Virtual Lab Database



Virtual Lab Database

|Name |Topic /Site Name |Site Address |Description  and SOLs |

|Dan Cooper |The ChemCollective: Virtual Lab|Virtual Lab Bench |This program runs in the browser and is based in Java technology.  It recreates a |

| | | |basic lab bench and all related lab equipment.  Because this chemistry lab bench is |

| | |  |so open ended, it could be used for a variety of lab sessions dealing with acid base|

| | |Virtual Lab Sample Exercises |chemistry.  This lab bench includes all common lab glassware, acids, bases, and lab |

| | |.  This virtual lab is really great and I wish I had found it a year ago |

| | |p |when I was looking for this exact solution. |

| | | | |

| | | |CH.1 The student will investigate and understand that experiments in which variables|

| | | |are measured, analyzed, and evaluated produce observations and verifiable data |

| | | |CH.3 The student will investigate and understand how conservation of energy and |

| | | |matter is expressed in chemical formulas and balanced equations |

| | | |CH.4 The student will investigate and understand that quantities in a chemical |

| | | |reaction are based on molar relationships. |

|May C. |Natural Selection/ Interactive | site provides virtual labs for all sciences: physics, chemistry, earth science,|

| |Simulations |n/natural-selection |and biology.  This particular lab or game can have students manipulate genes, |

| | | |mutations, resources, and environmental factors.  When students change these |

| | | |components, students can observe a graphical representation of population size over |

| | | |time to determine which traits are successful and which are not for the species' |

| | | |survival. |

| | | | |

| | | |BIO.8.b,e |

|Claire |Population Dynamics | site puts students in a real life situation where an understanding of genetics |

|G. | |matchmaker/index.html |is used to strengthen the species.  Students can manipulate mates to see which |

| | | |parental genotypes will yield the most successful offspring.  There are different |

| | | |breeding programs to choose from and the introduction explains the need for breeders|

| | | |to pick the best combination of genes when breeding for a certain trait such as |

| | | |disease resistance or strength. |

| | | | |

| | | |LS.13 The student will investigate and understand that organisms reproduce and |

| | | |transmit genetic information to new generations. Key concepts include |

| | | |  |

| | | |c) genotypes and phenotypes |

| | | |e) characteristics that can and cannot be inherited; |

| | | |f) genetic engineering and its applications |

|Jie C. | | site mainly focuses on chemical reactions in solution to explore the dynamic |

| | |imlab/ |microscope molecular motions. The virtual lab not only covers all reaction types |

| | | |and molecular behaviors in solution, but also integrates several chemistry topics to|

| | | |reveal the essence of chemical reactions one topic. Student could access the online |

| | | |lab, conduct the experiments and find out what they cannot see in their real life. |

| | | | |

| | | |SOLs: |

| | | |CH.3 e,f |

| | | |CH.4 e,g |

|John T. |Periodic Table | virtual lab involves the periodic table of elements and its associated trends. |

| | |tual_labs/periodic_table/main.html |Using the periodic table, students are supposed to discover the identity of a few |

| | | |unidentified elements. |

| | | | |

| | | |CH.2d,e,f |

|Kaitlyn S. |Population Biology/McGraw Hill | site shows how competition for resources effects population growth by allowing |

| | |dl/free/0078757134/383928/BL_04.html |the students to observe the growth rates of two organisms and of a combination of |

| | | |the two organisms over a period of time. |

| | | | |

| | | |- BIO.9a |

|Ashley G. |Virtual Bacteria ID Lab | is a great virtual lab from HHMI (Medical Institute) where the students have to|

| | |abs/bacterial_id/index.html |identify an unknown bacteria. Along the way they learn about bacterial |

| | | |characteristics, DNA sequencing, and molecular techniques. Throughout the lab you |

| | | |keep a notebook of findings/results and a record of what samples you have used kind |

| | | |of like the drosophila lab Dr. Parlo showed us in lab. |

| | | | |

| | | |BIO.1.a.b.e.m |

| | | |BIO.4.a |

| | | |BIO.6.i  explorations and impacts of DNA Technology |

|Adam D. |The Greenhouse Effect | is a program that can run with java or be downloaded. It helps explain how |

| | |n/greenhouse |greenhouse gases affect weather and climate with adjustable ghg concentrations and |

| | | |clouds. You can also look at the difference between that and glass panes and have |

| | | |the ability to look at the visible spectrum and infrared on a molecular level and |

| | | |see how they interact with different molecules. This would work good to help |

| | | |conceptualize some of these concepts with guided questions.  |

| | | | |

| | | |BIO 9.b.d. |

|Rachel H. |Gene Splicing | this virtual lab you can take a unique trait from one organism and put it into |

| | |dl/free/0078757134/383937/BL_22.html |another through gene splicing. The lab has a variety of different traits that can or|

| | | |cannot be put into different organisms and it teaches students about genetic |

| | | |engineering and how it's not always successful. It teaches them about the process of|

| | | |gene splicing in particular, the problems associated with it, and shows that not |

| | | |every experiment yields a new organism but some do in exciting new ways. |

| | | | |

| | | |BIO 6. h.i. |

|Nick C. |Rube Goldberg Games and Car | those who have not heard of Rube Goldberg, read the wikipedia link to the left. |

| |Builder  |dberg |He was an interesting guy. If anyone plans to teach physics, there is a CD-rom game |

| | | The Incredible Machine that students absolutely love. There is also a new |

| | |gertogo/rubegame.html |game called Crazy Machines. Both can be ordered off of fairly cheaply, |

| | | students are very engaged playing this in class. |

| | |.php | |

| | | |The second and third links I provided have online physics games that could cover |

| | | |Physics SOLs PH.3, 4, 5, 6, and 8. The last link I provided is an online car |

| | | |builder, which students can create different cars and learn about wind resistance, |

| | | |efficiency etc. This could be used when you have a lesson that must link science and|

| | | |engineering.  |

|Matthew B. |Pandemic 2  | 2 is an online game in which you create a disease that is either a |

| | |c2.html  |parasite, virus, or bacteria with the goal of wiping out the human population. Your |

| | | |disease earns evolution points that you can spend on symptoms, resistance, or |

| | | |transmission vectors. You must be careful in designing your disease. If you move too|

| | | |fast countries will close down their borders and ports or start limiting your |

| | | |transmission. This introduces both population dynamics and communicable diseases, |

| | | |with a little bit of body science as well. |

| | | | |

| | | |Bio.2 b,c |

| | | |Bio.5 e,f |

| | | |Bio.8 b,c |

| | | |Bio.9 a |

|Ryan S. |Active Physics Online  | site is full of online labs for physics that go along with the book University |

| | |/13/3510/898587.cw/index.html |Physics by Young and Freeman.  Though the book is for freshman undergraduates it |

| | | also be used with high school physics students.  In this particular lab (the |

| | |ng_physics_11/pt1a/Media/DescribingMo|second link) students learn about velocity and acceleration.  They later apply what |

| | |tion/SeatBeltsSaveLives/Main.html   |they have learned to explain why people should wear seat belts.   |

| | | | |

| | | |SOLs covered PH.2a, PH. 4a, PH.5a  |

|Jackie S. |Virtual Urchin | lab enables you to watch the formation of sea urchin embryos out of sperm and |

| | |rtlab2.htm |egg cells while teaching you about lab equipment and technique. First it gives a |

| | | |tutorial on urchin reproduction It's great for a high school biology class. REALLY |

| | | |cool! |

| | | | |

| | | |SOL covered: BIO.6a |

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