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• ### 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.
• ### 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.
• ### 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.

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)
• ### Teaching Genetic Linkage and Recombination through Mapping with Molecular Markers

Learning Objectives
Students will be able to:
• Explain how recombination can lead to new combinations of linked alleles.
• Explain how molecular markers (such as microsatellites) can be used to map the location of genes/loci, including what crosses would be informative and why.
• Explain how banding patterns on an electrophoresis gel represent the segregation of alleles during meiosis.
• Predict how recombination frequency between two linked loci affects the genotype frequencies of the products of meiosis compared to loci that are unlinked (or very tightly linked).
• Analyze data from a cross (phenotypes and/or genotypes) to determine if the cross involves linked genes.
• Calculate the map distance between linked genes using data from genetic crosses, such as gel electrophoresis banding patterns.
• Justify conclusions about genetic linkage by describing the information in the data that allows you to determine genes are linked.
• ### A Hands-on Introduction to Hidden Markov Models

Learning Objectives
• Students will be able to process unannotated genomic data using ab initio gene finders as well as other inputs.
• Students will be able to defend the proposed gene annotation.
• Students will reflect on the other uses for HMMs.
• ### Meiosis: A Play in Three Acts, Starring DNA Sequence

Learning Objectives
• Students will be able to identify sister chromatids and homologous chromosomes at different stages of meiosis.
• Students will be able to identify haploid and diploid cells, whether or not the chromosomes are replicated.
• Students will be able to explain why homologous chromosomes must pair during meiosis.
• Students will be able to relate DNA sequence similarity to chromosomal structures.
• Students will be able to identify crossing over as the key to proper pairing of homologous chromosomes during meiosis.
• Students will be able to predict the outcomes of meiosis for a particular individual or cell.