| Time (hrs) | Corn CO2 (ppm) |
|---|---|
| 0 | 442.5 |
| 1 | 813.5 |
| 2 | 993 |
| 3 | 1200 |
| 4 | 1390.5 |
| 5 | 1572.5 |
| 6 | 1777 |
| 7 | 1945 |
| 8 | 2060.5 |
| 9 | 2205.5 |
| 10 | 2353.5 |
| 11 | 2469 |
| 12 | 2543.5 |
| 13 | 2643.5 |
| 14 | 2751 |
| 15 | 3008 |
| 16 | 3173.5 |
| 17 | 3327.5 |
| 18 | 3449 |
| 19 | 3611 |
| 20 | 3761 |
| 21 | 3873 |
| 22 | 4139.5 |
| 23 | 4255 |
| 24 | 4404.5 |
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 OutcomesAt the end of this module, students will be able to:
| Number of attendance days | Midterm Grade |
|---|---|
| 15 | 86.1 |
| 13 | 50.8 |
| 16 | 69.5 |
| 14 | 89.5 |
| 12 | 51.9 |
| 14 | 73.3 |
| 13 | 71.4 |
| 10 | 64.3 |
| 12 | 86.8 |
| 14 | 83.5 |
| 16 | 90.2 |
| 14 | 84.6 |
| 6 | 49.6 |
| 15 | 80.1 |
| 15 | 90.6 |
| 16 | 76.7 |
| 10 | 58.6 |
| 15 | 85.3 |
| 15 | 65 |
| 16 | 92.1 |
| 9 | 54.9 |
| 16 | 84.2 |
| 15 | 87.6 |
| 13 | 87.2 |
| 15 | 81.6 |
| 16 | 76.7 |
| 6 | 22.9 |
| 11 | 72.9 |
| 16 | 84.2 |
| 9 | 62.4 |
| 13 | 87.6 |
| 15 | 69.9 |
| 16 | 85 |
| 14 | 87.6 |
| 8 | 69.2 |
| 16 | 86.5 |
| 12 | 81.6 |
| 15 | 96.2 |
| 5 | 49.2 |
| 11 | 73.3 |
| 16 | 91.4 |
| 16 | 86.8 |
| 11 | 65.4 |
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 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, 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, 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
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.
We suggest two weeks for this investigation if it’s the first lab investigation of the term.
Week 1: Begin planning form
Week 2: Conduct experiment and compose lab report
Keys and additional instructor-only notes (you will be asked to sign into a Google account and request access to view instructor materials)
The purpose of this lab is to get students relating surface area/volume ratio to the way in which an animal thermoregulates (by using modeling clay). At the conclusion of this investigation, students should also be writing a better lab report, able to produce a XY scatter plot with a trendline, and perform a simple statistical test. They will be using modeling clay to simulate body shapes, and temp probes to monitor any changes. They may craft any shape they like, provided that 1. They can calculate the SA/V ratio of the shape, and 2. They can accurately record its temp with the probe (shapes like a long cylinder or flattened box do not work well as there is little clay surrounding the temp probe).
Outcomes: 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, 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, 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; SA/V 1Calculate the ratio of surface area-to-volume of an object, and explain why the ratio decreases as objects get larger and increases as objects get smaller. More; Gradients 1Explain what a gradient is and the role of gradients in: A) Homeostasis B) Thermoregulation C) Osmoregulation D) Chemical reactions associated with metabolism More, Gradients 2Identify whether a chemical or energy gradient exists in new situations More, Gradients 3Indicate the direction of energy or material movement under different conditions such as: A) Chemical concentrations B) Temperature C) Permeability of membranes More, Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio) More; Thermoregulation 1Apply the terms endotherm, ectotherm, poikilotherm/heterotherm, and homeotherm to organisms More, Thermoregulation 6Explain how various temperature regulation methods serve to heat or cool an organism including: A) avoidance B) altering metabolic rate C) behaviorally adjusting posture, ratio of surface area-to-volume, and location D) explain how ratio of surface area-to-volume is involved in heat retention or loss More
Shaw, T.J. & French, D.P. (2018). Authentic Research in Introductory Biology, 2018 ed. Fountainhead, Fort Worth.
Keys and additional instructor-only notes (you will be asked to sign into a Google account and request access to view instructor materials)
This lab should help students understand the extremely important role of gradients. Focus on the idea that gradients occur whenever there is a concentration difference from high to low. Gradients do not just occur in liquids there can be gradients in temperature, Na and K ions, smoke, perfume, people, etc.
Students should be familiar with the terms solute, solvent, hyper-and hypotonic. Osmosis refers to the movement of water and dialysis typically to the movement of solute. Students may or may not comprehend the concept of ion, but you can simply leave it as a charged atom or particle or molecule. Unfortunately, if they don’t have some clue about ions or at least that NaCl becomes Na+ and Cl- when dissolved, the understanding what conductivity tells them is difficult. The pre-lab explains it, but be prepared.
Outcomes: 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, 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, 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; SA/V 1Calculate the ratio of surface area-to-volume of an object, and explain why the ratio decreases as objects get larger and increases as objects get smaller. More, SA/V 2Explain how the ratio of surface area-to-volume plays a role in regulating: A) Rates of diffusion and osmosis B) Gas exchange C) Body temperature More; Gradients 1Explain what a gradient is and the role of gradients in: A) Homeostasis B) Thermoregulation C) Osmoregulation D) Chemical reactions associated with metabolism More, Gradients 2Identify whether a chemical or energy gradient exists in new situations More, Gradients 3Indicate the direction of energy or material movement under different conditions such as: A) Chemical concentrations B) Temperature C) Permeability of membranes More, Gradients 4Indicate the relative rate of energy or material movement under different conditions including: A) chemical concentrations B) temperature C) permeability of membranes D) varied shape (surface-to-volume ratio) More; Membrane Transport 2Explain how processes of transport work including: A) Diffusion i) Passive ii) Facilitated B) Osmosis i) Passive ii) Facilitated C) Active transport More, Membrane Transport 3Define the following terms, and explain how they relate to the movement of materials across a membrane: A) Isotonic B) Hypotonic C) Hypertonic More, Membrane Transport 5Predict how the following conditions affect membrane transport: A) gradient conditions B) temperature C) ATP availability D) changes in permeability E) molecule size, charge, or polarity More
Per lab group
Shaw, T.J. & French, D.P. (2018). Authentic Research in Introductory Biology, 2018 ed. Fountainhead, Fort Worth.
Keys and additional instructor-only notes (you will be asked to sign into a Google account and request access to view instructor materials)
Objectives: Life 1List and explain the characteristics of life. More, Life 2Use these characteristics of life to distinguish between living and nonliving things. More, Life 3Define homeostasis, and describe its importance to maintaining life. 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, 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, 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
