May 2008 — News
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Science Labs: Virtual Versus Simulated
Remote Experiments
A new area for online exploration opened up about ten years ago when MIT instituted the iLabs program. Students can register with iLabs and perform experiments on equipment costing over $100,000. They set the experimental parameters and observe the output just as they would in the physical presence of the equipment. Because the output is digital, it appears on the computers without requiring special translation.
The major limitation of this mode of scientific investigation is that experiments so far appear to involve electronic equipment with no moving parts. A vast area of biology, chemistry, and physics is unavailable to this approach, at least for the present. In the case of the Mars Rover program, scientists have remote experiments that do use equipment with moving parts. Thus, in theory anyway, such experiments may be available at some time in the future.
Prerecorded Remote Experiments
These experiments have all of the advantages of remote experiments without the difficulties of having live, online, programmable equipment to run the experiments. Any experiment that can be run for the collection of data can become a prerecorded remote experiment.
Because they're prerecorded, these experiments can be run only for a number of parameter combinations that have been stored in a server. More experiments stored means wider exploration possible by students. It's possible to store many runs using exactly the same parameters and present them by random selection so that students have a more perfect emulation of a traditional lab experience.
Because some of the experimental runs may fail owing to equipment problems (leaks, misalignment, etc.), students have to recognize the failure and run the experiment over, providing important experience in analyzing and understanding data.
Perhaps the sole limitations of this mode of scientific investigation are that students have only modest ability to perform and implement experimental design and they don't experience the kinesthetic aspects of doing hands-on experiments.
Any of these approaches to virtual science labs can benefit from some opportunity for physical hands-on investigation with real experiments in the material world. Such investigation provides opportunities for experimental design (and correcting mistakes in that design) and for feeling and smelling the materials and equipment.
Combining modest hands-on experiments, especially student-designed "kitchen" labs, with prerecorded remote experiments within a single pedagogical structure should deliver an excellent science learning experience. Furthermore, this experience can be far superior to typical hands-on labs performed in science classes throughout the country.
Only widespread prejudice against virtual labs currently prevents the wide use of this style of science learning experience in thousands of classrooms across the nation.
References College Board (n.d.) Retrieved April 19, 2008 from apcentral.collegeboard.com/ National Research Council. (2005). America's Lab Report: Investigations in High School Science. Committee on High School Science Laboratories: Role and Vision, S.R. Singer, M.L. Hilton, and H.A. Schweingruber, Editors. Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. |
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About the author: Harry E. Keller is president of ParaComp Inc., operator of SmartScience.net, which provides virtual lab services to K-12 and higher education. He received his Ph.D. in chemistry from Columbia University and his B.S. in chemistry from Cal Tech. He served as the chair of the Northeastern Section of the American Chemical Society and as an assistant professor of chemistry. Later, he held management positions in the computer industry. He can be reached at harry@paracompusa.com.
Proposals for articles and tips for news stories, as well as questions and comments about this publication, should be submitted to David Nagel, executive editor, at dnagel@1105media.com.
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