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Learning to Pipet Correctly by Pipetting Incorrectly?

Author(s): Stephanie F. Mel1, Melissa K. Micou1, Kshitij Gaur**1, David Lenh**1, Clifford Z. Liu**1, Stanley M. Lo*1

University of California San Diego

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Summary:

Beginning undergraduate students in biology need basic laboratory, data analysis, and science process skills to pursue more complex questions in course-based undergraduate research experiences (CUREs). To this end, we designed an introductory lesson…

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Beginning undergraduate students in biology need basic laboratory, data analysis, and science process skills to pursue more complex questions in course-based undergraduate research experiences (CUREs). To this end, we designed an introductory lesson that helps students learn to use common laboratory equipment such as analytical balances and micropipettes, analyze and present data in Google and Microsoft spreadsheet software, and perform simple descriptive and inferential statistics for hypothesis testing. In this lesson, students first learn to use micropipettes by pipetting specific volumes of water correctly and incorrectly. After determining the masses of the water samples pipetted, students enter the data into a shared Google spreadsheet and then use statistics to test a null hypothesis; ultimately, they determine if there is a statistically significant difference between the mass of water pipetted correctly versus incorrectly. Together, these activities introduce students to important data analysis and science process skills while also orienting them to basic laboratory equipment.

Licensed under CC Attribution-NonCommercial 4.0 International according to these terms

Version 1.0 - published on 28 Aug 2021 doi:10.24918/cs.2019.7 - cite this

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1.0 Aug 28, 2021 10.24918/cs.2019.7 published view version »

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