Expectations

Course Goals and Objectives

This laboratory course advances laboratory, record keeping, and technical communication skills that were introduced in BIOC 211: Experimental Biosciences. You will work in teams to perform authentic research in synthetic biology. Overall learning goals and intended learning outcomes for the course are outlined below.

Goal 1: Possess basic laboratory skills desired of an independent researcher

Understanding the rationale behind procedures and asking questions that reflect a willingness to learn promote effective time management and successful completion of experiments. Our best students are always the ones who are engaged in the learning process. An independent researcher

follows standard protocols to complete specific procedures
performs logical troubleshooting of laboratory procedures
adheres to instructions on laboratory safety, and recognizes hazardous situations and acts appropriately
uses and stores equipment properly
handles lab reagents and solutions sensibly
performs basic lab calculations to prepare solutions and samples for experiments
measures and reports uncertain quantities with appropriate precision
applies appropriate methods of analysis to raw data
converts raw data to a physically meaningful form with appropriate units

Goal 2: Understand the importance of effective communication and of detailed and accurate record keeping

Communication and record keeping are fundamental to the dissemination of science. A student who is an effective communicator

maintains a timely, comprehensive laboratory notebook with sufficient detail to repeat experiments, troubleshoot procedures, and analyze data
shares information orally
writes effectively in appropriate style and depth
makes effective use of information resources

Goal 3: Recognize the necessity of maturity and responsibility when working in a professional environment

In addition to working independently, on one's own initiative, each student is expected to work well with the other team members. A mature and responsible student

employs all available resources to prepare for laboratory work
takes the initiative to note when assignments are due and completes them on time
follows instructions for completion of assignments and execution of lab procedures
works independently but seeks help when appropriate
works effectively as part of a team and divides lab responsibilities to complete work in a timely manner
admits when mistakes or errors are made and accepts responsibility for actions
learns from mistakes as well as successes and is open to suggestions from teammates, TAs, or the instructor
recalls routine procedures without having to consult a teammate, TA, or instructor
takes the initiative to refresh past understanding of methods, procedures, explanations, and theory
shares specific observations and experiences with the rest of the team
when necessary, picks up responsibilities of other team members who are unable to carry them out

Goal 4: Recognize appropriate context

Paying attention to detail is important not only in performing experimental procedures but also in reporting the results to the scientific community and the general public. A meticulous and focused student

recognizes the relevance of data
relates laboratory work to the bigger picture
recognizes the applicability of scientific principles to real world situations
considers how seemingly minor oversights or mistakes can have serious consequences

Thus, I expect you not only to retain and use what you learned in BIOC 211 and other laboratory courses, but also to build on that foundation and achieve higher competencies. Here are some examples of how we are "raising the bar:"

We will count on you to review the guidelines for recordkeeping that you learned in BIOC (BIOS) 211, thus it will not be necessary to provide weekly feedback on your notebooks. The lab notebook will be graded ONCE (see BIOC 313 Notebook Checklist), after lab has ended; record your individual activities and observations and initial/date at the end of a lab session.
You will prepare a Project Proposal (TEAM) and Research Progress Report (INDIVIDUAL) that is 35% of your final grade.
You must work as part of a TEAM as well as function INDEPENDENTLY.

Special note on our roles as your teachers: Our job is to guide your learning. Guidance means we help you find ways to get the answers. We encourage you to ask us questions during lecture and during the lab - sometimes we may not answer the question directly or give you all of the answer (and sometimes we may not know "the answer"). Our goal with this approach is to help you develop your ability to obtain and use information; simply giving you the information does not accomplish that goal.

Preparation

Requirements:
- PRE-requisite = BIOC 211: Introductory Experimental Biosciences or Instructor Permission
***You will need the following items for the FIRST day of lab:***
1. Computer
2. Extra Fine Sharpie
3. Ball Point Pen
This course is intended to allow you to apply your understanding of the material by participating in the design of the experiment. The procedures for experiments are not always "cookbook" and in some instances serve only as a guide to explain what is to be accomplished. You must understand the objectives of the experiments and the theory of the procedures to make rational decisions to meet the experimental goals.
You must come to lab prepared--this requires you to READ the experimental protocols on the course web site BEFORE coming to lab, not just print a copy of them and bring it with you. Bring only the information you need to perform the experiments. The procedures for each day are available from the Course Schedule page, and you will be given any additional information in the pre-lab lectures.
Interdisciplinary Web-based Teaching Laboratory Materials pages were developed so that you can continuously advance your skills as you progress throughout your undergraduate career, even as you take courses from different departments. We hope to eliminate inconsistencies, to reinforce universal truths, and to impress upon you the interdisciplinary nature of science and engineering.

Examples of reference materials (pdf format) include dimensions and units, graphing, and error analysis and significant figures.
SPECIAL NOTE: Digital image acquisition and processing tools make manipulation and idealization of raw images an easy task.
- A recent editorial in Nature, Not picture-perfect, addresses these concerns. The Nature family of journals has developed a guide for digital images, which will be incorporated into Guides for Authors.
  ***Please read the introductory and electrophorectic gels and blots sections in the Guide for digital images.***
- Also, read What's in a picture? The temptation of image manipulation published in The Journal of Cell Biology (JCB); additionally, see the JCB Instructions to Authors for image acquisition and manipulation.

Program Goals and Objectives

Despite the unique character of each discipline and corresponding academic department, we share a common set of teaching goals. Employers and admissions committees are looking for candidates who are critical thinkers, cooperative team players, and excellent problem solvers. Many of these attributes are developed in our laboratory courses in Natural Sciences and Engineering.
Five major learning objectives in the laboratory courses contribute to development of these attributes. Review the laboratory teaching/learning objectives and performance standards. These are the real goals of our program, which transcend all majors, departments, and individual courses, regardless of content.
Our Lab Proficiency Scale was developed to promote self-evaluation of competency in key areas: obtaining and analyzing data, communicating information and ideas, establishing context, integrating and applying knowledge, and maintaining productive work habits and relationships. We've developed surveys (Pre Lab Self Evaluation of Professional Laboratory Skills and Post Lab Self Evaluation of Professional Laboratory Skills) to help us improve our laboratory curriculum.
The undergraduate program is a series of steps. Keep in mind that a level of performance that would result in a B/B+ or sometimes even an A at the introductory level, does not (and should not) translate into a high grade at the advanced level.
We forgive a lot of mistakes early on but you must recall the lessons learned from these mistakes when you conduct similar work at an advanced level. Additionally, the criteria we use to evaluate your performance in an advanced laboratory course are different from those we use in an introductory course.

Copyright, Acknowledgements, and Intended Use
Created by B. Beason (bbeason@rice.edu), Rice University, 29 June 2006
Updated 4 October 2016