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- (-) Remove Science Process Skills filter Science Process Skills
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Course
- Analyzing data (0)
- Asking a question (0)
- Communicating results (0)
- Designing/conducting experiments (0)
- Displaying/modeling results/data (0)
- Formulating hypotheses (0)
- Gathering data/making observations (0)
- Interpreting results/data (0)
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Vision and Change Core Competencies
- Ability to apply the process of science (3) Apply Ability to apply the process of science filter
- Ability to communicate and collaborate with other disciplines (2) Apply Ability to communicate and collaborate with other disciplines filter
- Ability to use quantitative reasoning (2) Apply Ability to use quantitative reasoning filter
- Ability to tap into the interdisciplinary nature of science (1) Apply Ability to tap into the interdisciplinary nature of science filter
Audience
- 4-year College (3) Apply 4-year College filter
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- University (2) Apply University filter
- 2-year College (1) Apply 2-year College filter
- Non-Life Science Major (1) Apply Non-Life Science Major filter
- Non-Traditional Student (1) Apply Non-Traditional Student filter
Key Scientific Process Skills
- (-) Remove Formulating hypotheses filter Formulating hypotheses
- Analyzing data (3) Apply Analyzing data filter
- Communicating results (3) Apply Communicating results filter
- Designing/conducting experiments (3) Apply Designing/conducting experiments filter
- Displaying/modeling results/data (3) Apply Displaying/modeling results/data filter
- Gathering data/making observations (3) Apply Gathering data/making observations filter
- Interpreting results/data (3) Apply Interpreting results/data filter
- Predicting outcomes (3) Apply Predicting outcomes filter
- Asking a question (2) Apply Asking a question filter
Principles of How People Learn
- Develops supportive community of learners (3) Apply Develops supportive community of learners filter
- Motivates student to learn material (3) Apply Motivates student to learn material filter
- Requires student to do the bulk of the work (3) Apply Requires student to do the bulk of the work filter
- Focuses student on the material to be learned (2) Apply Focuses student on the material to be learned filter
Assessment Type
- (-) Remove Design/present a poster filter Design/present a poster
- Assessment of student groups/teams (3) Apply Assessment of student groups/teams filter
- Design an experiment or research study (3) Apply Design an experiment or research study filter
- Assessment of individual student performance (2) Apply Assessment of individual student performance filter
- Assignment (2) Apply Assignment filter
- Create graph, table etc. to present data (2) Apply Create graph, table etc. to present data filter
- Exam/quiz, in class (2) Apply Exam/quiz, in class filter
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- Written assignment: Figure and or figure legend (2) Apply Written assignment: Figure and or figure legend filter
- Written assignment: Lab report (2) Apply Written assignment: Lab report filter
- Answer clicker-type question(s) (1) Apply Answer clicker-type question(s) filter
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Science Process Skills
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CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology Curriculum
Learning ObjectivesStudents will be able to: Week 1-4: Fundamentals of Science and Biology- List the major processes involved in scientific discovery
- List the different types of scientific studies and which types can establish causation
- Design experiments with appropriate controls
- Create and evaluate phylogenetic trees
- Define taxonomy and phylogeny and explain their relationship to each other
- Explain DNA sequence divergence and how it applies to evolutionary relationships and DNA barcoding
- Define and measure biodiversity and explain its importance
- Catalog organisms using the morphospecies concept
- Geographically map organisms using smartphones and an online mapping program
- Calculate metrics of species diversity using spreadsheet software
- Use spreadsheet software to quantify and graph biodiversity at forest edges vs. interiors
- Write a formal lab report
- Extract, amplify, visualize and sequence DNA using standard molecular techniques (PCR, gel electrophoresis, Sanger sequencing)
- Explain how DNA extraction, PCR, gel electrophoresis, and Sanger sequencing work at the molecular level
- Trim and assemble raw DNA sequence data
- Taxonomically identify DNA sequences isolated from unknown organisms using BLAST
- Visualize sequence data relationships using sequence alignments and gene-based phylogenetic trees
- Map and report data in a publicly available online database
- Share data in a formal scientific poster
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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.