Hands-on Learning
Science
Lab Tips
Make Standard
Overheads
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Lab equipment, for review
Graphs, data tables to analyze
Free-response questions
Student essays
– Examples of excellent, good, fair & poor
• Sample “Design a lab to show…”
questions
Fitting The Labs In
• Double periods are recommended
• Ways to fit long labs into
short periods
– Teach AP first or last period
• Run labs early or late
• Combine labs and do on Saturdays
• Convince colleges to run labs on on
Saturdays or after school
Time-Saving
• Teach lecture material during lab
• Pre-lab sheets or flow charts
• Video tapes for techniques
• Students locate their own materials in the
classroom
Organizing Labs
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Analyze room flow pattern
Common set-ups remain at stations
Label all drawers and cabinets
Number all microscopes
Make "lab kits" for each major lab
Cutting Lab Costs
• Share materials through a
consortium-network with others
• “Dry Lab” some experiments by giving
students data to work with and
interpret
• Use micro-scale
adaptations
AP Bio Hints
• Do all the labs and review
all the labs prior to the exam
– Almost universal agreement for
success on the AP Bio Exam
AP Bio Hints
• The Biology Place www.biology.com
– AP Biology labs animated and explained
at the "Lab Bench."
– graphic organizer that can be printed
• Use Ward's videos for review
• Cold Spring Harbor: videos on genetic
engineering & biochemistry
Writing Lab Reports
• Writing formal lab reports is necessary
for success in rigorous courses
• “Cook–booking” the lab often leaves
out higher-level
analysis
Writing Lab Reports
• Require only 3-4 formal labs:
– First lab = learning format, how
to properly analyze
– Second = polishing
– Third & Fourth =
Producing finished
product to
"A" standards
Grading Labs
• Get Labs Back To Students
Quickly
– “Spot check” their lab notebooks
• Students write a pre–lab
– Due the day of the actual activity
• Keep a bound lab book
– Grade only
selected labs
Formal Labs
• Aides grade intro, procedure,
data and graphs
– Teacher grades only Analysis and
conclusion
• Make rubrics for
analysis section
Rubric Comments
J
GREAT vocabulary! Sounds very
“scientific” and objective
N
J
F
F
USE PARAGRAPHS!!!!
Incisive diagrams and graphs!
Watch your spelling!!
Keep this in the same format as the rest
of the lab (NO pencil)
M SLOPPY!!!! I can hardly read this (take
pride in your work)!
Analysis Comments
J OUTSTANDING data tables
and graphs, properly titled - they support
your discussion beautifully!
J Excellent comparison of the natural vs.
catalyzed decomposition of H2O2, using
reaction rates.
J VERY convincing arguments!! (Nicely
backed up with quantitative data)
C SUPERIOR reasoning -scientifically valid,
well stated, logical - Outstanding!!!
Analysis Comments
F Make references to what was
previously expected (from your introduction)
F Discuss the trend of enzyme activity in
each case and tie them all together.
F Refer to the prominent errors
F Refer to your data numbers: don’t use
subjective comparisons such as “more
than,” - instead try “15% more growth,”
L Your statements show you don’t have a
good grasp of what happened in the lab see me for an explanation.
Conclusion Comments
B Your conclusions are
consistent with your results
J Succinct and to the point
F You need a brief summary of your
results + conclusions
N You need to address the hypothesis
DIRECTLY
Keeping Students
On Task
• Require a flow chart and an
experimental design analysis
– Forbid the use of the lab
directions during the lab — only
the flow charts with pictures
can be used!
Lab Abstract
• In ONE page, students explain in
the purpose for the lab
– Give a general description of the lab
design
– Rationale of the experiment
– What variables will be controlled
and/or varied
– How to measure data
– Expected results
Peer Assistance
• Pair a struggling student with a
highly successful student
CBL’s & Probeware
• Real world application to
statistical data and analysis
• Portable, can collect field data
• “Stand-alones" or connected to TI 83
graphing calculator
• Downloadable to computers for class
viewing
Lab Essay Type 1
• One to several lab questions
asked each year. Format is either:
• “Design a lab to show...”
– Describe the appropriate apparatus
– Procedure
• use of a control
• proper sample size
• control of variables
– Expected results; OR
Essay Type 2
• Experiment is described
• Data are given
• Students are asked to:
– Create a properly-titled graph
– Use calculations to analysis the results
– Validate or invalidate the hypothesis
BREAK-OUT
• Critical Question:
What resources are available to
your students to expand their
science learning outside
the classroom?
Developed by Anne F. Maben
AVID Region 11
© 2001 LACOE
All rights reserved