A virtual laboratory module exploring photosynthesis during COVID‐19

Abstract

Virtual laboratory activities are flexible approaches to engage undergraduate students in scientific practices during the COVID‐19 pandemic. By utilizing online simulations, students can conduct virtual experiments on important biochemical reactions that occur during photosynthesis. The learning module described here provides students with this experience and was implemented for first‐year students in a virtual summer bridge program. It introduces new biochemistry majors and nonmajors to the discipline, and it is based on an in‐person photosynthesis laboratory module taught for the summer bridge program before the emergence of COVID‐19. This virtual laboratory module can be readily adapted for use during the academic year in introductory biochemistry courses.

1. INTRODUCTION

Early engagement with biochemistry concepts and practices can support the retention of students in the discipline. It usually occurs as on‐campus research activities within introductory college laboratory and bridge courses that can attract first‐year and underserved students. ¹ During the COVID‐19 pandemic, these on‐campus courses are shifting to virtual platforms. When converting an in‐person laboratory module to a virtual experience, authentic and inclusive research experiences can still happen for students. ² , ³ Here, details are shared for the conversion of a wet lab photosynthesis module into a virtual experience that included experimental design, ⁴ collaboration, and scientific communication exercises. Through these activities, the virtual laboratory module introduced first‐year underserved students to biochemistry concepts related to photosynthesis and environmental toxicology. ⁵

2. CONVERSION PROCESS

Both in‐person and virtual laboratory modules followed the course design shown in Figure 1. To increase accessibility to the virtual course, the summer bridge program provided internet‐enabled laptops for students who did not have adequate internet access. Most activities were performed synchronously on the videoconference platform Zoom. After an initial discussion on being successful in hybrid learning settings, students were introduced to the idea of being a biochemistry researcher following the learning goals below:

• Work collaboratively with peers and faculty.

• Actively engage with course material through effective notetaking and study skills.

• Actively contribute to classroom discussions.

• Read, interpret, and reflect on content‐specific reading.

• Study for and take content‐based assessments.

FIGURE 1.

Design of the photosynthesis module. Comparison of in‐person and virtual lab activities and assignments are shown

While most activities and assignments were the same for both in‐person and virtual laboratory modules, the data collection activity and the corresponding significant writing assignment did change. In lieu of using actual aquatic plants to explore photosynthesis, remote students were provided free access to the simulators Photolab ⁶ and Cell Energy ⁷ along with instructions on how to conduct their experiments with partners asynchronously (Figure S1). Discussion on the validity of the simulations was also included to ensure student ownership of collected data. In addition, the simulation data were incorporated into a proposal for future work in lieu of a technical report (Figure S2).

3. OUTCOMES AND PRODUCTS OF THE VIRTUAL LABORATORY MODULE

Students were first tasked the homework of reading a research article on photosynthesis ⁸ to learn how to measure this chemical reaction for the aquatic plant Egeria densa. The whole class then defined the photosynthesis reaction, determined what can be measured with the available tools, identified testable variables, and learned how to do these experiments safely. Next, student groups used electronic lab notebooks to design a lab procedure, write actual procedures, and record data and observations. After class reflection on simulated data, the groups created a 10‐min presentation on their data analysis while individually writing a proposal for future research that was reviewed by their peers prior to submission. Importantly, this virtual laboratory module was completed in 5 days over a 2‐week period but can be modified for shorter or longer sessions depending on which activities are selected or expanded.

CONFLICT OF INTEREST

The author declares no potential conflict of interest.

Supporting information

Figure S1 Lab Handout. This document was given to students to guide them in their data collection activity using the two online simulators, Photolab ⁶ and Cell Energy. ⁷

Figure S2 The grading rubric for the proposal assignment. (A) The proposal was designed so that students must incorporate their data analysis from the photosynthesis simulators. (B) The scoring scale for each category of the proposal grading rubric in part A.

Sherrer SM. A virtual laboratory module exploring photosynthesis during COVID‐19. Biochem Mol Biol Educ. 2020;48:659–661. 10.1002/bmb.21464