Challenges & Solutions for Online Lab Science Courses

Challenges & SolutionsChallenges & Solutions
for Onlinefor Online
Lab Science CoursesLab Science Courses
Peter Jeschofnig, Ph.D., Professor EmeritusPeter Jeschofnig, Ph.D., Professor Emeritus
Colorado Mountain College, COColorado Mountain College, CO
Founder of the Institute for Distance Science EducationFounder of the Institute for Distance Science Education
Innovations 2009 ConferenceInnovations 2009 Conference
Mar. 15 – 18, 2009 Reno, NVMar. 15 – 18, 2009 Reno, NV

PresentationPresentation
Part I - Pros & Cons of Online Lab OptionsPart I - Pros & Cons of Online Lab Options
Part II - Online vs. On-campus AssessmentPart II - Online vs. On-campus Assessment
ComparisonComparison
Part III - Cheating in Online CoursesPart III - Cheating in Online Courses

Colorado Mountain CollegeColorado Mountain College

CMC - Glenwood SpringsCMC - Glenwood Springs

Colorado Community Colleges OnlineColorado Community Colleges Online
(CCCOnline)(CCCOnline)

Science Labs ConsensusScience Labs Consensus
Science Educators unanimously agree:Science Educators unanimously agree:
 Laboratory experimentationLaboratory experimentation mustmust be part of allbe part of all
science classesscience classes
 Labs have been theLabs have been the weak linkweak link of distanceof distance
learning science classeslearning science classes

Philosophical DifferencesPhilosophical Differences
 Simulations vs. Hands-On Labs KitsSimulations vs. Hands-On Labs Kits
i.e. Seeing vs. Doingi.e. Seeing vs. Doing
 College Level vs. Basic ConceptsCollege Level vs. Basic Concepts
i.e. Kitchen Chemistryi.e. Kitchen Chemistry
String and Sticky TapeString and Sticky Tape

Virtual (Online) ScienceVirtual (Online) Science
Classes DebateClasses Debate
 NY Times -10-06 Sam DillonNY Times -10-06 Sam Dillon
““Members of the College Board insist that college-levelMembers of the College Board insist that college-level
laboratory science courses not be labeled ‘A.P.’ withoutlaboratory science courses not be labeled ‘A.P.’ without
a physical lab.”a physical lab.”
 Hampden-Sydney College, Virginia, Provost, Dr. FleckHampden-Sydney College, Virginia, Provost, Dr. Fleck
said students worldwide found the virtual dissectionsaid students worldwide found the virtual dissection
useful. But he called it “markedly inferior” to performing auseful. But he called it “markedly inferior” to performing a
real dissection. “You don’t get the look and the feel andreal dissection. “You don’t get the look and the feel and
the smell.”the smell.”

Distance Lab OptionsDistance Lab Options
 Hybrid LabsHybrid Labs
 Simulations – Virtual LabsSimulations – Virtual Labs
 Remote-Access LabsRemote-Access Labs
 ““Kitchen” LabsKitchen” Labs
 Lab KitsLab Kits
 Instructor AssembledInstructor Assembled
 Student AssembledStudent Assembled
 Commercially AssembledCommercially Assembled

Least Desirable Option - HybridLeast Desirable Option - Hybrid
Hybrid – Combination Online and On campusHybrid – Combination Online and On campus
 Online – LectureOnline – Lecture
 On campus -Traditional labsOn campus -Traditional labs
1. Weekly1. Weekly
2. Once-a-month all-day lab sessions at local2. Once-a-month all-day lab sessions at local
college or H.S.college or H.S.
3. Several-day long lab workshops3. Several-day long lab workshops
AllAll Defeat the PurposeDefeat the Purpose of Distance Learningof Distance Learning
 Mind-numbing long sessions for studentsMind-numbing long sessions for students
 Loss of distance enrollment for InstitutionLoss of distance enrollment for Institution

Simulations vs. Lab ExperiencesSimulations vs. Lab Experiences
Students Like Simulations:Students Like Simulations:
 EasyEasy
 Similar to computer gamesSimilar to computer games
 Low costLow cost
BUT – how effective are simulations?BUT – how effective are simulations?

Simulations – Pros & ConsSimulations – Pros & Cons
PROS:PROS:
 Relatively inexpensiveRelatively inexpensive
 Readily availableReadily available
 Fulfill some lab objectivesFulfill some lab objectives
 Will probably get better, more challengingWill probably get better, more challenging
Summary - useful asSummary - useful as parpartt of lab programof lab program
CONS:CONS:
 Don’t meet as many lab objectives as lab kitsDon’t meet as many lab objectives as lab kits
 Missing tactile experience - feel of “doing science”Missing tactile experience - feel of “doing science”
 May not be adequate for science “majors”May not be adequate for science “majors”
 Potential problemsPotential problems transferring course creditstransferring course credits

Types of SimulationsTypes of Simulations
 Textbook CD-ROMsTextbook CD-ROMs
 Model Science SoftwareModel Science Software
 Virtual ChemLabVirtual ChemLab
 SimulatorsSimulators
All computer based -All computer based -
No actual “hands-on”No actual “hands-on”
experimentationexperimentation

Textbook CD-ROMsTextbook CD-ROMs
Houghton Mifflin (Ebbing)Houghton Mifflin (Ebbing)

Model Science Software (1)Model Science Software (1)
http://modelscience.com/http://modelscience.com/

Model Science Software (2)Model Science Software (2)

Virtual ChemLab - BYUVirtual ChemLab - BYU

Anatomy SimulationAnatomy Simulation

Aviation Simulator AnalogyAviation Simulator Analogy

Simulations - CaveatSimulations - Caveat
 Increasing numbers of 4-year colleges and universities areIncreasing numbers of 4-year colleges and universities are
refusing to accept transfer credits for simulation basedrefusing to accept transfer credits for simulation based
labs.labs.
 University of Colorado – School of Engineering is the latestUniversity of Colorado – School of Engineering is the latest
institution not accepting transfer credit for simulation-basedinstitution not accepting transfer credit for simulation-based
lab courses based on their evaluation that students withoutlab courses based on their evaluation that students without
hands-on labs experiences are unsafe and have limitedhands-on labs experiences are unsafe and have limited
competencies.competencies.
 American Chemical Society supports this positionAmerican Chemical Society supports this position: In a: In a
recent statement it said, “ The Society believes thatrecent statement it said, “ The Society believes that
computer simulations are not a substitute for hands-oncomputer simulations are not a substitute for hands-on
laboratories from the kindergarten level throughlaboratories from the kindergarten level through
undergraduate education.” (Feb. 2009)undergraduate education.” (Feb. 2009)

Remote Access Lab Example:Remote Access Lab Example:
Diffraction of ElectronsDiffraction of Electrons

Kitchen Chemistry LabsKitchen Chemistry Labs
PROS:PROS:
 Provide genuine hands on science activitiesProvide genuine hands on science activities
 RelateRelate science to the student’s real worldscience to the student’s real world
 InexpensiveInexpensive
CONS:CONS:
 Limit sophistication of lab experienceLimit sophistication of lab experience
 Students don’t respect it as serious scienceStudents don’t respect it as serious science
 Require extra time for acquiring supplies andRequire extra time for acquiring supplies and
constructing equipmentconstructing equipment
 Lab quality varies from very creative to inadequateLab quality varies from very creative to inadequate
Exceptional Kitchen Chemistry CoursesExceptional Kitchen Chemistry Courses
 Elmhurst CollegeElmhurst College
 UC Denver and Univ. of N. Carolina - FIPSE GrantUC Denver and Univ. of N. Carolina - FIPSE Grant::
““Anytime Anywhere Chemistry Experience”Anytime Anywhere Chemistry Experience”

Kitchen Lab ExampleKitchen Lab Example
Anytime Anywhere Chemistry ExperienceAnytime Anywhere Chemistry Experience

Assembled KitsAssembled Kits
Instructor & Student Assembled KitsInstructor & Student Assembled Kits::
 Instructor checks out glassware and equipmentInstructor checks out glassware and equipment
 Students buy supplies assigned by instructorStudents buy supplies assigned by instructor
 Students return materials and equipment at end ofStudents return materials and equipment at end of
semestersemester
PROS:PROS:
 Relatively inexpensive or not?Relatively inexpensive or not?
 Students get a hands-on, wet-lab experienceStudents get a hands-on, wet-lab experience
CONS:CONS:
 Student complain about finding materialsStudent complain about finding materials
 Instructor relegated to “stock boy” choresInstructor relegated to “stock boy” chores
 Disputes over inevitably lost/broken equipmentDisputes over inevitably lost/broken equipment

Assembled Kits - HistoryAssembled Kits - History
The Open University - UKThe Open University - UK
 Since early 1970’sSince early 1970’s
 Very large science kit – storage problemVery large science kit – storage problem
 $ 1.8 million, 8000 students$ 1.8 million, 8000 students
 Very high annual costs for warehousing, shipping,Very high annual costs for warehousing, shipping,
replacement parts, etc.replacement parts, etc.
ChallengeChallenge ––
Developing a new kit that is small and non-returnableDeveloping a new kit that is small and non-returnable

Monash University, AustraliaMonash University, Australia
 Physics kitPhysics kit
 Video instructionsVideo instructions
 Students as far away as SingaporeStudents as far away as Singapore
 Kits returned as much as 6 months lateKits returned as much as 6 months late
 Success - High retention rateSuccess - High retention rate

Athabasca UniversityAthabasca University

Assembled Kits – HistoryAssembled Kits – History
Micro-Scale TechniquesMicro-Scale Techniques
Micro-scale refers to the process of conducting traditional
science experiments on a much smaller and safer scale.
First introduced into the laboratory by chemistry professor Dr.
Hubert Alyea (1903-1996) at Princeton University.
Primary objectives:
 Greatly reduce safety risk of experimentation
 Reduce environmental and chemical disposal problems
 Engage students in traditional science experimentation
and foster inquiry-based problem solving abilities

Micro-Scale Science EquipmentMicro-Scale Science Equipment
Centrifuge Tubes - 24-Well and 96-Well Plates - Thin Stem PipetCentrifuge Tubes - 24-Well and 96-Well Plates - Thin Stem Pipet

Chemistry LabPaqChemistry LabPaq
Produced by Hands-On Labs, Inc.Produced by Hands-On Labs, Inc.

Packaging of ChemicalsPackaging of Chemicals
by Hands-On Labs, Inc.by Hands-On Labs, Inc.

Titration MethodsTitration Methods
Used in Hands-On Labs, Inc. LabPaqsUsed in Hands-On Labs, Inc. LabPaqs

ColorimeterColorimeter
Produced by Hands-On Labs, Inc.Produced by Hands-On Labs, Inc.

Analysis of Phosphate in WaterAnalysis of Phosphate in Water

Contact Information
Feedback and Suggestions are Welcome!
Peter J. Jeschofnig, PhD
pjeschofnig@coloradomtn.edu
Institute for Excellence in Science Education
Peter@IEDSE.org www.IEDSE.org

Part II - Online vs. On-campus AssessmentPart II - Online vs. On-campus Assessment
ComparisonComparison

Part II - Assessment Comparison
Online vs. On-campus ComparisonOnline vs. On-campus Comparison
 Colorado Mountain College, CO – CHE 111Colorado Mountain College, CO – CHE 111
 Herkimer County Community College,Herkimer County Community College,
SUNY System, NY – BIOSUNY System, NY – BIO
 Ocean County College, NJ – A & POcean County College, NJ – A & P

Study ObjectiveStudy Objective
To quantitatively assess and compareTo quantitatively assess and compare
performance of my chemistry students:performance of my chemistry students:
 In a face-to-face (F2F) chemistry course withIn a face-to-face (F2F) chemistry course with
an on-campus laboratory andan on-campus laboratory and
 In an online chemistry (DL) course using aIn an online chemistry (DL) course using a
chemistry LabPaq by Hands-On Labs, Inc. forchemistry LabPaq by Hands-On Labs, Inc. for
the laboratory componentthe laboratory component

Process of Assessing OutcomesProcess of Assessing Outcomes
Administer and Compare Results for Campus-BasedAdminister and Compare Results for Campus-Based
CHE 111 Students vs. Online CHE-111 Students:CHE 111 Students vs. Online CHE-111 Students:
1. American Chemical Society Standardized Exam1. American Chemical Society Standardized Exam

Pre-testPre-test
 Post-testPost-test
2. Traditional homework, quizzes, exam grades2. Traditional homework, quizzes, exam grades
3. Laboratory reports graded via specific rubric3. Laboratory reports graded via specific rubric

ACS Exam Results: DL vs. F2FACS Exam Results: DL vs. F2F
ACS Score Comparison
0
10
20
30
40
50
60
70
80
90
DL-Pre-
Test
F2F-Pre-
Test
DL-Post-
Test
F2F-Post-
Test
ACS
National
DL Final
Exam
F2F-Final
Exa,
ExamScores
Raw Score
%

ACS Score ComparisonsACS Score Comparisons
MeanMean S.D.S.D. MedianMedian
F2FF2F
n=24n=24
40.440.4 11.811.8 4242
DLDL
n=15n=15
40.940.9 12.212.2 4141
NationalNational
n=3007n=3007
41.741.7 12.312.3 41.241.2

Final Exam vs. ACS Exam – F2FFinal Exam vs. ACS Exam – F2F
Final Exam vs ACS Exam
y = 0.5233x + 49.372
R
2
= 0.3756
0
20
40
60
80
100
120
0 20 40 60 80 100
ACS Score
FinalExamScore
Series1
Linear (Series1)

Final Exam vs. ACS Exam – DLFinal Exam vs. ACS Exam – DL
Final Exam vs ACS Exam - DL
y = 0.8231x + 32.366
R
2
= 0.5917
0
20
40
60
80
100
120
0 20 40 60 80 100
ACS Exam Scores
FinalExamScores
Series1
Linear (Series1)

Lab Report ScoresLab Report Scores
On-Campus vs. DL Lab Grades
0
10
20
30
40
50
60
70
80
90
100
On-Campus DL
Scores
Series1
Online lab results achieved using biology LabPaq produced by Hands-On Labs, Inc.

Effectiveness of a Web-Based
Laboratory Course in Biology
Jennifer Herzog,
Herkimer County Community College, N.Y
RetentionRetention
RateRate
MedianMedian
GradeGrade
LabLab
AvgAvg
ClassClass
AvgAvg
% Scoring B% Scoring B
or Betteror Better
OnOn
CampusCampus
89.489.4 CC 75.875.8 75.875.8 4343
OnlineOnline 64.464.4 AA 82.582.5 87.587.5 6262
Online lab results achieved using biology LabPaq produced by Hands-On Labs, Inc.

Ocean County CollegeOcean County College
Teaching Anatomy and PhysiologyTeaching Anatomy and Physiology
Totally OnlineTotally Online
Assessment of the ProgramAssessment of the Program
 HAPS: Human Anatomy and PhysiologyHAPS: Human Anatomy and Physiology
Society Cumulative ExamSociety Cumulative Exam
 Spring and Summer 2008Spring and Summer 2008
 Voluntary participation (2 days after finishingVoluntary participation (2 days after finishing
A&P II)A&P II)

Ocean County College:Ocean County College:
Teaching Anatomy and PhysiologyTeaching Anatomy and Physiology
Totally OnlineTotally Online
n HAPS Exam
2008: Mean
On-Campus 56 45.09
Online 15 45.73

Benefits of Doing Labs RemotelyBenefits of Doing Labs Remotely
PROS:PROS:
Convenience of TimeConvenience of Time
 Students complete work and studies at their convenienceStudents complete work and studies at their convenience
 Parents can complete work when children are asleepParents can complete work when children are asleep
No Time ContraintsNo Time Contraints
 Students can work as long as needed - any time, any whereStudents can work as long as needed - any time, any where
 Not restricted to 50 minutes campus lab sessionsNot restricted to 50 minutes campus lab sessions
Flexible Learning StyleFlexible Learning Style
 Students learn science in a way that is comfortable for themStudents learn science in a way that is comfortable for them
Own Materials and EquipmentOwn Materials and Equipment
 Students own and keep a mini-lab of their ownStudents own and keep a mini-lab of their own
 Science equipment in the home encourages science explorationScience equipment in the home encourages science exploration
Convenient Buying ProcessConvenient Buying Process
 LabPaq is ordered online using a credit cardLabPaq is ordered online using a credit card
 LabPaq is shipped directly to the student within 24 hoursLabPaq is shipped directly to the student within 24 hours
Embraces technologyEmbraces technology

Benefits of Doing Labs RemotelyBenefits of Doing Labs Remotely
CONS:CONS:
Working Alone:Working Alone:
 No immediate response from a partner or instructor. However,No immediate response from a partner or instructor. However,
some instructors consider this “discovery learning” opportunity tosome instructors consider this “discovery learning” opportunity to
be a major benefit to students.be a major benefit to students.
 Limited or no synchronistic interaction between the student,Limited or no synchronistic interaction between the student,
teacher and classmatesteacher and classmates
Instructor Competence:Instructor Competence:
 Instructors must have specific teaching skills and open attitudeInstructors must have specific teaching skills and open attitude
geared toward online teachinggeared toward online teaching
 Instructor may limit access and communicationsInstructor may limit access and communications
Cost:Cost:
 Online class tuition can be more expensiveOnline class tuition can be more expensive
 Cost of single use lab kit. However, costs are often offset byCost of single use lab kit. However, costs are often offset by
savings from not having to commute to campus.savings from not having to commute to campus.

Part III – Cheating in Online CoursesPart III – Cheating in Online Courses

Cheating:
The Most Common Concern
of Online Educators
 Is the enrolled student doing the work and
taking the assessments?
 Are the lab experiments done by the student?

Lab Experiments
TIPS: For preventing the circulation of
prior semesters’ lab reports
 Add new question sets each semester
 Utilize plagiarism software
 Require photos of students and their lab
setups in each lab report
 Match Rosters against Vendor shipping
lists – It is impossible for students to do the lab
work if they didn’t obtain a LabPaq!

Lab Report Plagiarism:
Software Options
 Turnitin.com
 Viper - free online plagiarism scanner
 iScan – free online plagiarism scanner
 WinMerge - free download

Online Exams
 Federally mandated verification
 Monitoring systems
 Timed, randomly generated exams
 New approaches to assessment
 Use tracking and statistical analysis
 Advise students that integrity tracking
assessments are built into the course

High-Tech Security MethodsHigh-Tech Security Methods
 Retinal Scans; Voice, Palm or FingerprintsRetinal Scans; Voice, Palm or Fingerprints
 Special monitoring camerasSpecial monitoring cameras
 Monitoring Services (Securexam)Monitoring Services (Securexam)

Integrity Analysis: Online Chapter Exams
PHY 212 – Spring 2009

What About Lab Sciences?What About Lab Sciences?
 Lab sciencesLab sciences MUSTMUST be fully included in onlinebe fully included in online
course offerings to avoid a continuing decline incourse offerings to avoid a continuing decline in
science literacy in America.science literacy in America.
 There are still many instructors and institutionsThere are still many instructors and institutions
that do not believe lab sciences can effectivelythat do not believe lab sciences can effectively
be taught at a distance.be taught at a distance.
 Valid and reliable assessment data is required toValid and reliable assessment data is required to
dispel this misconception.dispel this misconception.

Purpose of Science Labs?Purpose of Science Labs?
 Why do we teach laboratory experimentation inWhy do we teach laboratory experimentation in
science classes?science classes?
 What are students supposed to learn in theWhat are students supposed to learn in the
laboratory?laboratory?
 How can these objectives be met at a distance?How can these objectives be met at a distance?

“During the next decade, the United States demand for scientists and
engineers is expected to increase at more than double the rate for all
other occupations.”
Michigan Dept. of Education
"Learning science is something that students do, not something
that is done to them. In learning science students describe objects
and events, ask questions, acquire knowledge, construct explanations
of natural phenomena, test those explanations in many different ways,
and communicate their ideas to others.“
National Science Education Standards, NRC 1996, 2006
Quotes of Interest

Lab Kit IssuesLab Kit Issues
 How safe are at-home lab experiments?How safe are at-home lab experiments?
 What are legal issues for conducting labs in anWhat are legal issues for conducting labs in an
unsupervised environment?unsupervised environment?
 Are important experiments eliminated becauseAre important experiments eliminated because
of safety or cost?of safety or cost?
 Is there compliance with proper waste disposal?Is there compliance with proper waste disposal?

UnsatisfactoryUnsatisfactory BorderlineBorderline SatisfactorySatisfactory ExcellentExcellent ScoreScore
Title PageTitle Page
Max = 5 ptsMax = 5 pts
Missing more thanMissing more than
two items, or title ortwo items, or title or
namesnames
0-2 points0-2 points
Contains tile &Contains tile &
names; two othernames; two other
items missingitems missing
3 point3 point
Contains tile &Contains tile &
names; one othernames; one other
item missingitem missing
4 points4 points
Contains title, author’sContains title, author’s
name, partners’ names,name, partners’ names,
course name;course name;
experiment number;experiment number;
experiment & reportexperiment & report
dates.dates. 5 points5 points
AbstractAbstract
No abstract, orNo abstract, or
Incomplete purpose,Incomplete purpose,
incompleteincomplete
ResultsResults
Purpose or results,Purpose or results,
but not bothbut not both
5 points5 points
Contains purposeContains purpose
statement andstatement and
results, but someresults, but some
result detailsresult details
missing.missing. 8 pts.8 pts.
Contains purposeContains purpose
statement and completestatement and complete
resultsresults
10 points10 points
Purpose/Purpose/
HypothesisHypothesis
IncompleteIncomplete
purpose/hypothpurpose/hypoth
Statement,Statement,
Incomplete or missingIncomplete or missing
scientific principles orscientific principles or
variablesvariables
Clearly states theClearly states the
correct purposecorrect purpose
/Hypothesis, Both/Hypothesis, Both
scientific principlesscientific principles
or vari-ables missingor vari-ables missing
6 points6 points
correct purpose/correct purpose/
Hypothesis, eitherHypothesis, either
or variablesor variables
missingmissing
8 points8 points
correctcorrect
purpose/hypothesis,purpose/hypothesis,
which scientificwhich scientific
principles to be tested;principles to be tested;
the variables involvedthe variables involved
10 points10 points
Grading Rubric Point AllocationGrading Rubric Point Allocation
for Lab Reportsfor Lab Reports

Results/Results/
AnalysisAnalysis
Explanation of data isExplanation of data is
missing, inaccurate,missing, inaccurate,
or not expressed inor not expressed in
complete sentences.complete sentences.
Error analysisError analysis
incomplete, missingincomplete, missing
or incorrector incorrect
IncompleteIncomplete
description of data;description of data;
3 or more important3 or more important
observations areobservations are
missing. Errormissing. Error
analysis incompleteanalysis incomplete
or only partiallyor only partially
correctcorrect
12 points12 points
Results statedResults stated
correctly in com-correctly in com-
plete sentences.plete sentences.
No more than 1-2No more than 1-2
important obser-important obser-
vations arevations are
missing. Errormissing. Error
analysis presentanalysis present
and correctand correct
15 points15 points
Complete description ofComplete description of
what occurred in thewhat occurred in the
experiment is stated inexperiment is stated in
complete sentences.complete sentences.
Data is used accuratelyData is used accurately
in reporting/analyzingin reporting/analyzing
the results. Error analy-the results. Error analy-
sis present and correctsis present and correct
20 points20 points
Data/Data/
ObservationObservation
Data is missing,Data is missing,
incomplete,incomplete,
inaccurate, or hasinaccurate, or has
several defects;several defects;
No data tables whenNo data tables when
appropriate, missingappropriate, missing
graphs; most or allgraphs; most or all
observations missingobservations missing
Incomplete or noIncomplete or no
calculations, fewcalculations, few
questions answeredquestions answered
Data presented, butData presented, but
not well organized,not well organized,
some data inaccu-some data inaccu-
rate or missing;rate or missing;
graphs are inaccu-graphs are inaccu-
rate in data display,rate in data display,
incorrectly or notincorrectly or not
labeled; poor orlabeled; poor or
incomplete observa-incomplete observa-
tions. Poor & incom-tions. Poor & incom-
plete calculation;plete calculation;
some questionssome questions
answered.answered. 16 pts16 pts
Data presentedData presented
clearly and neatly.clearly and neatly.
Most charts, tables,Most charts, tables,
diagrams, anddiagrams, and
graphs labeled andgraphs labeled and
accurate; detailedaccurate; detailed
and accurateand accurate
observations. Mostobservations. Most
calculations showncalculations shown
and correct. Mostand correct. Most
questionsquestions
answeredanswered
20 points20 points
Data presented clearlyData presented clearly
and neatly. All charts,and neatly. All charts,
tables, diagrams, andtables, diagrams, and
graphs labeled andgraphs labeled and
accurate; Appropriateaccurate; Appropriate
graphing of data chosengraphing of data chosen
(line/bar/pie); detailed(line/bar/pie); detailed
and accurateand accurate
observations.observations.
Calculations shown andCalculations shown and
correct. All questionscorrect. All questions
answered in thisanswered in this
section.section. 25 points25 points
ProcedureProcedure
Includes an unclearIncludes an unclear
set of instructions.set of instructions.
Most steps may be:Most steps may be:
Missing. IncompleteMissing. Incomplete
disorganized, con-disorganized, con-
fusing, difficult tofusing, difficult to
follow, not sequential,follow, not sequential,
Includes an unclearIncludes an unclear
set of instructions.set of instructions.
Some steps may beSome steps may be
missing. Incomplete,missing. Incomplete,
disorganized,disorganized,
confusing, difficult toconfusing, difficult to
follow,follow,
not sequentialnot sequential 6 pts6 pts
Includes a clear setIncludes a clear set
of instructions. Aof instructions. A
few steps are:few steps are:
missing,missing,
incomplete,incomplete,
disorganized,disorganized,
difficult to followdifficult to follow
8 points8 points
Directions in clear,Directions in clear,
concise sentences in aconcise sentences in a
step-by-step format.step-by-step format.
Experiment can clearlyExperiment can clearly
be replicated. Materialsbe replicated. Materials
are included in theare included in the
methodmethod
10 points10 points

Cover letterCover letter
(when(when
applicable)applicable)
Hypothesis or goal isHypothesis or goal is
severely incompleteseverely incomplete
or missing; results ofor missing; results of
data interpretationdata interpretation
severely incompleteseverely incomplete
or missing; relation-or missing; relation-
ship to scientificship to scientific
principles severelyprinciples severely
incomplete or missingincomplete or missing
Hypothesis or goal isHypothesis or goal is
incomplete; resultsincomplete; results
of data interpretationof data interpretation
incomplete;incomplete;
relationship torelationship to
incompleteincomplete
12 points12 points
Hypothesis or goalHypothesis or goal
is slightlyis slightly
incomplete; resultsincomplete; results
of dataof data
interpretationinterpretation
slightly incomplete;slightly incomplete;
relationship torelationship to
slightly incompleteslightly incomplete
15 points15 points
Concise description ofConcise description of
hypothesis or goal, veryhypothesis or goal, very
brief procedure, generalbrief procedure, general
description of data,description of data,
results of dataresults of data
interpretation,interpretation,
relationship to scientificrelationship to scientific
principles (rest similar toprinciples (rest similar to
conclusions above)conclusions above)
20 points20 points
ConclusionsConclusions
Max =20 ptsMax =20 pts
Conclusion is missingConclusion is missing
or does not fullyor does not fully
explain the objectivesexplain the objectives
of the lab. Relevantof the lab. Relevant
vocabulary missing.vocabulary missing.
No practical applica-No practical applica-
tion given; Discus-tion given; Discus-
sion of scientificsion of scientific
principle missing.principle missing.
Only 1-2 sentencesOnly 1-2 sentences
Conclusion explainsConclusion explains
the objecive, butthe objecive, but
data not useddata not used
accurately to supportaccurately to support
itit
Only 2-3 sentencesOnly 2-3 sentences
12 points12 points
A paragraph withA paragraph with
explanation thatexplanation that
includes supportingincludes supporting
evidence with data,evidence with data,
but missing “bigbut missing “big
picture”, scientificpicture”, scientific
error and furthererror and further
experiments. Vo-experiments. Vo-
cabulary usedcabulary used
correctly (4-5 sen-correctly (4-5 sen-
tences)tences) 15 points15 points
A paragraph with aA paragraph with a
logical explanationlogical explanation
supported by data thatsupported by data that
addresses the objec-addresses the objec-
tives, scientifictives, scientific
principles and ends withprinciples and ends with
the ‘big picture” furtherthe ‘big picture” further
experiments orexperiments or
unanswered questionsunanswered questions
(7 + sentences)(7 + sentences)
20 points20 points

Challenges & Solutions for Online Lab Science Courses

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