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Attitudes
•
Attendance:
There were 5 no show students and one drop due to health problems.
•
Four
students failed the class.
One
of the students who failed the class did not turn in her paper and notebook and
was unprepared for the final exam due to a very busy work and class schedule.
The
second student lacked the proper background in the subject.
Another student had difficulty with
language and did not know the proper way of writing a summary paper. His lab
partner dropped the class and he was left with no help from a partner.
The
failure of the fourth student was a surprise. She seemed to have a good
understanding of the subject and she asked questions in class. Unfortunately
she did not do well in the final exam.
Action:
o Remind students of the importance of
having the proper background knowledge in biology and math on the first day of
the class, and encourage them to take more basic classes before attempting to
continue on in BTEC22.
o
Have the students take a quiz on
the first day to assess their knowledge and abilities.
o
Pay extra attention to students
without partners and if possible have them work with another group.
o
Explain the summary paper
assignment and present an example paper during lecture.
• All
students reported that they had a positive experience working with their
partner. However a few students indicated that they prefer to work alone.
• The
students worked well together in class and demonstrated proper laboratory
etiquette.
B.
Knowledge of concepts
•
Lab notebooks
Explained
below in the Skills section.
•
Quizzes
-
Less than 50% of the students answered
question #4 of the first quiz correctly.
Action: The
subject was discussed in lecture. Add a diagram in the power point
slide to explain amplification of the signal by the
indirect method.
•
Final exam
Less than 50% of the students received
full credit for the following questions:
-
#1
Definition of antigen and immunogen- This is covered in the first lecture.
Action: Reminder during the review.
-
#12 the difference between monoclonal
and polyclonal antibodies.
Action: Add a slide to the lecture to
address this
specific question.
-
#5
the reason for each procedural step
Action: Add
specific questions to the analysis questions for each experiment
to
emphasize the reason behind each step of the procedure. Add a slide to the
lecture explaining this.
•
Student Survey
-
One student commented in the survey
“it would be helpful if we had been required to write in the reason for each
step of the protocol”. The above action should address this comment.
C.
Skills
•
Lab notebooks and data analysis
Some
common problems observed with the note books and data analysis:
-
The graph for the sandwich ELISA
flattened starting at 1µg/ml. And the unknown
numbers were under estimated.
Action: lower the concentrations of the
standards.
-
The
results were not tabulated and organized properly.
Action: Provide a table to be filled up
by the students.
-
The
abnormal results are not explained in the discussion.
Action:
Add a clear question to the analysis section asking
about the unexpected
numbers.
-
Question
#4 of the Competitive ELISA experiment is unclear.
Action: Change the wording of the
question.
-
The competitive ELISA standard graph is
flat for concentrations below 0.1 µg/ml.
Action: Adjust the standard
concentrations.
