Jennifer Herzog

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Innovative Techniques for Teaching a Hands-On Lab
Course Over the Internet
Jennifer Herzog Assistant Professor of
Biology Department of Biology Herkimer County
Community College Herkimer, NY [phone]
ext. 8626 herzogja_at_herkimer.edu
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Profile of Todays Online Student

• 18 to 35
• Employed
• Has family commitments
• Lives anywhere
• Requires flexibility
• Committed to completing
• their degree

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Lab Sciences - A Growing Requirement

• Lab science courses are now required for
  graduation at many colleges
• 5 - 6 hrs/week of campus lab work is not feasible
  for most students
• Few lab science courses are offered
  fully online
• Most that do exist do not teach the basic skills
  and techniques learned in on-campus settings

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My Response Develop an Online General
Biology Course

• For non-science majors only
• Open to traditional and non-traditional students
• Completely asynchronous
• Include hands-on laboratory component

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Techniques To Convey The Campus Classroom
Environment Over The Internet

• Movies novels - TV shows - interactive websites
  Reinforce Concepts and Principles
• Threaded discussions
• Analyze Current Biological Issues
• LabPaqs for home-based experimentation
• Provide Real Hands-On Lab Experiences
• Free-form discussion boards
• Drive the Success of Lab Section

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Assessment

• Assessments built into the modules
• Online office hours and talk to the professor
  provide instant feedback to/from the students
• Activities, examinations, and teaching methods
• Culminating activity in a questionnaire format
  allows in-depth responses from students

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Is an Online Laboratory Course

• Effective?

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On Campus Course Delivery Four Years of
Data Analysis Retention Rates and Overall
Course Grades

Semester Students Withdrawn F D C B A
F '01 23 3 3 3 3 3 8
S '02 24 4 3 2 4 5 6
F '03 24 0 7 6 3 4 4
F '03 23 4 3 3 3 2 8
S '04 24 2 6 5 3 3 5
S '05 23 2 4 3 6 1 7
F' 05 24 3 5 5 3 3 5
S '05 23 2 4 3 6 1 7
TOTALS 188 20 35 30 31 22 50
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On Line Course Delivery
Three Years of Data
Analysis Retention Rates and Overall
Course Grades
Semester Students Withdrawn F D C B A
F 02 25 11 5 2 0 0 7
S 03 25 7 4 0 4 2 8
U 03 25 7 3 0 5 2 8
F 03 25 14 1 1 0 1 8
S 04 25 13 2 0 2 0 8
U 04 25 10 3 0 1 2 9
F 04 25 6 4 0 4 1 10
S 05 25 5 5 1 2 0 12
U 05 25 8 5 0 1 1 10
F 05 25 8 5 0 1 1 10
TOTALS 250 89 37 4 20 10 90
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Summary of Data Comparison Retention
Rates, and Average Grades
Retention Median Lab Class Earning
Rate Grade Average Average A or B

On Campus
Delivery 89.40 C 75.80 75.80 43

On Line
Delivery 64.40 A 82.5 87.50 62


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This Data Trend Continued Through Spring 2007

• However, I experienced a big change in Summer
  2007
• Why?

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? Biology LabPaq BK-SC141

• Adopted the BK-SC141 LabPaq Includes lab
  manual
• plus all equipment and supplies for its 14
  experiments.
• Students order LabPaqs directly from
  www.LabPaq.com
• at wholesale prices without the bookstores
  mark-up.

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BK-SC141 Experiment Titles

• Research and The Scientific Method
• The Hardy-Weinberg Principle
• Basic Chemistry for Investigating Living
  Systems
• Microscopy and the Metric System
• Cell Structure and Function
• Mitosis and Meiosis
• Human Genetics
• Genetic Inheritance
• Classification of Species
• Taxonomy of Living Things
• Kingdom Plantae Simple Plants Gymnosperms
• Kingdom Plantae Angiosperms
• Tissues, Organs and Homeostasis
• Life and the Physical Environment Brine Shrimp

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I am torn on this issue I came across a website
about hearing loss. I have a close friend who
daughter was born deaf. According to the
website, stem cell transplant can improve hearing
with cochlear repair (http//www.eurekalert.org/pu
b_releases/2008-09/ctco-hrm090308.php) " This
study provides hope for a potential treatment for
the repair of hearing impairments, particularly
those arising as a consequence of cochlear
damage," said David Eve, PhD, at the University
of South Florida Health, and associate editor of
Cell Transplantation. " With Stem Cell being able
to help in this manner I am all for it .
I lost my grandfather to Alzheimers and my
mother to a combination of Parkinsonism and
Alzheimers after a long battle this year.  I
believe stem cell research is critical to helping
find a cure for both these diseases as well as
many others.  Millions of people are afflicted
every year with these degenerative neurological
diseases it is heartbreaking.  back in March
2008 Scientist found that the protein that
governs development of human embryonic stem cells
(hESCs) also inhibits the growth and spread of
malignant melanoma, the deadliest skin cancer,
According to an article in http//www.sciencedaily
.com/releases/2008/03/080303190652.htm Another
development was used by Scientist to transform an
ALS (amyotrophic lateral sclerosis, or, what we
more likely know the disease as Lou Gehrig's
disease.  They were able to transform patient's
skin cells into motor neurons. http//www.scienced
aily.com/releases/2008/07/080731143347.htm This
new technique may be used in the future to create
tailor-made cells to treat the debilitating
disease.  According to the article, this is the
first time that skin cells from a chronically-ill
patient have been reprogrammed into a stem
cell-like state, and then coaxed into the
specific cell types that would be needed to
understand and treat the disease.
http//www.cnn.com/HEALTH/9901/19/stem.cell.resea
rch/  I found this news article online from 1999.
It seems the government does allow some funding
for stem cell research as long as the stem cells
are not grown in the laboratory for that purpose.
Some people still have a problem with this.
Other ways that stem cell research can be funded
is from private donors and private funding. There
are people out there who believe strongly in this
research who are willing to help.  But tax
payer's money is still not allowed to fund this
research, because it is such a controversial
issue. I think I may have mixed up my answer in
my initial posting to this question. I would not
mind my tax dollars going to this research, as
long as they are researching other routes as
well...like cord blood. Which according to
another article I found http//www.medicalnewstoda
y.com/articles/97995.php they are. They have made
great strides with stem cells from cord blood in
helping heart disease.
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This book is amazing especially because it reads
like a non-fictional account in some ways. It is
scaring me like crazy and it is hard to put down.
Every aspect of the details of this book are so
explanatory so that someone with limited
knowledge of this subject can still grasp what is
going on. The details are what make this book
really interesting and life-altering. For example
just the part on how they had to create a
negative air pressure room for the hot zone so
none of the dangerous particles would leak out
was amazing to me. It made me realize that parts
of hospitals must have this feature to prevent
diseases from being spread. http//www.berriman-u
sa.com/negative.htmhttp//www.cleanairtechnology.
com/pages/learn/negative/negative.htm I also
saw an epidemiologist from the WHO on Lou Dobbs
last night, who was making similar statements.
Now, here's the stupid questionSince this flu
has been around for a couple of years now, and it
still (apparently) hasn't mutated, why are they
so concerned (convinced?) that it will? We know
that viruses can mutate very quickly, and all the
experts seem to very nervous about the possible
mutation. Is it because of that ONE case is an
indicator of what's to come? "Asian countries
have documented 55 cases in which the avian flu
has jumped from birds to humans, and only ONE in
which it was passed from human to human. But he
said that could change if the virus mutates.
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Am I just becoming more sensitive to these
stories in the news or are there just so many
more over the past few weeks? This was from MSNBC
on the 26th. WASHINGTON - Two new retroviruses
never before seen in humans have turned up among
people who regularly hunt monkeys in Cameroon,
researchers reported on Friday.I knew that
there were bioweapons used in the Revolutionary
war, but I hadn't dug much deeper. I have also
read about plague-ridden and disease-infested
bodies being catapulted over fortress walls in
medievel times--but I never really thought of
that as bioterrorism--but it is! The PBS article
on the history of Bioterrorism is
unbelieveable--and scary as hell. The practice
has essentially been going on forever, and some
people really will stop at nothing...Once again,
I am appalled by man's inhumanity to man.The
article is very interesting and
informativehttp//www.pbs.org/wgbh/nova/bioterro
r/hist_nf.html According to the US Homeland
Security website, "The Bush Administration is
investing more than 7 billion across all aspects
of biodefense. In the last three years, the
Administration has created the BioWatch program
to monitor major cities for a biological release,
procured sufficient smallpox vaccine for all
citizens, and significantly increased stocks of
antibiotics against anthrax."There are side
effects of the vaccine, however. According to the
CDC site on Emergency Preparedness and Response
(link listed below), "Careful screening of
potential vaccine recipients is essential to
ensure that those at increased risk do not
receive the vaccine". This may be one of the
reasons why they have temporarily stopped the
vaccination program. In addition, since the
vaccine is at maximum effectiveness for 3-5 years
from the time it is administered, it might be
best to wait until a present danger exists before
putting the general public through an
immunization program. I have also provided the
link to the CDC site for Smallpox Response Plan
and Guidelines (Version 3.0). http//www.bt.cdc.g
ov/agent/smallpox/vaccination/facts.asphttp//www
.bt.cdc.gov/agent/smallpox/response-plan/index.asp

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Used to teach concepts of natural selection and
evolution
Used to teach concepts of reproductive
biotechnology, recombinant DNA, gene therapy and
ethical issues of scientific research
Used to give a first-hand perspective of the
history of DNA
Used to teach a multitude of microbiological conc
epts
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Lab Exercises For SC 141 Module 1
Icebreaker Activities The Scientific Method In
this lab, students are asked to develop a
hypothesis based upon an observation made in
everyday life. They are then asked to complete
the steps of the scientific method in order to
reach a conclusion and evaluate their
hypothesis. This is a non-graded lab, and works
well to introduce students to experimentation
and how to collect and evaluate data.
Module 2 Cell Chemistry and Physiology Cell
Chemistry In this lab, students perform
experiments to identify and explore fats,
proteins and carbohydrates in living
cells. Microscopy and the Metric System In this
exercise, students learn how to use their
microscope and how to employ the metric system.
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• Module 3 Genetics
• Cell Division and Human Genetics
• In this lab, students use slides, cut-outs and
  interactive web activities to learn
• Different stages of mitosis and meiosis
• How to analyze a karyotype
• Human Mendelian genetics and disease
  transmission
• Mendelian Genetics and Chi Square Analysis
• In this experiment, students investigate Mendels
  Laws using monohybrid and dihybrid cross
  experiments. Tobacco seeds exhibiting a 31
  ratio of green to white pigmentation are
  germinated by the students are used for the
  monohybrid cross analysis, while bean seeds with
  2 observable traits (bean color and size) are
  used for the dihybrid cross analysis.
• Students complete a formal lab report on this
  lab

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• Module 4 Evolution
• DNA Isolation, Electrophoresis and
• BLAST Analysis (HYBRID LAB)
• In this lab, students use a combination of
• Hands-on activities to isolate DNA from
• plant or animal cells
• Web-based exercises to learn how to analyze DNA
  at the molecular level and how to conduct a
  hands-on BLAST search
• Evolution of Predator-Prey Mechanisms
• In a web-based activity, students play two
  predator-prey games in which they learn how
  natural selection drives evolutionary change in
  the living world. They then use their scores in
  each scenario to observe changes in allele
  frequencies (Hardy-Weinberg Equilibrium).
  Students then do a hands-on activity with MM
  candies to collect data and use the HWE equation.
• Students then use a variety of grasping tools
  (i.e. forceps, clothes pins, needle nosed pliers)
  to illustrate variation in beak size, shape and
  effectiveness in Darwins finches.

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• Module 5 Kingdoms
• of Life- Monera/Protista
• Basic Microscopy Cells and Tissues
• In this lab, students learn
• Basic microscopy techniques
• Basic slide preparation techniques
• Basic cell structure and function
• Survey of the Kingdoms Monera
• and Protista
• In this lab, students use slides, living
• specimens and animations to
• learn about these 2 Kingdoms of life

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Module 6 Kingdoms of Life Fungi and
Plantae Survey of the Kingdom Fungi In this lab,
students use slides, living specimens and
animations to learn about plant structure,
evolution and life cycles Survey of the
Kingdom Plantae In this lab, students use slides,
living specimens and animations to learn about
plant structure, evolution and life cycles
Structure and Function Studies of the Kingdom
Plantae In this exercise, students observe leaf
structure, xylem transport, effects of ethylene
gas, and variations in monocot and dicot
structure using live seedlings
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Module 7 Kingdoms of Life- Animalia Survey
of the Kingdom Animalia In this lab, students
use slides, living specimens and animations to
learn about animals Organization, evolution,
and function
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• Module 8 Ecological Concepts
• The Sea Monkey Lab
• In this experiment, students learn about
  ecological
• interactions and the effect of environment on an
• organism by performing an experiment to observe
• which salinities of sea water brine shrimp find
  most
• favorable
• The Nature Walk Lab
• In this lab, students get some exercise! Their
  tasks are to
• Learn about classification
• Identify 4-5 leaf specimens
• Learn about community ecology by taking a walk
  where they live, observing different forms of
  life and determining their niche within the
  community

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Techniques to Facilitate Lab Experiments

• Sample Lab Discussions
• Enhancements

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Sample Student Lab Submission

• Test Tube Contains Hypothesis Color Is Starch
  Present
• Water no starch amber no
• Albumin no red small
  amount
• Amylase no red
  small amount
• Potato starch yes
  black yes
• Onion juice yes
  purple yes
• Potato Juice yes
  brown yes, some
  

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Exercise 3-2 Discussion Questions

• 1. The purpose of this exercise was to determine
  whether or not starch was present in the tested
  substances.
• 2. Grains, such as corn, wheat and rice, as well
  as root vegetables contain high levels of starch.
• 3. The iodine colorimetric test could be useful
  for consumers who are on a low-carbohydrate diet.
  They can prepare an experiment to detect starch
  in the foods they may eat.
• 4. A spectrophotometer can also detect compounds,
  such as starch, in substances. Though, it does
  so with much more accuracy than the iodine test.

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Photo of Exercise 3-2
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Sample Lab Discussions
Subject How sad are we...How sad is it that a
15 year old knows this and we do not....i sat
there for 2 hours trying to get it open and then
went on the internet and read about getting it
wet... Subject Modified Ouchterlony TestI was
also confused by what we needed to do with this
test, but I think I have it figured out. Look at
the box beneath the diagram where the Distance
between wells, the Distance from A to Precipitate
front and B to Precipitate front are listed. Plug
these figures into Table I, where A Well 1 and
B Well 2. Then find the " total distance
diffused by solute" by using the formula provided
beneath the Table. Your results, should tell you
that the weight of the two different chemicals
had a big impact on how fast they diffused
through the "imaginary agar", and at what point
they met to form a precipitate line. Subject
Weight of bagsDid anyone find that their bags
weight did not change much, I saw much change in
the composition, some bags lost pressure and
others blew up like a balloon, but for the most
part the bags weighed so little they did not have
much difference.. Subject Yes!!! I did to!I
had the same problem as you, the weight stayed
pretty much the same through out the experiment,
I even left them in the water longer then the lab
said to and i still did not see much difference.
Im glad I am not the only one who had this
happen!
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Enhancements

• I am developing short movies of ALL experiments
  done in this course
• It has worked really well for those that Ive
  finished so farit helps to see the steps done
  for them
• I am also working on adding voiceover to all
  PowerPoint presentations of lectures

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Summary from Jen Herzog

• Overall, I am very happy I took on the challenge
  of developing an internet-based college biology
  lab course. It has been a lot of work (and
  continues to be!) but the rewards have been well
  worth the effort. I truthfully never thought
  that this course would even get off of the ground
  for a multitude of reasons. However, my
  interactions with my students have made me
  realize that teaching a lab science in this venue
  can be done successfullyand moreover can be
  fun!!