Hands-on Learning Science Lab Tips Make Standard Overheads • • • • 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 • • • • • 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