FINAL PROJECT: Abstract and Reader's Reponse > Directions for Introductory Biology Lab Course Exercises for Non-Majors
I like the idea of putting approximate time requirements on the directions or somehow helping students pace the work.
Can you find a practical use for the knowledge and write on the board or include in materials? For example,
Today's experiment is an extraction of salicylic acid from willow back. Essentially, we are making the first step in production of aspirin. You can think of this experiment next time you reach for a pain reliever.
OR
In the second part of the experiment, you will distill a large volume of liquid into a smaller one. The resulting fluid will contain a concentration of mixtures of isoamyl acetate, also known as banana oil. Not only will you be able to smell the compound at the end of the distillation, you can think about how distillation is how spirits of alcohol are made: gin and vodka, particularly.
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Also, note above: not all students. But, yes, many. You might add a line about science and math anxiety. This helps you keep a central stance of compassion toward these students. And, other TAs need this gentle reminder, too.
MbS
ABSTRACT: Undergraduate students majoring in non-scientific disciplines take an introductory-level biology course solely to fulfill a requirement for graduation. As a result, they lack interest and motivation to understand well the course material and have a difficult time paying attention to and following lab directions. In a lab course focused on the study of plants, experimental error is common. However, the amount of error can be reduced, with the lab exercise being completed more smoothly, when students and teaching assistants have simple directions to follow. This set of directions and advice for BSCI 125/135 (a plant biology course for non-biology majors) students and teaching assistants (TAs) addresses this issue through clear, easy-to-follow directions and suggestions for conducting lab exercises. Inexperienced TAs can enter each lab with confidence that the lab will run as smoothly as possible, and students can be walked through each step of the exercise without becoming entangled in unfamiliar vocabulary and confusion. Thus, the learning experience can be more enjoyable for all participating.
READER’S PROFILE: A reader who is not at all interested in biology may be hesitant to read through the documents, as they expect to not encounter anything of relevance to them.
READER’S RESPONSE: I don’t know why the university is making me do this. I really don’t like working with laboratory equipment. Anyway, let’s just get this over with… I need to go home and finish my 12-page economics report. Look at all these steps! This lab is going to take forever. The lines do seem short, and it seems the important points are in bold font... but pictures of the equipment I need would help! They should at least tell us how long this exercise will take. Maybe, while I am waiting for this part to end, I can finish my paper. Can I do this step while my partner does the next one? They should really organize this better. Don’t they know this course is not a first priority for any of us? I’m just going to let my lab partner read through this. Maybe my TA will just end up doing everything for us.