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Bloom's Cognitive Level
Vision and Change Core Competencies
Vision and Change Core Concepts
Key Scientific Process Skills
Principles of How People Learn
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.
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.
A simple way for students to visualize cellular respiration: adapting the board game MousetrapTM to model complexityLearning Objectives
- Students will be able to describe the three stages of cellular respiration.
- Students will be able to identify the reactants entering and the products formed during each stage of cellular respiration.
- Students will be able to explain how chemical energy in carbohydrates is transferred to ATP through the stages of cellular respiration.
- Students will be able to explain the effects of compartmentalization of cellular respiration reactions in different cellular spaces.
- Students will be able to predict biological outcomes when a specific stage(s) of cellular respiration is altered.
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.
Sex and gender: What does it mean to be female or male?Learning Objectives
- Students will be able to distinguish between sex and gender, and apply each term appropriately.
- Students will be able to compare and contrast levels of sexual determination.
- Students will be able to critique societal misrepresentations surrounding sex, gender, and gender identity.
Air Quality Data Mining: Mining the US EPA AirData website for student-led evaluation of air quality issuesLearning ObjectivesStudents will be able to:
- Describe various parameters of air quality that can negatively impact human health, list priority air pollutants, and interpret the EPA Air Quality Index as it relates to human health.
- Identify an air quality problem that varies on spatial and/or temporal scales that can be addressed using publicly available U.S. EPA air data.
- Collect appropriate U.S. EPA Airdata information needed to answer that/those questions, using the U.S. EPA Airdata website data mining tools.
- Analyze the data as needed to address or answer their question(s).
- Interpret data and draw conclusions regarding air quality levels and/or impacts on human and public health.
- Communicate results in the form of a scientific paper.
Lights, Camera, Acting Transport! Using role-play to teach membrane transportLearning ObjectivesAt the end of this activity, students should be able to:
- Compare and contrast the mechanisms of simple diffusion, facilitated diffusion, and active transport (both primary and secondary).
- Identify, and provide a rationale for, the mechanism(s) by which various substances cross the plasma membrane.
- Describe the steps involved in the transport of ions by the Na+/K+ pump, and explain the importance of electrogenic pumps to the generation and maintenance of membrane potentials.
- Explain the function of electrochemical gradients as potential energy sources specifically used in secondary active transport.
- Relate each molecule or ion transported by the Na+/glucose cotransporter (SGLT1) to its own concentration or electrochemical gradient, and describe which molecules travel with and against these gradients.
Bad Cell Reception? Using a cell part activity to help students appreciate cell biology, with an improved data plan and...Learning Objectives
- Identify cell parts and explain their function
- Explain how defects in a cell part can result in human disease
- Generate thought-provoking questions that expand upon existing knowledge
- Create a hypothesis and plan an experiment to answer a cell part question
- Find and reference relevant cell biology journal articles
Using Pathway Maps to Link Concepts, Peer Review, Primary Literature Searches and Data Assessment in Large Enrollment...Learning Objectives
- Define basic concepts and terminology of Ecosystem Ecology
- Link biological processes that affect each other
- Evaluate whether the link causes a positive, negative, or neutral effect
- Find primary literature
- Identify data that correctly supports or refutes an hypothesis
Homologous chromosomes? Exploring human sex chromosomes, sex determination and sex reversal using bioinformatics...Learning ObjectivesStudents successfully completing this lesson will:
- Practice navigating an online bioinformatics resource and identify evidence relevant to solving investigation questions
- Contrast the array of genes expected on homologous autosomal chromosomes pairs with the array of genes expected on sex chromosome pairs
- Use bioinformatics evidence to defend the definition of homologous chromosomes
- Define chromosomal sex and defend the definition using experimental data
- Investigate the genetic basis of human chromosomal sex determination
- Identify at least two genetic mutations can lead to sex reversal
Modeling the Research Process: Authentic human physiology research in a large non-majors courseLearning ObjectivesStudents will be able to:
- Read current scientific literature
- Formulate testable hypotheses
- Design an experimental procedure to test their hypothesis
- Make scientific observations
- Analyze and interpret data
- Communicate results visually and orally
You and Your Oral Microflora: Introducing non-biology majors to their “forgotten organ”Learning ObjectivesStudents will be able to:
- Explain both beneficial and detrimental roles of microbes in human health.
- Compare and contrast DNA replication as it occurs inside a cell versus in a test tube
- Identify an unknown sequence of DNA by performing a BLAST search
- Navigate sources of scientific information to assess the accuracy of their experimental techniques