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Cutthroat trout in Colorado: A case study connecting evolution and conservationLearning ObjectivesStudents will be able to:
- interpret figures such as maps, phylogenies, STRUCTURE plots, and networks for species delimitation
- identify sources of uncertainty and disagreement in real data sets
- propose research to address or remedy uncertainty
- construct an evidence-based argument for the management of a rare taxon
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.
Linking Genotype to Phenotype: The Effect of a Mutation in Gibberellic Acid Production on Plant GerminationLearning ObjectivesStudents will be able to:
- identify when germination occurs.
- score germination in the presence and absence of GA to construct graphs of collated class data of wild-type and mutant specimens.
- identify the genotype of an unknown sample based on the analysis of their graphical data.
- organize data and perform quantitative data analysis.
- explain the importance of GA for plant germination.
- connect the inheritance of a mutation with the observed phenotype.
Out of Your Seat and on Your Feet! An adaptable course-based research project in plant ecology for advanced studentsLearning ObjectivesStudents 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)
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
A first lesson in mathematical modeling for biologists: RocsLearning 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.
Teaching students to read, interpret, and write about scientific research: A press release assignment in a large, lower...Learning ObjectivesStudents will:
- interpret the main conclusions and their supporting evidence in a primary research article.
- concisely communicate the significance of scientific findings to an educated nonspecialist audience.
- identify the components of a primary research article and the components of the "inverted pyramid" press release structure.
- identify the central figure in a primary research paper and describe its key finding.
- demonstrate an understanding of intellectual property by giving appropriate credit to other people's original work.