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Module – Laboratory Materials and Techniques Faculty Teaching Guide for Dental Materials Module - Laboratory Materials and Techniques - 1 - 1

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Page 1: Dental Materials 1.doc.doc.doc

Module – Laboratory Materials and Techniques

Faculty Teaching Guide for Dental Materials

Module - Laboratory Materials and Techniques

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Faculty Teaching Guide for Dental Materials

Faculty Teaching Guide for Dental Materials

Module - Laboratory Materials and Techniques

Module Overview

A large variety of dental laboratory materials are utilized by the dental assistant. Each material has unique

properties in order to perform specific functions. This module discusses some of the lab materials used in the

dental environment for patient care.

The Big Picture

ResourcesThis module utilizes the following learner resources:

Textbooks:

Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar

Learning, 2004. ISBN 1-4018-3480-9.

Materials and Procedures for Today’s Dental Assistant, by Ellen Dietz, Delmar Learning, 2004. ISBN 0-7668-

2659-7.

Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.

Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.

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Faculty Teaching Guide forDental Materials

Module:Laboratory Materials and Techniques

Section 2:Diagnostic Casts

Section 1:Alginate Impression

Part A: Elastomeric Impression Materials

Part B: Gypsum Materials

Part A: Alginate Impression Material

Part B: Bite Registration

Part A: Waxes and Custom Trays

Part B: Temporary Crowns

Section 3:Provisional Materials

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Module – Laboratory Materials and Techniques

Instructor’s Manual: Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach,

2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.

Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide the PowerPoint Presentation for Dental

Materials.

Additional ResourcesSafety Standards and Infection Control for Dental Assistants, by Ellen Dietz. Delmar Learning, 2002. ISBN 0-

7668-2659-7.

Electronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition,

by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.

Section 1: Impression Materials

Section Overview

Many dental procedures require cast models to be prepared by the dental assistant. Quality models

begin with accurate impressions of the patient’s dentition, continue with pouring the gypsum material, and

end with properly shaped cast models. This sections explains how to take proper impressions of your

patient’s teeth.

Outline of Section 1Part A: Alginate Impression Material

Part B: Bite Registration

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies

as stated.

Knowledge

1. Define the Key Terms.

2. Identify materials used in the dental lab and perform associated procedures.

Application

3. Demonstrate the knowledge and skills necessary to prepare, take, and

remove alginate impressions and wax bites.

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needs to see the relevance and immediate application of learning to their jobs, personal goals, or needs. They need to be shown respect and treated as adults and have many responsibilities that they must balance against the demands of learning.

The Adult Learner….

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Faculty Teaching Guide for Dental Materials

Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 1)

[Insert In-Class Activity icon] Alginate Impression Set Up (Part A, Objectives 2-3)

[Insert In-Class Activity icon] Taking the Impression (Part A, Objectives 2-3)

[Insert In-Class Activity icon] Removing and Disinfecting the Alginate Impression (Part A, Objective 3)

[Insert Homework Assignment icon] Textbook Assignment (Parts A-B, All Objectives)

[Insert Homework Assignment icon] Posttest (Parts A-B, All Objectives)

[Insert In-Class Activity icon] Taking a Bite Registration (Part B, Objective 3)

Part A: Alginate Impression Material OverviewMany dental procedures require cast models to be prepared by the dental assistant. Quality models start with

accurate impressions of the patient’s teeth. This part will present the steps necessary to obtain exact

representations of the patient’s maxillary and mandibular arches, to include the hard and soft tissues.

Initial Questions and Activities1. Who of you have had impressions taken of their teeth?

There will be a variety of responses to this question depending on

learners’ previous experience. Encourage learners to share their

experiences with the class. Discuss with them how they will learn to

take impressions efficiently and with a minimum of discomfort for the

patient.

2. What is the first thing, besides washing hands that a dental assistant should do after the patient is seated?

The patient’s health history should be reviewed every time they are seated in the dental chair.

Key Concepts References and Activities SlidesIntroduction to Module Slides 1-2

Introduction to Section 1 Slide 3

Key Terms [Insert Home Ass icon] Key Term Glossary Slide 4

Alginate Impression Material Chapter ____, pgs. ____ (Phinney & Halstead) Slides 5-9

4

Encourage learners to assume roles of both patient and healthcare worker and to treat each other accordingly. Patients should ask lots of questions and state fears. Healthcare workers should practice effective patient interactive skills.

Teaching Tip

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Module – Laboratory Materials and Techniques

Key Concepts References and Activities SlidesChapter ____, pgs. ____ (Deitz)

[Insert In-Class Activity icon] Alginate

Impression Set Up

[Insert Group Activity icon] Taking the

Impression

[Insert Group Activity icon] Removing and

Disinfecting the Alginate Impression

[Insert Home Ass icon] Textbook Assignment,

[Insert Home Ass icon] Posttest

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Alginate Impression Set Up (Part A, Objectives 2-3). Goal: To have learners set up for an alginate

impression. Instructor should ensure enough materials and supplies are available for learners. Learners should

be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pg.

____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

Taking the Impression (Part A, Objectives 2-3). Goal: To have learners take a diagnostic maxillary and

mandibular impression of a lab partner. Learners should be placed into teams and take turns being the patient

and the dental assistant. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter

____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

Removing and Disinfecting the Alginate Impression (Part A, Objective 3). Goal: To have learners remove

the impression from their patient’s mouth and disinfect the impression. As each procedure step is completed,

as outlined on pg. ____, Chapter ____ (Phinney & Halstead), learners should be graded. For disinfecting the

impression the instructor should ensure proper disinfecting solution is available. Learner workbooks contain

check off sheets that can be utilized for grading purposes.

[Insert In-Class Dis Ques icon] In-Class Discussion

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Communication skill development takes practice. Ensure that you provide many opportunities to practice these skills and encourage learners to find their own opportunities for practice outside of class.

Teaching Tip

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Faculty Teaching Guide for Dental Materials

1. How should the patient be seated in the dental chair for the impression

procedure?

The patient should be seated in an upright position, and at the height of

the dental assistant’s elbow.

[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this

glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment

information from text or lecture with other resources including any available in the school or public libraries or on

the Internet and will be graded at the end of the module on completeness and presentation.

Textbook Assignments. Learners are to read Chapter ___ (Phinney & Halstead) as well as Chapter ___ (Dietz).

Posttest. Have learners complete the Skills Mastery Assessment Posttest in Chapter ___ (Dietz) and be

prepared to turn them in for class discussion.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 1 [Insert DM 1-1]

DM – Stands for Dental

Materials. The 1st number “1”

indicates the Module called

Laboratory Materials and

Techniques. The 2nd number

indicates the slide number

Power Point Presentation for Dental Materials

Module: Laboratory Materials and Techniques

Introduce Module.

Slide 2 [Insert DM 1-2] Module: Laboratory Materials and Techniques

Introduce the sections and each part.

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Module – Laboratory Materials and Techniques

Slide 3 [Insert DM 1-3] Section 1: Alginate Impressions

Discuss each objective in detail. Learners need to know

what they will be learning and why. Try to relate it back to

their careers as dental assistants.

Slide 4 [Insert DM 1-4] Key Terms

Review each key term and discuss.

Homework Assignment: Stop here and go over the Key

Term Glossary assignment.

Slide 5 [Insert DM 1-5] Part A: Alginate Impression Material

Discuss the purposes for alginate impressions.

Note to Instructor: For further resource materials on this

subject refer to Chapter ____ in Delmar’s Safety

Standards and Infection Control for Dental Assistants

textbook by Ellen Dietz, 2002. ISBN 0-7668-2659-7.

Address how the powder is made from seaweed and

when water is added becomes a solid.

Explain that too much water will cause imbibition and not

enough water causes syneresis.

Discuss how there is a fast set alginate, and a slow

setting type, which they may prefer to work with the first

few times.

Explain the packaging, storage and shelf life of alginate.

Point out that various types of trays used for alginate

impressions.

Discuss the role of the dental assistant in taking alginate

impressions for diagnostic casts.

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Faculty Teaching Guide for Dental Materials

Slide 6 [Insert DM 1-6] Alginate

Point out that alginate is the most economical impression

material available and is used frequently.

Define imbibition and syneresis.

Slide 7 [Insert DM 1-7] Impression Set up

Explain how important it is to plan ahead and have

everything out and ready before beginning any dental

procedure.

Ensure learners understand that proper infection control

must be practiced for this procedure.

Slide 8 [Insert DM 1-8] Taking the Impression

Describe how to extend a tray with bead wax and discuss

how to explain the procedure to the patient before

beginning.

Explain how too much material can stimulate the patient’s

gag reflex, and not enough material will produce a poor

impression of the patient’s dentition.

Slide 9 [Insert DM 1-9] Taking the Impression (cont.)

Describe the procedure.

Explain that the tray should be tried in the patient’s mouth

for size, before loading it with alginate material.

Inform learners that as they smooth the material with

their finger, they can also wipe excess material off so

there isn’t too much in the tray.

Discuss how to use one side of the tray to retract the

cheek and the other side should be retracted with a

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Module – Laboratory Materials and Techniques

finger.

Explain how to check the stiffness of the material, as it is

being held in the patient’s mouth.

Point out that the warmth of the patient’s mouth will

cause the material to set more quickly than the material

left in the mixing bowl.

Slide 10 [Insert DM 1-10] Removing the Impression

Describe how the tray can be moved back-and-forth in

order to loosen it from the teeth.

Ensure learners know how to keep their fingers between

the tray and the teeth, in case the suction causes the tray

to snap loose quickly.

Explain that the patient will need a wet paper towel to

clean their face following the procedure.

Address how the impression should be disinfected

immediately and put in a moist towel, then poured with

plaster or stone as soon as possible.

Short Activity: Stop here to show Video 5: Laboratory

Impressions, Materials, and Techniques, from the Delmar

Dental Assisting Video Series.

In-Class Activity: Stop here for the Alginate Impression

Set Up activity, Taking the Impression activity, and

Removing and Disinfecting the Alginate Impression

activity.

Homework Assignment: Stop here to assign and

discuss the homework.

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Faculty Teaching Guide for Dental Materials

Part B: Bite Registration

Overview

In order to be sure how the patient’s teeth meet, a precise replica of their bite is

essential. This requires that the dental assistant place wax or other materials

into the oral cavity and ensure that the patient carefully occlude the teeth

together correctly.

Initial Questions and Activities1. What type is the term for when alginate impression takes on too much water?

The term is imbibition.

Key Concepts References and Activities SlidesBite Registration Chapter ___, pgs. ____ (Phinney & Halstead)

Chapter ____, pgs. ____ (Dietz)

[Insert Group Activity icon] Taking a Bite

Registration

[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Posttest

Slide 11

Assessment Questions Slide 12

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Taking a Bite Registration (Part B, Objective 3). Goal: To have learners take a bite registration of the lab

partner used for impressions. Learners will take a bite registration of the patient they previously acquired

impressions of in Part A for proper articulation during model trimming. Learners should be graded as they

complete the steps to taking a bite registration as outlined on pg. ___, Chapter ____, (Phinney & Halstead).

Learner workbooks contain check off sheets that can be utilized for grading purposes.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What would happen if the excess alginate is not removed before placing the tray into the patient’s mouth?

Excess alginate material could go down the patient’s throat and cause gagging.

10

Change small groups periodically so that learners get the benefits of working with all their classmates. Watch groups carefully to see if they are working effectively. Provide input and guidelines as appropriate.

Teaching Tip

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Module – Laboratory Materials and Techniques

[Insert Home Ass icon] Homework AssignmentsTextbook Assignment. Learners are to read Chapter ___ (Dietz).

Posttest. Have learners complete the Skills Mastery Assessment Posttest in Chapter ____ (Dietz) and be

prepared to review them in class.

Ideas for learners struggling with this material …

Attending to Class. Encourage struggling learners to avoid wasting time during lab activities. Remind

them that they owe it to themselves to take advantage of each moment and to ask questions if the material

is not understood. Suggest they avoid spending time on unrelated information or discussion.

Ideas for learners who are ahead and want to learn more …

Web Research. Have learners go to the website http://www.dentsply.com and review the product catalogue

for new products and be prepared to discuss their discoveries in class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 11 [Insert DM 1-10] Part B: Bite Registration

Review Part A.

Review the homework and make sure that any remaining

questions are answered.

Introduce Part B.

Explain why an accurate bite registration is necessary in

order to articulate the models together and for accurate

trimming of models.

Ensure learners understand that the patient may not

occlude their teeth together the same way each time and

that the patient should be instructed to bite on their “back

teeth.”

Address how patients should be instructed to bite their

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Faculty Teaching Guide for Dental Materials

teeth together before placing the bite registration material,

and then told to bite in the same manner when the material

is placed in the mouth.

Note to Instructor: To make information clearer, call a

volunteer up to the front of the class and walk through each

step. Have the learner be the patient and the instructor the

DA. Walk through each step that should be explained to the

patient prior to the taking of the bite registration.

In-Class Activity: Stop here for the Taking a Bite

Registration activity.

Slide 14 [Insert IDA 2-14] Assessment Questions

Short Activity: Stop here and have learners answer the

questions on the slide. Review material as needed to

enhance understanding.

Homework Assignment: Stop here to assign and discuss

the homework.

Section 2: Diagnostic Casts

Section OverviewCast models are created by pouring various types of gypsum materials into the impression of the patient’s arch.

There are several different types of gypsum and even more varieties of elastomeric impression materials that

dental assistants needs to become proficient with using.

Outline of Section 2Part A: Elastomeric Impression Materials

Part B: Gypsum Materials

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies

as stated.

Knowledge

12

Answering a question by asking another question of the learners is a very effective teaching technique. It forces learners to think ahead to the next concept, and shows relevancy to the previous concept. It also helps keep learners engaged in the conversation and subject matter because they never know when they might be called on to answer.

Teaching Tip

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Module – Laboratory Materials and Techniques

4. Define the Key Terms.

Application

5. Demonstrate the knowledge and skills necessary to prepare alginate and

elastomeric impression materials.

6. Demonstrate the knowledge and skills necessary to use gypsum materials.

7. Demonstrate the knowledge and skills necessary to pour and trim diagnostic cast models.

Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 4)

[Insert In-Class Activity icon] Taking a Polysulfide Impression (Part A, Objective 5)

[Insert In-Class Activity icon] Manipulating Elastomeric Impression Materials (Part A, Objective 5)

[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)

[Insert Homework Assignment icon] Posttest (Part A, All Objectives)

[Insert In-Class Activity icon] Practice Taking and Removing Impressions (Part B, Objective 5)

[Insert In-Class Activity icon] Pour Plaster Into Alginate Impressions (Part B, Objective 6)

[Insert In-Class Activity icon] Pouring Labstone Material (Part B, Objective 6)

[Insert In-Class Activity icon] Separating Models from the Impressions (Part B, Objective 7)

[Insert In-Class Activity icon] Trimming Diagnostic Cast Models (Part B, Objective 7)

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Faculty Teaching Guide for Dental Materials

Part A: Elastomeric Impressions

Overview

Elastomeric impression materials are more durable and have less distortion

characteristics than alginate. They have a rubber consistency and are produced in a

base and catalyst form. The two parts can be placed on a pad for mixing with a

spatula, or extruded from a device which mixes the base and catalyst together as it

flows out of a tube. These types of impression materials are used most often for

prosthodontic dental procedures requiring more accuracy from the model. Depending

on state law, the dental assistant will prepare these materials and pass them to the

dentist or will be asked to take the impressions.

Initial Question and Activities

1. Who of you have had rubber-type impressions done for crowns or bridges?

There will be various answers depending on the learners’ experience. Discuss their perception of how

the dental assistant and dentist worked together as a team.

Key Concepts References and Activities SlidesIntroduction to Section 2 Slide 13

Key Terms [Insert Homeword Ass icon] Key Term

Glossary

Slide 14

Elastomeric Impression Materials Chapter ___, pgs. ____ (Phinney & Halstead)

Chapter ____, pgs. ____ (Dietz)

[Insert Group Activity icon]Taking a Polysulfide

Impression

[Insert Group Activity icon]Manipulating

Elastomeric Impression Materials

[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Posttest

Slides 15-16

14

For each learning activity, ensure you provide sufficient instructions and set specific expectations. What exactly do you want learners to get out of the activity? How exactly are learners supposed to complete the activity? What could go wrong and what should learners do about it? How are learners supposed to turn in the assignment? How will they be graded?

Teaching Tip

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Module – Laboratory Materials and Techniques

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Taking a Polysulfide Impression (Part B, Objective 5). Goal: For learners to gain experience manipulating

elastomeric impression materials. Instructor should ensure there are enough materials and supplies for the

class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pg.

____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

Manipulating Elastomeric Impression Materials (Part B, Objective 5). Goal: For learners to gain

experience manipulating elastomeric impression materials with the one and two-step method. Instructor

should ensure there are enough materials and supplies for the class and separate learners into teams.

Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____(Phinney &

Halstead). Learner workbooks contain check off sheets that can be utilized

[Insert In-Class Dis Ques icon] In-Class Discussion1. What were some of the problems found with manipulating the alginate

material, loading it into the tray, and placing it into your patient’s mouth?

Discuss proper techniques for using alginate impression material.

Explain clearly to learners how to perform each step again now that

they have experience using the material and placing it in the mouth.

[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this

glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment

information from text or lecture with other resources including any available in the school or public libraries or on

the Internet and will be graded at the end of the module on completeness and presentation.

Textbook Assignment. Have learners read Chapter ___ (Dietz).

Posttest. Have learners complete the Skills Mastery Assessment: Posttest in Chapter ___ (Dietz).

Ideas for learners struggling with this material …

Read and Be Prepared: Encourage learners to be prepared for in-class discussions with questions,

comments, insights, and observations.

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Go over the learning activities carefully during the first part of this module to allow learners to see the plan for the class. Adult learners often like having an agenda so they can know what to expect and how to plan

Teaching Tip

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Faculty Teaching Guide for Dental Materials

Ideas for learners who are ahead and want to learn more… Lecture: Give learners who are ahead a heads up regarding what will be discussed in the next class session.

Have the learner research the topic and present part of the lecture.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the

slides accordingly.

Slide

13

[Insert DM 1-13] Section 2: Diagnostic Casts

Discuss each objective in detail. Learners need to know

what they will be learning and why. Relate it back to their

careers as dental assistants.

Slide

14

[Insert DM -14] Key Terms

Review each key term and discuss the importance of

knowing the definition of each.

Slide

15

[Insert DM 1-15] Part A: Elastomeric Impression Materials

Describe the rubber-like characteristics of these

materials.

Explain that elastomeric impressions are either done by

mixing two parts together, manipulating putty and a

syringe, or using an extruding gun.

Address how the material must be cleaned out of the

reusable syringe after it has set, or use a disposable

syringe.

Explain that the extruder gun tips will need to be changed

for each application of the elastomeric material.

Slide

16

[Insert DM 2-16] Elastomeric Impression Materials (cont.)

Explain that there is much less distortion with these

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Module – Laboratory Materials and Techniques

materials than with alginate impressions, but that they

are also more expensive to use and shouldn’t be wasted.

Explain that these materials are used for impressions to

be sent to the lab for prosthodontic procedures where

accuracy and precision are required.

In-Class Activity: Stop here for the Taking a Polysulfide

Impression activity, the Taking a Silicone Two-Step

Impression activity, and Manipulating Elastomeric

Impression Materials activity.

Homework Assignment: Stop here and review the Key

Terms Glossary homework assignment.

Part B: Gypsum Models

OverviewGypsum materials come in different strengths depending on the needed use of the diagnostic cast models.

Models used for the fabrication of crowns and bridges must be poured with stronger die stone, those for use in the

office for bleach trays, for example, are usually poured with lab stone, and those not used for lab work, such as

before and after orthodontic treatment, are poured with the weaker plaster material. Regardless of which type is

utilized, it is mandatory for the dental assistant to ensure the model does not have air bubbles and correctly

depicts the patient’s hard and soft dentition. The techniques of pouring and cutting models will be presented in

this part.

Initial Questions and Activities1. What is the purpose for acquiring a wax bite of your patient?

A wax bite will ensure the models fit together properly, for model trimming,

or for articulation of the casts.

Key Concepts References and Activities SlidesGypsum Materials Chapter ___, pgs. ___ (Phinney & Halstead)

Chapter ___, pgs. ___ (Dietz)

Slides 17-19

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Create an environment where group activities are taken seriously and learners are expected to act in a professional manner. These behaviors will carry over into the workplace.

Teaching Tip

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Faculty Teaching Guide for Dental Materials

Key Concepts References and Activities SlidesAssessment Questions [Insert Group Activity icon] Practice Taking and

Removing Impressions

[Insert Group Activity icon] Pouring Plaster

Into Alginate Impressions

[Insert Group Activity icon] Pouring Labstone

Material

[Insert Group Activity icon] Separating Models

from the Impressions

[Insert Group Activity icon] Trimming

Diagnostic Cast Models

Slide 20

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Practice Taking and Removing Impressions (Part B, Objective 5). Goal: To have learners again practice

taking a diagnostic maxillary and mandibular impression of a lab partner and removing the impression from

the mouth. Learners should be placed into teams and take turns being the patient and the dental assistant.

They should be graded as per the procedures outlined on pgs. ____ Chapter ____ (Dietz), Taking an Alginate

Impression and Removing the Alginate Impression.

Pouring Plaster Into Alginate Impressions (Part B, Objective 6). Goal: For learners to gain experience

pouring plaster into alginate impressions. Instructor should ensure there are enough materials and supplies

for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined

on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be

utilized. Note to Instructor: This activity can be done as part of the Practice Taking and Removing

Impressions activity rather than as a separate activity with a saved alginate impression. Learners may pour

one plaster and one stone model or it would be better to get as much experience with these skills as time and

materials allow.

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Module – Laboratory Materials and Techniques

Pouring Labstone Material (Part B, Objective 6). Goal: For learners to gain experience pouring labstone

material. Instructor should ensure there are enough materials and supplies for the class and separate

learners into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter

____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

Separating Models from the Impressions (Part B Objective 7). Goal: For learners to gain experience

separating plaster and stone models from the impressions. Instructor should ensure there are enough

materials and supplies for the class and separate learners into teams. Learners should be graded on the

procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain

check off sheets that can be utilized.

Trimming Diagnostic Cast Models (Part B, Objective 7). Goal: For learners to gain experience trimming

diagnostic cast models. Instructor should ensure learners wear eye protection, that there are enough

materials and supplies for the class and separate learners into teams. Learners should be graded on the

procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain

check off sheets that can be utilized.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Which material did you find easier to use for a bite registration?

Learners will have different answers. Have them explain their answer and share with the class their

opinion. Some will like the wax bite method, while others will like using the extruding gun device,

which is more difficult to manipulate in the mouth.

2. What is the difference between the polysulfide and the polysilixane impression materials?

Learners will present a variety of answers such as color, texture, odor, and this will depend on which

materials are available for you to use in your lab. Make sure they understand that the materials come

in a variety of colors. and manipulation factors differ with types of elastomeric materials.

Ideas for learners struggling with this material …

Group Participation: Suggest learners assess their group participation. They should ask themselves if they

are supportive of their classmates? Do they let others to the work? Encourage them to set up each step of

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Faculty Teaching Guide for Dental Materials

procedures themselves. Do they make the activity effective by focusing on the task at hand and not getting

the group off track during lab?

Ideas for learners who are ahead and want to learn more… Web Research: Go to http://www.ivoclarna.com and find the publications. Complete a one-page report on

one of the subjects in the imagazine on dental laboratory materials.

Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the

slides accordingly.

Slide

17

[Insert DM -17] Part B: Gypsum Materials

Review Part A including the homework assignments. Make

sure that any remaining questions are answered.

Introduce Part B.

Discuss the variety of gypsum products available to

dentistry, and their various uses.

Slide

18

[Insert DM 1-18] Gypsum Materials (cont.)

Address the importance of the proper set up for pouring

models.

Review the steps in Chapter ___ (Phinney & Halstead)

outlining how to pour an alginate impression with plaster.

Slide

19

[Insert DM 1-19] Gypsum Materials (cont.)

Stress how important it is to mix the plaster or stone

material properly, that the vibrator’s purpose is to force air

bubbles to the surface, but the material will begin setting if

the assistant takes too long to pour it.

Ensure learners understand that the powder is mixed

20

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Module – Laboratory Materials and Techniques

slowly into the water so that the material runs from one end

of the impression to the other in order to flow into the teeth,

and to push out any moisture. Explain how this skill takes

practice to master.

Slide

20

[Insert DM 1-20] Shaping the Models

Address the importance of wearing eye protection while

trimming the models.

Explain how the wheel must be wet and that it helps to

mark the model with a pencil before beginning the cuts.

Ensure learners understand that the bases of the model

must be even or none of their cuts will be symmetric.

Review the steps in Chapter ____ (Phinney & Halstead)

outlining how to trim diagnostic casts and study models.

Slide

21

[Insert DM 1-21] Finished Diagnostic Casts

Discuss how ideal finished models will show the area

behind the molars.

Explain that on the maxillary this is the tuberosity, and on

the mandible this is the retromolar area.

Point out that good diagnostic casts will also show the

frenums and the vestibule of both arches, and not have any

holes in the teeth.

Slide

22

[Insert DM 1-22] Assessment Questions

Short Activity: Ask the group to answer these questions to

assess their comprehension of the material recently

presented. Review any material that does not seem clear.

In-Class Activity: Stop here to complete each of the in-

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Faculty Teaching Guide for Dental Materials

class activities listed for this Part.

Homework Assignment: Stop here to assign and discuss

the homework.

Section 3: Provisional Materials

Section OverviewMaterials used in the mouth are diverse. This section discusses dental waxes, how to fabricate custom trays for

dental patients, as well as temporary crowns for provisional coverage.

Outline of Section 3Part A: Waxes and Custom Trays

Part B: Temporary Crowns

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies

as stated.

Knowledge

8. Define Key Terms.

9. Identify the different classifications of waxes used in dentistry.

Application

10. Demonstrate the knowledge and skills necessary to fabricate custom trays.

11. Demonstrate the knowledge and skills necessary to construct and fit prefabricated temporary restorations.

Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, All Objectives)

[Insert In-Class Activity icon] Fabricate a Custom Tray (Part A, Objective 10)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)

[Insert Homework Assignment icon] Posttest (Part A, All Objectives)

[Insert Homework Assignment icon] End of Chapter Activities (Part A, All Objectives)

[Insert In-Class Activity icon] Prepare and Cement an Aluminum Temporary Crown (Part B, Objective 11)

22

When conducting hands-on activities, continuously ask learners what they are doing, why they are doing it, and what the wrong way to do it might be. Often when learners have to explain correct and incorrect procedures, they must think about their actions more carefully.

Teaching Tip

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Module – Laboratory Materials and Techniques

[Insert In-Class Activity icon] Prepare a Performed Acrylic Temporary Crown (Part B, Objective 11)

[Insert In-Class Activity icon] Manipulating Material (Part B, Objective 11)

[Insert In-Class Activity icon] Cement a Self-Cure Temporary Crown (Part B, Objective 11

[Insert In-Class Activity icon] Prepare an Acrylic Resin Temporary (Part B, Objective 11)

Part A: Waxes and Custom TraysOverviewThe dental assistant will have an opportunity to use the many varieties of waxes available for dentistry and will be

required to produce custom trays made for use in treating the dental patient.

Initial Questions and Activities1. Why would it be important for the lab technician to have an accurate bite representation of the patient?

The prosthesis must fit exactly with the way the patient occludes their teeth together.

Key Concepts References and Activities SlidesIntroduction to Section Slide 23

Key Terms [Insert Homeword Ass icon] Key Term

Glossary

Slide 24

Waxes and Custom Trays Chapter ___, pgs. ____ (Phinney & Halstead)

Chapters ___, pgs. ____ (Dietz)

[Insert Group Activity icon] Fabricate Custom

Trays

[Insert Home Ass icon] Textbook and

Workbook Assignment

[Insert Home Ass icon] Posttest

[Insert Home Ass icon] End of Chapter

Activities

Slide 25-27

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Fabricate Custom Trays (Part A, Objective 10). Goal: For learners to understand how to fabricate a custom

tray with self-cured acrylic resin and with vacuum formed acrylic resin. Instructor should ensure there are

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Faculty Teaching Guide for Dental Materials

enough materials and supplies for the class and separate learners into teams. Learners should be graded on

each procedure. The steps for each procedure should be followed as outlined on pgs. ____, Chapter

____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What were some of the problems you encountered while pouring and trimming

models?

Discuss any problems learners had with pouring and trimming their

diagnostic casts. Explain techniques to help them and tell learners that they

will improve with more experience.

2. What is the most important thing to have to protect the operator during model trimming?

Safety glasses must be worn during model trimming to keep flying debris

from getting into the eyes.

[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this

glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment

information from text or lecture with other resources including any available in the school or public libraries or on

the Internet and will be graded at the end of the module on completeness and presentation.

Textbook and Workbook Assignment. Learners are to read Chapters ____ (Dietz) and complete the

Workbook Assignments for Chapter ___ (Phinney & Halstead).

Posttests. Have learners complete the Skills Mastery Assessment: Posttest questions at the end of Chapters

____ (Dietz).

End of Chapter Activities: Have learners compete the Review Questions and Critical Thinking questions at the

end of Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material … Assess Group Interactions. Encourage learners to assess their interaction in group activities. Tell them to

ask themselves what they do well? Where do they need to improve? Do they dominate the conversation?

Do they come to class prepared? Do they add productivity to the group during laboratory procedures?

Ideas for learners who are ahead and want to learn more …

24

Remember some learners are hesitant to do hands-on activities with their peers. Encourage them often, provide positive feedback, and create a safe environment.

Teaching Tip

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Module – Laboratory Materials and Techniques

Speak Up. Encourage learners to be the spokesperson which gives them the chance to present in front of

others, but in a safe atmosphere. Tell them they know the instructor and the other learners, that they are

there to listen and learn, not to judge. Encourage them to take that feeling of confidence into the workplace.

Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the

slides accordingly.

Slide

23

[Insert DM 1-23] Section 3: Provisional Materials

Discuss each objective for this section in detail. Learners

need to know what they will be learning and why. Try to

relate it back to their careers as dental assistants.

Slide

24

[Insert DM 1-24] Key Terms

Homework Assignment: Stop here to assign and

discuss the Key Term homework.

Review each key term and discuss the importance of

knowing the definition of each.

Slide

25

[Insert DM 1-25] Part A: Waxes and Custom Trays

Discuss how models can be placed in an articulating

device to simulate the patient’s occlusion and how

important and accurate bite registration is to this process.

Explain how the various waxes are used in dentistry.

Slide

26

[Insert DM 1-26] Waxes

Continue to discuss the many types of dental waxes and

their functions.

Slide

27

[Insert DM 1-27] Custom Trays

Describe the types of custom tray material available.

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Faculty Teaching Guide for Dental Materials

Explain the purpose of creating custom trays.

Inform learners that there is a self-cure acrylic material, a

light cured material, vacuum formed plastic, and

thermoplastic material, which is melted and then formed

to the shape of the patients arch.

Short Activity: Stop here and as a class complete the

Case Study at the end of Chapter ____ (Phinney &

Halstead).

In-Class Activity: Stop here for the Fabricate Custom

Trays activity.

Homework Assignment: Stop here to assign and

discuss the homework.

Part B: Provisional Restorations

OverviewA valuable dental assistant is able to construct temporary coverage for a patient’s tooth, so the patient has

coverage while the dental lab fabricates a fixed prosthesis. There are many materials and techniques available to

achieve the creation of this provisional. The dental assistant proficient with this skill will be an important asset to

any dental practice.

Initial Questions and Activities1. What type of wax would be used to extend an impression tray?

Utility wax could be used to extend the periphery of impression trays and to

ensure the impression procedure is more comfortable for the patient.

Key Concepts References and Activities SlidesProvisional Restorations Chapter ___, pgs. ____ (Phinney & Halstead)

Chapter ___, pgs. ____ (Dietz)

[Insert In-Class Activity icon] Prepare and

Slides 28-30

26

As you explain each activity, be sure to speak in relation to the dental office. Discuss real world examples and ask learners to propose their own examples. An important key to adult learning is to always bring it back to success in the workplace.

Teaching Tip

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Module – Laboratory Materials and Techniques

Key Concepts References and Activities SlidesCement an Aluminum Temporary Crown

[Insert In-Class Activity icon] Prepare a

Performed Acrylic Temporary Crown

[Insert In-Class Activity icon] Manipulating

Material

[Insert In-Class Activity icon] Cement a Self-

Cure Temporary Crown

[Insert In-Class Activity icon] Prepare an

Acrylic Resin Temporary

Assessment Questions Slide 31

Summary of Module Slide 30

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Prepare and Cement an Aluminum Temporary Crown (Part B, Objective 11). Goal: For learners to

prepare an aluminum temporary crown and cement it. Instructor will need to provide typodonts or

models with posterior crown preparations and instruments and supplies necessary to practice this

skill. Learners should be graded on each procedure. The steps for each procedure should be followed

as outlined on pgs. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off

sheets that can be utilized.

Prepare a Performed Acrylic Temporary Crown (Part B, Objective 11). Goal: For learners to

prepare a preformed acrylic temporary crown. Instructor will need to provide typodonts or models with

crown preparations and instruments and supplies necessary to practice this skill. Learners should be

graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner

workbooks contain check off sheets that can be utilized.

Manipulating Materials (Part B, Objective 11). Goal: For learners to manipulate thermoforming matrix

buttons and self-cure composite temporary crown material. Instructor will need to provide typodonts

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Faculty Teaching Guide for Dental Materials

or models with posterior crown preparations and instruments and supplies necessary to practice this

skill. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter

____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

Cement a Self-Cure Temporary Crown (Part B, Objective 11). Goal: For learners to cement a self-

cure temporary crown. Instructor will need to provide typodonts or models with crown preparations

and instruments and supplies necessary to practice this skill. Learners should be graded on the

procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks

contain check off sheets that can be utilized.

Prepare an Acrylic Resin Temporary (Part B, Objective 11). Goal: For learners to prepare an acrylic

resin temporary crown. Instructor will need to provide typodonts or models with crown preparations

and instruments and supplies necessary to practice this skill. Learners should be graded on the

procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks

contain check off sheets that can be utilized.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What were some of the differences between the self-curing custom tray

materials and the resin-formed custom trays?

Learners will talk about the difference in shaping the material with

an acrylic bur versus crown and bridge scissors. Tell them the

thermoplastic custom tray material cannot easily be shaped once it

is formed and cooled and that the light cured material is the easiest

to work with, but requires a light curing oven-like device.

Ideas for learners struggling with this material …

Study: Persuade learners to spread their study time out over more days and shorter periods of study.

Explain that cramming for quizzes and exams and completing homework too quickly is not as

effective as studying small chunks at a time more thoroughly.

Ideas for learners who are ahead and want to learn more

28

When learners are completing in-class activities, walk around and assist as necessary. Spend time with each group and participate in the activity. Try to help each individual. Ask learners questions and allow them to ask you questions to expand their knowledge.

Teaching Tip

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Module – Laboratory Materials and Techniques

Web Research: Have learners go to techniques at the Web page http://www.bosworth.com and find the

technique for Ultra Trim. Ask learners to write a short report comparing and contrasting this technique from

the one discussed in the book under temporary restorations.

Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the

slides accordingly.

Slide

28

[Insert DM 1-28 Part B: Provisional Restoration

Review Part A. Make sure that any remaining questions are

answered. Review the homework.

Introduce Part B.

Explain that the word provisional means to provide

temporary coverage for a tooth or teeth while the

impressions are sent to the lab, where a permanent

restoration is being made for the patient.

Ensure learners understand how vital it is that the

temporary fits well at the contacts, margins, and that the

patient occludes properly.

Slide

29

[Insert DM 1-29 Provisional Restorations (cont.)

Review the Aluminum Temporary Crown, the Preformed

Acrylic Crown, and the Self-Curing Composite Temporary

Crown Procedures as outlined in Chapter ___, on pgs.

____ (Phinney & Halstead).

Slide

30

[Insert DM 1-30 Provisional Restorations (cont.)

Discuss how if the proximal contacts on the provisional are

left open, food will collect while the patient wears the

temporary crown, and the permanent crown will probably

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Faculty Teaching Guide for Dental Materials

not fit the tooth correctly.

Explain that if the occlusion is not right, the patient will be

very uncomfortable, and if the margin doesn’t fit the tooth

well, it will also be a food trap, and decay may even begin

in that area.

Slide

31

[Insert DM 1-31 Assessment Questions

Short Activity: Ask the group to answer these questions to

assess their comprehension of the material recently

presented. Review any material that does not seem clear.

In-Class Activity: Stop here to complete each in-class

activity.

Slide

32

[Insert DM 1-32 Summary of Module

Review the information from this module and remind

learners that the more they practice these skills the more

valuable a dental assistant they will become.

Homework: Stop here to assign and discuss the

homework assignment.

30