Category: Science or Not

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”.

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Science or Not Summary

Students are introduced to methods of scientific investigation by designing hypothetical experiments to test hypotheses about the world around us. Examples from the instructor’s research or current events can be used to make the exercise more relevant to students. Scenarios for controlled and correlation studies will be used so that students experience multiple methods of experimental design. What counts as scientific evidence? Students could apply scientific reasoning to the evidence for global climate change, medical treatments (vaccines) and claims of products such as detoxifying footbaths, high-dose vitamins, and balance bracelets (or amber teething necklaces).

Scientific Inquiry Learning Outcomes

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

  1. Distinguish among ideas that can and cannot be tested by science; evaluate statements and determine which are scientific or and which are not scientific.
  2. Create and defend a scientific argument by identifying and evaluating valid sources of scientific evidence.
  3. Distinguish among the scientific terms: theory, hypothesis, and prediction.
  4. 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.
  5. 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.
  6. 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.
  7. 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).
  8. 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.
  9. Explain why hypotheses and even theories may be subject to revision.

Lecture Resources

Laboratory Resources

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Science or Not Lecture Notes and Sample Class Activities

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:

  1. Distinguish among ideas that can and cannot be tested by science; evaluate statements and determine which are scientific or and which are not scientific.
  2. Create and defend a scientific argument by identifying and evaluating valid sources of scientific evidence.
  3. Distinguish among the scientific terms: theory, hypothesis, and prediction.
  4. 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.
  5. 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.
  6. 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.
  7. 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).
  8. 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.
  9. Explain why hypotheses and even theories may be subject to revision.

Sample Class Activities

  1. 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 1, Inquiry 2, Inquiry 3)
  2. 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 4, Inquiry 5)
  3. 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 5)
  4. 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 6)
  5. 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 7, Inquiry 8, Inquiry 9)
  6. Some clicker questions are provided, which can be interspersed throughout the module or given at the end as a quiz:

Access the slides here

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Attendance Chart

Data from an upperdivision biology class conducted in the Spring 2008 semester. Attendance was taken via a signup sheet at each meeting (TTh).
Number of attendance daysMidterm Grade
1586.1
1350.8
1669.5
1489.5
1251.9
1473.3
1371.4
1064.3
1286.8
1483.5
1690.2
1484.6
649.6
1580.1
1590.6
1676.7
1058.6
1585.3
1565
1692.1
954.9
1684.2
1587.6
1387.2
1581.6
1676.7
622.9
1172.9
1684.2
962.4
1387.6
1569.9
1685
1487.6
869.2
1686.5
1281.6
1596.2
549.2
1173.3
1691.4
1686.8
1165.4

Download data here

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Science or Not Lab: Experimental Design

Why are larger individuals of a particular species eaten more frequently than smaller ones?

Overview

The primary purpose of this investigation is to introduce students to 1) the collaborative process and guided inquiry format that will be used in each investigation, 2) the lab preparation and reporting assignments, and 3) resources available for help (lab manual and faculty instructor/peer mentors). As an introduction to the lab, this investigation thus differs from the others in that the hypothesis to be tested is provided to students: “Larger Catocala moths are eaten more often than smaller ones because the larger ones are easier to see.” As in each investigation, background information is presented to help frame the direction of inquiry. Foraging theory and prey crypsis are used to motivate the provided hypothesis.

Outcomes: Inquiry 5, Inquiry 6, Inquiry 7, Inquiry 8

Materials

Lab-Aids Natural Selection Experiment (Kit #91). Provide one per group of students.

Shaw, T.J. & French, D.P. (2018). Authentic Research in Introductory Biology, 2018 ed. Fountainhead, Fort Worth.

Timeline

We suggest two weeks for this investigation if it’s the first lab investigation of the term.

Week 1:  Begin planning form

  1. May submit by end of lab period, or in LRC
  2. Will complete as a group, not individually (all other planning forms are individually completed)

Week 2:  Conduct experiment and compose lab report

Assessments

Quiz

Keys and additional instructor-only notes (you will be asked to sign into a Google account and request access to view instructor materials)

Lab report rubric

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(I think this is a key for the Drive) Investigation A: Instructor-only notes

  1. Briefly describe the Lab
    1. Students will be working in groups
    2. They will learn by doing
    3. Each week is a new investigation.  For each investigation there will be background information and a question posed.  They will design and conduct an experiment that addresses the question.
    4. Prior to lab, students will read the investigation and prepare for lab by completing that week’s planning form and pre-lab activities.
    5. Encourage equal participation.  Lack of participation from a student can significantly reduce their grade!
  2. Introduce the Lab Manual
    1. Each student needs to have his or her own manual.  They need to bring it to lab every week. Point out the three different sections:
      1. Guide to Success: Includes general information about the course, how to conduct a lab, write a report, etc.
      2. Reference: Includes instructions on how to use equipment and software for lab experiments.
      3. Investigations: background information, terms, pre-labs, planning forms, etc. for each lab.
  3. Planning Forms
    1. Instead of telling students about planning forms, it is most beneficial to discuss them as students do them.
      1. Have students turn to the first investigation.  Point out the question under investigation, background information, pre-labs, terms/concepts of interest, special equipment sections.
      2. Go through the first page of the planning form.  Allow students to work in groups to formulate responses, then discuss what would be appropriate.  This weeks’ hypothesis is provided (“Larger moths are eaten more often than smaller ones because they are easier to see.”) but you will want to encourage discussion about developing a hypothesis now because students will do it on their own in the future.
      3. Discuss experimental design with a control and experimental groups.  Ensure that the students have a good understanding of independent and dependent variables so that they may construct graphs properly.
      4. Students are expected to complete the Preparation Checklist (on the backside of the planning form), but only A-C are required. Students can keep D blank.  
      5. Emphasize that planning forms are expected to be completed individually, but this week, they’ll be completed as a group.  This would be a good time to contrast collaboration and plagiarism.
  4. Investigation
    1. Aside from the basics of designing and conducting an experiment, and writing a lab report, you will want to encourage students in the following areas:
      1. Developing a testable repeatable experiment.  Remember that the moth is in its “natural” habitat.  Removing the pieces from the box to make them easier to see may not provide information that will help the scientist in the background who is working in the field with “live” colonies and predators.  Students don’t often realize that to make something harder to see, they can just close their eyes!
      2. Appropriate controls.  How large is large? How small is small?  Can you assume that all Catocala colonies contain the same number and sizes of individuals?  Is experimenter bias something to be concerned about? What about hand size of the predators?  Will the moth be replaced after each sample, or at the end of a trial? Do students think the predator selects prey one at a time, or by the handful? These are all things for students to think about, but having to consider all of these questions at once can overwhelm students and make them feel like the investigation is impossible.  

Additional resources

Quiz

Key