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A Short Laboratory Module to Help Infuse Metacognition during an Introductory Course-based Research ExperienceLearning 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.
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.
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)
Evaluating the Quick Fix: Weight Loss Drugs and Cellular RespirationLearning Objectives
- Students will be able to explain how the energy from sugars is transformed into ATP via cellular respiration.
- Students will be able to predict an outcome if there is a perturbation in the cellular respiration pathway.
- Students will be able to state and evaluate a hypothesis.
- Students will be able to interpret data from a graph, and use that data to make inferences about the action of a drug.
A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?Learning ObjectivesStudents will be able to:
- Apply findings from each week's lesson to make predictions and informed hypotheses about the next week's lesson.
- Keep a detailed laboratory notebook.
- Write and peer-edit the sections of a scientific paper, and collaboratively write an entire lab report in the form of a scientific research paper.
- Search for, find, and read scientific research papers.
- Work together as a team to conduct experiments.
- Connect findings and ideas from each week's lesson to get a broader understanding of how plants will respond to higher levels of CO2 (e.g., stomatal density, photosynthetic/respiratory rates, foliar protein concentrations, growth, and resource allocation).