Laboratories

Physics Laboratory

Physics is an experimental science. The theoretical concepts and relationships introduced in the lecture part of the course describe the general nature and behavior of real phenomena. They were, appropriately, discovered by (or inducted from) careful observation and thoughtful analysis of actual experiments. Genuine understanding entails being able to relate the abstract ideas to the particular facts to which they correspond.

The premise of the scientific method is that (observation of) nature is the ultimate judge of the truth of any physical theory. Indeed, experiments designed to prove certain ideas have often ended up showing them to be wrong.

Consequently, all physical concepts must be verified experimentally if they are to be accepted as representing laws of nature.

Accordingly, the introductory physics laboratories have the following purposes and goals:

1. To provide an experimental foundation for the theoretical concepts introduced in the lectures. It is important that students have an opportunity to verify some of the ideas for themselves.

2. To familiarize students with experimental apparatus, the scientific method, and methods of data analysis so that they will have some idea of the inductive process by which the ideas were originated. To teach how to make careful experimental observations and how to think about and draw conclusions from such data.

3. To introduce the methods used for estimating and dealing with experimental uncertainties, including simple ideas in probability theory and the distinctions between random (statistical) and systematic "errors." This is essential in understanding what valid conclusions can be deduced from experimental data and that, properly obtained, these conclusions are valid, notwithstanding the uncertainty of the data.

4. To learn how to write a technical report this communicates scientific information in a clear and concise manner.

5. To introduce new concepts and techniques which have a wide application in experimental science but have not been introduced in the standard courses. These may require that the student consult additional textbooks.

Biology Laboratory

Students of biology are bombarded with new information, theories, techniques, concepts and Vocabulary. In fact, some educational researchers postulate that students learn as many Terms in an introductory biology course as in a foreign language course. And these new terms are essential to learn in order to discuss the mechanisms and concepts of biological systems. However, rote memorization is a learning- and teaching method that is becoming more andmore passé. Laboratory studies are often used in teaching natural science, especially a broad spectrum of biological sciences (Hughes and Overton, 2008). During the last 20-30 years, there has been a renewed interest in learning by inquiry, and in the use of laboratory work in demonstrating biological. Laboratory studies can create a learning environment that encourages students to question, thereby fostering critical thinking. Students are often encouraged to work in small groups, leading to social interactions and peer teaching. In addition, students will gain technical skills and are often offered access to modern technologies. There are, however, possible pitfalls to this method of teaching. For example the teacher or students may place too much focus of technology or methodology, without time to interact or reflect on central ideas, thereby missing learning goals (Gunstone, 1991).

Specific learning outcomes with laboratory teaching include: conceptual understanding of subject matter, scientific reasoning skills, laboratory manipulative skills, and a better understanding of natural science research. It is important for students to gain understanding of, and experience in, several aspects of scientific research through the use of laboratory research in teaching. While the laboratory exercise should be designed to demonstrate a specific concept relevant to the current curriculum in the course, the students will also have an opportunity to gain knowledge and experience in other skills that are important to scientific research. This depends of course on the design and set up of the laboratory exercise as well as specific learning goals. This includes laboratory safety, bibliometric and literature searches, experimental design (for example, the importance of a properly designed control group), data collection and statistical analyses, interpretation of results within a context, written and/or oral presentation of findings. Students can be offered an opportunity to conduct ‘real science.’

Chemistry Laboratory

The chemistry laboratory is a place where our children gain hands on experience. Separate Chemistry laboratory offer an experience conducive to learning for the secondary students. The laboratory is well equipped and provide for not only the prescribed syllabus, but much beyond. Learning by doing is the mantra which forms the underlying theme on which these laboratories function. Students are taught various scientific concepts of chemistry through demonstrations as well as by doing.