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Introductory Biology

• In-class peer grading of daily quizzes increases feedback opportunities

Learning Objectives
Each of these objectives are illustrated with a succinct slide presentation or other supplemental material available ahead of class time through the course administration system. Learners found it particularly helpful to have video clips that remind them of mathematical manipulations available (in the above example objective c). Students understand that foundational objectives tend to be the focus of the quiz (objectives a-d) and that others will be given more time to work on together in class (objectives e-g), but I don't specify this exactly to reduce temptation that 'gamers' take a shortcut that would impact their group work negatively later on. However, the assignment for a focused graded group activity is posted as well, so it is clear what we are working towards; if desired individuals could prepare ahead of the class.
• A first lesson in mathematical modeling for biologists: Rocs

Learning Objectives
• Systematically develop a functioning, discrete, single-species model of an exponentially-growing or -declining population.
• Use the model to recommend appropriate action for population management.
• Communicate model output and recommendations to non-expert audiences.
• Generate a collaborative work product that most individuals could not generate on their own, given time and resource constraints.
• Air Quality Data Mining: Mining the US EPA AirData website for student-led evaluation of air quality issues

Learning Objectives
Students 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.
• 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.

• Antibiotic Resistance Genes Detection in Environmental Samples

Learning Objectives
After completing this laboratory series, students will be able to:
• apply the scientific method in formulating a hypothesis, designing a controlled experiment using appropriate molecular biology techniques, and analyzing experimental results;
• conduct a molecular biology experiment and explain the principles behind methodologies, such as accurate use of micropipettes, PCR (polymerase chain reaction), and gel electrophoresis;
• determine the presence of antibiotic-resistance genes in environmental samples by analyzing PCR products using gel electrophoresis;
• explain mechanisms of microbial antibiotic resistance;
• contribute data to the Antibiotic Resistance Genes Network;
• define and apply key concepts of antibiotic resistance and gene identification via PCR fragment size.
• Exploring the March to Mars Using 3D Print Models

Learning Objectives
• Students will be able to describe the major aspects of the Mars Curiosity Rover missions.
• Students will be able to synthesize information learned from a classroom jigsaw activity on the Mars Curiosity Rover missions.
• Students will be able to work in teams to plan a future manned mission to Mars.
• Students will be able to summarize their reports to the class.
• Evaluating the Quick Fix: Weight Loss Drugs and Cellular Respiration

Learning Objectives
• Students will be able to explain how the energy from sugars is transformed into ATP via cellular respiration.
• Students will be able to predict an outcome if there is a perturbation in the cellular respiration pathway.
• Students will be able to state and evaluate a hypothesis.
• Students will be able to interpret data from a graph, and use that data to make inferences about the action of a drug.
• You and Your Oral Microflora: Introducing non-biology majors to their “forgotten organ”

Learning Objectives
Students 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
• Discovery Poster Project

Learning Objectives
Students will be able to:
• identify and learn about a scientific research discovery of interest to them using popular press articles and the primary literature
• find a group on campus doing research that aligns with their interests and communicate with the faculty leader of that group
• create and present a poster that synthesizes their knowledge of the research beyond the discovery
• A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?

Learning Objectives
Students 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).
Note: Additional, more specific objectives are included with each of the four lessons (Supporting Files S1-S4)
• 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.
• 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 Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide,...

Learning Objectives
At 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.