Lab session/Project
Example 1
3h Lab session
Learning objectives: to be able to explain the principles behind certain analytical techniques; to be able to interpret the results of the experiments (including calculations of uncertainties)
Method of evaluation: report indicating the principles of the different techniques and an analysis of the results (with uncertainties)
 BEFORE |
 DURING |
 AFTER |
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| Main steps | I point out the existence of Chimactiv and explain its relevance for the present lab session | I point the students to the appropriate Chimactiv ressources | I encourage the students to use Chimactiv when preparing their written responses |
What I do
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In preparation for the session, either live or online, I record links to Chimactiv pages relevant to the lab session in a PPT file | In the course materials, QR codes are available for the students to consult the relevant pages on their smartphones | During an individual review of their work, I encourage the students to consult some of the ressources if needed |
What the students do
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The students look at Chimactiv on their own to prepare the lab session (the basics of lab experiments and metrology) and are asked to take a quizz on concepts presented there | The students can consult Chimactiv during discussions with the teacher or other students. | The students consult the pages individually to improve their reports if necessary |
The benefits of Chimactiv for me as a teacher
« I noticed a greater level of involvement on the part of the students in the lab and an improvement in the quality of their reports since I began using Chimactiv. My average increased by 2 points. »
Example 2
Lab module
Learning objectives: i) to understand the relations that exist between the composition of a given food, the structure of its different constituents and their role in its nutritional, organoleptic and functional properties ii) to understand the analysis of complex matrices and construct an experimental methodology
Method of evaluation: report including analysis of the results
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BEFORE |
DURING |
AFTER |
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| Main steps | I point out the existence of Chimactiv and explain its relevance for the present lab session | I point the students to the appropriate Chimactiv ressources | I encourage the students to use Chimactiv when preparing their written responses |
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What I do
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In preparation for the session, either live or online, I introduce the Chimactiv site and I show the students a few pages appropriate for the module (waste management, …) | I point the students to the relevant ressources if I notice gaps in their understanding or difficulties with a technique. I make sure afterwards that any problem has been corrected. I require the students to consult certain pages : those concerning the experiment before beginning and those about waste management (decision tree) | I encourage the students to make use of Chimactiv pages to verify their calculations an/or their interpretations when the ressources are available |
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What the students do
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The students look at Chimactiv during the preparation session, then on their own to prepare the lab sessions | The students consult Chimactiv when they have difficulties (the pages related to basics for instance), at the beginning of the experiment and at the end of the session (to refresh their knowledge of waste management) | The students consult the pages individually to improve their reports if necessary |
The benefits of Chimactiv for me as a teacher
Example 3
40h Lab module
Learning objectives: i) to be able to apply an experimental protocol related to the quantification or identification of specific components; ii) to be able to describe and evaluate the strategies and methods of quantification used (their pros and cons); iii) to acquire technical skills in the lab and to be able to write a well-structured report based on the resulting data
Method of evaluation: written report (outine of the protocol, raw data, data analysis, results, answers to specific questions, conclusions)
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BEFORE |
DURING |
AFTER |
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| Main steps | I point out the existence of Chimactiv and explain its relevance for the present lab session | I point the students to the appropriate Chimactiv ressources | I encourage the students to use Chimactiv when preparing their written responses |
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What I do
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Two months before the lab, a live/online session dedicated to the presentation of the site and of the pages relevant to this or other modules. One week before the lab, a « preparation worksheet » is available on the course website, to be completed on line and turned in before the lab. It indicates the pages or the videos to consult and contain various exercises (multiple choice, calculations, fill-in the blanks, …) |
A close connection between the Chimactiv pages and the lab is maintained all throughout the week | |
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What the students do
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The students explore Chimactiv individually, and then via links to specific pages given in the « preparation worksheet ». After having studied the pages, they complete the exercises on the course website | The students consult the pages individually to improve their reports if necessary | The students are aware of the site and the available information and are able to visit it at their leisure |
The benefits of Chimactiv for me as a teacher
« The students are already motivated when they arrive in the lab and spontaneously mention the Chimactiv pages they have visited. »
Example 4
Lab projects
Learning objectives: i) to understand an aspect of food engineering (context and issues related to manufacturing, research, economics) and to come up with a scientific question (more or less applied depending on the module) ii) to conceive of an approach to answer this question iii) to be able to propose an appropriate methodology iv) to be able to implement the experiments and obtain relevant data v) to be able to interpret and present the results ( both orally and in written form)
Method of evaluation: written report including an interpretation of the results as well as an oral report followed by discussion with the course leaders and other students
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BEFORE |
DURING |
AFTER |
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| Main steps | I point out the existence of Chimactiv and explain its relevance for the present lab session | I point the students to the appropriate Chimactiv ressources | I encourage the students to use Chimactiv when preparing their written responses |
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What I do
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In preparation for the session, either live or online, I encourage the students to use Chimactiv pages relevant to the project (Some advice about the management of a supervised experimental project, safety in the lab) | I point the students to the relevant ressources, specifically the protocols and demonstrations related to the project. I encourage the students to look at the pages on basics if I notice any difficulties and those about waste management (decision tree) at the end of the sessions | I encourage the students to make use of Chimactiv pages to verify their calculations an/or their interpretations when the ressources are available |
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What the students do
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The students look at Chimactiv on their own to choose which experiments to perform to answer their project question | The students consult Chimactiv when they have difficulties (the pages related to basics for instance) during an experiment, and at the end of the session to refresh their knowledge of waste management | The students consult the pages individually to understand the experiments and to improve their reports |
The benefits of Chimactiv for me as a teacher
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