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3503

This is to certify that the

thesis entitled

A Comparison of OnLine Pre—Laboratory
Simulations to Traditional Text Methods
in an Inquiry-Based High School
Biology Course
presented by

Clarence E. Rudat

has been accepted towards fulfillment
of the requirements for

Masters of Science degreein Biological Science-
Interdepartmental

[£41m

Maj or professor

Date ,97/04/452,

0-7 639 MS U is an Affirmative Action/Equal Opportunity Institution

 

_ LIBRARY
Michigan State
University

 

 

 

PLACE IN RETURN BOX to remove this checkout from your record.
TO AVOID FINES return on or before date due.
MAY BE RECALLED with earlier due date if requested.

 

DATE DUE DATE DUE DATE DUE

 

o7 OWQE: 2004

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6/01 c:/CIRC/DaleDue.p65-p. 15

 

A COMPARISON OF ONLINE PRE-LABORATORY SIMULATIONS TO
TRADITIONAL TEXT METHODS IN AN INQUIRY-BASED HIGH SCHOOL
BIOLOGY COURSE

By

Clarence E. Rudat

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE
Division of Science and Mathematics Education

2002

Abstract

A COMPARISON OF ONLINE PRE- LABORATORY SIIVIULATIONS TO
TRADITIONAL TEXT METHODS IN AN INQUIRY-BASED HIGH SCHOOL
BIOLOGY COURSE

By

Clarence E. Rudat

The purpose of this study was to compare the effect of web-based computer simulation
activities to traditional text methods in preparing inquiry-based laboratory activities in
high school biology classes. Students’ attitudes were evaluated as well as their
knowledge of material and understanding of the scientific method. Ease of
implementation of the wet-laboratory was evaluated with both methods. Seventy-six
sophomore students in four biology classes from a small rural Michigan high school
participated in the study. Subjects were assigned to either web-enhanced instruction or a
text-based handout with the same information. The web-enhanced instruction group used
the commercial web site Biology. com to develop constructivist-based laboratories
patterned after the Advanced Placement Biology Laboratory Manual. The control group
received the same information on text-based handouts. Both groups were assessed using
the Process of Biological Inquiry Test (PBIT) and a comparison of pretest/posttest results

were used to determine the effectiveness of each method.

This study showed that on average there was an eight percent higher increase in post-test
scores of the web-based group when comparing the two methods. The findings suggest
that students, while initially hesitant to engage in the constructivist web-enhanced
instructional method, prefer the web-based approach to the traditional text method. Web
enhanced instruction (WEI) is using computers and web-based courseware to enhance the
traditional face-to-face classroom environment by exposing students to content-specific

information delivered over the intemet.

TABLE OF CONTENTS

List of Tables ................................................................................................. iv
List of Figures .................................................................................................. v
Acknowledgments .......................................................................................... vi
Chapter I: Background ..................................................................................... 1
Purpose of the Study ................................................................................ 11
Significance .............................................................................................. 1 1
Hypotheses ............................................................................................... 13
Assumptions ............................................................................................. 13
Limitations ............................................................................................... 14
Chapter II: Methodology ................................................................................ 16
Research Design ....................................................................................... 17
About The Biology Place at Biology. com ................................................ 18
Lab Topics ......................................................................................... 19

Key Concepts ..................................................................................... 19
Design ................................................................................................ 20
Annimations & Interactions ............................................................... 22
Laboratory Preparation ............................................................................ 23
Collection of Data .................................................................................... 23
Analysis of Data ....................................................................................... 25
Diffusion & Osmosis ............................................................................... 25
Animal Behavior ...................................................................................... 29
Plant Pigments - Chromatography ........................................................... 30
Cell Respiration ....................................................................................... 32
Cardiovascular Fitness ............................................................................. 35
Heart Rate in Daphnia .............................................................................. 37
PBIT ......................................................................................................... 39
Attitude Survey ........................................................................................ 40
Chapter IV: Findings and Discussion ............................................................ 42
Recommendations .................................................................................... 45
References ...................................................................................................... 47
Appendix A: Lab Pre-test/Post-test ............................................................... 53
Appendix B: Process of Biological Inquiry Test (PBIT) ............................... 67
Appendix C: Author Developed WEI-Algae Abundance ............................... 80
Appendix D: Data Tables ........................................................................... 94
Appendix E: Parent/ Student Consent Form ................................................ 97
Appendix F: UCRIHS Approval ............................................................... 100
Appendix G: Survey of Student Attitudes to Computer Use and WEI ........ 102
Appendix H: Lab Report Format .............................................................. 104
Appendix 1: Student Quotes on Using WEI ............................................... 107
Appendix]: Samples of Student Protocol .................................................. 109
Appendix K: Statistical Analysis ................................................................. 112
Appendix L Definition of Terms, Abbreviations ......................................... 121

111

LIST OF TABLES

Number Page
1. Difficulties with Lab technique & procedure .................................... 27
2. Test score Improvement - Osmosis & Diffusion ............................... 27
3. Assessment of Water Potential Homework ....................................... 28
4. Time on Task - Osmosis & Diffusion ................................................ 28
5. Test Score Improvement - Animal Behavior ..................................... 29
6. Time on Task ..................................................................................... 3O
7. Test Score Improvement - Chromatography ...................................... 31
8. Time on Task - Chromatography ....................................................... 31
9. Test Score Improvement - Cell Respiration pre-Lab ......................... 33
10. Test Score Improvement - Cell Respiration post-Lab ....................... 34
11. Time on Task - Cell Respiration ........................................................ 35
12. Test Score Improvement - Cardiovascular Fitness ............................ 36
13. Time on Task - Cardiovascular Fitness ............................................. 37
14. Test Score Achievement - Heart Rate ................................................ 38
15. Time on Task - Heart Rate ................................................................. 38
16. Test Score Improvement on PBIT ..................................................... 39
17. Student Access to Technology ........................................................... 40
18. Attitude Towards Web-Enhanced Instruction ................................... 41
19. Average Time on Task ....................................................................... 96
20. Individual Item Analysis of PBIT ...................................................... 97
21. Overall Test Score Improvements ..................................................... 94
22. Overall Students Showing Improvement ............................................. 95

iv

LIST OF FIGURES

Number Page
1. Example of Instructor Developed WEI .............................................. 17
2. Example of LabBench Introductory Screen ....................................... 18
3. Key Concepts Portion of the Chromatography Section ..................... 20
4. Example of the design portion of the diffusion lab exercise ............. 21
5. Example of an animation and interactive question ............................ 22
6. Post-lab Assessment Example ........................................................... 24

ACKNOWLEDGMENTS

The author wishes to express sincere appreciation to Dr. Howard Hagerman and
Dr. Marty Hetherington for their expertise at incorporating real world experience during
the summers at the Kellogg Biological Station; to Dr. Merle Hiedemann, and Dr. Ken
Nadler for assistance in facilitating the development valuable laboratory-based
experiences during summer courses that led up to this project, and to Dr. Hiedemann, Dr.
Nadler, and Dr. Jim Miller who served on my review committee and offered valuable
insight to this study. Thanks to the teacher/researchers who provided valuable insight on
the feasibility of the labs that were developed and refined. These teachers provided years

of valuable teaching experience as practitioners of teacher refined laboratory activities.

Thanks to the great group of biology students at Montague High School for
having the diligence to participate in this challenging study and for their candor in
expressing their thoughts and ideas. Thanks to the staff and administration of Montague
High School providing for an atmosphere where valuable learning takes place. Special
thanks to Melissa Heyer, whose assistance, love, support, and patience was crucial to the

success of this research.

vi

Chapter]

Background

The US. Commerce Department announced that intemet traffic is doubling every
100 days (Abernathy, 1999). The use of computers and web-enhanced instruction (WEI)
has dramatically increased in the past five years. This remarkable expansion has provided
new potential for teachers to enhance instruction and for students to learn and obtain
information (President's Committee of Advisors on Science and Technology, 1997).

Computers and the intemet are increasingly available as a delivery platform for
educational resources. In 1999, 95 percent of public elementary and secondary schools

had intemet access (NCES 2000—086), and 78 percent of students in grades 1—12 reported

 

using the intemet at school (Indicator 45, The Condition of Education 2000). Despite
students' apparent familiarity with computers, only one—third of teachers in 1999 reported
feeling "well prepared" or "very well prepared" to use computers or the intemet for
instruction (Indicator 39, 2000).

The use of the intemet for instruction has not kept pace with the technology in
part because software deve10pers and educational publishers have been slow to catch up
with the changing infrastructure provided by the Telecommunications Act of 1996. Most
uses of the intemet and WBI in schools are informational in nature. The highly rated
Yuckiest Site on the Internet, <http://yucky.kids.discovery.com/>, Cells Alive!

<http://www.cellsalive.com/>, and University of Arizona’s Biology Project

 

<http://www.biology.arizona.edu/> are all valuable intemet sites limited to use as an

 

informational resource. At best these sites provide limited graphics, animations,

databases, and demonstrations. So much of the intemet has been informational in nature

that teachers and experts in the field refer to the use of the intemet as information
technology and telecommunications (Barron, 1999, p7). Given this information the
question of how to effectively use intemet based activities with the constructivist theory
of learning needs to be explored.

Many science teachers, educators, and researchers have proposed employing
computer-assisted instruction (CAI) and web-enhanced instruction (WEI) in the science
classrooms. While CAI and WEI both use computers to deliver instructional programs
according to the pace and characteristics of the student, CAI uses program software either
on the computer hard drive or is accessed through CD-ROM while WEI is delivered via
the intemet. However, contradictory findings on the comparative effectiveness of CA1
versus traditional instruction are found in the literature of science education research.
Technological advancements are occuning at such a rapid pace that researchers are
having a difficult time collecting useful data to test the effects of these new tools.
(Gallini and Barron, 2001)

Some studies concluded that CAI was effective in improving students’ science
and mathematics achievement or problem-solving skills (e.g., Ferguson and Chapman,
1993 [biology]; Hughes,1974 [physics]; Levine, 1994 [general science]; while other
studies (Weller 1996,1997), noted that over one-third of the studies reported little or
minimal advancement of science learning as a consequence of computer use. More
importantly, Weller added that most of the studies “did not aim to investigate
comprehension in the products and processes of science” (1996, p. 5).

Other studies have focused the use of specific types of CAI such as interactivity

or animation. Studies by Back and Layne (1988), Mayton (1991), Rieber (1990), and

Szabo and Poohkay (1996), indicate increased achievement in CA1 from the use of
animation with both adults and children. These studies used pre-test/post-test assessment
methods and focused on learning relative to static graphics and text-based instruction
delivered by CAI rather than the effectiveness of the CA1 method compared to traditional
learning methods.

Bell (1998) notes that “it is still far too common for technological and curricular
innovations to be brought into schools without it being a research-minded or research-
inforrned endeavor” (p. 3). Technology can provide the means for enhancing students'
learning but a sound theoretical basis for teacher and student action is necessary if
technology is to be put to such productive use (Salomon & Almog, 1998).

Thomas (2001) noted, however, that “longer-tenn investigations using
predominantly qualitative data collection and fine-grained analysis have yielded rich
information and provided insights into the ways teachers and students use and interact.”
Only by active research can teachers get a real picture of the learning that is taking place
from technology due to the complexity of the multiple variables that interact in a
classroom. Teaching in a passive learning environment using technology will likely
produce results typical of the passive setting whereas an active learning environment
using technology will likely produce results typical of an active setting. (Peck, 2002)
reports that when teachers do employ technology:

“It usually supplements a familiar, teacher-centered repertoire-lecture,

class discussion, textbook-based assignments and factual transmission . . .

which most often employ computers as low-end instructional devices that

allow students to type final drafts of essays or to conduct an intemet
search.”

It is apparent that teachers utilizing computers to successfully provide
development of critical and higher—order thinking skills will need to change their
perception of how students learn effectively. Van den Akker et al. (1992) suggested that
successful integration of computers into schools would require teachers to deepen their
understanding of the potential for computer use in classrooms, to learn new instructional
strategies, and to revise their beliefs regarding how students learn.

These are not the only hurtles for effective integration of computers into
classrooms. The time necessary to implement instructional technology is hard to find.
Additionally, student-centered active learning is difficult in a 50-minute class period.
Not only is time a factor in searching for appropriate, relevant websites, and other
computer based activities, but limited resources are available for professional
development, training and courseware.

The challenge for schools is not in acquiring computers or obtaining connections,
but in finding meaningful and useful content and/ or instruction. Although most teachers
know how to do word processing or even search the intemet, they don't have any concept
about how to truly integrate technology into their teaching (Molenda, 2002). Teachers
need to consider pressure from policy makers who approve million-dollar technology
grants as they enthusiastically endorse standardized tests, which, in the view of many
educational researcher, seldom encourage or reward computer use (Peck, 2002).
Concerns from parents, teachers, and students over access to colleges, based on high
performance on standardized tests of recognized skills and facts, often lead to a

dependence on traditional instruction (McLaughlin & Talbert, 1993).

Peck further states that, ‘administrators dutifully equip their schools with
expensive equipment, while raising graduation rates and improving test scores still
remain their central concerns’ (p.480). Rowan (1990) suggests teachers' success, if it is
measured at all, is typically determined by their students' standardized test scores.
Success on such tests usually requires more knowledge of facts than it does higher-
ordered thinking. It is easier for teachers to teach to the test than teach the valuable
problem-solving and critical thinking skills that come with active leaning. A growing
emphasis on standardized tests often influences teachers' practices--sometimes they alter
subject matter to teach to the test, or use didactic methods in order to "get through"
material quickly.

Constructivist teaching, by contrast, is difficult and time-consuming (McLaughlin
& Talbert, 1993). In the constructivist theory, the emphasis is placed on the learner or
the student rather than the teacher or the instructor. It is the learner who constructs
his/her own conceptualizations and solutions to problems. Understanding is greater and
new learning more lasting if learners are active builders of knowledge structures and
constructors of meaning, rather than passive recipients of information transmitted to them
by teachers. A constructivist approach to staff development models constructivist
teaching, where instructors guide and facilitate rather than tell or dictate. (Oates, 2001)
"To understand is to discover, or reconstruct by rediscovery, and such conditions must be
complied with if in the future individuals are to be formed who are capable of production
and creativity and not simply repetition." (Piaget 1973)

According to the National Association of Secondary School Principals (NASSP)

and the Carnegie Foundation: “Teachers should prepare themselves to offer courses that

take advantage of methods that depend less on the teacher as purveyor of all wisdom...
Teachers should be adept at acting as coaches and as facilitators of learning to promote
more active involvement of students in their own learning.” (NAASP, 1996, pp. 22-23).

The methods used in the traditional classroom have long been a concern. Dewey
(1902) claimed that “classrooms typically consist of teachers presenting the "right" way
to solve problems (or even the "right" solution). Knowledge, in this situation, is
symbolic and isolated; this type of learning does not typically motivate students or
provide them with problem-solving skills they can apply to other situations.” High-
school classrooms for most of this century have used these traditional methods (Boyer,
1983; Goodlad, 1984; Powell, Farrar, & Cohen, 1985), and many still do. Meaningful
learning is an active, rather than passive, process of knowledge construction. (Conley,
1993)

Computers have been used to try to bridge the gap between traditional learning
and a meaningful, active learning process. Several factors have developed
simultaneously to alter the emphasis of computers in learning. First, the convergence in
digital technology has provided user-friendly multimedia instructional platforms.
Secondly, the emergence of a cognitive learning theory that emphasizes inquiry surfaced.
Thirdly, changes in the needs of society, whereby the work-force of tomorrow needs to
be encouraged to have the skills of abstraction, system thinking, experimentation, and
collaboration. (Awbrey, 1996)

It is not difficult to see the dilemma many science teachers face. Should teachers

take the time to explore new technology methods? Are CAI and WEI compatible to the

goals of effectively teaching science with a constructivist approach? The goal of
teaching science is summed up by Germann (2002):

“Our task as teachers is to help students make sense of science. This means
that their learning must be meaningful. The science must be meaningfully
connected to their prior knowledge and experience, meaningfully explain
natural phenomena around them, and meaningfully integrated and assimilated

into their mental knowledge frameworks. Science with this kind of depth is
useful in understanding the world they move in and solving problems they

encounter. This must be the goal of science learning.” (Germann, 2002)

Most teachers realize the need to encourage critical thinking and to develop
constructivist learning environments. However, our current system of education
encourages gathering facts and following set procedures. Information technology and the
intemet have been an extension of that system. F ollansbee et a1. (1998) found that
teachers who integrated telecommunications into their curricula were more likely to use
computers with their students to enhance achievement through gathering, organizing, and
presenting information. The National Sea Grant Non-indigenous Species web site on the
spread of Zebra Mussels <www.sgnis.org/av/zmmap.htm> and the UW-River Falls wolf
tracking site <www.uwrf.edu/biology/bergland/wolfprojecto1.htm> allow students to
gather specific information, place it into a spreadsheet using a program like Microsoft Excel,
and present the graphical information to a class using a program like PowerPoint. The
internet is extremely efficient at providing access to information that would not otherwise
be available in classrooms but inquiry, creativity, and critical thinking skills are usually
not addressed.

Jones and Paolucci (1997) argue that claims for the influence of technology in
education, while substantial, is largely unfounded and serious consequences may result if

teachers continue to use technology in limited methods. Few suggestions have been

made as to how to measure the effects of web-based instruction on student creativity or
inquiry that would enhance active learning of the scientific process.

However, there is significant research indicating that WEI can positively affect
student attitudes and motivations. For example, Chiu ( 1996) found that tenth-grade
students who used network resources in science demonstrated significantly more positive
attitudes toward both school and science. The challenge is to use the motivation that
WEI can provide to help students develop critical thinking and analytical skills that will
benefit them in learning science.

For schools to prepare students for the rapidly changing technological society the
educational system must provide students with the skills that will enable them to think
critically and creatively. Educators need to engage students in scientific problem solving
by facilitating an environment that teaches students not only to think, but to think
creatively (Olson, 1974). Programs like Access Excellence’s Science Mystery Spot
<http://www.accessexcellence.org/AE/mspot/> encourage students to use high-order
thinking to solve a particular mystery using a case study scenario. WEI can use an open
inquiry approach with a case study were students would review a scenario then use the
scientific method to develop a wet-lab that would test a specific hypothesis.

One of the most highly rated incentives for using telecommunications with
students is increasing students' inquiry and analytical skills (Honey and Henriquez 1993).
There are few data to support this strategy. In reality, success of the WEI may be
dependent more on the methods and approach used by the teacher when using computers

than in the content of the information.

CAI and WEI are becoming popular methods of instruction for many teachers.
This is due in part because commercial companies offer software that can be obtained
inexpensively relative to hands-on lab equipment. Digital Frog International is offering a

number of virtual field trips such as The Rainforest using adaptive technology as well as

 

more traditional virtual dissections. Cyber Ed Inc. <http://www.cybered.net/>, is offering
an extensive library of science software that is interactive, allowing students to try
differing variables in a virtual laboratory.

Publishing companies are developing electronic textbooks on CD-ROM and
intemet based textbooks like iText to enhance the traditional textbook.
Glencoe/McGraw-Hill is now offering a free on-line database called Biolab
<http://www.glencoe.com/sec/science/biology/bi02GOO/chapter9/interbio.shtrnl> where
students submit lab data to the intemet which is posted to the site and can be viewed by
other students from around the country. Other free database sites such as the Global

Rivers Environmental Education Network (GREEN) <http://www.green.org/> are

 

sponsored by corporations or foundations. The interactivity of these programs opens new
windows to interaction with students from all over the world, allowing students to keep
current on events and activities that would not be available to them with out the intemet.
While these innovations are helpfirl with their immediate feedback, digital
audio/visual capabilities, and interactive tutorials, most simulation software falls short of
providing for creative inquiry-based experiences. There is a considerable amount of
research that supports the idea that computer simulations make little or no difference in
the acquisition of knowledge. There is speculation by some researchers that computer

simulations may have a positive effect on creativity (Betz, 1996). However, these

researchers offer no empirical evidence to support that claim. Jones and Paolucci (1997)
estimate that less than 5% of published research is sufficiently empirical, quantitative and
valid to support conclusions with respect to the effectiveness of technology in educational
learning outcomes.

Hargrave (2001) does offer promising research into the effective use of WEI
when used for pre-instructional simulations by giving students opportunities to a) explore
science phenomena, b) test ideas, c) develop interest in the topic, and d) generate
questions. Other research asserts that students using pre-instructional simulations have a
more personal understanding of the content and are more prepared to assume cognitive-
active learning roles in making sense of the content. (Brant, Hooper, & Sugrue, 1992)

As numerous forms of CA1 like WEI become increasingly popular in the
classroom, educators must examine the effectiveness of the technology as an educational
tool that promotes critical thinking in the biology lab and classroom. Educators need to
develop effective methods of integrating technology into the biology curriculum if the
preconceived advantages of technology will be realized. The technology should augment
what is taking place in the classroom, not attempt to replace it.

"Substantial investment in hardware, infrastructure, software, and content

will be largely wasted if K-12 teachers are not provided with the preparation

and support they need to effectively integrate information technologies into

their teaching."

-- Report to the President on the Use of Technology to
Strengthen K-12 Education in the United States, 1997

10

Purpose of Study

The purpose of this study was to compare the effects of a web-based pre-
laboratory simulation to a text-based pre-laboratory preparation in an active learning
environment. This study of WEI in the biology classroom is necessary to determine how
effective the WEI technology is in developing problem solving and critical thinking skills
when used as a tool to support the facilitation of student understanding and creative use
of the scientific process when preparing laboratory exercises.

This study will attempt to provide a valid insight into using WEI to meet
the demands of good science teaching while balancing the perceived needs of
policy makers, students, parents, and administrators. This study will also attempt
to answer the hard question -- by using new computer technologies in science, are
we doing something different, or the same thing differently? (Galas 1997)
Significance

WEI can be used in a number of ways. For the purposes of this research WEI
uses an inquiry approach based on the constructivist theory of learning. The inquiry
approach supports the objectives of WEI. Research shows that there are many indicators
of effectiveness for using inquiry as a basis for laboratory exercises. These indicators
include conceptual understanding of science principles, comprehension of the nature of
scientific inquiry, and a grasp of application of science knowledge to societal and
personal issues (Anderson, 2002). In addition, computers enable students to take more
responsibility for their learning (Ronen & Eliahu, 1998).

Not all teachers, parents and policy makers are convinced, however, that these

objectives are as important as more specific knowledge and facts. In meeting the

11

challenges of the “more is better” mentality in an information society, educators are
pushed to prepare students for a variety of standardized tests, which in most cases assess
a very basic level of knowledge. With the advent of the Michigan Virtual High School
by Michigan Governor John Engler and the Michigan Economic Development
Corporation, the focus of technology education has become more towards information
technology (Engler, 1998) than technology as a tool for high-order learning. In fact, the
Michigan Virtual High School proudly claims that what it provides to students and
parents is “. . . a way to build technology skills and tools that help them succeed on high-
stakes, standardized tests.” (Michigan Virtual High School, 2002) In Michigan, students
are awarded a $2,500 scholarship incentive to take and pass the standardized High School
Proficiency Test.

It is evident that CAI plays an important role in teaching and learning of science
concepts. The Benchmarks for Science Literacy (American Association for the
Advancement of Science [AAAS], 1993, p. 18) specifically state that “Computers have
become invaluable in science education because they speed up and extend people’s
ability to collect, store, compile, and analyze data, prepare research reports, and share
data and ideas with investigators all over the world.” Use of word processors,
spreadsheets, databases, e-mail, web publishers, and presentation software as well as the
advancement in hardware and connection capabilities has provided science educators
with capabilities that were unheard of just a decade ago. Recent science education
standards in the United States describe instructional technology as “technology that
provides students and teachers with exciting tools—such as computers—to conduct

inquiry and to understand science” (National Research Council [NRC], 1996, p. 24). The

12

constructivist theory of learning applied to WEI is an attempt to take advantage of these

tools to foster quality learning environments in science education.

Hypotheses

If using WEI with the constructivist theory of learning is an effective method of

developing problem solving and critical thinking skills of students by promoting higher

order cognitive leaming; and if students use WEI as pre-laboratory simulations for lab

preparation verses a text-based lab preparation method in a constructivist approach, then

students using WEI would:
1. Improve overall understanding of the scientific method.
2. Spend less time preparing for the lab.
3. Become more efficient with the time spent in the wet-laboratory setting.
4. Show more interest in the wet-lab and be more motivated.
5. Make fewer mistakes in executing the lab exercises.
6. Improve understanding and application of general scientific concepts.
7. Improve understanding of content.
Assumptions

This study was based on these assumptions:

Students in this study were representative of tenth grade biology students in West
Michigan.
Socioeconomic status, intelligence, creativity, and computer literacy were

equally distributed among students and did not contribute to the results.

13

3. Students in the control group did not access computer-based information from

students in the treatment group, who had access to this information

Limitations
This study was conducted with the following limitations in mind:

1. Although students in the treatment group were requested to access computers and
the intemet only during class, the computer accessibility at home could not be
monitored.

2. Computer speed and accessibility to the intemet should be taken into
consideration. Students in the treatment group that had slower computers and/or
had technical problems spent more time accessing information due to the

limitations of the technology.

The control group was the group of selected students who do not receive web-enhanced
instruction (WEI), but did have text-based instruction. The treatment group
(experimental group) is the group of selected students who received WEI. Active
learning methods based on the constructivist theory were used in both the treatment and
control groups.
Implications

Practical implications of this research are connected to collaborative action
research (Shymansky & Kyle, 1992), where research results help teachers reflect and
improve on their practices of teaching science. Information gathered in this study will be
used to refine teaching methods the instructor uses in students’ lab preparations. Results
will be used in collaboration with science teachers in Montague and teacher/researchers

participating in laboratory intensive summer research sessions at Michigan State

14

University. The National Science Teachers Association (1990) acknowledges reflective
thinking as the central element of the action research process. Teachers participating in
action research become more critical and reflective about their own practice (Oja & Pine,
1989). Reflecting on the discoveries made and the situations that arose during the course

of this research allowed for refinement of the WEI process to take place.

15

Chapter 2

Methodology

Participants included seventy-six 10th grade high school students attending four
biology classes and a biology teacher (the author) who taught the above classes at a
modern rural public high school of 460 students located in the West Michigan. Ninety
six percent of the district population is white with an average household income of
$28,670. (United State Census, 1990) There was one Hispanic student and one special
needs student confined to a wheelchair. These students were typical of 10th graders; with
a mean age of 16. Class periods were 50 minutes long with an academic support period
(ASP) each day. Academic support period is a 40 minute period where students can
make up lab work, homework, get additional assistance from teachers, or use a computer
lab. Students primarily used two sources for information during the study. The Biology
Place was used as a web-based source and the text Modern Biology was used for non-
web-based materials.

There were two groups of students that alternated between being the control and
treatment groups. Group A consisted of 40 students in two class periods while group B
consisted of 36 students in two class periods. 1

Students were active learners in that they were responsible for constructing
laboratory exercises based on specific information as opposed to following set of
“cookbook” procedures in conducting lab experiments. While developing activities,

students followed guidelines given by the instructor based on the AP biology lab manual.

16

 

 

 

 

 

se

Research Design

The author developed a number of hypertext activities (Figure 1) that were
developed for web-based activities that loosely mirrored the commercial site developed
by The Biology Place. The activities were placed on the schools web server and accessed
by students fi'om school computers. The activities developed centered on a study of the
biotic and abiotic factors of the area surrounding the high school with an emphasis on

microorganisms of forest communities. (Appendix C)

 

Kg Com 1: Clix-III; AI.“

m... mm mmm m moi-11w: an Mug ‘9" Imwum ban me .1 mm. my." n. mun-l
w .w ‘ ,4 in. nu.- A...

 

 

 

ultra-r- at IK.

   

 

,6
my

 

in

ii .
raring

 

 

 

   

Figure l - Example of Instructor Developed WEI

A number of difficulties developed with these instructor-designed sites. The
school administration claimed ownership of these materials once placed on the school’s
server. After reaching an agreement, the school’s entire sever was lost during a power
surge. The entire network was not available for a month. The biggest problems arose
when students started working with these instructor-developed WEI. The first WEI

exercise was firngal culture and abundance. The serial dilution pre-lab materials for the

text-based control group were too vague and students couldn’t comprehend the concept
without the instructor walking them though step by step.

The algae lab (see Appendix C) was more successful. However, this time the
students using the WEI found themselves not being able to get back to the original web
site because they had followed connecting links outside the site. Students spent too much
time exploring links that took them outside the original site. Students also had problems
accessing programs to which the site had taken them because the appropriate plug-in or
software was not installed on their computer. After two failed attempts the instructor
decided that using the commercially produced site The Biology Place at Biology. com
would be much more effective at producing consistent results.

About Biology. com

This site was selected for pre-lab information based on the ease of use,
consistency of format, and the constructivist methods of presenting information to
students. The commercial site provided background information (key concepts), a
description of what was going to happen (design), a simulation of results (analysis) and
assessment (Figure 2). Tips for using proper laboratory and safety procedures as well as

hints to help formulate a successful experiment were among other attributes of the site.

 

 
 
  
  
 
  
 
     

Lab 1
Osmosis

1. Key Concepts

2. Desrgn of the
Experiments

3. Analysis 01 Results
4. Lab Quiz

 

Pre-lab topics were presented in a format called LabBench activities at the secure
web-site Biology. com, published by Peregrine Publishers. There is a subscription fee for
each student, thereby limiting access. Animations and interactive questions within the
site are designed to help students connect laboratory procedures to the biological
principles that they are studying. Laboratory investigations included an overview of
laboratory procedures and provided for opportunities for experimental design.

Laboratory topics were chosen to correlate to the units covered in class. Since
these labs are based on the AP Lab Manual, the topics selected were based on students
ease of use, understanding of material, background knowledge of the subject and
experience. The set of lab activities in this study is structured after and coordinated with
the Advanced Placement biology laboratory program (College Board, 2001). Topics
covered were:

(AP Lab 4) Plant Pigments - Chromatography

(AP Lab 1) Diffusion & Osmosis

(AP Lab 12) Animal Behavior

(AP Lab 5) Cell Respiration

(AP Lab 10B) Cardiovascular Fitness

(AP Lab 10C) Heart Rate in Daphnia
Key Concepts - The web site Biology. com provided students with the background
information on the specific subject being designed under a heading called key concepts

and included links to definitions of key terminology (Figure 3).

l9

 

Key Concepts 1: Plant Pigment Chromatography

Paper chromatography is a technique used to separate a mixture into
its component molecules. The molecules migrate, or move up the
paper, at different rates because of differences in solubility, molecular
mass, and hydrogen bonding with the paper.

For a simple, beautiful example of this technique, draw a large circle
in the center of a piece of filter paper with a black water-soluble, felt-
tip pen. Fold the paper into a cone and place the tip in a container of
water. In just a few minutes you will have tie—dyed filter paper!

Separation of black ink pigments

  

Solvent front

    

iOcm«

 
 
 

3cm

Circle of pi ment
deposited ere

 

    
 

The green, blue, red, and lavender colors that came from the black ink
should help you to understand that what appears to be a single color
may in fact be a material composed of many different pigments —
and such is the case with chloroplasts.

 

 

 

Figure 3 - Key Concepts Portion of the Chromatography Section

Design --The design portion of the web site gives an overview of what will be happening
in the experiment. From the information, students used the scientific process to develop a
testable hypothesis and appropriate protocol. This format allowed students to identify
what problem was being tested and then develop hypotheses along with the methods to

test their predictions (Figure 4).

20

 

Exercise 1: Diffusion

In this activity, you fill a dialysis bag with a sugar/starch solution and
immerse the bag in a dilute iodine solution. Water, sugar, starch, and
iodine molecules will all be in motion, and each molecule will move
to a region of its lower concentration, unless the molecule is too large
to pass through the membrane. Your task is to determine relative size
of the various molecules and gather evidence of molecular movement.

Hint: One piece of information that will help you is to recall that
when iodine comes in contact with starch, it changes from an orange—
brown color to blue-black.

 

 

 

Figure 4 - Example of the design portion of the diffusion lab exercise.

From the description of the activity, students would identify what was taking
place, derive the ‘if ' or ‘action’ part of the hypotheses and build a protocol around a
testable hypothesis based on their prior knowledge and understanding. This part of the
exercise would also provide hints to students about prior experiences that would help
them develop a successful protocol. These hints were printed with the text-based method
as well. Laboratory partners would consult with one another to obtain a consensus as to
the protocol they would use while still attempting to solve their individual hypothesis.

Students then proceeded to the next part of the web-site which provided them
with simulation activities. This part of the site provided animations and interactive
questions that provided students with opportunities to replay specific examples until they
felt comfortable with the concept. Students could also attempt to answer question
related to the content and get immediate feed back from there answers along with a

review of the text and or animation (Figure 5).

21

 

Selectively permeable membrane

  

 

Inside beg linside beaker

 

 

8:6 an
.al “a
341.6

 

lSOtOfllC solutions

 

Will there be a net movement of
water between two isotonic
solutions?

ITI—no—

Figure 5 - Example of an animation and interactive question.

 

 

 

 

 

A pretest—posttest (Appendix A), control-group design was used for each
laboratory activity. The participants in both groups were tested before and after each
laboratory exercise. Six laboratory exercises were used in the research. Each group
participated as the experimental group for three labs and as the control group for three
labs. The experimental group of students used the web-based biology.com to prep
laboratory exercises whereas the control group of students received a copy of the same
information only printed directly from the computer without any supplementary computer
or web-based instruction. The print version was a black and white photo copy that
looked like the computer version only lacking in animation and interactive tutorials.
Permission was granted by the publisher to use the printed versions.

Both groups received equal amounts of instructional time and were taught the
same content material. Instructional time given to complete each assignment was strictly
controlled to class time and academic support time to assess the amount of time it would

take to complete each method.

22

Lab Preparation

Students worked with lab partners assigned by the teacher to discuss the
laboratory preparation and come to an agreement as to what hypothesis would be tested
and the methods used to conduct a successful experimentation. Each lab protocol to be
completed after the pre-lab included the following:

o Purpose/Problem

0 Background Information

- Testable Hypothesis

0 Independent and Dependent Variables
o Adequate controls

0 Materials

0 Step by step procedure

0 Data table

Students then completed the actual laboratory that they and their partner had
designed. They completed written reports describing all the steps of the experiments
focusing on whether their hypotheses were supported or not (Appendix M). Students
were encouraged to develop questions throughout the experiment with recommendation
on how they would refine the experiment. With the exception of the Heart Rate in
Daphnia lab, both the control and treatment groups repeated exercises to help students
refine the labs and try different protocols.

Data Collection

Pre-test administration was given before the pre-lab activity. Post-test
assessments were given at the conclusion of the wet-lab, prior to any class discussion of
the laboratory results. This was done to in an attempt to ensure that the data collected

was based on the pre-lab prep methods not on instructor lecture and/or discussion.

23

Pre/post-tests (Appendix A) consisted of questions developed by the web site
Biology. com, from the AP biology lab manual and from reflective questions developed by
the teacher. Questions were used to assess student understanding of knowledge,
comprehension and application for each of the labs. The following is an example of a

questions developed by Biology. com (Figure 6).

 

 

 

 

 

 

3. Arrange the beakers in order of the mass of the bags inside them after the
experiment has run for 30 minutes. List the bag that loses the most mass first.

\D

9 9

\D

u—INwmu—I

9 9

U

9

0

0 D—OC‘P
Noah—N
99-9-qu

U

3
2
,5,
l
5

9 9 9

 

 

 

m #mNAL/n

Figure 6 - Post-lab Assessment xample

The Process of Biological Inquiry Test (PBIT) was administered in a pre-
test/post-test method (Appendix N). The final PBIT assessment was given after both
groups had completed both the web-based and text-based activities. The PBIT was
developed by Paul Gennann, PhD, as a tool to assess students’ critical and analytical
thinking in biology. This assessment tool was used to determine whether students
showed changes in the ability to use the scientific method using the constructivist

approach to teaching science.

24

Analysis of Data

This section will analyze the background, procedures, and data collection of each
of the laboratory exercises. An overview of the purpose of each lab will be provided. As
mentioned earlier, complete information about each lab can be obtained by purchasing
the AP biology lab manual from the College Board (College Board, 2001). Time spent in
the wet-lab and changes made to facilitate completion of the exercises are discussed for
each lab. Data regarding assessment of understanding and time for lab preparation are

included.

Difi’usion & Osmosis

 

Three specific exercises were used in this activity. These exercises included
diffirsion (College Board, AP — Ex 1A), osmosis (College Board, AP — Ex 1B), and
calculation of water potential (College Board, AP —- Ex 1C). The first exercise was to
investigate the effects of solute size and concentration on the diffusion of a starch/glucose
solution through a semi-permeable membrane. Two lab periods were used for the lab
preparation. Initially the treatment group had trouble navigating through the related web-
site and identifying the objective of their search. Most of the problems occurred because
there were five activities listed on the site and they were only to concentrate on diffusion.
Most of the first period was spent on the key concepts portion. The second period was
focused on the lab prep with a discussion by both groups on identifying the problem and
developing a testable hypothesis from the information they were given. Once
navigational problems by the treatment group were overcome, both groups had similar

questions and concerns.

25

Two lab periods were used for the wet-lab as well. Initially neither the treatment
group nor the control group had sufficient confidence to set up the lab. Most of the
students wanted to know if they “were doing it right.” Both groups had a difficult time
understanding that they were going to be allowed to make mistakes and were
apprehensive because when they made mistakes they had to start over. Problems in
executing technique occurred with things like labeling or a few students not realizing that
both ends of the dialysis tubing needed to be tied. All students in both groups started
over at some point.

The second exercise investigated the relationships between molar solute
concentration and the movement of water by osmosis. One class period was used for lab
prep, one period was used to discuss and review molarity,‘ and one period was used for
the wet-lab. Most students tested the solutions for the initial presence of glucose and
were dismayed to find that they had contaminated the solutions in this exercise.

The third exercise used differing molar concentrations of sucrose to determine the
water potential of cells of potato cores. One class period was used for prep and
simulation of water potential by both the treatment and control groups. An assessment of
calculating water potential was given before the wet-lab. Two class periods were used
for the wet-lab. Potato cores were prepared by the instructor. Results from student
controls indicated that numerous solutions were contaminated from student errors in lab
technique when tying the dialysis tubing or adding sucrose. The instructor prepared a
second lab and completed the exercise as a lab demo. Students used data from the

instructor’s lab demo to complete lab reports (Appendix H). The instructor observed a

26

number of difficulties in procedure and execution of proper lab technique (Table 1). The

most difficult aspect for the instructor was to allow students to make those errors.

 

 

Table 1 — Dmulties with Lab technique & procedure
Difficulty in tying the dialysis bag

Placing the correct solutions in correct place

Difficulty in filling the dialysis bag

Remembering to conduct a control

Contamination of solutions

Difficulty in keeping bag completely submerged

 

 

 

 

Group A (n=40) was the treatment group in the diffusion & osmosis lab and
group B (n=36) was the control group. Overall scores increased by 30% in the test group

compared to 24% in the control. (Table 2)

 

Diffusion & Osmosis

a 35%

g 30%

8

‘8 25%

g 20% [l% Increase in
g 15% l scores

G

g 10%

3 5%

E

 

0%

Treatment Control Group
Group

 

 

 

Table 2 - Test Score Improvement for Osmosis & Diffusion

Following the lab preparation, both the treatment group and the control group
were given a homework assignment on water potential. The treatment group was to
complete the WEI exercise and the control group was given a handout. Students were

assessed with an unannounced quiz the following day (Table 3). Students not completing

27

homework responded that they didn’t attempt to complete it because they either didn’t
remember or didn’t think it would significantly impact their grade. Both groups were

reminded that they would be responsible for the material and improvements were made.

 

 

Table 3- Assessment of Water Potential Homework

Treatment Control

Gm Group
Students attempting homework 43% 38%
Quiz score of those attempting homework 93% 89%
Quiz score that didn't attempt 10% 6%
Average Quiz Score on water potential 40% 36%
Scores after lab and lecture * 95% 80%

 

 

 

* Students were given a similar problem with different data.

Time on task for the assignment indicated that a majority of treatment students
spent more time on the lab preparation than the control group. This time included time to
get the work stations, logging into the network, navigating the web to get to Biology. com,
and reviewing the animations and simulations. The control group stayed in the classroom
and worked on the text-based lab prep. An attempt was made by the instructor to time
each student individually. However, the number of technical questions students had
about the WEI program made individual student timing impractical. Therefore, the time
recoded was for when a majority of students were finished. Students who were not

finished were required to use the academic support period (ASP) to finish their lab

 

 

preparation (Table 4).
Table 4 Time of task for Osmosis & Diffusion exercises
mm m
fig @112
Average prep time (minutes) 85 65
Number of students using ASP for Prep 6 1
Students needing additional time for wet-lab 4 14

 

 

 

28

Animal Behavior

This exercise consisted of two activities (College Board, AP — Ex 11). The first
was to investigate the behavior of pill bugs in a moist environment using a choice
chamber. The second activity involved students testing other environmental behaviors
using the same procedures. No problems were encountered with the WEI format.

The analysis of the animal behavior lab used group B (n=36) as the treatment
group and group A (n=40) as the control group. Overall scores increased by 34% in the

test group compared to 30% in the control (Table 5).

 

Animal Behavior

40%
35%
30% »
25%
20% ,
15%
10%
5%
0%

, ‘I%lncrease in
! scores

tin-1%

Treatment Group Control Group

    

 

 

 

Table 5 - Test Score Improvement for Animal Behavior exercise

One period was needed for the lab prep and two periods for the wet-lab. Time in
the wet-lab was longer due to the students getting used to and playing with the pill bugs.
Difficulties encountered by both the control and treatment groups included bugs getting

caught on tape, filter papers being too moist, and problems administering a valid control.

29

Some students needed extra time because it took added time for them to get accustomed

to handling live materials (Table 6).

 

Table 6 - Time on task for animal behavior exercise

Treatment Control
Group Group

 

Average prep time (minutes) 45 40
Number of students using ASP for Prep 0 0
Students needing additional time for wet-lab 3 6

 

 

 

Plant Pigments — Chromatography

 

The purpose of the chromatography exercise (College Board, AP — Ex 4) was to
have students separate plant pigments using paper chromatography and calculate their Rf
values. Preparation for this lab was one period with the wet-lab requiring one period as
well. Students completed an investigation of pigments using ink and one using a plant
pigment of their choice. The two predominant plants were red cabbage and spinach
leaves. This activity took place after the instructional unit on photosynthesis due to the
network server became inaccessible.

The chromatography exercise used group B (n=35) as the treatment group and
group A (n=41) the control group. Over all scores increased by 40% in the test group

compared to 30% in the control (Table 7).

3O

 

Chromatography

45% ,
40%
35% -
30%
25%
20%
15% -
10% '
5%
0%

l I % Increase in
I scores

    

Treatment Group Control Group

 

 

 

Table 7 Test Score Improvement for chromatography exercise

Both groups conducted the exercises in the classroom because the laboratory was
not available. Both groups finished the labs in the allotted time. One pair of students in
the treatment group had their bottle knocked over and had to finish during academic
support period (Table 8). Since time was available while waiting for the pigments to
separate a brief discussion of the Rf values took place while the experiments were in
progress with no noticeable distraction. This helped clarify misconceptions. It was
difficult for the instructor to allow students to continue with their misconceptions with an

opportunity to save valuable time.

 

Table 8 - Time on task for chromatography exercise
Treatment Control

 

 

Group Group
Average prep time (minutes) 45 40
Number of students using ASP for Prep 0 0
Students needing additional time for wet- 2 0

 

lab

 

31

Cell Respiration

 

Students investigated the effect of temperature on cell respiration of dormant and
germinating pea seeds using respirometers (College Board, AP — Ex 5). The WEI
procedures were the most extensive of the WEI activities of this study. Much detail was
given to students about how the lab should be conducted. However, the site lacked a
relevant simulation or activity that addressed the general gas law that states: PV = nRT
where the temperature inside the respirometer will affect pressure and volume. The
instructor assembled the respirometers prior to the lab. Students were assigned either
room temperature or 10 degrees Celsius to investigate and students then shared their data
with the class. To get a better understanding of how the WEI method of lab preparation
was affecting the results of the test scores, a pre-lab test was administered prior to the
wet-lab for this exercise.

In the wet-lab, both groups initially had difficulty identifying the water level in
the pipettes. Most had difficulty reading the water level in the control respirometer
because the water level remained at the tip of the pipette. Although data wasn't collected
on how students did with this procedure, the instructor noted that the treatment groups’
had fewer difficulties and questions regarding the readings of the pipette. Most likely
this was a reflection of the simulation in the WEI activity. This inaccuracy would not
have had a major impact on the results of the students’ experiments as long as they were
consistent in the way the pipettes were read. A number of students had difficulty in the
wet-lab deciding what time to take the initial reading of the pipette. Students were not

recording the initial volume. Other problems included keeping the respirometer

32

submerged, submerging the respirometers uniformly, and remembering to monitor
temperature.

During the analysis phase of the experiment, students had difficulties
understanding the concept of the general gas law. The instructor led a class discussion on
the concept which would have been more helpful to the students had the discussion taken
place prior to the lab.

The cell respiration exercise used group A (n=41) as the treatment group and
group B (n=35) as the control group. The pre-lab test scores showed an improvement of

only 12% for the treatment group and 15% for the control group (Table 9).

 

Cell Respiration Pre-lab Quiz
15%
16% ..
14%
12%
10%
8%
6%
4%
2%
0%

    
    

p C _
I % Increase in
scores

‘ 1
mtg

Treatment Group Control Group

 

 

 

Table 9 - Test Score Improvement Cell R—espiration Pre-Lab

Over all scores increased by 36% in the test group compared with 22% in the
control. The data support the assumption that the wet-lab plays an important role in

student knowledge and understanding of scientific concepts (Table 10).

33

 

Cell Respiration Post-Lab

I % Increase in
scores

L,

    

Treatment Group Control Group

 

 

 

Table 10 - Test Score Improvement Cell Respiration Post-Lab

Two class periods were given to prep this lab. The treatment group spent
significantly more time preparing for the lab than the control group but the treatment
group spent less time and had fewer difficulties in the wet-lab than the control group.
Difficulties in the WEI cell respiration lab prep were minor. However, there were a few
navigational problems with this site, a result of having to activate the respirometer
animation before proceeding with the remainder of the activity. Most of this time was
spent reviewing the animations and working on interactive tutorials.

One class period was allotted for the wet-lab. The control group spent more time
in the wet-lab with five students having to complete the lab a second time during
academic support period (Table 11). The control group spent more time discovering

where the water level was in pipettes and not starting the timing process.

34

 

Table 11- Time on Task for Cell Respiration Exercise
Treatment Control
Group Group

 

 

 

Average prep time (minutes) 90 55
Number of students using ASP for Prep 0 0
Students needing additional time for wet-lab* O 5

 

* Wet-lab was finished during ASP.

Circulatory Physiology-Cardiovascular Fitness

The cardiovascular fitness exercise investigated the effects of different types of
physical activities on people to detemrine physical fitness based on measurements of
pulse and blood pressure. The activity provided information on how to measure blood
pressure and pulse rate (College Board, 2001, AP — Lab 10A). Students took
measurements of heart rates and blood pressures under different types of physical activity
and then used those results to determine fitness levels. A discussion followed about
using controls and then the instructor provided students with specific physical exercises
(College Board, 2001, AP — Lab 108) that could be controlled to get a more accurate
assessment of cardiovascular fitness.

Students encountered difficulties learning to correctly use a sphygrnomanometer.
Noise in the lab area was also an initial problem.

The cardiovascular fitness exercise used group B (n=35) as the treatment group
and group A (n=41) as the control group. Overall post-test scores improved 59% for the

treatment group and 56% for the control group (Table 12).

35

 

Cardiovascular Fitness

. h .
' Il% Increasein
L scores

 

Treatment Group Control Group

 

 

 

Table 12 - Test Score Improvement for Cardiovascular Fitness

The treatment groups spent more time preparing for the laboratory than the
control group. The WEI included four detailed animations that were helpfirl in
simulating methods of determining pulse rate and blood pressure. One period was used
for lab prep. One period was used to show students how to find pulse rate and blood
pressure. Two periods were used for the cardiovascular fitness exercises developed by the
students. Both groups spent equal lab time finding pulse rate. The control group spent
less time learning to accurately determine blood pressure while the treatment group spent
more time and needed more assistance in finding blood pressure (Table 13). This may
partially be due to the fact that students in the control group were returning from lunch
and may have found it easier to find blood pressure after exercising. The treatment group
was comprised predominately of non—athletes, due to advanced physical education being

offered at the same time as this class.

36

 

Table 13 — Time on Task for Cardiovascular Fitness
Treatment Control
Group Group

 

 

 

Average prep time (minutes) 50 35
Number of students using ASP for Prep 4 0
Students needing additional time - fitness lab 7 3

 

Circulatory Physiology-Heart Rate in Daphnia

This exercise investigated the effect of temperature on the heart rate of the water
flea, Daphnia magna (College Board, AP — Ex 10C). . This WEI lab prep activity
provided students with a simulation that mirrored what would happen in the actual
laboratory. This was the only animation in this study that simulated the data collection
and graphed the results on the computer. This was also the only simulation that could be
used in place of the actual lab. The actual laboratory itself was performed by the
instructor as a classroom demonstration, therefore eliminating variables from student to
student that could affect the results. This was done in an attempt to discover if the
constructivist approach that allows students to make mistakes on the wet-lab had an
effect on their achievement and understanding. There was no pre-lab discussion about
what was being done and the exercise was carried out with students using a worksheet.
(College Board, 2002, Pg 123-124) Students worked individually with no
communication or interaction with other students.

The biggest obstacle for the control group was that the text-based method didn’t
provided any simulation activity like what the treatment group received with the WEI
method. During the actual lab demonstration, the instructor gave students information
regarding the heart location, the precise water temperature, and the time intervals the

heartbeat counts should be taken.

37

Over all scores increased by 25% in the test group compared with 12% in the
control group (Table 14). Students had misconceptions about the effects of temperature
differences on heart rate when other variables were considered. Students didn’t have the
opportunity to manipulate any of the variables which may have helped them clarify those
misconceptions. The data does support the supposition that the hands-on approach to
conducting the wet-lab plays an important role in students’ acquisition of knowledge and

understanding of the scientific concepts.

 

Heart Rate In Daphnia

30% ..
25%
20%
15% ll % Increase in
[ scores

10%

5%

    

Treatment Group Control Group

 

 

 

Table 14 — Test Score Improvement for Heart Rate in Daphnia

The only difference in the time on task for this activity was the amount of time
spent on the simulations. The treatment group spent approximately 45 minutes on the

activity while the control group spent only 30 (Table 15).

 

Table 15 - Time of Task for heart rate in Daphnia
Treatment Control

 

 

 

Average prep time (minutes) 45 30
Number of students using ASP for Prep 0 0
Students needing additional time for wet-lab 0 0

 

38

 

PBI T

The Process of Biological Inquiry Test was used to assess students understanding
of the scientific method. A number of assessments were reviewed to determine the
validity and authenticity of the test. The PBIT was developed by Paul J. Gennann as a
tool to assess students’ critical and analytical thinking in biology. The use of the PBIT
was chosen in this study based on its relevance to authentic assessment. The PBIT
consist of 35 test items that tested integrated process skills and logical reasoning

(Appendix H). Both groups of student took the pre-test and post-test and the same time

 

having had the experienced both the WEI and text-based constructivist method. Both
groups earned similar scores (Table 16) indicating that both group A and group B have

similar ability and understanding of the scientific process.

 

PBIT Test Improvement

15%

16%
14% .
12% ,
10%. ,
6% Q.
4% 1
2% ’.
0% ,

I % Increase in
] scores

 

 

 

 

Table 16 — Test Score Improvement on PBIT

In analyzing specific sections of the PBIT there were a number of sections that

showed considerable increases in understanding (Appendix H, Table 21). When

39

considering the data gathered from the post--test and pre—test of the PBIT a comparison of
specific types of questions and the level of thinking those questions would have required
was used to reflect on the type of processes that the instructor could use for future
instruction.

Attitude Assessment Survey

Students were given a survey (Appendix G) at the conclusion of the study to
determine their attitudes and perception of using the WEI methods in this study. The
survey required responses of agree/disagree/no opinion type of response. Students were
also questioned about computer use and intemet access as well as individual homework
habits in relationship to computer use.

A large percentage of students had computers and intemet access available at
home (Table 17). All students have intemet access at school. Although students have
had access to computers at school, surprisingly only 35% of the students surveyed had
previously used the intemet for science. This supports studies indicating that actual web
use by teachers in their instruction is relatively low due to time constraints, access to

relevant software, and adequate training.

 

 

 

Table 17 - Student Access to Technology

Computer access at home 81%
Internet access at home 71%
Computer access at school 100%
Used Internet in science previously 35%

 

 

Research shows that students learn better in an interactive environment (J iang and
Ting, 1998). Understanding students’ perceptions of learning in an interactive

environment was critical in evaluating the interactivity of this WEI (Table 18). Although

40

students agreed that these constructivist activities were more difficult (82%) and required
more organization (66%), they also agreed that the graphic simulations and interactive
components of WEI were more helpful (79%, 85%) and made laboratory exercises easier
to perform (76%). This supports students’ comments that WEI was more difficult but
they did realize the benefits.

The students’ indication (Table 18) that WEI made homework and lab preparation
more interesting supports research concluding that students prefer to spend more time
doing homework using computers. A majority of students agreed that they preferred the
WEI method to the text (58%), 30% disagreed. Students were split in agreeing (45%)
and no difference (38%) with the statement that LabBench activities made the wet-lab

easier. These are both indicators that teachers should consider learning styles of students

 

 

 

when conducting WEI.
Table 18 - Attitude Towards Web-Enhanced Instruction
Agreed Disagreed 1&2
Difference

More Homework Spent on Computers 80% 6% 14%
Graphic simulations were helpful 79% 2% 18%
Graphic simulations made lab easier 76% 8% 16%
Immediate feed back from WEI Helpful 85% 6% 10%
Preferred LabBench Activities to Text 58% 30% 12%
LabBench Activities made wet-lab Easier 45% 17% 38%
Help to Understand Difficult Concepts 46% 18% 36%
Made Homework and Prep Interesting 47% 14% 39%
Enjoyed Creating own Lab 40% 33% 26%
Constructionist Approach was More Difficult 82% 10% 8%
WEI Required more Organization 66% 14% 19%
Textbooks Labs Would be Easier 63% 30% 7%

 

 

 

41

Chapter 3

Findings and Discussion

This research supports the premise that WEI is an effective method of developing
problem solving and critical thinking skills by promoting higher order cognitive learning.
Students post-test score increases were 10% higher on average using the WEI method
than the traditional text-based method (Appendix H, Table 22). A statistical analysis
used the null hypothesis to determine the data’s significance. There is very strong
evidence against the null hypothesis on all pre-test/post-tests (p-value <.0001; Appendix
K) on all data with the exception of the heart rate in Daphnia exercise which there was
moderate evidence against the null hypothesis (p-value <.012; Appendix K)

The data (Table 16) indicate that the constructivist method, be it text-based or
WEI based, improves overall understanding of the scientific process based on the
increase in scores on the post-test of the PBIT when compared to the pre-test. Ninety
percent of students (Table 16) improved in the post test scores which increased by14% to
an 80% average score (Appendix H, Table 21). However, some areas of the test
indicated that there may be gaps in this method by itself. In analyzing specific questions
of the PBIT, there appears to be some areas where WEI may require supplemental
instruction. More instructor led discussion of the post-lab analysis and interpretation of
data would most likely have a positive impact on those areas.

The data fail to support the idea that students spend less time preparing for the lab
with the WEI method. In fact, the students spent considerably more time preparing for
labs due to the interactive nature of WEI. Students had the opportunity to retry

interactive questions and could review animations. An average of 36% more prep time

42

was needed for the treatment group (Appendix D, Table 19). Prep time was extended by
the instructor for all labs but one. Average prep time when compared to
recommendations of the AP biology lab manual indicated that prep time for labs should
have been one period. (College Board, 2001) The use of the constructivist inquiry-based
approach doubled the amount of time for prep and most often tripled the amount of time
for the wet-lab for both the treatment and control groups when compare to the
recommendations of the AP biology manual. Just like real scientific research, students
would often have to start the lab over or repeat the lab when discovering that the protocol
they were following was not going to be sufficient. These methods allowed for students
to develop a richer experience as noted by the students’ lab reports. (Appendix J)

In the future when using this approach it is recommended that even more time be
used to properly “debrief’ each lab activity. Little time was given for students to discuss
and reflect on either the lab preparation or the post-lab. A detailed instructor-led
discussion should be included and followed with repeated lab trials, especially if there
were large discrepancies in data between students. Realistically the constructivist
approach will always take more time. The goal is to move away from a science
curriculum that is "a mile wide and inch deep" to one that strives for depth of
understanding (Germann, 2002)

The prediction that students would be more efficient with the time spent in the
wet-laboratory setting was not supported by the data. A valid appraisal of the student’s
efficiency would need to be carried out in a more controlled fashion. Use of video taping
and an evaluator to make observations would produce more acceptable results. The

instructor attempted to make these evaluations but student interruptions prevented this.

43

In the instructor’s judgment, less direction was required by the treatment groups.
However, there is no quantifiable data to support that assumption. This assumption is
supported by research on computer simulations vs. didactic text (Chambers, 1994),
simulations with electric circuits (Ronen & Eliahu, 2000), and is supported by students’
perceptions (Ronen & Eliahu, 1998).

The final consideration is WEI’s effect on lab technique. This research was
inconclusive whether or not WEI would lead students to make fewer mistakes in lab
technique. The constructivist approach created an atmosphere where students were
allowed to make mistakes. The instructor initially heard comments (Appendix I) like
"just tell us what to do" which was sometimes followed up with "I don't want to be
wrong." The instructor’s response was "it is your design, try it." Students were given
responsibility for their own reasoning.

The simulation and animation activities did make a difference in some students’
ability to perform certain aspects of a procedure. In the heart rate lab, the data (Table 14)
indicated that more students improved in the treatment group (77%) than in the control
group (49%). Since this was an instructor-led experiment, the only variable that could
explain the difference was that students had practiced determining heart rate on the WEI
activity.

This study does indicate a positive correlation between WEI and achievement.
Individual questions may be a more reliable way to assess students’ critical and analytical
thinking abilities although analysis is helpfirl in obtaining an overall picture of students

understanding.

44

Recommendations

Recommendations for using WEI are to take into consideration the learning styles of
all students and incorporate both a text-based and WEI constructivist methods in laboratory
preparations. Students initially will be resistive to undertake the constructivist approach,
especially those ingrained with the notion that there is always a ‘right’ or ‘wrong’ way to do
things. Once students realize that it is not the instructor’s job to give answers and direction,
students feel more comfortable exploring their own ideas.

The primary role of the instructor became more of a facilitator than a deliver of
content. This allowed for the instructor to analyze students thinking and understanding of
the topic and address misconceptions. The direction of the discussion was based on the
students own understanding. The instructor was better able to monitor student progress
with WEI. Students and instructor could view aspects of the WEI modules that were
completed, whereas there was no efficient way to evaluate progress with the text method
while students were working. Students need more time to reflect on there own practices,
knowledge, and understanding. A discussion during and following each activitywill help
alleviate student anxiety and help them to reflect on what they are doing.

Patience is a key not only with students but with the technology. Computer
equipment does not always function correctly and software programs will not always be
accessible. Students need to creatively solve problems when tools are not available to them.
Students do critique each other as they do the lab, which can be helpful but should be
discouraged when preparing lab activities in which students are developing their own
hypotheses and protocols. Having students present their work will allow time for other

students to critique Other lab activities in a peer review format.

45

Student’s overall attitude to WEI was positive and supports research that attitudes
toward learning improve with the use of technology when compared with traditional
methods of instruction (Barron and Orwig, 1997). Keeping laboratory groups small was
important. Even with the few groups that had three people in them there was a tendency
for to make someone else in the group responsible. Students must take responsibility for
their own learning with WEI.

To effectively utilize WEI technology to improve science learning, educators need to
consider both what is being taught and how it is being taught. Students need to learn
particular skills, including being able to form precise questions, search for relevant
information, generate good reasons, analyze key concepts, derive reasonable inferences,
recognize questionable information, and consider different points of view.

Teachers need to help by creating an environment and structure with WEI that
encourages students to think both critically and creatively. Technology alone can't teach
students to become competent thinkers, but combined with the best teaching practices, it

can act as an empowering educational tool and a stimulus for change.

Teaching students with technology is like the Chinese proverb: “if you give a
man a fish, he has food for a day; if you teach a man to fish, he has food for a lifetime.”
If we give our students computer technology that is just a means of presenting the same
information in a different way, then our students will learn for a day. When we teach our
students the skills to think creatively and critically using high-order thinking, then they
will learn for a lifetime. If computer technology like WEI is utilized this way, then we
will not be doing the same thing differently, we will be creating a meaningful leaming

environment that will help keep pace with advancements in science education.

46

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51

APPENDICES

52

Appendix A

Laboratory Pretest/Post-test

53

Circulatory Physiology

Cardiovascular Fitness
Pre-Test/Post-Test
1. Which of the following has the LEAST effect on blood pressure in a young adult?

a. Temperature of the room
b. Position of the body
c. Level of conditioning

d. Supplemental vitamins
Why?

2. An individual's blood pressure is reported as 110/50. Which of the following is
correct?

a. The pressure during the contraction phase of the heart is 50, and the pressure
during the relaxation phase is 110.

b. Systolic pressure is 110 and diastolic pressure is 50.
The pulse is 110 during exercise and 50 when at rest.

d. The individual shows possible borderline high blood pressure.
Why?

Refer to the following table to answer Questions 3 and 4.

Resting Pulse Resting BP Return to Resting Pulse After Vigorous
Exercise
a. 72 130/90 2 minutes
b. 48 110/80 30 seconds
c. 66 120/95 60 seconds
d. 84 110/75 90 seconds

3. Which of the test results would be most typical of a well-conditioned athlete? Why?

a. b. c. d.
4. Which of the test results indicate a person with the lowest level of fitness? Why?

a. b. c. d.
5. Why does increased physical activity raise heart rate?

54

6. Why is heart rate lower in an individual who does aerobic exercise regularly?

7. Why do some people feel faint when they go quickly from lying down to standing?

8. How and why does heart rate change with body position?

9. From your study of the circulatory system, how would you describe a "fit" individual?

55

Animal Behavior
Pre-Test/Post-Test

1. In this activity, you have been guided through the process of experimental design, and
you should be able to apply these principles in other laboratory situations. Consider the
following experiment:

A student wanted to study the effect of nitrogen fertilizer on plant growth, so she took
two similar plants and set them on a window sill for a two-week observation period. She
watered each plant the same amount, but she gave one a small dose of fertilizer with each
watering. She collected data by counting the total number of new leaves on each plant
and also measured the height of each plant in centimeters.

Which of the following is a significant flaw in this experimental set-up?

3 There is no variable factor.

b. There is no control.

c. There is no repetition.

d. Measurable results cannot be expected.

c. It will require too many days of data collection.

2. Students placed five pillbugs on the dry side of a choice chamber and five pillbugs on
the wet side. They collected data as to the number on each side every 30 seconds for 10
minutes. After 6 minutes, eight or nine pillbugs were continually on the wet side of the
chamber, and several were under the filter paper. Which of the following is NOT a
reasonable conclusion from these results? Why?

a. It takes the pillbugs several minutes to explore their surroundings and select a
preferred habitat.

b. Pillbugs prefer a moist environment.
Pillbugs prefer a dark environment.
(1. Pillbugs may find chemicals in dry filter paper irritating.

e. Pillbugs demonstrate no significant habitat preference.

3. What structures do pill bugs use to respire or “breathe”?

4. If a student wanted to determine whether pillbugs prefer a moist or a dry environment,
what would be the best way to analyze data from the experiment? Why?

56

Total the number of pillbugs on the dry side throughout the entire experiment
and compare this with the number on the wet side throughout the experiment.

After waiting 5 minutes for the pillbugs to acclimate, count the number of
pillbugs on the dry side every 30 seconds for 5 minutes. Total and average the
results, and compare this with the number of pillbugs on the wet side during this
same time interval.

Compare the number of pillbugs on the dry side at the end of 10 minutes with the
number of pillbugs on the wet side at the end of 10 minutes.

Divide the number of pillbugs on the dry side throughout the experiment by
the number on the wet side throughout the experiment.

5. Which of the following hypotheses is stated best? Why?

a.

If pillbugs are allowed free movement, then more will be found in a moist
environment than in a dry environment.

If pillbugs like a moist environment, then they will move to the wet side of a
choice chamber.

If an experiment with pillbugs is run for 10 minutes, then more pillbugs will be
found in the most favorable environment.

Pillbugs are found in moist habitats, so I predict that more will be found where it
is wet.

6. How do isopods locate appropriate environments?

7. Is an isopods response to moisture best classified a kinesis or taxis? Why?

8. How many legs does a pillbug have?

57

Plant Pigments
Chromatography

Pre-Test/Post—Test
1. Look at the chromatogram below. Which of the following is true of the chromatogram?

a. The R f for carotene can be determined by dividing the distance the yellow-

orange pigment (carotene) migrated by the distance the solvent front migrated.
b. The Rf value of chlorophyll b will be higher than the R f value for chlorophyll a.

c. The molecules of xanthophyll are not easily dissolved in this solvent, and thus
are probably larger in mass than the chlorophyll b molecules.
(1. If this same chromatogram were set up and run for twice as long, the Rf values

would be twice as great for each pigment.

 

 

 

Explain Why.
Distance
migrated
12.0 cm Solvent front
11.5 cm Carotene

 

Xanthophyll

 

 

4.0 cm ——Chlorophylla
2.0 cm ~7—Chlorophyllb

,/

2. If a different solvent were used for the chlorophyll chromatography described earlier,
what results would you expect?

a. The distances travelled by each pigment will be different, but the Rf values will

stay the same.

b. The relative position of the bands will be different.

c. The results will be the same if the time is held constant.
(1. The Rf values of some pigments might exceed 1.0.

Explain Why.

58

3. What is the R f value for carotene calculated from the chromatogram above?

a. 1.09
b. 0.17
c. 0.96
d. 0.33
e. 0.50
Explain Why.

59

Circulatory Physiology

Heart Rate
Pre-Test/Post-Test

1. Which of the following organisms would show the greatest fluctuation in body
temperature hour by hour?

a. dolphin
b. mouse
c. lake trout

d. rattlesnake
Explain Why.

2. What is the relationship between metabolic rate and body temperature in Daphnia?
a As the body temperature increases, the metabolic rate decreases.
b. An increase of 10°C results in a doubling of metabolic rate.
c. Heart rate increases as body temperature decreases.
d. Cellular enzymes are less active at 35°C than at 20°C, resulting in decreased
metabolic rate.

Explain Why.

3. If Q10 = 2, then an enzymatic reaction that takes place at a given rate at 5°C would
take place approximately how many times faster at 25°C? Show work.

a. Twenty times
b. Eight times
c. Four times
d. Three times
e Two times

Explain Why.

4. Which of the following experimental conditions would be most life-threatening for an
ectothennic organism? Why?

a. Temperatures that exceed 40°C b. Temperatures that are between 3°C and 8°C

Explain Why.
Diffusion & Osmosis

60

Pre-Test/Post-Test

Study the set of five beakers shown here to answer questions 1—3:

 

1. Which beaker(s) contain(s) a solution that is hypertonic to the bag?
a. Beaker 3

b. Beakers 2 and 4

c. Beakers 1, 2, and 5

d. Beaker 4

e. Beakers 3 and 4

Explain Why.

2. Which bag would you predict to show the least change in mass at the end of the
experiment?

a. The bag in Beaker l

b. The bag in Beaker 2

c. The bag in Beaker 3

d. The bag in Beaker 4

e. The bag in Beaker 5

Explain Why.

3. Arrange the beakers in order of the mass of the bags inside them after the experiment
has run for 30 minutes. List the bag that loses the most mass first.

Refer to the figure below to answer questions 4 and 5.

61

 

 

4. In beaker B, what is the water potential of the distilled water in the beaker, and of the
beet core?
a. Water potential in the beaker = 0, water potential in the beat core = 0
b. Water potential in the beaker = 0, water potential in the beet core = -0.2
c. Water potential in the beaker = 0, water potential in the beet core = 0.2
d. Water potential in the beaker cannot be calculated, water potential in the beet core =
0.2
6. Water potential in the beaker cannot be calculated, water potential in the beet core = -
O 2

Explain Why.

5. Which of the following statements is true for the diagrams?
a. The beet core in beaker A is at equilibrium with the surrounding water.
b. The beet core in beaker B will lose water to the surrounding environment.
c. The beet core in beaker B would be more turgid than the beet core in beaker A.
d. The beet core in beaker A is likely to gain so much water that its cells will rupture.
e. The cells in beet core B are likely to undergo plasmolysis.
Explain Why.

0‘

. Why don't red blood cells pop in the bloodstream?

7. The molar concentration of a sugar solution in an open beaker has been determined to
be 0.3M. Calculate the solute potential at 27 degrees. Round your answer to the
nearest hundredth.

8. The pressure potential of a solution open to the air is zero. Using the information
from question 7 calculate the water potential if the pressure of the solution was
increased to 1. Since you know the solute potential of the solution, calculate the water
potential.

62

Cell Respiration Lab Prep Quiz
Pre-Test/Post—Test

1. Write the correct names of molecules to show raw materials and products in the
equation for cellular respiration. (formula)

+ + = + +

2. What are two processes in plants that require ATP?

3. How will the rate of cellular respiration be measured in this lab?
a. Measure the amount of glucose consumed.
b. Measure the amount of oxygen consumed.

c. Measure the amount of carbon dioxide produced.

4. What is the reading on the pipette below?

 

5. What would be the rate of oxygen consumption if the respirometer readings were as
shown here? Show your work & include correct units.

63

1 f. . 1:1 Ijr

* . .
{iii ,__;_-j_;_

311]; [:11]

6. What is the respiration rate per hour?

 

64

Cell Respiration

Pre-Test/Post-Test

The accompanying graph shows results from an experiment done to measure cellular
respiration in germinating and non-gerrninating corn seeds. On the basis of the graph,
answer questions 1—3.

20 —
Germinati ng corn
1 -3 “ at 22°C
16
B
E 14
3
g 12
:1 1 .0 Germinating corn
0 at1ZC
F 03
0
E 0.6
0.4 Non germinating com
02 azrc
' Nongerminating corn
0 at 1 2°C

 

 

 

l l l
1 5 1 U 1 5 2 0
Time (minutes)

1. Which of the following is a true statement based on the data?

a.

e.

The amount of oxygen consumed by germinating corn at 22°C is approximately
twice the amount of oxygen consumed by germinating corn at 12°C.

The rate of oxygen consumption is the same in both germinating and non-
germinating corn during the initial time period from 0 to 5 minutes.

The rate of oxygen consumption in the germinating corn at 12°C at 10 minutes is

0.4 m1 Oz/minute.

The rate of oxygen consumption is higher for non-germinating corn at 12°C than
0

at 22 C.

If the experiment were run for 30 minutes, the rate of oxygen consumption would
decrease.

O
2. What is the rate of oxygen consumption in germinating corn at 12 C?

sue-99'.»

0.08 ml/min
0.04 ml/min
0.8 mI/min
0.8 ml/min
1.00 mI/min

3. Which of the following conclusions is supported by the data?

65

The rate of respiration is higher in non-germinating seeds than in germinating
seeds.

Non-gerrninating peas are not alive, and show no difference in rate of respiration
at different temperatures.

The rate of respiration in the germinating seeds would have been higher if the
experiment were conducted in sunlight.

The rate of respiration increases as the temperature increases in both germinating
and non-germinating seeds.

The amount of oxygen consumed could be increased if pea seeds were substituted
for corn seeds.

4. What is the role of KOH in this experiment?

a.

b.

It serves as an electron donor to promote cellular respiration.
As KOH breaks down, the oxygen needed for cellular respiration is released.
It serves as a temporary energy source for the respiring organism.

It binds with carbon dioxide to form a solid, preventing CO2 production from
affecting gas volume.

Its attraction for water will cause water to enter the respirometer.

5. Write the formula showing the raw materials and the products for cellular respiration.

6. If respiration in a small animal were studied at both room temperature and at 10
degrees C, what results would you predict? Explain why.

7. If you used the same experimental design to compare the rates of respiration of a 25g
reptile and a 25 g mammal at 10 degrees C, what results would you expect? Explain

why.

8. What would you predict the effect of germination (versus non-germination) on bean
seed respiration.

66

Appendix B

Process Of Biological Inquiry Test (PBIT)

 

67

PARTONE: EVALUATION

The following questions refer to Bubonic Plague, or Black Death, that killed
thousands of people during the Middle Ages. The Middle Ages was a time of feudalism
and of kings, lords, knights, and peasants. Only the nobility and the clergy were educated.
The vast majority of people had no education at all. The study of chemistry was in its
infancy as the chemists of the time tried to change iron and lead into gold. Biological
studies were limited to observations that could be made with the naked eye since the
microscope had not been invented yet. In physics, Sir Isaac Newton had not yet described
the Law of Gravity and astronomers still thought that the sun rotated around the earth.

Sanitary conditions during this period of history were very poor. For example,
there was no garbage disposal. People just threw their garbage out onto the street. As a
result, there must have been a tremendous number of flies, the rat p0pulation must have
been very high, as well as other pests and microbes that would have lived off the garbage.

The Bubonic Plague, or Black Death, is a highly fatal disease caused by a
microscopic bacterial organism called Bacillus Pestis. It is a disease found chiefly in rats
and squirrels and is transmittedfrom one to another by fleas. However, man is also highly
susceptible to this disease, and major outbreaks occurred in the past. The disease is
spread among humans when infected fleas from rats or squirrels bite people and infect
them with the Bacillus Pestis microorganism.

In 1348 there was an outbreak in Italy, and during the next two years, it killed
almost half the population of Europe. In some cities, as much as two-thirds of the
population was eliminated. It came back in epidemic proportions every ten years or so.
In 1655, at least one-tenth the population of London was wiped out. About 80% of the
people affected with this disease died within two or three days. After the epidemic, the
disease more or less died out in Europe.

The plague is not a major disease at the present time but it still kills people in
parts of Asia and Africa. The Bacillus Pestis is now present in the squirrel population in
the Western United States.

Evaluate the possible reasons for the disease dying out in Europe.

1. Most of the people who could catch the disease easily (people who were susceptible
to the disease) had already died leaving only those who were resistant to the disease.
(a) a possible factor for the disease dying out; (b) an improbable factor for the disease
dying out; c) a factor that cannot be judged as possible or improbable.

2. The rats were all eliminated. (a) a possible factor for the disease dying out; (b) an
improbable factor for the disease dying out; (o) a factor that cannot be judged as
possible or improbable.

3. In order to protect themselves, people did a variety of things, some of which were
somewhat effective, some of which were not. Consulting witches and witch doctors
(a) might have decreased the chances of getting the plague; (b) might have increased
the chances of getting the plague (c) would not have affected the chances much one
way or the other.

68

PART TWO: ASSUMPTIONS

A student placed some leaves of a corn plant which had been exposed to light for
two hours in a test tube and added a little water. To this tube the students then added
Fehling's solution. (F ehling's solution turns red when it comes in contact with a hot
glucose solution.) On heating the contents of the test tube to the boiling point, the
students found that the solution became red. The students then performed the same
experiment on leaves which had been in the dark. These leaves did not turn the Fehling's
solution red.

As a result of this experiment, the student concluded that the leaves of the corn
plant had produced glucose when ermosed to light.

 

 

To reach this conclusion, he made several assumptions listed below. An
assumption is something that you take for granted as being true without actually checking
or testing to find out if it is true. For example, you might say, "I'll graduate in Junel"
You take for granted or assume that you will be alive in June, that your school will judge
you to be eligible for graduation in June, and similar things.

Use the following key to classify the student's assumptions

KEY: A. an assumption that is justifiable and necessary in order to do the experiment
and make the conclusion.
B. an assumption that has nothing to do with this experiment or conclusion.
C. not an assumption; it is a restatement of the results.

4. The student assumed that glucose is formed more abundantly in leaves than in
stems or roots.

The student assumed that a glucose solution will not rum red by itself.

6. The student assumed that the solution turned red after boiling.

.V‘

69

PART THREE: DATA AND HYPOTHESIS

In this exercise you will be asked to evaluate several statements to determine if
each statement is a restatement of the data presented in the graph or if the statement is
hypothesis or "educated guess" as to the reason for the data.

 

 

 

 

 

Saturation
.5
3;
5
’a’ .143
r: t
3.1: o . .
i" < Rate of Blood Flow in Dog 3 Leg 260
o ‘6
'0' V
c o
o o
g a
o. .5

 

 

 

Use the key below to classify the statements.

KEY: A. a logical hypothesis or "educated guess" to explain the data.
B. an illogical hypothesis or "educated guess" because it is actually contradicted
by the data.
C. a correct restatement of the results; does not attempt to explain the results with
a hypothesis.
D. an incorrect restatement of the results; does not attempt to explain the results
with a hypothesis.

7. Lack of oxygen causes an increase in the size of blood vessels and this increases
blood flow.

At near 100% blood saturation, the rate of blood flow in the dog's leg is lowest

9. Capillaries contract and reduce blood flow when the percentage of oxygen is high.

9°

70

PART FOUR: INTERPRETATION OF DATA--TABLE

Photosynthesis is a chemical process which occurs in green plants.
Photosynthesis uses carbon dioxide (that enters the leaf through small leaf openings),
water from the soil (that gets to the leaf through conducting cells in the roots and stems),

and light energy to make a sugar called glucose. The glucose is then changed into starch
for storage.

Six geranium plants were treated in several experiments to test these ideas about
photosynthesis.

 

 

 

 

 

 

 

 

 

1 m
ant a1 0 eac ea was covered wrth Place: in Starch in
aluminum foil to block light light half exposed
to light
Timur Up r and lower surface of leaves covered Placed in thT
wr vaseline light
Plant III Placed in jar containing no carbon dioxide Placed in No starch
light
Plant IV Leaves removed and placed with stems Placed in Starch,
immersed in glucose solution dark especially
along veins
of leaves
Plant V No trcamrcnt Placed Tu No starch
dark
151% VI No treatment Placed in Starch
light
— _

 

 

 

 

 

Use the following key to classify the statements below.

KEY: The interpretation of the data isA. supported by data.
B. rejected on the basis of the data presented.
C. logical, but the experiment is not designed to test it.

10. Light is necessary for starch formation in plants.

11. This experiment lacks a control.
12. The roots of a plant may store starch.

71

PART FIVE: INTERPRETATION OF DATA--GRAPl-I

The next 3 questions are based on the following graph showing the effect that soaking
seeds in the dark has upon the germination of 4 species of seeds.

 

 

1003-

 

753 ‘

50% ‘

25$
0%

 

 

 

 

 

x germination in dark

 

days after soaking

 

 

 

Use the key below to classify the following statements.

KEY: The statement is
A. rejected on the basis of the evidence presented.
B. supported on the basis of the evidence presented.
C. logical, but the experiment is not designed to test it.

13. 111 seeds have a lower germination percentage in the dark than 11 seeds.

14. 11 seeds need light for germination.
15. Soaking makes all seed species germinate.

72

PART SIX: DATA AND HYPOTHESIS

A cell's life alternates between periods of normal grth and activity and cell

division. When a cell division is complete, the cycle begins over again. The next 3
questions relate to the following data and key. Use the key to classify the statements.

The graph shows the production of certain chemicals in a cell for various periods

before, during and after cell division.

 

l

 

vv

 

 

 

c211 cell‘
djgjfjggu non-.1 «11 gm» .5! “mm «1151?:
*- I l I
a I ‘ l
gut 'FO-o— ems-o-o‘.
‘ RNA
.2" ---—u----:——-.-:~————-‘q— -. -.----
E. '._.e~- O...I!IIIIOII.....~{
Oleeeeperecct-einu lean-i. I
g. :0. " i flu-E
it" - i i "-
1 . i i

 

 

 

JIV'IG" "-“:“"_T.fg:5

Duration [111 hours)

 

16.
17.
18.

 

: A. a restatement of the data.

B. a statement that can be contradicted by the data.
C. insufficient evidence to evaluate this statement.

The amount of RNA being produced is constant.

Some DNA is produced at all times.

After cell division, the DNA formed will be equally divided between the two
daughter cells.

73

PART SEVEN: SUPPORTING DATA

The pancreas is an organ of the human body that secretes digestive enzymes into
the intestine. This enzyme is normally secreted when food is about to enter the intestine.
Scientists wondered what caused the enzyme to be secreted at the right time.

The two hypotheses below are possible explanations of the control of pancreatic
secretions into the intestine.

I. Nerves stimulate the pancreas to secrete its enzyme into the intestine.
II. A hormone secreted by the intestine into the blood causes the pancreas to
secrete its egrme into the intestine

Use the key below to classify each of the following experiments as they relate to
the hypothesis.

KEY: A. Supports hypothesis 1 only
B. Supports hypothesis 11 only
C. Supports both hypotheses
D. Supports neither hypothesis

19. When a nerve leading to the pancreas is stimulated, the pancreas secretes
enzymes.
20. If the nerves leading to the pancreas of a hungry dog are cut, no enzymes are

secreted by the pancreas.

74

PART EIGHT: INTERPRETATION OF DATA--TABLE

During the firnction of kidneys, the liquid part of the blood called plasma is forced
through special filtering structures. This forms a filtrate in the kidney tubules. As the
filtrate passes through the kidney tubules, water and other beneficial materials are
removed and reabsorbed into the plasma of the blood, leaving a solution of waste
materials called urine in the kidney tubules.

The next 3 questions are based on the following data.

 

Use this key to classify the statements below.

KEY: A. a reasonable interpretation of the data.
B. an interpretation contradicted by the data.
C. there is insufficient evidence to make an interpretation.

21. Glucose is not found in urine.

22. The concentration of all salts is about double in the urine.
23. Uric acid is the most abundant component in the urine.

75

PART NINE: HYPOTHESIS

Mrs. Potter gave identical ivy plants to both Mrs. Bardimer and Mrs. Bellefleur.
Both plants were the same size, had been cut fiom the same parent plant, and were potted
in the same size pot with the same kind of soil. Despite her best efforts, Mrs. Bardimer's
plant died a month later while Mrs. Bellefleur's flourished.
Use the key below to evaluate reasons for the death of Mrs. Bardimer's plant.
KEY: A. possible reason.

B. improbable or impossible reason.

24. Mrs. Bellefleur's plant was of a hardier variety than Mrs. Bardimer's.

25. Mrs. Bardimer's plant became too root bound (the pot was too small for the root
system.)
26. Mrs. Bardimer's house was too cool for this kind of plant.

76

PART TEN: PREDICTION

The water flea is a shrimp-like organism called Daphnia. Water very low in
oxygen concentration causes the Daphnia to become red, while water high in oxygen
concentration causes them to become colorless.

The plasma of red Daphnia is red, while the plasma of the colorless Daphnia is
colorless. Analysis shows the red pigment to be hemoglobin.

Scientists know that in humans, oxygenated hemoglobin is bright red; non-
oxygenated hemoglobin is dark red; carbon monoxide-hemoglobin is bright cherry red,
brighter and lighter than oxygenated hemoglobin.

Scientists also know that carbon monoxide combines with hemoglobin and
prevents oxygen from being attached to the molecule.

Problem: What will happen if carbon monoxide is bubbled through the water in which
Daphnia are kept?

 

 

Use the key below to classify the following predictions.

KEY: A. A prediction which is logical on the basis of the above data.
B. A prediction which is not logical; it is contrary to some or all of the data
above.
C. A prediction which may be logical but for which there is no basis in the data
above.
D. Not a prediction; it is a restatement of the given data.

27. Oxygen causes the breathing rate to get faster.

28. The plasma of the red Daphnia will appear blue.
29. Hemoglobin is the red pigment in the red Daphnia.

77

PART ELEVEN-JNTERPRETATION

Scientists were attempting to determine what substances controlled the grth of
plant tissues. Three substances were thought to be effective in promoting growth: DPU,
CH, and CCM. The following table summarizes the results of their experiment.

 

Use the key below to classify the following statements.

KEY: The statement is
A. a reasonable interpretation of the data.
B. an interpretation contradicted by the data.
C. There is insufficient evidence to make an interpretation.

30. DPU is slightly effective.
31. CCM is the control for this experiment.
32. CCM and DPU together are not effective in producing cell growth.

78

PARTTWELVE: HYPOTHESIS

The following graph plots the growth of two microorganisms, organism x and
organism y. They were placed in a single flask containing food, water, and oxygen. The
flask was then sealed and maintained in normal light at room temperature.

 

Number of I 3
cells

Organism Y

 

Organism X

 

 

 

Time in hours

 

33. If the amount of food were increased at the end of phase 111, what would most
probably happen to the size of the population? It would probably (a) double; (b)
decrease; (0) increase; ((1) remain the same.

34. If only organism x were in the culture, what could account for the slowing down
of the growth rate at the beginning of period III? (a) an increase in available
oxygen; (b) a decrease in waste present; (c) a decrease in available food ((1) an
increase in available food.

35. By comparing II and 2 in the curves, it can by hypothesized that (a) organism x
reproduces at a faster rate than organism y; (b) organism x is feeding on organism
y; (c) both organisms are utilizing the same food in the medium; ((1) organism x is
controlling the y population in some way.

79

Appendix C

Author Developed WEI

8O

Author Developed WEI Modules

Soil Algae Abundance Earthworm Behavior
Fungal Culture & Abundance Viruses/Chestnut Blight
Nitrogen Fixation Bacteria Nematode Abundance

Species Diversity/Population Density

81

       

’_ . a
I‘ . r -'
i‘r’

arr-rev 49:3

ECOLA 3 Teacher Module

ESTIMATING SOIL ALGAE ABUN DANCE

 

Developed by: Clarence Rudat Montague High School, Montague, MI
OBJECTIVES

Given the appropriate tools the student will be able to accurately measure and calculate the occurrence of
algae present in soils of different communities.

The student will be able to explain there relationships between algae abundance and abiotic factors of the
specific community.

The student will be able to estimate the abundance or lack of soil algae present in a forest community.
SUGGESTED HYPOTHESIS

In analyzing the soil of a forest community there is a direct relationship between soil moisture, light and
soil algae growth. Increased moisture and light will result in an increase in algae growth.

STUDENT MATERIALS (class of 30 in groups of 3)

10 lO-ml pipettes

150 20-ml test tubes

10 Test tube racks

20 g Soil (low land or creek bed forest habitat )
20 g Soil (upland or open area habitat)

Cotton

3.5 Liters of Distilled Water

Light Source

10 wax pencils

30 Lab/Data sheets

BACKGROUND INFORMATION

Preparation of Stock Solutions

To demonstrate the occurrence, estimate abundance, and to isolate soil algae, one must use a simple salt
solution devoid of organic matter. This solution is made by preparing 6 - 400 ml stock solutions, each
containing one of the following salts in the concentration listed:

NaNO3 10.0g
CaC12 1.0g
MgSO4 *7H20 3.0g
K2HPO4 3.0g
KH2PO4 7.0g
NaCl 1.0g

Ten ml of each of these stock solutions is added to 940 ml of distilled water to make a liter of medium.
This is supplemented with one drop of a 1.0 percent FeCl3 solution. To each of a series of 15 test tubes per

82

soil studied add 10 ml of the complete medium. Each tube is closed with a cotton plug and all are sterilized
in the autoclave.

Pre—lab Activity — Have students review lab procedure On-line at www.montague.kl2.mi.us/algae.htm
Day One - Collection of Soil

Soil should be collected from at least two locations, preferably an area of high soil moisture and light, and
an area of either low light or low moisture. Depending on class time you may want to show students where
the collections will be taken from. Do not collect soil or water directly from an aquatic environment. Soil
around these areas however, would be acceptable. Have students record foliage density, soil temperature,
and determine soil moisture (Moislab).

Day Two - Prep Algae Culture

Have students collect data from Moisture lab. Have students prepare the serial dilutions using 1 g soil
collected on the same day and place all samples in a light source.

Three main conditions are considered when culturing algae: temperature, light, and an adequate medium.
The optimal temperature for most soil algae growth is 200C. Algae will tolerate growth above and below
this optimum, but it is desirable to keep the lab at temperature as near to 200C as possible. Generally
higher temperatures are more likely to destroy algal growth than at lower temperatures. Algae should not
be kept in direct sunlight that could elevate temperatures over 320C. It is recommended that more light be
provided than is provided by window light. A 40-watt florescent light a few feet from the test tubes for 16-
24 hours will encourage algal growth.

Day 30 - Final Observations
Day 31 - Review calculations and classify algae.

Review example with students in calculating numbers of algae in the soil.
www.montague.k12.mi.us/aglae/probability example

 

QUESTIONS

1. Were there any differences in the abundance of algae in the different soils tested?

2. Can you explain these differences? Did the types of algae found in field soil differ from those that
developed in the forest soil?

3. What areas of a forest community would you predict to have higher algal growth on the forest floor and
why?

4. What affects do these factors have on other biotic and abiotic factors of the forest community?

5. Why might the texture of soil affect the growth of algae?

6. What is the relationship between soil moisture, light, and algal growth?

7. Why do some soils contain more algae?

FURTHER INVESTIGATIONS

83

Examine the algae abundance of a body of water or open field and compare results with a deciduous forest
or evergreen forest.

REFERENCES

Bower, James E 1990. Field and Laboratory Methods for General
Ecology. Wm. C. Brown Publishers, Dubuque, Iowa

Pramer, David 1965. Life in the Soil, Biological Sciences Curriculum
Study. D. C. Heath and Company, Lexington, Massachusetts

84

 

ECOLABS

ES T IMA TING SOIL ALGAE AB UNDANCE Student
Module

TO THE STUDENT

One of the purposes of this laboratory exercise is to develop an understanding of the scientific method and
an appreciation of its practical applications to everyday problem solving. In this laboratory you will:

1. Measure the abundance of soil algae in different environments using a serial dilution.
2. Analyze the effect of varying abiotic factors on primary productivity of soil productivity.

PRE—LAB ACTIVITY http://wwwmontaguek12.mi.us/algae.htm

 

INTRODUCTION

The organisms that comprise the soil microflora are the algae, the fungi, the actinomycetes, and the
bacteria. These organisms have no roots, stems, or leaves, and it is only the algae that contain chlorophyll
and are green. Algae, fungi, actinomycetes, and bacteria were first studied by botanists and were classified
as plants due to the fact that these organisms contained a rigid cell wall. These organisms are now
classified as monera or fungi.

Algae has long been associated with aquatic habitats. The algae are numerous in habitats that are moist and
exposed to light. Under appropriate moisture and light conditions they will develop on the surface of soil
as green, rather slimy growth. Even in the desert algae will grow and develop either under rocks or on the
surface of the soil. Some soil algae are unicellular, others develop as filaments, but those found in soil are
characteristically smaller than their aquatic counterparts. As chlorophyll-bearing organisms, algae are
capable of utilizing light to make energy for growth and reproduction (autotrophic). Soil algae are
classified primarily on the basis of pigmentation into the Chlorophyceae (green), Cyanophyceae (blue-
green), Bacillariophyceae (Diatoms), and Xanthophyceae (yellow-green).

Three main conditions are considered when culturing algae: temperature, light, and an adequate medium.
The optimal temperature for most soil algae growth is 200C and sunlight that will not raise the temperature
above 320C. Since algae have a photosynthetic metabolism and do not require preformed organic mater as
food, they frequently act as pioneers and colonize barren areas that vulnerable to support high forms of life.
Algae are significant also in paddy soils used for the cultivation of rice. Here they contribute significantly
to the nitrogen and oxygen status of the soil, which in turn increases yield. By photosynthetic mechanisms
algae convert atmospheric carbon dioxide to cell substance, increasing the total quantity of organic carbon
in the soil environment. This is of particular importance in desert soils where algae act also to control
erosion by forming surface crust. Recent years have witnessed an increase in interest in soil algae.

In analyzing a forest community what relationships exist between foliage densities, soil moisture and algae
growth?

HYPOTHESIS

85

Write three or more possible hypothesis for this problem. Choose the one that you feel is the best.
MATERIALS

15 20-ml test tubes with sterilized medium
1 wax pencil or maker

Cotton

10-ml Pipette

Soil

PROCEDURE

Obtain 15 sterilized test tubes of medium from the instructor. Label 5 tubes A (1/ 1,000), B (1/10,000), C
(1/ 100,000). Perform a series of tenfold dilutions in sterilized 9-ml portions of the salt solution for the soil
to be studied. The dilution series should proceed from 1/ 10 to 1/ 100,000 in the following manner:

0 Place a 1.0 g sample of soil in 9ml of medium.
Label this tube #l-original sample.

0 Pipette 1 ml of tube 1 to a 9ml test tube of medium.
Label tube #2-1/ 10 dilute.

o Pipette 1 ml of tube 2 to a 9m] test tube of medium.
Label tube #3-1/ 100 dilute.

0 Pipette 1 ml oftube 3 to a 9 ml test tube of
medium. Label tube #4-1/ 1000 dilute

o Pipette 1 ml oftube 4 to a 9 ml test tube of
medium. Label #5-1/10,000 dilute

 

One-ml quantities of the soil suspensions at each of the
three highest dilutions (1/ 1,000, 1/10,000 1/100,000) are
added as an inoculum to each of 5 tubes of medium in the
following manner:

0 Pipette lml of tube #3-1/ 100 to each of the 5 test

tubes labeled A

o Pipette 1ml of tube #4-1/1,000 to each of the 5 test
tubes labeled B

o Pipette 1ml of tube #5-1/ 10,000 to each of the 5
test rubes labeled C

 

 

These 15 inoculated samples are incubated in diffuse light.
Examine occasionally for algae growth and make final
observations after 30 days.

Day 30- Final Observations

To calculate the numbers of algae in the soil first record the number of tubes at each dilution in which there
was growth, and then refer to table 111. This table indicated the most probable number of algae per g of soil
based on the number of tubes showing growth. It is applicable only when each of 10 tubes is inoculated
with 1.0 ml of three dilutions. The code is the number of tubes showing growth. The first, second, and
third numbers in the code refer to the number of positive tubes at dilutions of 1/1000, 1/10,000, and
1/100,000 respectively. The value located under the column designated X, and associated with the proper
code, is multiplied by the reciprocal of the center dilution to obtain the most probable number of algae
present per gram of the original soil. The column headed P indicates the Percentage of times that the same
code would be obtained if an infinite number of analyses were performed on the sample. You employed 5
rather than 10 tubes per dilution, so results must be doubled and then evaluated using table III. The
forgoing procedure may be clarified by example given by your instructor.

86

Enter your results in Table I. Now remove the cotton plug from the tubes in which there has been algae
growth. Transfer some of the green material to slides. Prepare wet mounts and examine microscopically.
Note and sketch the morphological characteristics of the organisms.

CONCLUSIONS
Carefully analyze the data collected. Accept or reject your chosen hypothesis on the basis of the data you

collected. Be sure to explain your reasons for accepting or rejecting the hypothesis on the basis of
observable and tabulated data.

87

Algae Abundance Web Pages

 

 

   
 
 

Algae Abundance

 

 

 

 

 

EM! 50“ Algae Abundance by Glenn Rudat.
Bioloy Teacher. Meringue High School
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r . .17 . ,
«II ”III Vlllll'lll I

by fanning surface crust Recent years have voilneaud an Incraase l'l Imaresl In 9011 aIgee A number trim
may; have been developed In Iarm and sell algae

 

 

 

 

Algae Abundance

 
 
  

Key Concepts I: Sol] Algae Types

I. t . I i _.. L L “ac . I . 4
" T 'Juda " ‘ " ‘ w... ‘dcmvy VII

the tube: ofsoal as gem rather slimy yowth Evan In the desert algae WIII grow and develop
ether wider rock: or on Ihe "face ofthe :01 Some rod algae an mcellular. other; develop as
We; but those found In roll Iare characmimally mallet m Ihei aquancc am A:
I ,1 ._\qm,1lg_ 7. a; _‘.“'".,_k. r”

 

 

 

follow

 

a .-
ChloroLhygga: (gem) Czauoghueaz (bluevyeen)

 

Bacallan ogljxceae (Diatomr) " . I Xanlhgghxceu (yellow-green)

’Conm Io 9mg:

 

 

 

89

 

 

 

Algae Abundance

Calculating AlgaeTh Abundance: Example

owIng is an example olraeults obtamed from a forest soil All 5 tubes ofA
ehowelda algal growl owtn Only 3 tube: 013 showed growth and 0 tubes otC showed
growth Multrply each tube by two to correepond wrth Tabl elll

 

Therefore the code for IhIs sorl would be IDS-0 Fmd 1030 on 19.11111“ The X

l ‘ ‘ " " ' value Is the number of probable sorl algae per VIII] III) gram1 ol sorl ln We case
8 e 8 E a the bNrIrmbe wouIdb e 792 per unit volume The volumer IlS llfl'J .Cm oge

. pro abel number of algae per gram of ongrnal sell you would mulIIply by tha
Iecrprocal ofthe volume (1001mm 972= 9 .721)

. l l .
» l
V‘ I: .1‘4 'L ‘7 Tablel
Code [ X [ I
No oltuhes B No ol tubes C Abundance per Abundance per
volume also“ Gram of Soil
[III/1

 

 
  
    

       

       

 

 

So II Code X-Value Most Probable
Number of
Algae per gram

 

1060 7'32

 

 

 

 

 

 

 

 

bBack to m ofResults

90

 

 

—::"‘

 

Algae Abundance Calculation

 

EC

LABS

Calculating Algae Abundance:

 

 

 

 

 

 

 

 

 

 

elf

Example

The following is an example of results obtained from a forest soil. All 5 tubes
of A showed algal growth. Only 3 tubes of 8 showed growth and 0 tubes of C
showed growth. Multiply each tube by two to correspond with Table III.

Therefore the code for this soil would be 10-6-0. Find 10-6-0 on Table III.
The X value is the number of probable soil algae per 1/100,000 gram of soil.
In this case the Number would be .792 per unit of volume. The volume is
1/100,000. To get the probable number of algae per gram of original soil you
would multiply by the reciprocal of the volume (100,000/1*.972 = 9,720).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

91

Table I
Code X
No. of tubes A No. of tubes B No. of tubes C Abundance per Abundance per
showing growth showing growth showing growth volume of soil. Gram of Soil
(1/1,000) (1/10,000) (1/100,000) (X * 10,000/1)
_5_*2 =10 _3_*2 =6 _0_*2 = 0 .792 7,920
Table II
Soil Code X-Value Most
Probable
Number of
Algae per
gram of soil
10-6-0 .792 7,920

 

Algae Abundance Report

4 ”a.
i: $213117- “U.,;"'f.i. “i- e.» ‘
" 53,, ‘ H, 6’
ECOLABS
ES TIMA TING SOIL ALGAE AB UNDANCE Student Module

Observations

Most Probable Number of Algae in Soil

 

Soil Tubes Showing Growth X-Value* Most Probable
(code) Number per Gram

 

 

 

 

 

 

 

* Obtained from probability table I.

1. Were there any differences in the abundance of algae in the different soils tested?

2. Can you explain these differences? Did the types of algae found in field soil differ from those that
developed in the forest soil?

3. What areas of a forest community would you predict to have higher algal growth on the forest floor and
why?

4. What affects do these factors have on other biotic and abiotic factors of the forest community?

5. Why might the texture of soil affect the growth of algae?

6. What is the relationship between soil moisture, light, and algal growth?

7. Why do some soils contain more algae?

Conclusion:

92

 

Appendix D

Data Tables

93

Table 19 Average Time on Task

 

 

 

Treatment Control
@212 Qro_up
{Minutes} {Minutes}
Osmosis & diffusion 85 65
Chromatography 45 40
Cell Respiration 90 55
Animal Behavior 45 40
Cardio Fitness 50 35
Heart Rate in Daphnia 45 30
Total Time 360 265
Average Time 60 44

 

94

 

Table 20 Individual Item Analysis of PBIT

 

Question # Difference Pre--Test Post--Test Change in %

 

 

 

1 12 6496 7996 1696
2 7 5196 6096 996

3 14 80% 98% 18%
4 19 4896 7396 2596
5 6 5796 6596 896

6 9 7496 8696 1296
7 17 3196 5396 2296
8 20 3596 6196 2696
9 15 4096 6096 1996
10 9 5896 7096 1296
11 -5 6896 6196 -696
12 1 8196 9296 1196
13 8 8896 9896 1096
14 14 7596 9496 1896
15 8 6196 7196 1096
16 13 7996 9696 1796
17 3 7896 8296 496

18 7 8796 9696 996

19 14 7896 9696 1896
20 10 4296 5596 1396
21 10 8496 9796 1396
22 6 8196 8896 896

23 9 7796 8896 1296
24 11 7496 9996 2596
25 -3 6296 5896 -496
26 8 88% 99% 10%
27 3 7496 7896 496

28 7 7196 8196 996

29 15 4096 6096 1996
30 10 8696 9996 1396
31 17 5796 7996 2296
32 14 7196 9096 1896
33 1 7096 8196 1196
34 13 7196 8896 1796
35 9 6496 7596 1296
Total 331 66% 80% 14%

 

 

95

Table 21 — Overall Test Score Improvement

 

Treatment Control
Group Group

 

 

 

Osmosis & diffusion 30% 24%
Chromatography 40% 30%
Cell Respiration 36% 22%
Animal Behavior 34% 30%
Cardio Fitness 59% 56%
Heart Rate in Daphnia 25% 12%
Average Improvement 37% 29%

 

 

Table 22 - Overall Students Showing Improvement

 

Treatment Control
Group Group

 

 

 

Osmosis 8. diffusion 93% 78%
Chromatography 75% 66%
Cell Respiration 95% 94%
Animal Behavior 100% 93%
Cardio Fitness 100% 100%
Heart Rate in Daphnia 77% 49%
Average Improvement 90% 80%

 

96

 

Appendix E:

Parent/Student Consent Form

97

 

MHS Biology

 

Parental/Student Consent Form

To: Parents, Legal Guardians and Students
From: Mr. Clarence Rudat

CC: Kevin Kruger

Date: 7/29/2002

Re:

Data collection for Master's Thesis

 

Over the past four summers, I have been taking courses towards my master’s degree in biology
at Michigan State University. This past summer I have developed a hand-on biology unit that will
use web-based pre-Iaboratory activities as the basis of my thesis. I have modified some lab
activities that I feel will help your child better understand aspects of biology. This unit will be
taught during the second semester and last for approximately nine weeks.

In order to determine the effectiveness of these new activities and the unit as a whole I will need
to collect data from the biology students in my class. The data collection will be based on
performance on of pre-and post--tests, homework assignments, lab activities, web based
tutorials, and student reflections. All students are required to complete the same work; I am
requesting permission to use your child’s work, scores and reflections for my thesis. All student
work used in my thesis will remain confidential; any marks that may Identlfy the
participant will be removed from any document reproduced for my thesis.

Please complete the attached form and return it to me by Friday, March 22, 2002. I am requesting your
permission to use your child's work, scores and reflections from the molecular and behavioral ecology
unit of biology for my thesis. There will be no repercussions for denying permission to use your child's
data. The analysis of student data will not begin until grades for the unit are completed at the end of
the marking period. Exemption of your child from data collection in no way exempts them from
participating in class. They will be required to complete the same assignments as those participating in
the study. Your child’s privacy will be protected by every means possible.

If you have any questions about the rights of human subjects participating in research please
contact the Internal Review Board chairperson, David E. Wright, at (517) 355-2180. If you have
any questions or concerns about your child or this biology class please contact me at (231) 894-
2661 ext. 227.

Sincerely,

Mr. Clarence Rudat

98

lgramMr.RudatpennissiontousemydatagenerateddurvIgmeeoobgymit I
__ amawarethatMr.Rudatwillnotusemynameandthatallshndentdataoollected
__ will remain confidential.
_ ldonotgrarflNkPudatpennisdontousemydatagenerateddunngeodogyurit
__ Iamawarethatlwilnotbepenafizedfordioosingtowittiioldmydata.

Date:

 

 

 

 

 

 

Student Signature
Student Name (printed):
Date:
Parent Signature:
Parent Name (printed):
UCRIHS APPROVAL FOR
THIS project EXPIRES:
AUG 0 7 2002
SUBMIT RENEWAL APPLICATION
ONE MONTH PRIOR TO
0 Page 2 ABOVE DATE TO CONTINUE

99

Appendix F

UCRIHS Approval

100

MICHIGAN STATE
0 N I v E R SIT Y

 

August 10. 2001

TO: Merle HEIDEMANN
118 North Kedzie Hall
MSU

RE: IRB# 01-536 CATEGORY: EXEMPT 1—A. 1~B. 1-C
APPROVAL DATE: August 7, 2001

TITLE: THE ELECTRONIC LABORATORY: A COMPARISON OF
PRE-LABORATORY ACTIVITIES FOR BIOLOGY STUDENTS

The University Committee on Research Involving Human Subjects‘ (UCRIHS) review of this
project is complete and I am pleased to advise that the rights and welfare of the human
subjects appear to be adequately protected and methods to obtain informed consent are
appropriate. Therefore. the UCRIHS approved this project.

RENEWALS: UCRIHS approval is valid for one calendar year, beginning with the approval
date shown above. Projects continuing beyond one year must be renewed with the green
renewal form. A maximum of four such expedited renewals possible. Investigators wishing to
continue a project beyond that time need to submit it again for a complete review.

REVISIONS: UCRIHS must review any changes in procedures involving human subjects, prior
to initiation of the change. If this Is done at the time of renewal, please use the green renewal
form. To revise an approved protocol at any other time during the year, send your written
request to the UCRIHS Chair, requesting revised approval and referencing the project's IRB#
and title. Include In your request a description of the change and any revised instruments,
consent forms or advertisements that are applicable.

PROBLEMSICHANGES: Should either of the following arise during the course of the work.
notify UCRIHS promptly: 1) problems (unexpected side effects, complaints. etc.) involving-
human subjects or 2) changes in the research environment or new information indicating
greater risk to the human subjects than existed when the protocol was previously reviewed and
approved.

If we can be of further assistance, please contact us at (517) 355-2180 or via email:
UCRIHS@msu.edu. Please note that all UCRIHS forms are located on the web:

 

htthMwwmsuedu/userlucrihs
Sincerely.
lleeeerell Ieveivleg -
Heme Subjects
Midiigan State University
' 246 Administration Building As If Kumar, MD.
East Wm. Midiioan UCRIHS Chair
48824-1046
51 ”3552180
FAX 517/353-2976
Web: mmedu/usemnihs
E—Mail: wihsOmsuem
AK: kj

00: Clarence Rudat
6392 W. Wilke Road

101

Appendix G

Survey of Student Attitudes to Computer Use and WEI

102

Circle the response that most closely relates to you.

1. Do you have access to a computer at home? Yes No
2. 2. Do you have intemet access at home? Yes No
3. Do you have internet access at school? Yes No
4. Have you used intemet simulations in science before this class Yes No

5. Approximately how much time do you spend doing homework per week?

0, 1-5, 5-10, 10-15, 15-20, 20 + hrs
6. Approx. how much time do you spend doing school work on the computer?

0, 1-5, 5-10, 10-15, 15-20, 20 + hrs

SA= Strongly Agree, A=Agree, ND=No Difference, D=Disagree, SD=Strongly Disagree

7. I spent more time doing school work on the computer than before SA A ND D SD
8. I liked using the computer better than the handouts. SA A ND D SD
9. The graphic simulations where helpful SA A ND D SD
10. The immediate feedback from the practice questions are helpful SA A ND D SD
1 l. Labs in the textbook were easier SA A ND D SD
12. Creating my own experiments is more fun SA A ND D SD
13. LabBench activities were easier to do than the hard copy SA A ND D SD
14. The moving graphics on the computer made labs easier SA A ND D SD
15. It was hard to keep track of all the information SA A ND D SD
I feel working on the computer:

16. made homework and Lab Prep more interesting SA A ND D SD
17. would have been easier if labs were already written out SA A ND D SD
18. helped me understand difficult biological concepts SA A ND D SD
19. made me spend more time on homework SA A ND D SD
20. An online e- textbook would make it easier to do homework SA A ND D SD
21. I recommend computer based labs and homework SA A ND D SD

On the reverse side list any suggestions, concerns, or comments you have about using
inquiry developed labs on the intemet computer.

103

Appendix H

Lab Report Format

104

Biology Lab Report Format

Experimental labs. Most of our labs will be experimental labs that involve science process skills
such as hypothesis formation, manipulation of variables, gathering, tabulating, graphical display
of data, data interpretation, etc.

In college, Iab report requirements vary greatly. Some are quite rigorous and require that a review
of the pertinent scientific literature be included in the introduction. I have simplified this
requirement, by asking you to summarize this scientific information without the use of resources
other than our text and online material at Biology.com.

o All formal lab reports that can not be read will have to be word processed!

0 Once you place your name on your submitted lab report, you are signing a
contract that states that all the work is your own. You may work with other
classmates to discuss the lab, but the wording used in your report is not to be
copied from anywhere.

Please use the following format and numbering sequence when writing up your labs: Always
begin your lab with a descriptive title as a header.

I. Introduction:

A. Purpose/problem:
A description of the problem being investigated and/or the purpose of the lab.

B. Background Information:
The background information summarizes the relevant scientific information that allowed
you to develop your hypothesis.

Il. Hypothesis, Materials 8. Procedures:

A. Hypothesis:

State the hypothesis or hypotheses that are being investigated.

8. Materials:

List the materials used in this lab. If there is already a list written in your textbook or in a
lab handout that you received, then you do not need to copy this list, you may simply
reference the lab.

C. Procedures:

Describe how the procedure will allow you to confirm or reject each hypothesis. What
procedures were followed, and why were these steps taken? This is not expected to be
an account including minute details, but should be a general overview of what was done.
For "experimental” labs be sure to describe how the experiment was controlled. It is a
good idea to include a diagram displaying how equipment was used. This section should
be written impersonally in the passive voice--not "We made a cross section of the plant,
and..." but rather, "A cross section of the plant was made, and..." Please leave out the
personal pronouns

III. Results, Data, Observations:

A. Observations:

You will include written observations describing what you observed. It is important to note
any procedural errors that may have occurred in this section of your report. If there were
any calculations involved in the lab, the work should be shown in this portion of your
report.

105

B. Data Tables:

Organize your data in tabular form. All tables include appropriate descriptive titles. Most
labs will require you to design at least two tables, one that has your lab group's data and
the second that has the class data with class averages. DO NOT FUDGE YOUR DATA!
Put only the data that your group and the class collected.

C. Graphs:
Students often struggle when it comes to creating an appropriate graph. All graphs must
include the following:

0 Descriptive title

0 Labeled axes with units included

a Appropriately spaced axes with correctly placed and connected data points

0 Well defined key

The data is the only part of the lab report that will be shared with your lab partner(s).
Each individual, however, should create the graphs. Do not have one lab member design
a computer-generated graph, which is then copied for the entire lab team. Your entire
group will lose credit if this occurs.

IV. Conclusion:

Here you present a summary of the data generated by the lab. Be sure to include your actual
data in this part of your lab. Do not simply say, "My data supported my hypotheses.” How do you
interpret the data or observations in light of your hypothesis or your own expectations? A good
conclusion will have the following parts:

0 An explanation of how your hypotheses and expectations reflect the data gathered. Be
sure to use the data to reflect on and explain the scientific concepts explored in this lab.

0 When both individual data and class average data have been gathered include a
comparison of your personal data to the class average data, with an explanation for any
discrepancies between the two.

0 Sources of Error. You are to analyze and explain any errors that occurred during the
lab. Simply stating "human error occurred" is not acceptable. Explain what the human
error was. If no known human error occurred to not invent the error. For example, do not
state that a mistake may have been made when measuring the solution. Only discuss
errors that you know actually occurred. Was the mistake avoidable? Was the flaw in the
lab itself? It is always useful to include any procedural changes that would help make the
lab more useful.

. Further Research. Now that you have mastered this lab using the specific procedure
and materials involved, suggest another experiment that would take you, the scientist,
further. You do not actually have to do this other experiment. Use your intellect, and
scientific curiosity to suggest further research and investigations that could be done.

Note:

A pre-Iab includes parts II and l of this format. For most of your labs the pre-lab will be assigned
for completion 2 days prior to the actual lab. You are expected to have the pre-lab neatly
completed. Word-processed must be your own. It is a computer violation and cheating to use
another persons lab prep. Completion of the pre-Iab assignment allows you to enter our pre-lab
discussion already familiar with the specific lab concepts and equipment that pertains to each lab.

A lab team that understands the procedure and knows what to expect is less likely to have
to come in during ASP or after school following lab days!

106

Appendix I

Student Quotes on Using WEI

107

Student Quotes on Using WEI
“It is confusing at first but in the end it makes more sense.”
“I like the computer things in biology . . . helps me remember stuff better.”
“This is really cool.” “Just tell us what to do” “I don’t want to be wrong.”
“For the first time in my life I understood this better than the smart kids.”
“The computers made it easier but I really didn’t like making up labs.”

“Put more homework on the intemet! A unique way to learn, online just as hard.”

“Using the computers take more time. Would (have) liked more information about new
subjects.”

“Nice to have more individual freedom in the class — you don’t have to stick right along
with the class, you can go ahead if you understand, but bad for the slackers. Graphics
weren’t always helpful . . . not always sure what was going on.”

“I didn’t like using the computer because I don’t think I learned much.”

“It was hard to keep track of stuff on the computer.”

“Working on the computers the second semester was great, sooo (sic) much more
interesting than reading out of a boring textbook. All hard work though.”

I didn’t like the computer (could be that my computer is slow) it was ‘more hard’ for me
to concentrate because of, well, it’s the net. But I guess I learned some things.”

“Difficulties occur when there are technical problems with the school computers.”
“School computers were too slow and would sometimes freeze.”

“I don’t think the computer helped because I have trouble reading something off a
computer screen.”

“Less labs — Explain what we should be doing more” “Just tell us the answer!”
“More class time for discussion after prep.” “1 wish (the instructor) would help us more.”

“I think more class discussion would have helped people to do better on their labs.”

108

Appendix J

Student Sample of Lab Protocol

109

Sample of Student Lab Protocol

Lab Report - Exercise 'I‘hrcc: Potato Cores

Problem: What is the water potential of potato cores? How can we find it with sucrose
solution concentrations and potato cores gaining weight? Response: I think these can be
solved by finding the changing mass of potato cows and using these to find the
equilibrium.

Background lufonuetion : Diffusion in the process of molecules moving from a place
of high concentration to a place of low concentration. Potato cores are thin rods taken
from the center of a potato.

 

Controls
Hypothesis: If(and when!) a potato com is placed in -Scalc
increasing concentrations of sucrose solution, then the -'l‘cmpemmte
mass of the potato core will increase. This is because the -Pressure
sucrose solutions are hypertonic when compared to the .pomu, Source
poultn.

 

 

 

 

Materials: Beakers, Pareto Cores, Scale, Graduated
l Cylinders, Sucwse

,. a :2: a», , Procedures: Six potato cores were measured for

L ' - mass and placed in six ditfirent prepared solutions of
' water and sucrose in a. beaker (0, .2, .4, .6, .8, 1.0).
They were left in there for five hours, and then
removed and measured for mass again. Multiple tn'als
shouldbe conducted for acctnacy, but we didn’t.

  

34.1930. .
5"“ ""‘ ' Observations: In observing, data was collected on

' l the mass of the potato cores. Before, they weighted,
\— 5.e'e,oro-"’- respectively, 4.0, 4.0, 4. I . 4.1, 4.0 and 4.1 grunts.
Alier five hours of soaking in a sucrose solution, they
had changed to the following, respectively: 5.5, 4.9, 4.5, 4.0, 3.8 and 3.9 grams. The
difference and ween: of change is recorded below.

beta Tabb Elan?“ 3
0M .2191 .4M 5M 3M ’ 10M

 

 

 

‘5

 

 

 

 

Mama) 4.03 4.69 M6 4.39 +09! 4.14
MAM“) age} 410‘s: H.134? +3395; figs 11:10?

 

 

 

 

 

 

 

 

 

 

 

Diflueue e. o
Is" a 4" at": -I ~.<*
remix...- 3 g 7.. 2 7; 3 1C 9;, -- 2 "x -- f 7. - 4.32 7:

 

110

From the graph and the points plotted on it from the data table, I was able to determine
the point of equilibrium, which was a molar concentration of .648 (This is an
approximation). With this, I was able to multiply the particle amount of sucrose (1), the
concentration, or equilibrium (.648), the pressure constant (.0831), and the Kelvin
temperature of the room (300), which would yield the solute potential of the potato core:

- (iCRT) = Solute Potential
- (1 x .648 x .0831 x 300) = -l6.15

When added to the pressure potential, which is zero, we get the same answer for water
potential. —l6. 15. This means that the amount of water and mass a potato core can hold
when fully saturated, is 16 times the amount of water and mass when compared to it
when it has no water. In other observations, at the beginning of the experiment, the potato
was kind of dry and thin, but by the middle and end of the experiment it had changed and
was a little different in size, and of course, moisture.

Graph/Data Analysis: The data from the table and the graph is a representation of the
percent change in mass in relation to the molar concentration of sucrose in each solution.
And what it means, in the formation it is in, is that as sucrose increases, solution
absorption decreases (see conclusions). The data point at 23% is quite off though, as it
lies quite out of the way of the trend. Perhaps this can be attributed to an error in the

solution or procedure. Overall, the trend of water absorption moves downward as sucrose
increases.

Conclusions: My hypothesis was proven incorrect, because the data proved it wrong. I
stated that as sucrose increased, so would the amount of water absorbed, but as sucrose
increased, it absorbed less (the potato) and actually began to lose water, beginning at a
change of 23% in zero sucrose, but by the highest concentration of sucrose, a negative
change had taken place. I think this is because the solution became more and more
hypertonic, and therefore the potato needed to balance things out and create equilibrium.
Although my hvpothesis was proven wrong, I did manage to solve the problem of the
hypothesis: the water potential of potato cores. As for sources of error I do remember (in
my procedure) that I laid the potato cores on the table for a moment once, and it most
likely picked up something during that time which would have interfered with the data by
altering the make-up of the solution It is unclear what effect this had on the data

Further Research: I think to further investigate this lab, we could test the level of
equilibrium (.648) and see if this is actually correct. In other experiments we could try to
find the equilibrium of potatoes in different solutions. I think this would tell us a lot about
the permeability and absorbency of potatoes. Which we all know, is vital to the affairs of
both ourselves and our posterity. I think, is solutions of less hypertonic-ness, the
equilibrium would prove to be lower. A practical application of this is in the construction
of bridges, which rely on the knowledge of the expansion and shrinking of materials
according to temperature and weather fluctuations.

111

Appendix K

Statistical Analysis

112

 

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minds Pia-Test 3 27 1.3 021
Manama GB 1.9 21 0.35
Dfielema hummus 1.9
95% CI 1.2 to 26
t We 550
2-tdled p 410001

 

 

 

 

 

 

 

113

 

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GapA Cam

Churdogafiy Pie-Test at 0mm Rust-Ta - R1

Pafon'mdby OamoeRJda

aflysadflhk'dyse-iHGaadtm

natal 23mm

 

 

 

 

 

 

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am 41 -1.2 1.1 0.17
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taxisflc -6.72

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ChmdogamyFbst-Ta-m at OramReTest

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I n | M | SD | SE

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Dfiaamabatmmm 0.9

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tslflislic 4.12
2-ta'led p 0.00m

 

 

114

 

 

 

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GupA Card

kind walk! Pie-Ta at Arirrd walk! Pas-Testt- R1

Pufarmdb; 0mm

a'dysadw’hkdyse-iHGHHdta'z

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Mud m Phat-T 37 2811 1.450 02384
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120

 

 

Appendix L

Definition of Terms

121

Active Learning: Process of learning that engages students in exploring ideas and
constructing knowledge based on their own observations and experiences as opposed to
passive learning in which students experience such classroom activities as: listening to
the teacher lecture, watching the teacher demonstrate a science experiment, and copying a

teacher’s notes.

The Biology Place: A web site used for web-based instructional activities used to
enhance biology instruction. The site is written and maintained by Peregrine Publishers.
The Biology Place was created by teams of leading educators in partnership with
Peregrine Publishers to offer students, educators, and anyone with a desire to learn about

biology the chance to explore some of its many facets. i

Cognitive: Pertaining to knowledge acquisition. Knowledge can be as simple as recall

of information or as complex as synthesizing information and deriving conclusions.

Computer-Assisted Instruction (CAI): A method of instruction delivery that uses a
computer to deliver instructional programs according to the pace and characteristics of
the student. The program software is either on the computer hard drive or is accessed
through CD-ROM. This method of instruction is also referred as Computer-based

instruction (CB1) and computer-aided instruction.

Constructivism,: A conceptualization of how human beings learn. Understanding is greater
and new learning more lasting if learners are active builders of knowledge structures and
constructors of meaning, rather than passive recipients of information transmitted to them
by teachers. A constructivist approach to staff development models constructivist teaching,
learners are active builders of knowledge structures and constructors of meaning, rather than

passive recipients of information where teachers guide and facilitate rather than tell or
dictate. (Oates, 2001)

Experimental design: A design used to measure the effects of a treatment on the

dependent variable by comparing it to a control group.

122

Experimental group (Treatment Group): A group of selected students who received

web-enhanced instruction (WEI).

Control group: A group of selected students who do not receive web-enhanced

instruction (WEI). In this study it is the group that is exposed to text-based instruction.

iText: A web-based electronic textbook available from Prentice Hall

LabBench Activities: A set of activities from the web site Biology. com that coordinates
with the Advanced Placement biology laboratory program. The activities contain
animations and interactive questions that help students connect laboratory procedures to

the biological principles they are studying.

Learning: A relatively permanent change in performance resulting from practice or past
experience. (Kerr, 1982, p.5). Students in this study showed a change in their

performance regarding the scientific process.

Performance: A periodic occurrence fluctuating from time to time. It is transitory (Kerr,
1982). Students in this research were assessed by their performance on the pre-test/post--

test specific to a particular concepts and/or processes.

Telecommunications: Any method used to communicate or deliver information by

electronic means to another location.

Web-based instruction (WBI): This term describes broad methods of delivery in which
instructions are delivered over the intemet. Web-Based Instruction is interactive and
utilizes available multimedia to enhance the level of delivery of instruction (Hall, 1997).
Web-based instruction is referred to as web-based learning, interactive distance learning,
or intemet based instruction (IBI) (McMasters, 1999). They all share the same concept,

which is delivering learning to students using the intemet.

123

Web-enhanced instruction (WEI): Web-enhanced instruction is a narrow term for the
use of computers and web-based courseware that is used to enhance the traditional face-
to-face classroom environment by exposing students to content—specific information
delivered over the intemet (Sanders 2001). Although these terms are often used
interchangeably, it is important to distinguish WEI from WBI. Both are web-based, but
WBI often times offers little face-to-face interaction whereas with WEI the majority of
instruction is face-to-face interaction. For the purpose of this study WEI is the method
used withthe treatment group.

 

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