At first for the inquiry based instruction lab, I had high hopes. I borrowed a microscope from Mr. Heasley with software that projects what you are looking at. I was planning on doing something with food obviously, and was ready for everyone to be interested in it. Unfortunately, I had trouble thinking of an inquiry based type activity for the students to do that didn't involve my portable burner.

After looking through the lab aid kits, I decided to do a lesson on soil density. I had the students practice finding density by trying to calculate it with 4 liquids (water, dish soap, honey, and vegetable oil) when provided cups with volumes on them and a scale (D = M x V). Then I had them stack the liquids in a container and see if they were correct.

I feel like this lab was more successful then my previous ones. Even the students that are usually unengaged participated and seemed to be interested. I think it was probably because they were a little bit more familiar with density then meat pathogens, but I was happy either way.

I felt like this lab I was able to communicate with students more conversationally rather than lecture. When they were working, I wasn't. It was a chance to communicate. I tried to assist and encourage them as they were conducting their experiments.

I also felt like I had a good understanding of the subject matter. I was not afraid to take questions and I actually was ready to help them learn.

I feel like the inquiry based method of instruction when used correctly could be a formidable teaching tool. It is simply a matter of getting enough materials for your class. It kind of reminds me of small gas engines -- when you have groups of 4 on an engine it is hard for them all to learn the concepts. You need 1 or 2 on an engine so they can both get their hands dirty. If you can get enough scientific equipment (such as what we used for our lab) for each group, this would be a very effective teaching method. I plan on using this technique next semester.