This week the first set of lab reports have been slowly coming in. In the past, this lab has been a challenge because it pushes students to think in ways they have not thought about before. To correct this, I worked to enhance the pre-lab discussion with more information on relative error. and absolute error and the differences between them. Initial glances at the submissions indicate that the lengthy class discussion on significant figures and their importance in this lab were lost in translation that many of the students don’t understand relative error. There also seems to be a broad disregard for units on the numbers being reported.
Remedy plans and questions:
1) Reformat the report page to change what is being ask for. Clarification of where the numbers come from. Space out the report page to include room to show calculations. Ask for absolute error in addition to relative error so that students are forced to think about both.
2) Don’t assume that additional information in the pre-lab will solve the problem. They need to see someone work through an example so they have something to follow. I think I dropped the ball and did explain it well enough because I thought the added written explanation would be enough. NOT.
3) Maybe I need to prepare a sample of how the lab report should have been done and share it with the class after I return the graded lab reports. I need to do this carefully so that it guides their thinking rather than replacing it.
4) Is the quality of the lab report submissions a reflection of the students adjusting to college life and my expectations? Are my standards higher than they should be or are they something that the students need to adjust to as the stretch their own abilities? I told them to concentrate on the questions on the back of the report that require greater analysis and thought. Maybe I should reserve judgement until I finish reading those answers.
Chemistry with Dr. Mark 