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Course
 Communicating results (1) Apply Communicating results filter
 Displaying/modeling results/data (1) Apply Displaying/modeling results/data filter
 Gathering data/making observations (1) Apply Gathering data/making observations filter
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 Analyzing data (0)
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Vision and Change Core Competencies
 Ability to use modeling and simulation (3) Apply Ability to use modeling and simulation filter
 Ability to use quantitative reasoning (3) Apply Ability to use quantitative reasoning filter
 Ability to apply the process of science (2) Apply Ability to apply the process of science filter
 Ability to tap into the interdisciplinary nature of science (2) Apply Ability to tap into the interdisciplinary nature of science filter
 Ability to understand the relationship between science and society (2) Apply Ability to understand the relationship between science and society filter
 Ability to communicate and collaborate with other disciplines (1) Apply Ability to communicate and collaborate with other disciplines filter
Lesson Length
 () Remove One class period filter One class period
Key Scientific Process Skills
 () Remove Communicating results filter Communicating results
 Interpreting results/data (5) Apply Interpreting results/data filter
 Displaying/modeling results/data (4) Apply Displaying/modeling results/data filter
 Analyzing data (3) Apply Analyzing data filter
 Asking a question (2) Apply Asking a question filter
 Gathering data/making observations (2) Apply Gathering data/making observations filter
 Predicting outcomes (1) Apply Predicting outcomes filter
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Pedagogical Approaches
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Principles of How People Learn
 Develops supportive community of learners (4) Apply Develops supportive community of learners filter
 Requires student to do the bulk of the work (4) Apply Requires student to do the bulk of the work filter
 Focuses student on the material to be learned (3) Apply Focuses student on the material to be learned filter
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 Reveals prior knowledge (2) Apply Reveals prior knowledge filter
 Motivates student to learn material (1) Apply Motivates student to learn material filter
Assessment Type
 Interpret data (3) Apply Interpret data filter
 Create graph, table etc. to present data (2) Apply Create graph, table etc. to present data filter
 Participate in discussion (2) Apply Participate in discussion filter
 Solve problem(s) (2) Apply Solve problem(s) filter
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Science Process Skills

Teaching the Biological Relevance of Chemical Kinetics Using ColdBlooded Animal Biology
Learning 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 coldblooded animals

Learning to Pipet Correctly by Pipetting Incorrectly?
Learning Objectives Students will be able to use analytical balances and micropipettes.
 Students will be able to calculate averages and standard deviations.
 Students will be able to use ttests to compare two independent samples.
 Students will be able to justify accepting or rejecting a null hypothesis based on an interpretation of pvalues.
 Students will learn to use spreadsheet software such as Microsoft Excel and/or Google Sheets
 Students will be able to explain how pipetting incorrectly leads to errors.

Using the Cell Engineer/Detective Approach to Explore Cell Structure and Function
Learning ObjectivesStudents will be able to: Identify the major cell organelles
 List the major functions of the organelles
 Predict how changes in organelle/cell structure could alter cellular function
 Explain how overall cellular function is dependent upon organelles/cell structure
 Relate cell structure to everyday contexts

Promoting Climate Change Literacy for Nonmajors: 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.

Coevolution or not? Crossbills, squirrels and pinecones
Learning Objectives Define coevolution.
 Identify types of evidence that would help determine whether two species are currently in a coevolutionary relationship.
 Interpret graphs.
 Evaluate evidence about whether two species are coevolving and use evidence to make a scientific argument.
 Describe what evidence of a coevolutionary relationship might look like.
 Distinguish between coadaptation and coevolution.