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• ### Taking the Hassle out of Hasselbalch

Learning Objectives
Students will be able to:
1. Characterize an aqueous environment as acidic or basic.
2. Explain that pKa is a measure of how easy it is to remove a proton from a molecule.
3. Predict ionization state of a molecule at a particular pH based on its pKa (qualitative use of the Henderson-Hasselbalch equation).
4. Calculate the ratio of protonated/unprotonated forms of ionizable groups depending on chemical characteristics and /or environment pH (quantitative use of the Henderson-Hasselbalch equation).
5. Apply this knowledge in a medical context.
• ### In-class peer grading of daily quizzes increases feedback opportunities

Learning Objectives
Each of these objectives are illustrated with a succinct slide presentation or other supplemental material available ahead of class time through the course administration system. Learners found it particularly helpful to have video clips that remind them of mathematical manipulations available (in the above example objective c). Students understand that foundational objectives tend to be the focus of the quiz (objectives a-d) and that others will be given more time to work on together in class (objectives e-g), but I don't specify this exactly to reduce temptation that 'gamers' take a shortcut that would impact their group work negatively later on. However, the assignment for a focused graded group activity is posted as well, so it is clear what we are working towards; if desired individuals could prepare ahead of the class.
• ### Teaching epidemiology and principles of infectious disease using popular media and the case of Typhoid Mary

Learning Objectives
Students will be able to:
• Describe the reservoirs of infection in humans.
• Distinguish portals of entry and exit.
• Describe how each of the following contributes to bacterial virulence: adhesins, extracellular enzymes, toxins, and antiphagocytic factors.
• Define and distinguish etiology and epidemiology.
• Describe the five typical stages of infectious disease and depict the stages in graphical form.
• Contrast contact, vehicle and vector transmission, biological and mechanical vectors and identify the mode of transmission in a given scenario.
• Differentiate endemic, sporadic, epidemic, and pandemic disease.
• Distinguish descriptive, analytical, and experimental epidemiology.
• Compare and contrast social, economic, and cultural factors impacting health care in the early 1900s and today.
• ### Authentic Ecological Inquiries Using BearCam Archives

Learning Objectives
Students will be able to:
• conduct an authentic ecological inquiry including
• generate a testable hypothesis based on observations,
• collect and analyze data following the design, and
• interpret results and draw conclusions based on the evidence.
• write a research report with appropriate structure and style.
• evaluate the quality of inquiry reports using a rubric.
• conduct peer review to evaluate and provide feedback to others' work.
• revise the inquiry report based on peer feedback and self-assessment.
• ### CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology Curriculum

Learning Objectives
Students 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
Week 5-6: Ecology
• 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
Week 7-11: Cellular and Molecular Biology
• 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
Week 12-13: Bioinformatics
• 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
• ### Using Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide,...

Learning Objectives
At the end of this lesson, students will be able to:
• Describe the roles of light energy and carbon dioxide in photosynthetic organisms.
• Identify the effect of nutrients on the growth of photosynthetic organisms.
• Describe global cycles in atmospheric carbon dioxide levels and how they relate to photosynthetic organisms.