their supervisors,

instructors, hosts, and/ or emergency management personnel, as appropriate. • Abide by safe practices and procedures established by the college. • Cooperate fully with the ACC Environmental Health, Safety, and Insurance Office in

addressing environmental, health, and safety issues. • Adhere to all local, state, and federal regulations concerning environmental, health, and

safety issues. • Cooperate fully with environmental, health, and safety inspectors from local, state, and

federal agencies. • Take action to resolve safe workplace issues when appropriate.

Source: ACC Student Policies and Procedures 2011-2012 http://www.austincc.edu/current/needtoknow/policies.php#rights

12) Use of ACC Email Communication: All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php.

13) Student and Instructional Services: ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these services and support systems is available at: http://www.austincc.edu/s4/ Links to many student services and other information can be found at: http://www.austincc.edu/current/ ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored. The tutor schedule for each Learning Lab may be found at: http://www.autincc.edu/tutor/students/tutoring.php

http://www.austincc.edu/support/osd

http://www.austincc.edu/catalog/

http://www.austincc.edu/current/needtoknow/policies.php#rights

http://www.austincc.edu/accmail/index.php

http://www.austincc.edu/current/

http://www.autincc.edu/tutor/students/tutoring.php


For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab. Course Evaluation: 1) Readiness Didactic Written Quizzes Quizzes will be given covering reading assignments (including the assignment scheduled on the

day of the quiz) and material presented in class. No make-up weekly Readiness Quizzes will be given in the event of an absence. Similar to Oral Anatomy, quizzes will be distributed at the beginning of the scheduled class sessions with follow-up reviews. Refer to the Course Calendar.

At the prerogative of the Course Director, a quiz may be announced to be an “open-book” quiz. In

the event of such an announcement, the student may refer to any materials he/she has in their possession to assist in the completion of the quiz. Such “open-book” quizzes will be strictly timed. Writing on a quiz after time has been called and/or consulting with a classmate to confirm an answer will constitute academic dishonesty as the intent of the “open-book” concept is to promote the development of organizational and self-management skills.

2) A Written Midterm Examination and A Comprehensive Written Final Examination will be

given at the scheduled times during the semester. The exams will cover material presented in class, laboratory, and reading assignments. Mastery of didactic information is essential for competent delivery of dental hygiene care; thus, these exams will be an overall evaluation of your knowledge base. Therefore, successful completion of this course requires a grade of 75 % or better on the Pit and Fissure Sealant subsection of the related examination. There will be no make-up of these exams except under unusual circumstances as approved by the Course Director.

3) Laboratory Practical: A laboratory practical will be given to assess competence of selected procedures. Successful

completion of this course requires a grade of 75 % or better on the laboratory practical and the successful completion of the practical is necessary for the purpose of allowing the student to attempt procedures clinically.

4) Attendance: Attendance will be assessed in that all laboratory activities must be successfully completed in order to successfully complete this course. 5) Final Course Grade:

Average of Readiness Quizzes = 15% Midterm Written Exam1 = 30% Final Written Exam2 = 30% Laboratory Practical3 = 25% 100%

6) Grading Scale:

A = 92%-100% B = 83%-91% C = 75%-82% D = 66%-74% F = below 66%


Note: A Course Grade of "C" or better must be achieved in this course to meet the Certificate Program of Study requirements.

1 If the student does not initially obtain a 75% or better on the Pit and Fissure Sealant subsection of

the related examination (usually the Midterm), he/she will be allowed to remediate and retake a similar examination to test for content mastery. However, the grade calculated for the initial related examination will be the grade used when computing the final course grade. The results of the re-testing will not worsen or better the grade computation.

2 Successful completion of this course requires a grade of 75 % or better on the Comprehensive Written Final Examination

*End of section 1.


Department of Dental Hygiene Spring Semester 2012

Dental Materials / DHYG 1319 Class Schedule of Assignments

DATE MONDAY LAB [hours] DATE TUESDAY LECTURE [hours]

Week 1 NO CLASS / School Holiday “I HAVE a dream!”

- Dr. M.L. King

Review Syllabus and Calendar Inventory Dental Material Kits LEC – Dental Materials Overview Gladwin – 1, 22, 37

Week 2 LEC – Dental Materials Science Gladwin – 2 LEC – Dry Field Techniques Gladwin – p. 292; Daniel – p. 659 LAB 1 Dry Field Techniques Gladwin – p. 292 Daniel – p. 659

NO QUIZ LEC – Physical Properties of Dental Materials Gladwin – 3

Week 3

LAB 2 Temporary Restorations / Tofflemire Matrix System Gladwin – p. 278 – 279; Daniel – pp. 670 – 672

QUIZ 1 – Dry Field / Overview/ Science LEC – The Dental Dam Gladwin – 24 Daniel –pp 632-638

Week 4 LAB 3 Dental Dam Application Guest Lecturer– [Name] Gladwin – 24 Daniel – pp. 659-666

QUIZ 2 – Physical Properties / Temporaries / Tofflemire System LEC – Dental Cements Gladwin – 7

Week 5 LAB 4 Dental Cement mixing and Application Gladwin – 7, 23

QUIZ 3 – Dental Dam LEC – Impression Materials Gladwin – 8, 30


DATE MONDAY LAB [hours] DATE TUESDAY LECTURE [hours]

Week 6 LAB 5 Vinyl Impressions / Pouring Casts Gladwin – 8, 28, 30 Wilkins – pp. 203 – 205

QUIZ 4 – Dental Cements LEC –Dental Gypsum Products

Gladwin – 9; Wilkins – pp. 203 – 209

Week 7 LAB 6 Dental Stone / Pouring Molds Gladwin – 9, pp. 318 – 322; Wilkins – pp. 203 – 209

QUIZ 5 - Impression Materials / Pouring Casts LEC – Periodontal Dressings Gladwin – 33, 34 Wilkins – pp. 303 – 307; Daniel – pp. 649 – 651

Week 8 LAB 7 Application of Periodontal Dressings Gladwin – 33, 34 Wilkins – pp. 303 – 307; Daniel – pp. 649 – 651 MIDTERM REVIEW

QUIZ 6 – Gypsum / Models MIDTERM EXAM Covers Material through Periodontal Dressings only…

SPRING BREAK SPRING BREAK

Week 9 LEC – Investing & Casting / Acrylics/ Maxillofacial Prosthetics Gladwin – 11, pp. 136 – 143; Wilkins – 29, 30; Daniel – 30

NO QUIZ LEC –Prosthodontics and Implants CAD-CAM in Dentistry Gladwin – 10 – 15, 21; Wilkins – 29,30; Daniel – 28

Week 10 LAB 8 Obtaining Alginate Impressions / Pouring Models Gladwin – 8,9, 27, 28; Wilkins – pp. 196 -204

QUIZ 7 – Investing & Casting / Acrylics / Prostho LEC – Pit and Fissure Sealants Gladwin – 4, 5, 22, 25; Wilkins – 34; Daniel -26

Week 11 LAB 9 Application of Pit and Fissure Sealants Gladwin – 4,5,22, 25; Wilkins – 34; Daniel – 26

QUIZ 8 – Sealants / Lab 9 LEC – Impression Materials / Alginate; Model Trimming Gladwin – 8,9, 27, 28 Wilkins – 11

Week 12 LAB 10 Study Model Trimming Gladwin – 28 Wilkins – 11

QUIZ 9 – Alginate Impression Material / Study Model Trimming LEC – Direct and Indirect Metals Gladwin – 6,10,12,14, 15, 26; Daniel – 35


Week 13 LAB 11 Vacuum-forming Athletic Mouthguards / Bleaching Trays; Dental Waxes Gladwin – 17, 18, p.109,136, 309 Daniel – pp. 563- 564

QUIZ 10 – Metals / Study Models LEC – Adhesive Materials / Composite Resins / Esthetic Restorations Gladwin – 4, 5, 22, 25, 36; Wilkins – pp. 474 – 477; Daniel – pp. 645 – 649

Week 14 LAB 12 Composite Resins in Dentistry; Construction of Temporary Crowns; Hypersensitivity Tx Gladwin – 4, 5, 22 25 ,35, pp. 279 Wilkins – 41; Daniel – 33

QUIZ 11 – Resins / Adhesives / Waxes / Vacuum- forming LEC – Tooth Bleaching / Oral Appliances Gladwin – 17, p. 228, 31; Wilkins – 43 Daniel – 36

Week 15 LAB 13 Polishing Materials; Suture Removal Gladwin -16, 34, 36 Wilkins – 40 Daniel – 34

NO QUIZ LEC – Oral Surgery Issues Gladwin - 34 Wilkins – 40 Daniel – 34 FINAL REVIEW

Week 16 LAB PRACTICAL FINAL EXAM FINAL WRITTEN EXAMINATION

HAVE A GREAT SUMMER!!!


*Beginning of section 3. Austin Community College

Department of Dental Hygiene Dental Materials / DHYG 1319

Semester/Year

Lab 7 Topic: Periodontal Dressings: Experiencing a Non-Eugenol Product and a Light-Cured System

To receive credit for the completion of this lab, the student must successfully demonstrate each of the following criteria and obtain the corresponding faculty initials. Remember, a faculty member must witness these steps:

CRITERIA - THE STUDENT:

Student self-assess – [enter initials]

Faculty assess [enter initials]

1) witnessed a faculty demonstration of the mixing, manipulation and placement of a non-eugenol periodontal dressing product

2) maintained infection control standards throughout procedure

3) successfully placed a light-cured periodontal dressing on a typodont as assigned by the attending faculty member (see criteria a-d below)

4) successfully placed a non-eugenol periodontal dressing on his/her student partner/patient:

a) the applied periodontal pack extends buccally, around the most distal tooth and extends lingually in the area selected (involving at least 3 teeth);

b) the periodontal pack does not impinge on soft tissues or interfere with muscle attachments;

c) the finished dressing does not extend occlusally any more than the middle 1/3 of the teeth and does not interfere with normal occlusion;

d) the finished periodontal pack presents with a smooth surface.

e) the periodontal pack remained intact until it was directed by a faculty member to be removed. [unless student decides to wear it overnight]

5) assisted in the clean-up of the related cubicles and equipment, not leaving the clinic until authorized by his/her faculty member

6) kept the pak in place for at least 24 hrs. (for extra credit)


--------------------------------------------------- At the end of the lab session:

• once you have successfully completed the above criteria for this lab session, turn in this form to your faculty member. A photocopy of the completed form will be returned to you for your records.

Student's Name: DATE:


Austin Community College Department of Dental Hygiene Dental Materials/ DHYG 1319

Semester/Year

Lab 8 Topic: Applying Pit & Fissure Sealants





1) Adequately prepared teeth for sealant placement in accordance with the procedures detailed in class, as confirmed by the etched teeth dried to a chalky appearance.

2) Successfully applied pit and fissure sealant materials to six teeth**:

3) The completed sealants: a) exhibit that the unset resin has been removed;

b) demonstrate complete coverage without being over-

filled and without voids or defects (the student may verbalize their findings and corrections if necessary);

c) remain intact when tested for retention

4) Operatories are clean and all materials are returned to the Dispensary/materials lab.

--------------------------------------------------- At the end of the lab session: • once you have successfully completed the above criteria for this lab session, turn in this form to your

faculty member. A photocopy of the completed form will be returned to you for your records Student's Name: DATE:__________


Austin Community College Department of Dental Hygiene Dental Materials/ DHYG 1319

Semester/Year

Lab 10 Topic: The Fabrication / Trimming of Study Models

To receive credit for the completion of this lab, the student must obtain a passing score1 (70% or better) on the fabrication/trimming of a set of study models*. Scoring will be reflected to the corresponding arch or only assigned to one arch if the criterion pertains to the study model set as a whole, i.e., criteria #3: Maxilla Mandible CRITERIA - THE: Student self

assessment FACULTY

assessment Student self assessment

FACULTY assessment

2. Occlusal Plane is Parallel to Base 3. Posterior Borders at Right Angles to Base 4. Posterior Borders are in the Same Plane 5. Post. Borders are Perpendicular to Midline 6. Border is 1/4" from Maxillary Tuberosity 7. Heels are Parallel to Lingual of Canines 8. Heels Match the Maxillary Model 9. Sides Parallel to Line of Occlusion 10. Sides Parallel to Line of Occlusion 11. Mucobuccal Fold Areas Observable 12. Maxillary comes to a Point at Midline 13. Mandible is Rounded in Anterior 14. Maxillary Points at Midline of Canines 15. Intersection of sides and front at Canines 16. Art portion min. ¾” thick 17. Anatomic Structures Undamaged by Trim 18. All Voids/Air Bubbles Filled In 19. Excess Nodules of Stone Removed 20. Floor of Mandibular Cast is Smooth 21. Overall Neat Appearance, Smooth 22. Model labeled w/ Pt's Name, Date of Imp. 23. Student Maintains Asepsis

Maxilla Mandible Total of Points out of a Possible 31 *

(a minimum passing score is 22 out of 31)

1Scoring Directions: for each criteria enter the number "1" for acceptable or a "0" for unacceptable. The faculty member will total the points and enter the total figure into the corresponding rectangle at the bottom of the form.


INSTRUCTOR’S SIGNATURE:__________________________________________ * Students assigned to lab clean-up that do not assist the faculty and their classmates in clean-up will not successfully complete this lab until he/she turns in a 2nd acceptable set of study models. At the end of the lab session: Turn in your completed lab scoring form, a copy will be returned to you for your records.



Austin Community College Department of Dental Hygiene Dental Materials/DHYG 1319

Semester/Year

Lab 9 Topic: Obtaining Alginate Dental Impressions

To receive credit for the completion of this lab, the student must obtain at least a 70% or better on this lab using the following criteria 1-20 and complete the remaining criteria as appropriate. Remember, a faculty member must evaluate each of the criteria, to include the lab clean-up. 1. Manages Patient Effectively 2. Selects Proper Tray (MAX) 3. Selects Proper Tray (MAN) 4. Prepares Trays as needed (adhesive, wax) 5. Prepares Patient 6. Positions Patient Correctly 7. Mixes Powder Into Water 8. Obtains a Homogenous Mix 9. Inserts and Seats Tray Correctly 10. Molds Soft Tissues Around Tray 11. Removes Impression When Ready 12. Removes Tray w/o distortion; pt trauma 13. Assists Patient in Clean-Up 14. Correctly Self-Evaluates Impressions 15. Obtains Accurate Impression Set** 16. Rinses Impression With Water 17. Disinfects Impression 18. Maintains moisture level of impression (i.e., wraps impression in damp

toweling) 19. Pours Impression w/In 1 hour 20. Registers Wax Bite ** a maximum of 3 attempts per arch is allowed

Key – Faculty place a "1" in the box for each correct response or action and a "0" for each incorrect response/action

Total of Points

(70% = 14 points out of a possible 20)


If assigned, student participated in the lab clean-up Student met his/her commitment serving as a patient

--------------------------------------------------- At the end of the lab session: 1) A photocopy of the completed form will be returned to you for your records.



Austin Community College Department of Dental Hygiene Dental Materials / DHYG 1319

Semester/Year

Lab 8 Topic: Obtaining Alginate Dental Impressions





1) witnessed a faculty demonstration of the mixing, manipulation and placement of an alginate dental impression & the obtaining of a wax bite registration

2) maintained infection control standards through-out obtaining the impressions and the pouring of those impressions

3) successfully obtained alginate dental impressions on his/her student partner/patient:

a) incorporated appropriate patient management techniques;

b) selected the proper tray size for each arch; c) self-evaluated the final impressions accurately

according to the criteria presented in class d) obtained an accurate alginate impression of the

maxillary arch; e) obtained an accurate alginate impression of the

mandibular arch

4) using dental stone, poured up the impressions in a timely manner

5) Student participated in the lab clean-up.




Semester/Year

Lab 5 - Evaluation Sheet: Impressions and Making a Cast with a Removable Die





1) witnessed a faculty demonstration of the exercises

2) successfully impressed UL quadrant of the Typodont with vinyl polysiloxane impression material in accordance with the criteria presented in class

3) successfully poured cast in improved stone, set a dowel pin and poured a base of dental stone in accordance with the criteria presented in class

4) successfully sawed out, removed and painted die spacer on die in accordance with the criteria presented in class

5) successfully made a bite tray impression with the vinyl polysiloxane auto-mix delivery system in accordance with the criteria presented in class

6) successfully made a vinyl polysiloxane, occlusal registration on your lab partner in accordance with the criteria presented in class

7) assisted in the clean-up of the related lab areas and equipment, not leaving the lab until authorized by his/her faculty member


• once you have successfully completed the above criteria for this lab session, turn in this form to your faculty member. A photocopy of the completed form will be returned to you for your records. Student's Name: DATE:



Semester/Year

Lab 3 Topic: Mixing Dental Cements






2) Was appropriately attired (closed toe leather shoes &

eyewear).

3) Mixed Tempbond, ZOE temporary cement to a consistency needed for cementation of a full or partial coverage tooth restoration, and manipulated the material with a plastic instrument to “feel” the consistency. Noted the setting time.

4) Dispensed a small amount of Sensi-temp ZOE temporary cement onto a mixing pad and manipulated the material with the plastic instrument to “feel” the properties of this cement. Noted setting time.

5) Mixed Zinc Phosphate cement on a cold, glass slab, as per the instructions on pp. 101-102 in Clinical Aspects. Achieved the consistency needed for cementation, then continued to incorporate more increments of powder until the consistency for a base was reached.

6) Mixed a small amount of Panavia Resin Cement per the manufacturer’s directions.

7) Returned instruments & equipment, clean & free of materials to the Dental materials kit.




Semester/Year

Lab 1 Topic: Creating & Maintaining a Dry Field





1. witnessed a faculty demonstration 2. maintained infection control standards through-out

procedure

3. isolated a lower posterior tooth using an acceptable dry field technique

4. successfully replaced the initial isolation system with a second system without removing the disclosing solution from the occlusal surface or allowing the tooth surface to become moist

5. assisted in the clean-up of the related cubicle and equipment, not leaving the lab until authorized by his/her faculty member



Semester/Year

Intermediary Materials/Dental Cements

Objectives

Text Reference: Clinical Aspects: Chapter 7 1. Given a specific cement (i.e., ZOE) match the cement with its use(s) and unique

characteristics

2. Identify the components, functions, indications, and characteristics of the Tofflemire matrix system.

3. Given a laboratory manikin system, demonstrate the placement and removal of a

Tofflemire matrix system and wedge for the purpose of placing a Class II temporary restoration.

4. Given a laboratory manikin system, experience the placement of the product known as

Cavit in a Class III preparation. 5. Relate the information from the text and related courses activities to your role as a dental

hygienist, clinically and when considering patient/client education. 6. Be able to discuss the various types of cements and intermediary materials as to their

various applications and advantages and disadvantages. Text Reference: Clinical Aspects: Chapter 23 1. Discuss the effect of the oral environment regarding the setting times of dental materials

2. Identify the outcome of adjusting a variable such as the powder to liquid ratio when

mixing a typical dental cement.

COMMENT: The above objectives are in addition to those provided in the Clinical Aspects text. However regarding the text, you will not be asked the specific properties of the related liquids and powders or specifics about the mixing processes

The standard for the objectives may be one or all of the following: as given in lecture, as demonstrated, discussed in the lab experience, as given in the Course Manual as stated in the reference chapter(s) for the subject area


Dental Gypsum Materials


Semester/Year

Objectives

• Be able to differentiate between the 4 different gypsum products • Given a variable, you will need to be able to identify the resultant mixture consistency,

effects on setting time, expansion, strength, and hardness • Be able to competently pour rubber dentition molds & produce a set of study models • Objectives listed at the beginning of Clinical Aspects Ch. 9


Dentin Sensitivity


Semester/Year

Objectives

Know the differential diagnosis for tooth pain. Be able to explain the Hydrodynamic Theory. List the Characteristics of Dentin Sensitivity [D.S.] Know what stimuli elicit D.S. List the causes of D.S. Name 5 natural desensitizers. Discuss the management of D.S. including home and clinical treatments.



Semester/Year

Introduction to Dental Materials / Dry field Isolation

Objectives

Text Reference: Clinical Aspects: Chapter 1 1. Summarize why a dental hygienist needs a working knowledge of dental materials.

2. Discuss the hostile nature of the oral cavity.

3. Identify 4 characteristics needed for a dental material to survive there.

4. Discuss the relationship of the ADA, FDA and ISO to dental materials, drugs,

instruments, and equipment.

5. Name 3 ways dental materials are classified, and discuss each.

6. List 4 reasons to isolate a dental procedure within the oral cavity.

7. Know 5 types of procedures to isolate.

8. Discuss the advantages of cotton rolls. Compare and contrast their use with and without holders.

9. List 2 ways to use the 6” cotton rolls.

10. Know 2 advantages of bibulous pads (absorbent triangles).

11. Discuss the advantages and disadvantages of the rubber dam. COMMENT: The above objectives are in addition to those provided in the Clinical Aspects text.

The standard for the objectives may be one or all of the following: as given in lecture, as demonstrated, discussed in the lab experience, as given in the Course Manual as stated in the reference chapter(s) for the subject area gjwdds/06


Finishing and Polishing

Austin Community College Dept. of Dental Hygiene

Dental Materials / DHYG 1319 Semester/Year

Objectives

• Understand how abrasives work • Know the different forms abrasives can be delivered in • Know that if you use coarse [or medium] paste to polish after scaling, you are creating

scratches which you should remove with medium and then fine paste • Know how composite restorations need special care when polishing. • Understand the technique of polishing removable prosthetics. • Know what can happen to acrylics when too much friction is created during polishing • Describe a Beilby Layer


Issues Related to The Specialty of Oral Surgery



OBJECTIVES

• You will need to be able to identify the typical post operative instructions • Related common complications • Treatment procedures to include the use and removal of intraoral sutures.




Materials Science

Objectives

Text Reference: Clinical Aspects: Chapter 2

1. Name the 3 phases of matter and discuss the varying amount of attraction between the

atoms and molecules of each. 2. Explain the difference between primary and secondary atomic bonds. Know a different

name for secondary atomic bonds. 3. Discuss the 3 types of Primary atomic bonds and their differences. 4. Describe the 3 types of secondary bonds discussed in the lecture, and know how they

differ in terms of strength. 5. Discuss atomic bonding in Metals, Ceramics, Plastics and Composites. What are some

of the advantages and disadvantages of each for use as dental restoratives.


METALS IN DENTISTRY



OBJECTIVES

• You will need to know the basic definition of an alloy • You will need to be able to discuss (calculate) the ways of determining the gold content

of an alloy • You will need to be able to identify the characteristics of direct filling gold • You will need to be able to identify the various ways of categorizing dental alloys • You will need to be able to identify the composition of the casting alloys & the

components related functions • You will need to be able to identify the common alloys used to fabricate the frameworks

of removable partial dentures • You will need to be able to identify the types of corrosion common to dentistry


METALS IN DENTSTRY: DENTAL AMALGAM

Austin Community College

Dept. of Dental Hygiene Dental Materials / DHYG 1319

Semester/Year

OBJECTIVES You will need to be able to: • Identify the terms amalgam alloy and a dental amalgam. • Identify the chemical formula and composition of the conventional and high-copper

dental amalgams, to include the advantages and disadvantages of each and • the characteristics of the four most common amalgam phases • Identify the purposes/ functions of the major elements of dental amalgams (i.e., why is

zinc added) • Discuss the effect of moisture contamination on amalgam & concept of microleakage • Recognize acceptable mercury hygiene practices.


The Care and Maintenance of Dental Prosthetic Devices and Implants



Semester/Year

Objectives (student must be able to:) 1. Discuss the 3 main functions of the dental hygienist pertaining to dental prosthetics. 2. Know the 2 main types of dental prosthetic restorations. 3. Describe the types of fixed dental devices. 4. Discuss the types of materials used to construct fixed dentistry. 5. Know and explain why there is increased biofilm retention around fixed restorations. 6. Discuss over-contouring and under-contouring of dental prosthetic surfaces as they

relate to gingival tissue health. 7. Define pontic, abutment, and retainer. 8. Discuss the factors to consider when instrumenting or polishing around fixed

restorations. 9. List 3 physiotherapeutic aids recommended to help maintain the teeth and periodontium

around fixed restorations. 10. List and discuss 3 “other” types of fixed dentistry, and how these are different from

crowns, bridges, veneers, etc. 11. Know the chemical compound most often prescribed as an oral rinse to aid in

maintaining the health of the periodontium. 12. Know and discuss the kinds of removable dentistry, both prosthetic and functional. 13. Describe the types of materials used in the fabrication of bases, teeth, and frameworks

of removable dental prosthetics. 14. Discuss Valplast and its advantages over traditional RPD fabrication. 15. Describe the proper handling and cleaning of dental removables from patient seating to

dismissal. Include intraoral concerns. 16. Know why discussing (and documenting) the current condition of a patient’s removable

appliance (before cleaning it) is important. 17. Discuss the home care recommendations for removable wearers. 18. Discuss the progression of dental implant technology from the 7th century A.D. to

present. Describe the “accident” which led to the current state dental implant therapy, including an important person and the term he coined.

19. Describe the 2-stage process whereby an endosseous, osseointegrated implant is put into service for the patient.

20. List 3 types of dental implants. Know 2 types of implant-supported restorations, and 2 subtypes of each, and how each is attached to the implant(s).

21. Describe the clinical and home care of the new implant, including instrumentation considerations, 6 peri-implant tissue health parameters, and 5 aids for home use.

22. Read and understand Chp. 29 and 30 of Wilkins Clinical Practice, including key terms on pp. 470 and 486.

23. Be responsible for all information disseminated in the lecture.


PERIODONTAL DRESSINGS



OBJECTIVES

Briefly discuss the functions of periodontal dressings

Briefly discuss/describe the ideal properties of a periodontal dressing

Briefly discuss/describe the characteristics of a well-placed periodontal dressing.

Given a patient scenario, identify the appropriate post-operative instructions and oral hygiene instructions related to the application and maintenance of a periodontal dressing.

Identify the Advantages and Disadvantages of the types of the periodontal dressings

presented.

Given a periodontal dressing product, competently demonstrate the mixing, manipulation, and placement of the dressing on a student partner/patient.




Physical and Mechanical Properties of Materials

Objectives

Text Reference: Clinical Aspects: Chapter 3 1. Relate the properties discussed in this section to dental materials. 2. Discuss physical and mechanical properties and what they describe. 3. Discuss how Density, Heat Capacity, Stress, Strain and Modulus of Elasticity are

measured. 4. Name 2 other terms for elastic limit. 5. Be able to define and discuss:

Density Boiling and Melting Point Thermal Conductivity Heat Capacity Coefficient of Thermal Expansion Electrical Conductivity Viscosity Wetting Flow Hardness [2 methods of measuring] Durometer Solubility Water Sorption Color Elasticity Stress Strain Flexibility Resilience Toughness Fracture Toughness Fatigue Strain Hardening Creep Stress Relaxation

COMMENT: The above objectives are in addition to those provided in the Clinical Aspects text.

The standard for the objectives may be one or all of the following: as given in lecture, as demonstrated, discussed in the lab experience, as given in the Course Manual as stated in the reference chapter(s) for the subject area


Pit and Fissure Sealants



Objectives

1. Identify the primary composition of pit and fissure sealant materials. 2. Discuss the roles of Auto-polymerization and Photo-polymerization (light-cure)

when considering pit and fissure sealants (i.e., issues to consider for product selection, etc.)

3. Explain the process of selecting teeth for sealant application to include: – location of pits and fissures; – contour of pits and fissures; – relation to eruption; – relation to age; – relation to dental caries and prevention program; – indications, contraindications, and probable indications.

4. Provide a step by step detailed description of the sealant placement process and the rationale behind each step.

5. Discuss the Requisites (conditions needed) for Maximum Retention of sealants. 6. List possible modes of failure in regards to sealant placement. 7. Identify the hazards, if any, of flowing sealant material over an incipient or early carious

lesion. 8. Identify the relationship between pit and fissure sealants and fluoride. 9. Explain various factors to teach the patient/parent about dental sealants. 10. Given a laboratory setting and sterile extracted teeth, successfully place both auto-

polymerizing and photo-polymerizing sealants following laboratory procedure protocol and meeting placement criteria.

11. Utilizing an appropriate patient, competently place both auto-polymerizing and photo-polymerizing sealants following clinical procedure protocol and meeting placement criteria to include entering the corresponding chart documentation.




Dental Resins & Tooth Colored Filling Materials

Objectives

1. Identify the: 4 classes of materials in dentistry Identify the terms: Polymer, Monomer, Polymerization, Plastic, and Acrylic Resin 2. Identify the characteristics of the acrylic resin: poly (methyl methacrylate) and its

associated monomer. 3. Resins may be classified as thermoset or thermoplastic. Identify the two classifications

and provide corresponding examples. 4. Match the 3 stages of polymerization with their appropriate description. 5. Discuss the common uses of resins. 6. Identify the components of composite resin material (i.e., matrix, filler particles, etc.) to

include composition and general properties. [i.e., refractive index is more specific than I will expect regarding properties]

7. Identify the common types of composites in terms of comparing their filler particle

size, strength, abrasion resistance, and thermal expansion (i.e., Microfill composite resins, etc.)

8. Briefly discuss the advantages and disadvantages of the light-cure and chemical-cure

(auto-polymerizing) composite materials. 9. Briefly discuss why special protective eyewear or precautions are needed for the light-

curing resins. The standard for the objectives may be one or all of the following: as given in lecture, as demonstrated, discussed in the lab experience, as given in the Course Manual as stated in the reference chapter(s) for the subject area




Isolation/Dry-Field Techniques

The Dental Dam

Text Reference: Gladwin Ch. 24

Objectives

1. Discuss the advantages and disadvantages of using the dental dam system for isolating

the dental operating field. 2. Identify the contraindications of utilizing the dental dam isolation system. 3. Discuss the things to take in consideration when preparing the patient for the placement

of the dental dam isolation system (i.e., patient preparation, patient communication once the system is in place, the various oral conditions, etc.)

4. Given an example of a treatment area isolated utilizing a dental dam isolation system,

identify the criteria of successful isolation. 5. Given a laboratory manikin, competently demonstrate the isolation of a treatment area

utilizing a dental dam isolation system and the successful removal of the system. The standard for the objectives may be one or all of the following: as given in lecture, as demonstrated, discussed in the lab experience, as given in the Course Manual as stated in the reference chapter(s) for the subject area Student's Name: DATE:




Lab 13: Sutures






2) successfully placed interrupted sutures

3) successfully removed sutures atraumatically

4) assisted in the clean-up of the related lab areas and equipment, not leaving the lab until authorized by his/her faculty member


• once you have successfully completed the above criteria for this lab session, turn in this form to your faculty member. A photocopy of the completed form will be returned to you for your records.


The Lost Wax Casting Method in Dentistry



Objectives

Know which metal was the choice for dental devices before alloys came along. Be able to discuss the basic steps in primitive bronze casting. Understand how foundries produce identical cast pieces repetitively. Why can’t this work

for dental restorations? Name 2 pre-Christian cultures who used gold for dentistry, and discuss methods.

Discuss how a dental wax pattern is created in the laboratory. Define the term sprue. List 3 elements important in spruing and why they are. Discuss the investing process. Know what happens to the base former. Understand why wax elimination must occur slowly. Define pickling and why it is done. Be able to relate how the casting is finished and polished. Define Beilby Layer. Know what metal osseo-integrated dental implants are cast from. Why this metal? Be able to recognize facts disseminated in the reading assignments, lecture and

handouts.




Lab 11 Topic: Custom Tray / Mouthguard Fabrication

To receive credit for the completion of this lab, the student must successfully demonstrate each of the following criteria and obtain the corresponding faculty initials. Remember, a faculty member must witness these steps: Custom Tray / Mouthguard Fabrication




1. witnessed a faculty demonstration of the use of the Sta-Vac machine

2. experienced using the Sta-Vac machine for the fabrication of a custom athletic mouthguard and the related finishing steps according to the technique presented

3. experienced using the Sta-Vac machine for the fabrication of a custom bleaching tray and the related finishing steps according to the technique presented

4. experienced using the Sta-Vac machine for the fabrication of a custom temporary crown form and the related finishing steps according to the technique presented

5. assisted in cleanup of your area, and the entire materials lab as directed by DM faculty




Materials Science

Objectives

Text Reference: Clinical Aspects: Chapter 2 1. Name the 3 phases of matter and discuss the varying amount of attraction between the

atoms and molecules of each. 2. Explain the difference between primary and secondary atomic bonds. Know a different

name for secondary atomic bonds. 3. Discuss the 3 types of Primary atomic bonds and their differences. 4. Describe the 3 types of secondary bonds discussed in the lecture, and know how they

differ in terms of strength. 5. Discuss atomic bonding in Metals, Ceramics, Plastics and Composites. What are some

of the advantages and disadvantages of each for use as dental restoratives. COMMENT: The above objectives are in addition to those provided in the Clinical Aspects text.

The standard for the objectives may be one or all of the following: as given in lecture, as demonstrated, discussed in the lab experience, as given in the Course Manual as stated in the reference chapter(s) for the subject area gjwdds/11 *End of Section 3.




Semester/Year Midterm Exam

Semester/Year

Each multiple choice question is designed to have a best choice. 1. The NOLA performs all of the following except: a. Evacuation/Suction of fluids b. Alignment of Orthodontic Brackets c. Lip/Cheek/Tongue Retraction d. Establishment of a Dry Operating Field 2. The Biocompatibility of a material means:

a. It’s Living Tissue b. Causing irreversible harm to the organism exposed to that material c. The ability of it to replicate the organism d. No harmful effects occur in the organism exposed to that material

3. The oral cavity poses very few problems when placing artificial materials there.

a. True b. False

4. Which of the following agencies must approve a material placed in a patient’s oral cavity

for it to be lawful?

a. American Dental Association b. Federation Dentaire Internationale c. Food and Drug Administration d. International Standards Organization e. Texas State Board of Dental Examiners

5. An alloy is?

a. A single element on the periodic table b. A mixture of two or more metallic elements c. A seafaring term d. A composite of ceramic and metals

NAME: ___________________________ _


6. Name the 3 phases (states) in which all matter must exist.

a._____________ b.____________ c._____________ 7. Atomic bonds responsible for solid objects retaining their shape, exist due to:

a. Gravitational Force b. The Heat of Vaporization c. The Electromagnetic Force d. Nuclear Fusion

8. An Ionic Bond between charged atoms [or ions] is the result of:

a. Sharing an electron between two atoms b. The transfer of an electron from one atom to another c. Electrons which flow freely around many like atoms d. Sharing an electron pair between two atoms

9. Covalent Bonds between atoms are an example of primary atomic bonds

a. T b. F

10. A fluctuating dipole is an example of which type of force?

a. The strong force b. The weak force c. Gravity d. Magnetism

11. The higher the modulus of elasticity (or Young’s Modulus), the stiffer the material. This

means it is less brittle:

a. The first statement is true, and the second statement is true b. The first statement is true, and the second statement is false c. The first statement is false, and the second statement is false d. The first statement is false, and the second statement is true


12. If the Coefficient of Thermal Expansion of a dental restorative material is not close enough to that of the tooth where it is placed:

a. Heat conduction will cause a reduction in ductility. b. The ultimate strength of the material will be decreased. c. Gapping between the restoration and the tooth can result in percolation of oral

fluids and recurrent caries. d. The tooth will explode.

13. The Knoop Number of a material measures its thermal conductivity.

a. True b. False

14. Avulsion as it refers to teeth (from your terms handout) is?

a. So disgusting you have to look away b. Biting with a force that explodes the tooth c. The traumatic loss of a tooth d. Knocked out tooth (it is lying on the floor – not unconscious) e. Both c and d

15. The procedures most likely to cause iatrogenic trauma to the periodontium during the

placement of a Tofflemire matrix retainer and metal band are.

a. Removal of the system and carving the restoration. b. Burnishing the band to create a positive contact with the adjacent tooth c. Spraying water. d. Seating the band into position subgingivally and inserting the interproximal

wedge into position across the col area. 16. The load (stress) at which a material deforms so much that it is unable to return to its

original shape when the load is removed is called the:

a. Yield Point b. Ultimate Strength c. Creep Point d. Elastic Limit e. Fatigue Zone f. Proportional Limit g. All of the above h. Answers a, d, and f i. Answers b, d, and f


17. The area below the line of a stress/strain plot (graph) is divided into 2 defined areas which are called:

a. Resilience and Viscosity b. Toughness and Malleability c. Modulus and Ultimate Strength d. Resilience and Toughness

18. The higher the viscosity of a liquid, the lower is its:

a. Hardness b. Electrical conductivity c. Flow d. Chroma e. All of the above.

19. When a low-current battery develops in the mouth between dissimilar metals, with the

saliva acting as an electrolyte, a painful response by the tooth is called:

a. Hypnotism b. Autism c. Galvanism d. Taoism e. All of the above

20. When mixing reinforced ZOE [AKA IRM] for a temporary restoration, the consistency for

placement into the preparation should be:

a. Thin, but “string up” from the spatula. b. About like sour cream. c. “Putty-like” to almost “crumbly”. d. Like devil’s food cake or a Pecan Pie filling.

21. Burnish (as defined in the Terminology Handout) is:

a. To burn away b. A famous Scot poet c. To scrape away cleanly d. To smooth with forceful rubbing

22. The wings on a dental dam clamp facilitate:

a. Better isolation of the clamped tooth than when a wingless clamp is used b. An easier way to ligate the clamp prior to placement c. Improved aerodynamics as your patient runs at high speed away from your chair. d. An easy way to attach the clamp to the dam and frame before placement


23. When determining where to punch the holes in the dam, which of the following methods

cannot be used on dark-colored, opaque dam material?

a. Using a marker to freehand horizontal and vertical reference lines b. Using a template with holes in it that correspond to the teeth c. Using a rubber stamp of the tooth positions to mark the dam d. Laying the dam on top of a template without holes in it

24. When placing the dam material between the punched holes interproximally, the “loop

technique” refers to:

a. Looping the floss around the clamp after creating the slip-knot b. Placing the floss through the contact twice, then pulling it out facially c. Looping the floss around the tooth neck to facilitate inversion d. All of the above

25. Which of the following is not a contraindication to placing a latex dam?

a. Your patient is cannot tolerate anything over their face b. Your patient has above average salivary flow c. Your patient has a head cold and cannot breathe through their nose d. Your patient has latex sensitivity

26. When selecting a lubricant to ease dam placement, petroleum jelly is best.

a. T b. F

27. A good general rule for getting sufficient access to the working area when doing

restorative procedures with the dental dam on is to:

a. Isolate any tooth that is erupted enough to clamp b. Isolate the most anterior tooth in the quadrant and all teeth between it and the

canine on the opposite side of the arch c. Isolate 1 tooth distal to the area being restored [if possible], and 2 teeth mesial to

the same area d. Isolate only the tooth or teeth you plan to work on

28. A properly placed dental dam satisfies the following conditions:

a. Stable and secure b. No leakage of oral fluids into the work area c. The dam edges are inverted into the sulcus d. The patient is comfortable e. All of the above


29. Following the removal of the dam, which is correct?

a. Pull the clamp off the tooth by pulling hard on the floss tied to it b. Do not offer the patient a warm moist cloth to wipe their face c. Leave any Wedjets cords in place for up to 6 weeks d. Inspect the dam to be sure all of it was removed

30. The bond strength of sealants can be increased over 1/3 when they are done using a

properly placed dental dam dry-field system because:

a. The tongue cannot swipe the tooth when you look away for a second b. No contamination by saliva, blood or oral humidity on the etched tooth c. The operator can take more time to do a precise job when not rushed to finish

before the cotton rolls get soaked, flooding the work zone d. All of the above

31. Intermediary Dental Materials:

a. Are all cements used as liners and bases. b. Are placed between the tooth and the final restoration. c. Are all luting agents d. Are only temporary materials.

32. Permanent dental cements, as a general rule, have high compressive strength, but low

tensile strength (weak under tension):

a. T b. F

33. Intermediary materials play a role in reducing secondary caries, but are the most

effective in:

a. Increasing thermal conductivity to the pulp. b. Reducing sensitivity in the pulp c. Causing irreversible pulpitis. d. All of the above.


34. Intermediary materials include:

a. Varnishes b. Liners c. Bases d. a & b only e. b & c only f. a & c only g. a, b, and c h. none of the above

35. Calcium Hydroxide Liners like Dycal:

a. Are Bacteriostatic. b. Have a pH of 11. c. Stimulate the tooth to self-repair. d. All of the above.

36. A varnish like Copalite will be placed under a base when:

a. The tooth has gone ballistic. b. When the base material might be irritating to the pulp. c. When it is to be bonded to the dentin. d. When secondary caries is discovered.

37. Fluoride-release, which can inhibit caries, is a characteristic of:

a. ZOE cements b. Polycarboxylate cements c. Glass Ionomer cements d. Zinc Phosphate cements

38. How does modern resin cement differ from traditional dental luting agents:

a. It is a polymer. b. It can be bonded micromechanically to both dentin and restorative materials. c. It is very insoluble in oral fluids. d. All of the above e. None of the above


39. Expressing a small amount of material from both sides of an Auto-mix cement dispenser BEFORE attaching the mixing tip, can avoid what?

a. A consistency that is too runny. b. Having a “plug” of hardened material prevent one or both of the base and

accelerator from flowing into the tip. c. A consistency that is too thick. d. Delayed expansion that explodes the syringe tubes hours later.

40. As per the terms handout, a core buildup does what?

a. Taking Pilates classes will accomplish the same thing. b. Enlarges the support area upon which to place a crown. c. Replaces all the destroyed cusp tips on a posterior tooth. d. Creates intrapulpal pressure which builds up and causes pain.

41. The term imbibition (as it refers to colloid impressions) means:

a. Absorpsion of EtOH until the patient is bombed. b. The traumatic loss of a tooth upon removal of the tray. c. Negatively-charged particles becoming neutral. d. Fluid or water absorption (from the surrounding environment).

42. When reading the “directions for use” of a particular dental impression material, which

“time” [from the start of the mix] marks the last point before setting of the material begins and the point by which the impression must be seated and held without movement?

a. The mixing time b. The setting time c. The working time d. The reaction time

43. Impression Materials were categorized (in the lecture) by which of the following 2

criteria:

a. How they set and how stable they are when set b. How they set and how much they weigh when set c. How they taste and how resilient they are when set d. How they set and how resilient they are when set


44. Of the following impression materials which one is the most accurate and dimensionally stable over time?

a. Reversible Hydrocolloid b. Vinyl Polysiloxane c. Irreversible Hydrocolloid d. ZOE e. Polysulfide Rubberbase

45. Thermoplastic Impression Materials include:

a. Polysulfide Rubber Base b. Impression Compound c. Subtraction Silicones d. Vinyl polysiloxanes

46. The term “ductility” in materials science is the opposite of:

a. Pliable b. Brittleness c. Goosility d. Bendable

47. A surfactant (debubblizer) applied to the surface of the impression serves to do all of the

following except:

a. Increase the contact angle of the mixed gypsum to the impression surface. b. Enhance the “wetting” of the impression surface by the liquid gypsum c. Help the gypsum to flow into all the areas of the impression. d. Decrease the smoothness and accuracy of the model or cast.

48. The Laboratory Vibrator is used in the process of making a cast to:

a. Help the unset gypsum flow readily into the tooth impressions. b. Help the unset gypsum form bubbles in the tooth impressions. c. Retard the setting of the gypsum. d. To increase the working time of the unset gypsum.

49. Rigid impression materials are mainly used for:

a. Teeth Impressions b. Dental Impressions of animals c. Edentulous Impressions d. Death Masks


50. An articulator is:

a. A mechanical device which mixes impression materials b. A mechanical device that simulates the movements of the TM joints. c. A microphone d. A device which improves word pronunciation

51. Naturally occurring gypsum is:

a. CaSO4 . ½ H20 b. CaSO4 . 2 H20 c. CaSO3 . 2 H20 d. CaSO4 . 3 H20

52. Dental gypsum powders which are mixed with water to create casts, dies or models, are

produced by a process called:

a. carbonization b. calcium degradation c. fixation d. calcination

53. Type IV gypsum materials [class 2 dental stones], are much harder because:

a. They have double the CaSO4 b. They have irregularly shaped particles c. They are calcinated in a calcium chloride solution d. None of the above

54. The setting reaction of gypsum materials is exothermic:

a. T b. F

55. Which of the following when added to a mix of gypsum material will make it set faster:

a. hot water b. sodium chloride c. potassium chloride d. a slurry of water and powdered CaSO4 . 2 H20 e. All of the above


56. The “Triple” in Triple -Tray Impression Trays refers to all below EXCEPT:

a. Maxillary impression b. Vertical dimension registration c. Mandibular impression d. Interocclusal [bite] registration

57. When placing a periodontal dressing, it is always best to start with a large amount of

material. Trimming away any excess is very easily accomplished.

a. The first statement is true, and the second statement is true. b. The first statement is false, and the second statement is true. c. The first statement is false, and the second statement is true. d. The first statement is false, and the second statement is false.

58. Which of the following periodontal dressing materials can take the place of sutures in

some cases?

a. ZOE b. Non-eugenol c. Cyanocrylate d. Light-activated polymer

59. Barricaid Brand periodontal dressing material is an example of which type?

a. ZOE b. Non-eugenol c. Cyanocrylate d. Light-activated polymer

60. The non-eugenol periodontal dressing material forms an adhesive bond with the soft and

hard oral tissues. Dislodging the hardened dressing takes very little effort.

a. The first statement is true, and the second statement is true. b. The first statement is false, and the second statement is true. c. The first statement is true, and the second statement is false. d. The first statement is false, and the second statement is false.




Lab 10 Topic: Study Models: Model Trimming

GENERAL DIRECTIONS: 1) ATTIRE: regarding safety issues, you will need your safety eyewear and closed

toe leather shoes. Odds are you will spatter yourself with a slurry of dental stone and water during trimming. So, wear clothing that you do not mind soiling, or cover your uniform scrubs with an oversized T-shirt. We WILL NOT use the disposable over gowns. Due to cost, we need to reserve the over gowns for patient care. If you wear something with long sleeves, like a lab coat, the sleeves MUST have a tight cuff or the fabric secured around your wrist so that it is not hanging loose. LOOSE SLEEVES CAN GET CAUGHT IN THE MODEL TRIMMING MACHINERY and are therefore not allowed.

2) We will all be sharing 4 Model Trimmers, so be prepared, so as to minimize your

time on the trimmers. Do not turn the water up too high on the trimmers, as they will overflow onto the counter [just enough to keep the blade moist].

3) Bring the bite registration and the models you poured as a result of the

alginate impressions lab. You will need to provide the following armamentarium from your instrument kit:

ruler lead pencil rubber mixing bowl & spatulas, No 4R & cement spatula, if needed for patching Plaster knife (for trimming) Lab job pan (for transporting of the models) 4) Report to the lab, by the assigned time and come prepared by having read the

text sections that discuss the trimming of study models.

If you are 5 minutes or more late for your session, you will asked to leave the lab as a 2nd discussion of the instructions will not be provided for you at that time. You will be provided the opportunity to make up the lab at a later date.

5) The clean-up team is to assist faculty in the equipment clean-up and break-down

in the lab and the clinic area as needed. ALL students from the Team are required to stay until all clean-up is done. DM faculty MUST sign off on your criteria sheet for you to receive credit for this activity. Your help is much appreciated.


SPECIFIC DIRECTIONS: 1) Use a carver [Hollenback or Cleoid-Discoid] to remove positive mistakes

[caused by bubbles in the impression material] from teeth and soft tissue areas of the models. Be careful to preserve the anatomy as much as is possible. Voids (holes) in the gypsum will be filled later.

2) If teeth do not occlude, remove interferences with a handpiece, plaster nippers or

lab knife [use caution not to cut yourself!]. Make sure the bite registration does not interfere, preventing complete articulation. Soak models in water for 5 min.

3) Set the trimming table perpendicular to the blade [use a square], tighten and

recheck angle. Verify that the end of the drain hose is in the sink. Put on safety glasses and protective clothing, position the splatter shield in front of the trimming table, turn on the motor and adjust the water flow to just wet the blade [too much water will cause splashing and will flood the countertops].

4) Trim the bottom of the upper model to one plane that is parallel to the occlusal

plane [or with the anteriors just below the posteriors]. Hold the teeth firmly with both thumbs and index fingers, and push into the blade with light to moderate pressure. Keep the base thickness equal on the right and left sides. Use caution not to grind through the base and into the palatal area [if it looks close, stop and add more stone to your base]. Rinse the model and use a soft brush to remove debris [this is done after each trimming step]. Realign first cut if necessary. Verify that it is one plane [does not rock when placed on a flat surface].

5) The height of the art portion of each model should be between ½ to 1 in. in

height. If less than that, add to the base with additional stone before proceeding, and after it is set, re-establish the plane.

6) Draw a pencil line on the upper model indicating the midline of the palate. Draw a

second line across the palate from one hamular notch to the other [the 2 lines should be close to perpendicular]. Place the model on the table, teeth up and anteriors toward you, and establish the back plane of the model, trimming it perpendicular to the midline, and preserving the second line. Recheck the angle with the top plane (should be 90 degrees).

7) Articulate upper and lower models with the bite registration between them [for

preventing chipping of the teeth]. Place on the trimming table with the upper


model on the bottom, hold them together firmly and trim the back of the lower model until it is in the same plane as the back of the upper model. Remove the bite, articulate the models and place them on their backs on a flat surface. If the occlusion changes when you release them, gently re-trim them in occlusion, but without the bite this time, and recheck for stability.

8) Place the lower model on its back plane with the teeth facing you, and trim the

bottom of the model making sure that the back stays flat on the table as you establish this plane. If the base becomes too thin, add more gypsum and re-trim back and base planes. Now the bottom of the lower model and the top of the upper model should be parallel.

9) Using the posterior teeth as a guide, individually, trim the sides of the models

[parallel to the central groove line, or to a line which runs through the premolars (if the arch is curved)]. Take care not to trim the vestibules or teeth [the bevel on the art portion should vary from 1/8 to ¼ in.]. The sides of the upper models will not be in the same planes as the sides of the lower models [do not trim them together!].

10) The front of the upper model is pointed, and created by establishing 2 planes that

meet in the midline, and intersect the side planes at a point directly facial to the canines. If the anterior teeth protrude excessively, more stone must be added to the anterior of the base to avoid cutting off the teeth [which is a critical error].

11) The front of the lower model is gradually curved, rather than pointed, and

intersects the side planes at a point directly facial to the canines. 12) The “heels” are planes that join the back planes to the side planes, and are

established with the models in occlusion [using the bite registration]. The bottom plane of the lower model is placed on the trimming table, and the heels are trimmed at an angle roughly parallel to the lingual surfaces of the canines [or perpendicular to a line that bisects the angle formed by the front and side of the upper model on the opposite side of the arch]. The heels should be no wider than ¾ in., but may be narrower if needed to avoid trimming wisdom teeth or retro-molar areas away. Attempt to create bilateral symmetry when establishing the heels.

13) Use a lab knife to create a bevel between the art portion and the anatomical

portion of each model. The angle of the bevel with the sides, fronts, heels and backs of the models should be between 110 and 120 degrees. A flat area should be created where the tongue resides on the lower model.


14) Use wet/dry #600 sandpaper to sand the bottom, top, backs, heels, sides, fronts,

tongue space and bevels of the wet models until smooth. Be careful not to sand the anatomical portions of the models. Rinse and brush away all debris.

15) To fill voids in the gypsum, make a thin mix of stone, and press into the voids

with finger, instrument or an artist brush, while the model is moist. Smooth these additions as much as possible while wet. After the stone has set, smooth any roughness with sandpaper or carvers.

16) Let models dry thoroughly [several days]. Soak models in Model Gloss [a soap

solution] for 20 min., remove, rinse thoroughly with water, dry and rub with a soft cloth to produce a shiny surface.

17) Use a fine-tipped, permanent, indelible marker to write on the backs of both

models: the patient’s name, the date when the impressions were taken and the attending dentist’s name or clinical facility where the procedure was performed [such as Austin Community College, Dept. of Dental Hygiene].

18) After use for patient education, case presentation or treatment planning, study

models should be wrapped in protective packing and boxed for storage at the dental facility or by the patient. The bite registration should be stored in the box. The outside of the box should be labeled with the patient’s name and impression date as well.

dhyg 1319 master syllabus page 1

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