1. Hands-on Learning Science Lab Tips

2. Make Standard Overheads/PPT’s • Lab equipment, for review • Graphs, data tables to analyze • Lab-related free-response questions • Student lab reports • Examples of excellent, good, fair & poor • Sample “Design a lab to show…” questions

3. Time-Saving • Teach lecture material during lab • Use pre-lab sheets or flow charts • Use Video tapes/DVD’s for techniques • Help students locate their own materials in the classroom

4. 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

5. Cutting Lab Costs • Share materials through a consortium-network with nearby schools or MST Centers • “Dry Lab” some experiments by giving students data to work with and interpret • Use micro-scale adaptations

6. Keeping Students On Task • Require a flow chart or drawings of the procedure • Forbid the use of the lab directions during the lab — only the flow charts with pictures can be used!

7. 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

8. Experimental Design Template Title: Hypothesis: Independent Variable (IV): Dependent Variable (DV): Control: Constants: 1) 2) 3)

9. Peer Assistance • Pair a struggling student with a highly successful student

10. Writing Lab Reports • Writing formal lab reports is necessary for success in rigorous courses • “Cook–booking” the lab often leaves out higher-level analysis

11. 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

12. 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

13. Formal Labs • Groups collaboratively write their intro, procedure, data and graphs and observations and turn in identical sections • Make comments on only one paper • Only analysis and conclusions are written and graded individually • Make rubrics for analysis section

14. Rubric Comments JGREAT vocabulary! Sounds very “scientific” and objective NUSE PARAGRAPHS!!!! JIncisive diagrams and graphs! FWatch your spelling!! FKeep this in the same format as the rest of the lab (NO pencil) MSLOPPY!!!! I can hardly read this (take pride in your work)!

15. Analysis Comments JOUTSTANDING data tables and graphs, properly titled - they support your discussion beautifully! JExcellent comparison of the natural vs. catalyzed decomposition of H2O2, using reaction rates. JVERY convincing arguments!! (Nicely backed up with quantitative data) CSUPERIOR reasoning -scientifically valid, well stated, logical - Outstanding!!!

16. Analysis Comments F Make references to what was previously expected (from your introduction) FDiscuss the trend of enzyme activity in each case and tie them all together. FRefer to the prominent errors FRefer to your data numbers: don’t use subjective comparisons such as “more than,” - instead try “15% more growth,” LYour statements show you don’t have a good grasp of what happened in the lab - see me for an explanation.

17. Conclusion Comments BYour conclusions are consistent with your results JSuccinct and to the point F You need a brief summary of your results + conclusions N You need to address the hypothesis DIRECTLY

18. BREAK-OUT • Critical Question: What would your classroom look like if you were doing more inquiry-based labs?

19. Developed by Anne F. Maben UCLA Science Project Center X