Tag: Inquiry 8

Interpret 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.

Posted on

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

Posted on

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

Posted on

Sea to Shore Lab: Thermoregulation

Why are animals shaped differently in cooler climates than in warmer ones?

Overview

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 4, Inquiry 5, Inquiry 6, Inquiry 7, Inquiry 8; SA/V 1; Gradients 1, Gradients 2, Gradients 3, Gradients 4; Thermoregulation 1, Thermoregulation 6

Materials (Per lab group)

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

Assessments

PreLab

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

Posted on

Sea to Shore Lab: Diffusion

Why is diffusion through a membrane sometimes faster?

Overview

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 4, Inquiry 5, Inquiry 6, Inquiry 7, Inquiry 8; SA/V 1, SA/V 2; Gradients 1, Gradients 2, Gradients 3, Gradients 4; Membrane Transport 2, Membrane Transport 3, Membrane Transport 5

Materials

Per lab group

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

Assessments

PreLab Activity

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