The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.

1. Course code # 8629
Chapter # 05
Course Name: Laboratory organization,
management and safety methods

2. CONTENTS
1. Aims, Goals and Objectives
.2 Generating Aims and Objectives
.3 Implementation of Aims and Objectives
.4 Using Aims, Goals and Objectives to Guide
Student Learning

3. AIMS.
• Aims. Aims are general statements that provide
direction or intent to educational action. Aims are
usually written in amorphous terms using words like:
learn, know, understand, appreciate, and these are
not directly measurable. Aims may serve as
organizing principles of educational direction for
more than one grade.

4. Goals
• In broad terms, Educational Goals are
statements that describe the competences,
skills, and attributes that students should
possess upon completion of a course or
program. They often operate within the
interacting domains of knowledge, skills and
attitudes

5. OBJECTIVES
• In education, learning objectives are brief
statements that describe what students will
be expected to learn by the end of school
year, course, unit, lesson, project, or class
period

7. Aims and objectives
• Aims are concerned with purpose whereas
objectives are concerned with achievement.
Usually an educational objective relates to
gaining an ability, a skill, some knowledge, a
new attitude etc. rather than having merely
completed a given task.
• Aims relate to the end results,
• goals and objectives help you achieve these
results. Goals are abstract ideas, while
objectives are more tangible and concrete

8. The curriculum aims, and objectives
• The curriculum aims, and objectives are achieved
through: using different methods, strategies and
techniques. Theory is taught by teacher centered
methods to learner centered methods. Laboratory
methods are an important strategy for teaching
science.
• Laboratory activities aim at achieving affective and
psychomotor skills. Practical subjects include physics,
chemistry and biology. With the change in scenario
and paradigm shift now instructional objectives have
been shifted to learning objectives.

9. Conti………
• Further learning objectives are now
considered as behavioural objectives. That’s
why it setting of targets (aims, goals and
objectives) is evident. Then allocation of
resources, teaching methods, assessment
modes and tools are determined in line with
set goals, aims and objectives

10. A good laboratory activity may have many
objectives, some aims and one or two goals.
Potential goals of laboratory classes:
• Develop intuition and deepen understanding of concepts.
• Apply concepts learned in class to new situations.
• Experience basic phenomena.
• Develop critical, quantitative thinking.
• Develop experimental and data analysis skills.

11. Conti…….
• Learn to use scientific apparatus.
•Learn to estimate statistical errors and recognize
systematic errors.
•Develop reporting skills (written and oral).
•Practice collaborative problem solving.
•Exercise curiosity and creativity by designing a
procedure to test a hypothesis.
•Better appreciate the role of experimentation in
science.
• •Test important laws and rules.

12. 2 Generating Aims and Objectives
Aims of s laboratory are coherent with the aims of theory
teaching. It is considered that laboratory also helps making sense
of particular subject. A list of aims for Physics, Chemistry and
Biology are listed below:
• The aims of physics, Chemistry and Biology laboratory at
secondary school level are to enable students to:
1. develop the understanding of procedural knowledge.
2. develop the ability to explain the processes and
applications related to science subjects.

13. Conti…….
3. Develop an ability to handle the apparatus
carefully, and use the resources wisely.
4. Develop interest and motivation through
laboratory which will lead to development of positive
attitude.
5. Apply skills and knowledge in real life situations.
6. develop scientific understanding of the physical
world.

14. Conti………..
• 7. an appreciation for the products and
influences of science and technology.
• 8. develop a respect for evidence , rationality
and intellectual honesty.
• 9. develop ability to work together.
• 10. develop an ability to express themselves
coherently and logically.
• 11. develop mental and motor abilities.

15. Aims generated by Expert teachers during a survey in
January 2017
A survey was conducted during the month of January 2017,
science teachers teaching in Islamabad Model Schools and
colleges sugessted following aims of laboratory work.
• Lab work develops confidence among the students.
• Develops handling skills.
• Develop operational skills.
• Develop Manipulating skills.
• Develop observational skills.
•

16. Conti……….
Develop ability to verify theoretical knowledge.
• Develop scientific attitude.
• Make able to write reports of laboratory work.
• Development of skills to avoid hazards.
• Develop skills to deal with chemicals
• Developing understanding in designing experiments.
• Developing understanding regarding handling of data.
• Develop understanding about inferring and predicting..

17. 5.2.2 Objectives
• Objectives are specific statements, and many objectives come
under the umbrella of a single aim. Further objectives are
specified upto the level of single practical. Each practical has
its specific objectives. Specific objectives in specific practicals
from a specific discipline are listed below:
• Subject: Biology
• Objective: Students will demonstrate an experiment to show
the process of photosynthesis using an aquatic plant, like
hydrilla.

18. Specific Objectives:
The students are able to:
• Write procedure of practical.
• Set the apparatus according to prescribed procedure.
• Make intensive observations and find the changes during
experimentation.
• Draw the diagram of the set apparatus.
• Introduce bubbles.
• Take data carefully and draw results.
• Define photosynthesis

19. Subject: Chemistry
Practical Problem: to Determine melting point of organic Solids.
General Objective: to find out melting point of organic solids.
Specific Objectives:
The students are able to:
• Write procedure of the experiment
• Set the apparatus according to prescribed procedure.
• Handle the apparatus carefully.
• Read the boiling reading from thermometer.
• Interpret the results

20. Subject: Physics
Practical problem: the students will determine the position of centre of mass/
gravity of regular and irregular objects.
General Objective; to find out centre of gravity of regular and irregular
objects
Specific Objectives:
Students will be able to
• Hang the regular object correctly
• Draw lines from centre of gravity.
• Find out centre of gravity
• Hang the irregular object at different points.
• Draw the line passing and touching at one point.
• Find the centre of gravity.
• Compare the centre of gravity for regular and irregular objects.

21. Implementation of Aims and
Objectives
• Aims are used as standards to be achieved. Aims and objectives are very
important in course design, and it is very important in laboratory classes
these days as there is evidence to suggest that there is substantial lack of
clarity in these areas. It is common observation of most of people that
teachers use different approaches to assess the practical work of the
students.

22. Conti………
• If there are prescribed objectives in the form
of student learning outcomes, this assessment
will operate as criterion referenced
assessment. It will become easier for teachers
to gauge the performance level of the
students in laboratory work. When there are
no set criteria for practical objectives, some
teachers use process approach but others use
product approach.

23. Using Aims and Objectives in Course Design and
Implementation
• Tremlet (1972&2007), in a review of Chemistry
teaching in higher education, concluded: faculty
views not only did not agree on the same laboratory
aims for comparable courses in different institutions,
but disagreement existed within the same institution
and even between faculty teaching in the same
laboratory class

24. Using Aims and Objectives to guide
Student Learning
• One of the common complains of Science students is
that laboratory work has less connections with that
happens in the rest of the course. It is also objected
that the laboratory courses is not primarily designed
to illustrate lectures.
• This problem is same for many science subjects. This
problem probably arises from lack of clarity about
the purpose of teaching laboratories, and most
probably failure to communicate the purpose of
laboratory courses to students.

25. Conti……
• Once the aims and objectives have been set, the question
arises how to achieve the objectives?
• After the objectives have been set, the stage for developing
devices and using resources comes. In response to the aims
and objectives such teaching strategies are suggested which
may probably enhance students learning.
• If the aim and objectives are to teach experimental skills then
there may be no need for there to be any direct relationship
between lectures and laboratory

26. Conti…….
• When students have to select laboratory experiments for
themselves, aims and objectives can be used to ensure that all
the important goals of the course have been pursued while
placing a minimum of restriction on student choice. Providing
students a list of objectives is in itself not a very satisfactory
way of communicating intentions: it would be rare for
students to have a sufficient appreciation of any given
objectives until they had started to engage in an exercise
related to it, or for such lists easily to be fitted into their
existing knowledge structure

27. Conti……
• Davis (1976), in his extensive review of objectives in
curriculum design, drew two conclusions from the
literature: supplying objective facilities learning in
some situations but not in others. Although he did
not discuss laboratory teaching specifically, his
finding imply that it is more profitable to present
students with objectives in those situations where
they are without explicit instructions in laboratory
manuals.

28. Conti……..
• Rothkopf (1976) suggested that objectives are
more useful to students if they can be closely
allied to teaching materials. Students can see
the objectives in the context of the tasks
which they are expected to complete rather
than as abstract lists.