Filters

# Search

• ### What do Bone and Silly Putty® have in Common?: A Lesson on Bone Viscoelasticity

Learning Objectives
• Students will be able to explain how the anatomical structure of long bones relates to their function.
• Students will be able to define viscoelasticity, hysteresis, anisotropy, stiffness, strength, ductility, and toughness.
• Students will be able to identify the elastic and plastic regions of a stress-strain curve. They will be able to correlate each phase of the stress-strain curve with physical changes to bone.
• Students will be able to predict how a bone would respond to changes in the magnitude of an applied force, and to variations in the speed or angle at which a force is applied.
• Students will be able to determine the reason(s) why bone injuries occur more frequently during athletic events than during normal everyday use.
• ### 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.
• ### A Short Laboratory Module to Help Infuse Metacognition during an Introductory Course-based Research Experience

Learning Objectives
• Students will be able to evaluate the strengths and weaknesses of data.
• Students will be able to employ prior knowledge in formulating a biological research question or hypothesis.
• Students will be able to distinguish a research question from a testable hypothesis.
• Students will recognize that the following are essential elements in experimental design: identifying gaps in prior knowledge, picking an appropriate approach (ex. experimental tools and controls) for testing a hypothesis, and reproducibility and repeatability.
• Students will be able to identify appropriate experimental tools, approaches and controls to use in testing a hypothesis.
• Students will be able to accurately explain why an experimental approach they have selected is a good choice for testing a particular hypothesis.
• Students will be able to discuss whether experimental outcomes support or fail to support a particular hypothesis, and in the case of the latter, discuss possible reasons why.
• ### The Avocado Lab: An Inquiry-Driven Exploration of an Enzymatic Browning Reaction

Learning Objectives
Students will be able to:
• develop a testable research question and supportive hypothesis regarding the browning of damaged avocado flesh caused by the activity of avocado polyphenol oxidase (aPPO).
• design and execute a well-controlled experiment to test aPPO hypotheses.
• evaluate qualitative enzyme activity data.
• create a figure and legend to present qualitative data that tests multiple hypotheses and variables.
• search for and correctly cite primary literature to support or refute hypotheses.
• know the role of reducing reagents, pH, chelators, and temperature in reactions catalyzed by aPPO.
• explain why the effects of salt and detergent differ for aPPO experiments conducted in situ
• (in mashed avocado flesh) as compared to in vitro (on purified protein).
• discuss how substrate and cofactor availability affect aPPO reactions.
• describe how endogenous subcellular organization restricts aPPO reactions in a healthy avocado.
• evaluate food handling practices for fruits expressing PPO.
• ### The Case of the Missing Strawberries: RFLP analysis

Learning Objectives
Students will be able to:
• Describe the relationship of cells, chromosomes, and DNA.
• Isolate DNA from strawberries.
• Digest DNA with restriction enzymes.
• Perform gel electrophoresis.
• Design an experiment to compare DNAs by RFLP analysis.
• Predict results of RFLP analysis.
• Interpret results of RFLP analysis.
• Use appropriate safety procedures in the lab.