Science Science Lab TipsLab Tips

Hands-on LearningHands-on Learning

• Lab equipment, for reviewLab equipment, for review

• Graphs, data tables to analyzeGraphs, data tables to analyze

• Lab-related free-response questionsLab-related free-response questions

• Student lab reportsStudent lab reports– Examples of excellent, good, fair & poorExamples of excellent, good, fair & poor

• Sample Sample “Design a lab to show…”“Design a lab to show…” questions questions

Make Standard Make Standard Overheads/PPT’sOverheads/PPT’s

• Teach lecture material Teach lecture material during labduring lab

• Use pre-lab sheets or Use pre-lab sheets or flow chartsflow charts

• Use Use Video tapes/DVD’sVideo tapes/DVD’s for techniques for techniques

• Help students Help students locate their own materialslocate their own materials in in the classroomthe classroom

Time-SavingTime-Saving

• Analyze room Analyze room flow patternflow pattern

• Common set-ups Common set-ups remainremain at stations at stations

• LabelLabel all drawers and cabinets all drawers and cabinets

• NumberNumber all microscopes all microscopes

• Make Make "lab kits""lab kits" for each major lab for each major lab

Organizing LabsOrganizing Labs

• Share materials through a Share materials through a consortium-network with nearby schools or consortium-network with nearby schools or MST CentersMST Centers

• ““Dry Lab” some experiments by giving Dry Lab” some experiments by giving students data to work with and interpretstudents data to work with and interpret

• Use micro-scale adaptationsUse micro-scale adaptations

Cutting Lab CostsCutting Lab Costs

• Require a Require a flow chartflow chart or drawings of the or drawings of the procedureprocedure

– ForbidForbid the use of the lab the use of the lab directions during the lab — only directions during the lab — only the the flow charts with pictures flow charts with pictures can be used!can be used!

Keeping Students Keeping Students On Task On Task

• In In ONE pageONE page, students explain in the , students explain in the purpose for the labpurpose for the lab– Give a general description of the lab Give a general description of the lab designdesign– Rationale of the experimentRationale of the experiment– What variables will be controlled What variables will be controlled and/or and/or

variedvaried– How to measure data How to measure data – Expected resultsExpected results

Lab AbstractLab Abstract

Experimental Design Experimental Design TemplateTemplate

Title:

Hypothesis:

Independent Variable (IV):

Dependent Variable (DV):

Control:

Constants:1)

2)

3)

GROUPS

Repeated Trials

• Pair a struggling student with a Pair a struggling student with a highly successful studenthighly successful student

Peer AssistancePeer Assistance

• Writing formal lab reports is necessary Writing formal lab reports is necessary for success in for success in rigorous coursesrigorous courses

• ““Cook–booking” the lab often leaves Cook–booking” the lab often leaves out out higher-level higher-level analysisanalysis

Writing Lab ReportsWriting Lab Reports

• Require only Require only 3-43-4 formal labs: formal labs:– First labFirst lab = learning format, how = learning format, how

to properly analyzeto properly analyze– SecondSecond = polishing = polishing– Third & FourthThird & Fourth = = Producing Producing

finished finished product to product to "A""A" standards standards

Writing Lab ReportsWriting Lab Reports

• Get Labs Back To Students Get Labs Back To Students QuicklyQuickly– ““Spot check”Spot check” their lab notebooks their lab notebooks

• Students write a Students write a pre–labpre–lab

– Due the day of the actual activityDue the day of the actual activity • Keep a bound lab book Keep a bound lab book

– Grade only Grade only selected selected labslabs

Grading LabsGrading Labs

• Groups collaboratively Groups collaboratively write their intro, intro, procedure, data and graphs and observations procedure, data and graphs and observations and turn in identical sectionsand turn in identical sections–Make comments on only one paperMake comments on only one paper

• OnlyOnly analysis and conclusions are written and analysis and conclusions are written and graded individuallygraded individually

• Make Make rubricsrubrics for analysis for analysis sectionsection

Formal LabsFormal Labs

GREAT vocabulary! Sounds very GREAT vocabulary! Sounds very “scientific” “scientific” and objectiveand objective

USE PARAGRAPHS!!!!USE PARAGRAPHS!!!!

Incisive diagrams and graphs!Incisive diagrams and graphs!

Watch your spelling!!Watch your spelling!!

Keep this in the same format as the rest Keep this in the same format as the rest of the lab of the lab (NO (NO pencil)pencil)

SLOPPY!!!! SLOPPY!!!! I can hardly read this I can hardly read this (take (take pride in your work)!pride in your work)!

Rubric CommentsRubric Comments

OUTSTANDING data tables and OUTSTANDING data tables and graphs, properly titled - they support your discussion graphs, properly titled - they support your discussion beautifully!beautifully!

Excellent Excellent comparison of the natural vs. comparison of the natural vs. catalyzed catalyzed decomposition of Hdecomposition of H22OO22, using , using reaction rates.reaction rates.

VERY VERY convincing arguments!! (Nicely convincing arguments!! (Nicely backed up with backed up with quantitative data)quantitative data)

SUPERIOR reasoning -scientifically valid, SUPERIOR reasoning -scientifically valid, well well stated, logical - stated, logical - Outstanding!!!Outstanding!!!

Analysis CommentsAnalysis Comments

Make references to what was previously expected Make references to what was previously expected (from your introduction)(from your introduction)

Discuss the trend of enzyme activity in Discuss the trend of enzyme activity in each case and tie each case and tie them all together.them all together.

Refer to the prominent errorsRefer to the prominent errors

Refer to your data numbers: don’t use Refer to your data numbers: don’t use subjective subjective comparisons such as “more comparisons such as “more than,” - instead try “15% more than,” - instead try “15% more growth,”growth,”

Your statements show you don’t have a Your statements show you don’t have a good grasp of what good grasp of what happened in the lab - happened in the lab - see me for an explanation.see me for an explanation.

Analysis CommentsAnalysis Comments

Your conclusions are Your conclusions are consistent with your resultsconsistent with your results

Succinct and to the pointSuccinct and to the point

You need a You need a brief brief summary of your summary of your results + conclusionsresults + conclusions

You need to address the hypothesis You need to address the hypothesis DIRECTLYDIRECTLY

Conclusion CommentsConclusion Comments

BREAK-OUTBREAK-OUT• Critical Question:Critical Question:

What would your classroom look What would your classroom look like if you were doing more like if you were doing more inquiry-based labs? inquiry-based labs?

Developed by Anne F. MabenDeveloped by Anne F. Maben

UCLA Science ProjectUCLA Science Project

Center XCenter X