Instructor Notes – Integrating Biology & Inquiry Skills

Lecture overview

This module introduces students to scientific inquiry and data-driven thinking. Working in small groups, students evaluate various claims about things that are “scientifically proven”. They create a hypothesis and design an experiment to test these claims. Students also 1) evaluate instances in which observational experiments are necessary, 2) construct a graph from a data set, and 3) draw conclusions from the data set.

Inquiry Learning Outcomes

At the end of this module, students will be able to:

Distinguish among ideas that can and cannot be tested by science; evaluate statements and determine which are scientific or and which are not scientific.
Create and defend a scientific argument by identifying and evaluating valid sources of scientific evidence.
Distinguish among the scientific terms: theory, hypothesis, and prediction.
Construct hypotheses to explain biological phenomena:
1. Propose hypotheses that are appropriate to the given scenario or question.
2. Evaluate several hypotheses to select the one which best explains observations, or is best supported by data.
3. Predict what would be most likely to occur under given experimental conditions in a test of a specific hypothesis, and justify predictions using biological concepts.
Design experiments to test biological hypotheses:
1. Identify the dependent and independent variables, and control and experimental treatments in any experiment.
2. Identify situations in which no “control treatment” is appropriate, and design an experiment where subjects are tested more than once or the experimental treatment levels take a wide range of values.
3. Justify the steps and procedures for an experiment.
Create graphs from a data set.
1. Decide what type of graph is the most appropriate type to display a data set.
2. Decide to which axis each variable should be assigned in order to represent a specific hypothesis properly.
Use experimental results to support or refute a hypothesis:
1. Interpret graphs and/or raw data with respect to a hypothesis
2. Distinguish correlation from causation, and correctly attribute phenomena to biological mechanisms.
3. Demonstrate how to distinguish observations/data resulting from a specific cause from those caused by random chance.
4. Explain why experimental evidence may lead to multiple interpretations, and propose ways to address this limitation (e.g., many samples should be taken, many related experiments should be performed).
Interpret and communicate scientific ideas effectively
1. Use the conventions of scientific writing, including images and graphs, e.g. in laboratory reports.
2. Interpret and paraphrase information from valid sources, such as the textbook and the primary literature.
Explain why hypotheses and even theories may be subject to revision.

Sample Class Activities

Students examine a claim that is “scientifically proven”. Some examples are provided (see below), but students can also search for other claims. These claims can be used to generate class discussion about science v/s not science, where scientific information can be found, and the importance of evidence. (Inquiry 1Distinguish among ideas that can and cannot be tested by science; evaluate statements and determine which are scientific or and which are not scientific. See materials aligned with Inquiry 1 More, Inquiry 2Create and defend a scientific argument by identifying and evaluating valid sources of scientific evidence. See materials aligned with Inquiry 2 More, Inquiry 3Distinguish among the scientific terms: theory, hypothesis, and prediction. See materials aligned with Inquiry 3 More)
Students propose a hypothesis and design an experiment to test their “claim”. Discussion of good hypotheses and experimental design can be generated by comparing hypotheses and experimental design amongst different students/groups. (Inquiry 4Construct hypotheses to explain biological phenomena: A) Propose hypotheses that are appropriate to the given scenario or question. B) Evaluate several hypotheses to select the one which best explains observations, or is best supported by data. C) Predict what would be most likely to occur under given experimental conditions in a test of... More, Inquiry 5Design experiments to test biological hypotheses: A) Identify the dependent and independent variables, and control and experimental treatments in any experiment. B) Identify situations in which no “control treatment” is appropriate, and design an experiment where subjects are tested more than once or the experimental treatment levels take a wide range of... More)
Students consider an experiment on the effects of class attendance to performance in a class. This activity allows students the opportunity to compare controlled experiments to observational experiments. (Inquiry 5Design experiments to test biological hypotheses: A) Identify the dependent and independent variables, and control and experimental treatments in any experiment. B) Identify situations in which no “control treatment” is appropriate, and design an experiment where subjects are tested more than once or the experimental treatment levels take a wide range of... More)
Students construct a graph from hypothetical class attendance v/s class performance data. Discussion of appropriate graph type and format can be generated by comparing graphs amongst different students/groups. (Inquiry 6Create graphs from a data set. A) Decide what type of graph is the most appropriate type to display a data set. B) Decide to which axis each variable should be assigned in order to represent a specific hypothesis properly. See materials aligned with Inquiry 6 More)
Students generate a figure caption for the graph and draw conclusions. This is a good opportunity for discussion about correlation v/s causation, multiple interpretations of data, and revision of conclusions. (Inquiry 7Use experimental results to support or refute a hypothesis: A) Interpret graphs and/or raw data with respect to a hypothesis B) Distinguish correlation from causation, and correctly attribute phenomena to biological mechanisms. C) Demonstrate how to distinguish observations/data resulting from a specific cause from those caused by random chance. D) Explain why experimental evidence... More, Inquiry 8Interpret and communicate scientific ideas effectively: A) Use the conventions of scientific writing, including images and graphs, e.g. in laboratory reports. B) Interpret and paraphrase information from valid sources, such as the textbook and the primary literature. See materials aligned with Inquiry 8 More, Inquiry 9Explain why hypotheses and even theories may be subject to revision. See materials aligned with Inquiry 9 More)
Some clicker questions are provided, which can be interspersed throughout the module or given at the end as a quiz:

Science or Not from ibis_curriculum

Access the slides here

Students are introduced to the characteristics of life, including organization, biochemistry, and homeostasis.

There are several possible options for how to present the topics.

Start with the question “Are we alone in the universe, and how will we identify life if we find it?” To begin to figure this out, we should understand the properties of life, and how it arose on earth (Topics: Life, Chemistry, Cell). The importance of water as the solvent in which life originated motivates an exploration of the range of precipitation and temperature conditions of different environments (biomes). This leads to an investigation of how life works, especially how structure relates to function across a range of conditions (Topics: SA/V, Gradients, Membrane Transport, Thermoregulation, Osmoregulation).

Sea to shore engagement slides from ibis_curriculum

Start with the question “Is there life on Mars?” Use the question “Why is water so important in the search for signs of life on Mars?” to motivate an exploration of “Why is liquid water so important for life?” (Topics: Life, Chemistry). A study of the Miller-Urey experiment can be used to introduce or review the elements of experimental design. From macromolecules, transition to cell structure (which are made of macromolecules; Topic: Cell). Tie back to life on Mars – “If humans visit Mars, what would we need to survive?” (Topics: SA/V, Gradients, Membrane Transport, Thermoregulation, Osmoregulation).
Start with images of terrestrial (cold vs. hot) and aquatic (fresh vs. salt? tropical vs. polar?) animals from contrasting environments. What traits do they have, and why? Differences between the pairs motivate study of homeostasis (Topics: SA/V, Gradients, Membrane Transport, Thermoregulation, Osmoregulation). The characteristics in common lead to an exploration of the traits that are necessary for life (Topics: Life, Cell, Chemistry).

Category: Instructor Notes

Science or Not Lecture Notes and Sample Class Activities

Lecture overview

Sample Class Activities

Sea to Shore Lecture Notes and Sample Class Activities

Sample Class Activities