SLIDE 1
Inquiry-Based Labs
The move away from the cook-book lab model....and our results

By:
Terri Campbell
Michele A. Paradies, Ph.D.
Michele Thompson

SLIDE 2
Chemistry
Students presented their findings in an essay.

SLIDE 3
In order to solve the mystery, we decided to test the water
with a flame test. Our team of investigators set up the
necessary equipment, put on all of our safety equipment,
and then fired up the Bunsen burner. In order to test the
water sample, we shook the container to produce fumes
within, unscrewed the cap, and then placed the mouth of
the tube up to the vent of the burner. The fumes entered
the vent, flowed up the burner’s neck, and were eventually
burned by the flame. As the fumes burned, the flame
changed from blue to an orange-yellow colored line emission
spectrum.

SLIDE 4
A line emission spectrum is bright lines, bands, or
continuous radiation characteristic of and determined by
a specific emitting substance subjected to a specific
kind of excitation. When placed in the flame, the
emission spectrum is visible to the naked eye. In this
case, the spectrum was an orange-yellow flame when the
pollutants vapors (specific substance) were subjected to
excitation (flame). To figure out what the pollutant was,
we simply needed to compare the color of our sample’s flame
to a list of elements and their corresponding flame colors.

SLIDE 5
In addition, students completed the Science Laboratory
Environment Inventory survey.

SLIDE 6
SLEI
Science Laboratory Environment Inventory1

1. The Actual Form- students answer the questions based on
their actual experience in the lab.
2. The Preferred Form- students answer questions based on
the student's preferences in the laboratory.

SLIDE 7
The SLEI Preferred Form consists of 35 items from 5 scales:
Student Cohesiveness, Open-endedness, Integration, Rule
Clarity, Material Environment.

Items are responded to on a five point scale:
Almost Never, Seldom, Sometimes, Often, and Very Often

SLIDE 8
			Student Cohesiveness	Open-Endedness
Maximum Point Value		35			35
Average				29			29
Range				19 - 35			10 - 28

Poor
Satisfactory
Good
Excellent (checked)

SLIDE 9
Open-Endedness

Statement from SLEI		How often would you prefer each
				practice to take place?

In this laboratory class, I	2.4 average
would be required to design	Between "Seldom" and "Sometimes"
my own experiments to solve
a given problem.

I would decide the best way	3.9 average
to proceed during laboratory	"Often"
experiments.

SLIDE 10
Anatomy & Physiology

Students completed an entry & exit survey

SLIDE 11
Entry Rubric
Questions 1-10

Conventional Lab	Inquiry-Based Lab
• 54.8% 		• 56.8% 
• 48.4%			• 47.7% 		
• 48.4% 		• 52.3%
• 41.9% 		• 56.8%
• 29% 			• 31.8%		
• 51.6% 		• 50%
• 67.7% 		• 47.7%
• 61.6%			• 43.2%

SLIDE 12
Exit Rubric
Questions 1-10

Conventional Lab	Inquiry-Based Lab 
• 71% 			• 82.2% 
• 64.5% 		• 80% 
• 90.3% 		• 86.7% 
• 87.1% 		• 91.1% 
• 77.4% 		• 77.8% 
• 90.3% 		• 80% 
• 87.1% 		• 91.1% 
• 87.1% 		• 86.7% 
• 93.5% 		• 82.2% 
• 93.5% 		• 86.7% 

SLIDE 13
Exit Rubric – Questions 11-18

Conventional Lab	Inquiry-Based Lab
• 80.6% 		• 75.6% 
• 93.5% 		• 82.2% 
• 93.5% 		• 86.7% 
• 87.1% 		• 82.2%
• 83.9% 		• 86.7% 
• 71% 			• 80% 
• 80.6% 		• 91.1% 
• 71% 			• 77.8%	

SLIDE 14
Exit Rubric - Question 19
"I found this lab to be engaging."

• Conventional Lab	• Inquiry-Based Lab
	• 71%			• 86.7%

SLIDE 15
Exit Rubric - Question 20
"Lab was academically challenging."

• Conventional Lab	• Inquiry-Based Lab
	• 51.6%			• 84.4%

SLIDE 16
Exit Rubric - Question 21
"Exercise helped me learn."

• Conventional Lab	• Inquiry-Based Lab
	• 83.9%			• 92.9%

SLIDE 17
Exit Rubric - Question 22
"I enjoyed this exercise."

• Conventional Lab	• Inquiry-Based Lab
	• 61.3%			• 88.1%

SLIDE 18
Exit Rubric - IBL - Question 27
"I understand the work presented by the other
groups as well as I understand what my group
worked on."
 • 73.8%

SLIDE 19
Biology

Student results were presented through PowerPoint.

(Example to follow...)

SLIDE 20
Antacid Effectiveness
As Researched By The
ThoMartini Science Facilities
Of Ireland

SLIDE 21
What You Asked!

• We received your question about a generic form of
Antacid. Taking this information into account we
designed an experiment in order to obtain specific
results to present to your business.

SLIDE 22
Research Based on the Following Products:

• Tums
• Rolaids
• Maalox
• Mylanta

SLIDE 23
What We Prepared!

• In order to determine the results you inquired
about we needed the following materials:
- Test Tubes
- Specific Antacids (Tums, Rolaids, Maalox, Mylanta)
- Specific Indicator (Phenolphthalein)
- Pipette
- Stirrer

SLIDE 24
Our Procedures

1. Set up four test tubes. Label each for a different
   antacid.
2. Fill each tube with 22 drops of hydrochloric acid.
3. Apply one drop of Phenolphthalein to each tube.
4. For each antacid use the dropper, to insert the
   specific antacid in to specified test tube a single
   drop at a time.
5. Repeat drops until the indicator is fully neutralized
   (You will not be able to remove the indicator's color
   from the hydrochloric acid).
6. Record Your Results. And Repeat Procedures at least
   three times or until fully satisfied with results.

SLIDE 25
We Will Now Simplify Our Actions

• Acids and Basses when mixed neutralize at a certain
  point.
• The less time it takes to neutralize will determine the
  faster working antacid, vice versa the longer time it
  takes to neutralize will show the slower working antacid.
• In order to view this in action you need Phenolphthalein
  (The Indicator). This adds a specific color to allow you
  to see the change.

SLIDE 26
Our Results

Antacid		Trial #1	Trial #2	Trial #3	Trial #4
		(Number of
		Drops Needed
		to Neutralize)

Tums		6 Drops		9 Drops		13 Drops	9.3 Drops to
								Neutralize

Maalox		7 Drops		8 Drops		10 Drops	8.3 Drops to
								Neutralize

Rolaids		19 Drops	22 Drops	24 Drops	21.6 Drops to
								Neutralize

Mylanta		5 Drops		4 Drops		7 Drops		5.3 Drops to
								Neutralize

SLIDE 27
I know what you're thinking....
What Does This Science Stuff Mean???

• Mylanta on average should work most efficiently and in a
  timely matter to relieve your consumers needs.
• On the other hand you should push your clients away from
  using the product Rolaids.

SLIDE 28
Extended Thank You For The Following

• Research:
ThoMartini Research Facilities of Ireland
• Funded In Part By:
The Thompson Medical & Science Branch of the Chester Academy
Academics Program

SLIDE 29
In addition, students took an entry and exit survey.

Here are the results...

SLIDE 30
1 (not at all) to 5 (with absolute certainty)

CONTENT QUESTIONS			ENTRY		EXIT
1. Can you define what a base is?	3.9		4.6
2. Can you define what an acid is?	3.9		4.6
3. Can you describe the process of
   neutralization?			3.3		4.8
4. Do you know what the purpose of
   an indicator?			4.4		4.5
5. Can you name an indicator used
   to detect bases?			2.4		4.9

SLIDE 31
1 (not at all) to 5 (with absolute certainty)

EXPERIMENTAL DESIGN QUESTIONS		ENTRY		EXIT
6. Do you know all of the steps to
   design an experiment?		3.2		4.5
7. Are you able to organize data?	4.3		4.6
8. Can you relate your hypothesis
   or lab objective to your
   analysis of the data?		4.5		4.5

SLIDE 32
1 (not at all) to 5 (with absolute certainty)

PURPOSE QUESTIONS			ENTRY		EXIT
10. Do you usually understand the
    overall purpose of the lab you
    are performing?			3.1		4.5
11. Have you usually been excited
    to find the conclusion to a
    lab objective?			2.5		3.7
12. Have you usually understood
    the reason for using specific
    lab procedures when completing
    a lab?				3.3		4.6





















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