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Promoting Climate Change Literacy for Non-majors: Implementation of an atmospheric carbon dioxide modeling activity as...Learning Objectives
- Students will be able to manipulate and produce data and graphs.
- Students will be able to design a simple mathematical model of atmospheric CO2 that can be used to make predictions.
- Students will be able to conduct simulations, analyze, interpret, and draw conclusions about atmospheric CO2 levels from their own computer generated simulated data.
Teaching the Biological Relevance of Chemical Kinetics Using Cold-Blooded Animal BiologyLearning ObjectivesStudents will be able to:
- Predict the effect of reaction temperature on the rate of a chemical reaction
- Interpret a graph plotted between rate of a chemical reaction and temperature
- Discuss chemical kinetics utilizing case studies of cold-blooded animals
A new approach to course-based research using a hermit crab-hydrozoan symbiosisLearning ObjectivesStudents will be able to:
- define different types of symbiotic interactions, with specific examples.
- summarize and critically evaluate contemporary primary literature relevant to ecological symbioses, in particular that between hermit crabs and Hydractinia spp.
- articulate a question, based on observations of a natural phenomenon (in this example, the hermit crab-Hydractinia interaction).
- articulate a testable hypothesis, based on their own observations and read of the literature.
- design appropriate experimental or observational studies to address their hypotheses.
- collect and interpret data in light of their hypotheses.
- problem-solve and troubleshoot issues that arise during their experiment.
- communicate scientific results, both orally and in written form.
Knowing your own: A classroom case study using the scientific method to investigate how birds learn to recognize their...Learning Objectives
- Students will be able to identify and describe the steps of the scientific method.
- Students will be able to develop hypotheses and predictions.
- Students will be able to construct and interpret bar graphs based on data and predictions.
- Students will be able to draw conclusions from data presented in graphical form.
A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?Learning ObjectivesStudents will be able to:
- Apply findings from each week's lesson to make predictions and informed hypotheses about the next week's lesson.
- Keep a detailed laboratory notebook.
- Write and peer-edit the sections of a scientific paper, and collaboratively write an entire lab report in the form of a scientific research paper.
- Search for, find, and read scientific research papers.
- Work together as a team to conduct experiments.
- Connect findings and ideas from each week's lesson to get a broader understanding of how plants will respond to higher levels of CO2 (e.g., stomatal density, photosynthetic/respiratory rates, foliar protein concentrations, growth, and resource allocation).
Building Trees: Introducing evolutionary concepts by exploring Crassulaceae phylogeny and biogeographyLearning ObjectivesStudents will be able to:
- Estimate phylogenetic trees using diverse data types and phylogenetic models.
- Correctly make inferences about evolutionary history and relatedness from the tree diagrams obtained.
- Use selected computer programs for phylogenetic analysis.
- Use bootstrapping to assess the statistical support for a phylogeny.
- Use phylogenetic data to construct, compare, and evaluate the role of geologic processes in shaping the historical and current geographic distributions of a group of organisms.
Using Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide,...Learning ObjectivesAt the end of this lesson, students will be able to:
- Describe the roles of light energy and carbon dioxide in photosynthetic organisms.
- Identify the effect of nutrients on the growth of photosynthetic organisms.
- Describe global cycles in atmospheric carbon dioxide levels and how they relate to photosynthetic organisms.
Building student literacy and metacognition through reading science in the newsLearning ObjectivesFor each specific topic (stem cells and cloning, genetically modified organisms, and the human genome and human genetic diseases), students will be able to:
- describe the underlying biology and explore how scientific reasoning and methods develop this understanding,
- discuss the types of policy decisions that regulate studies related to biology or its application to human or environmental health,
- evaluate scientific information to distinguish reliable information from propaganda,
- explain how scientific controversies can arise when the same scientific questions are approached in different ways,
- explore why some types of biological issues trigger regulatory decisions that can affect both research that would deepen our understanding of the issue and application of the results to policy decisions,
- write about scientists who are researching topics related to our course, and
- read science writing published in popular media sources.
Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year...Learning ObjectivesStudents will be able to:
- Construct written predictions about 1 factor experiments.
- Interpret simple (2 variables) figures.
- Construct simple (2 variables) figures from data.
- Design simple 1 factor experiments with appropriate controls.
- Demonstrate proper use of standard laboratory items, including a two-stop pipette, stereomicroscope, and laboratory notebook.
- Calculate means and standard deviations.
- Given some scaffolding (instructions), select the correct statistical test for a data set, be able to run a t-test, ANOVA, chi-squared test, and linear regression in Microsoft Excel, and be able to correctly interpret their results.
- Construct and present a scientific poster.
A clicker-based case study that untangles student thinking about the processes in the central dogmaLearning ObjectivesStudents will be able to:
- explain the differences between silent (no change in the resulting amino acid sequence), missense (a change in the amino acid sequence), and nonsense (a change resulting in a premature stop codon) mutations.
- differentiate between how information is encoded during DNA replication, transcription, and translation.
- evaluate how different types of mutations (silent, missense, and nonsense) and the location of those mutations (intron, exon, and promoter) differentially affect the processes in the central dogma.
- predict the molecular (DNA size, mRNA length, mRNA abundance, and protein length) and/or phenotypic consequences of mutations.