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• ### Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year...

Learning Objectives
Students 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.

Learning Objectives
Students will:
• Articulate testable hypotheses. (Lab 8, final presentation/paper, in-class exercises)
• Analyze data to determine the level of support for articulated hypotheses. (Labs 4-7, final presentation/paper)
• Identify multiple species of plants in the field quickly and accurately. (Labs 2-3, field trip)
• Measure environmental variables and sample vegetation in the field. (Labs 2-3, field trip)
• Analyze soil samples using a variety of low-tech lab techniques. (Open labs after field trip)
• Use multiple statistical techniques to analyze data for patterns. (Labs 4-8, final presentation/paper)
• Interpret statistical analyses to distinguish between strong and weak interactions in a biological system. (Labs 4-7, final presentation/paper)
• Develop and present a conference-style presentation in a public forum. (Lab 8, final presentation/paper)
• Write a publication-ready research paper communicating findings and displaying data. (Lab 8, final presentation/paper)
• ### 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.
• ### Using QIIME to Interpret Environmental Microbial Communities in an Upper Level Metagenomics Course

Learning Objectives
Students will be able to:
• list and perform the steps of sequence processing and taxonomic inference.
• interpret microbial community diversity from metagenomic sequence datasets.
• compare microbial diversity within and between samples or treatments.
• ### A new approach to course-based research using a hermit crab-hydrozoan symbiosis

Learning Objectives
Students 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.
• ### A virtual laboratory on cell division using a publicly-available image database

Learning Objectives
• Students will name and describe the salient features and cellular tasks for each stage of cell division.
• Students will predict the relative durations of the stages of cell division using prior knowledge and facts from assigned readings.
• Students will describe the relationship between duration of each stage of cell division and the frequency of cells present in each stage of cell division counted in a random sample of images of pluripotent stem cells.
• Students will identify the stages of cell division present in research-quality images of human pluripotent stem cells in various stages of cell division.
• Students will quantify, analyze and summarize data on the prevalence of cells at different stages of cell division in randomly sampled cell populations.
• Students will use data to reflect on and revise predictions.
• ### The Leaky Neuron: Understanding synaptic integration using an analogy involving leaky cups

Learning Objectives
Students will able to:
• compare and contrast spatial and temporal summation in terms of the number of presynaptic events and the timing of these events
• predict the relative contribution to reaching threshold and firing an action potential as a function of distance from the axon hillock
• predict how the frequency of incoming presynaptic action potentials effects the success of temporal summation of resultant postsynaptic potentials
• ### The impact of diet and antibiotics on the gut microbiome

Learning Objectives
After completing the exercise, students will be able to:
• Identify several of the nine phyla that contribute to the gut microbiome and name the two predominant ones;
• Describe how diet impacts the gut microbiome and compare the composition of the gut microbiome between different diets;
• Describe how antibiotic treatment impacts the gut microbiome and understand how this leads to infection, for example by Clostridium difficile;
• Trace the response to a change in diet, starting with i) changes in the composition of the microbiome, followed by ii) changes in the bacterial metabolic pathways and the respective excreted metabolic products, resulting in iii) a molecular response in the host intestinal cells, and eventually iv) resulting in human disease;
• Improve their ability to read scientific literature;
• Express themselves orally and in writing;
• Develop team working skill