Biol 201 Agenda for Day 1
Instructor: Ken Marr
1. Before sitting down pick up….
→ Biology 201 syllabus (skim through it!)
2. Brief Introduction to Course
3. Form Groups
→ Groups will work together daily (for the entire quarter?)
4. Group activities for today:
a) Introduction to the Scientific Method
b) Night Light Case Study
Due before the end of class tomorrow!
Introduction to Class
Class meeting days and times (page 3 of syllabus)
1.
•
Sections A & B in SC-240
→ Monday and Tuesday: 8:00 - 9:50 a.m.
→ Friday: 8:00 - 8:50 a.m.
•
Lab in SC-243
→ Section A: Wednesdays: 8:00 - 9:50 a.m.
→ Section B: Thursdays:
2.
3.
8:00 - 9:50 a.m.
Course Prerequisites (page 1 of syllabus)
Modes of instruction—Active Learning with
little lecturing (page 1 of syllabus)
Why Use Collaborative and Active Learning & Little Lecturing?
From data collected at the National Training Laboratories (NTL) Bethel, Maine, USA
Why Use Collaborative and Active Learning & Little Lecturing?
“You don’t really understand something until you
canexplain it to your grandmother” (Albert Einstein)
–
Class time in Biology 201 is structured so you can teach and
learn from others.
Intended Outcomes of Collaborative Learning
Enhance your learning and the retention of concepts
learned via peer-to-peer teaching and helping others
1.
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Enhance the quality of work submitted
2.
•
3.
4.
5.
6.
7.
Students in collaboratively taught classes out-perform those in the same
course where lecturing is the major means of instruction.
Help catch and reduce the number mistakes and misconceptions people
tend to make when working on their own
Identify difficulties within groups and then bring to
the full class for discussion and clarification
Facilitate the Development of good study habits
Develop your skills working with others in a group
Foster the development of responsibility for the
learning of others as well as your own
Facilitate the use of study groups outside of class
Introduction to Class
Textbook and required materials (page 1 of syllabus)
1.
•
Lab Manual and Active Learning Exercises:
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
2.
Not Required  return for 100% refund!
Handouts will be provided in class!
Office Hours (page 1 of syllabus)
Mondays:
11:00 - 11:50 in SC-323 or SC-214 (office)
Wednesdays: 11:00 - 11:50 in SC-323 or SC-214 (office)
Thursdays:
2:15 - 3:15 in SC-214 (office)
Fridays:
9:00 - 10:00 in SC-240 or SC-214 (office)
11:00 - 12:00 in SC-323 or SC-214 (office)
And by mutual arrangement
3.
Topics and Chapters Covered in Biol 201 (page 2
of syllabus)
4.
5.
Tentative Schedule (Page 12 of syllabus)
Brief Introduction to the Scientific Method….
The Process of Science
1.
2.
3.
Observe the natural world
Ask a scientific question (or questions) based on one’s
observations
Construct a testable hypothesis to answer the question
•
4.
5.
6.
Write as an “If .... , then ....” statement
Test the hypothesis via controlled experiments or
pertinent observations
Draw conclusions: Evaluate the hypothesis based on
the data resulting from the experiments—revise
hypothesis if necessary
Communicate results to your peers: Publish results in
a scientific journal
Today’s Team Activities
Use “Grouper” to select teams
»
»
Your team will work together the entire quarter
Determine each person’s role for today and tomorrow’s sessions
Work on the following Activities with your Team
1.
Introduction to The Scientific Method
•
Carefully read the instructions and
Night Light Case Study
2.
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Part 1: Night lights no comfort for children's eyes
Part 2: New light on night lights
→ Your team will be given part 2 after completing part 1
General Instructions
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Record your responses on your handout
Recorder records your team’s responses on the “Recorder’s Report”
Each Team’s “Recorder’s Report” is due tomorrow before the end of class.
The Process of Science in Action
Good News for Nightlights –(Morning Edition, 3/10/00)
NPR's Vicky Que reports that according to a
new study in Nature magazine leaving a
nightlight in a toddlers room does not appear to
lead to myopia later in life. This latest report
contradicts an earlier finding that found a link
between myopia and nighttime lighting in
children younger than 2 years old. (3:25)
http://www.npr.org/ramfiles/me/20000309.me.0
4.ram
What’s a Scientific Question?
Scientific Questions are...
1.
2.
3.
4.
Testable
Definable
Measurable
Controllable
Is the following a scientific question?
Does Hormone replacement therapy decrease the risk
of heart disease and osteoporosis in women?
The Process of Science in Action
1.
Estrogen and Cardiac Health (NPR’s All Things Considered, 4/5/00)
Women who've reached menopause face a big decision
... whether to take replacement hormones touted as
being able to reduce the risk of heart disease and
osteoporosis. But several recent studies have suggested
that hormones may slightly increase the risk of heart
disease. And now federal researchers are sending
letters to women in a large trial saying that there does
seem to be an initial increase in heart attacks and
strokes. But the final word isn’t in ... early data
suggested that after two years, the extra risk may go
away. (4:00) http://www.npr.org/ramfiles/atc/20000405.atc.08.rmm
Controlling Variables is a Major Challenge!
Variables to consider:
(1) Independent variable,
(2) Dependent variables and
(3) Controlled variables
1.
Independent variable
•
The thing (variable) tested or manipulated to see what
impact it has on the dependent variable.
What is the Indep. Var. in the HRT study?
•
•
The independent variable is the factor that causes the
dependent variable to change.
An experiment should have only one independent variable!
Why?
Dependent Variables & Controlled Variables
Dependent variables (e.g. in HRT study?)
2.
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The thing(s) measured, counted, or observed in an
experiment. (examples??)
The independent variable is the factor that causes the
dependent variable(s) to change.
Controlled Variables (e.g. in HRT study?)
3.
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The variables that are kept constant during an experiment.
We assume that independent variable is the only factor
affecting the dependent variable.
–
This can only be true if all other variables are controlled (i.e. Held
constant)
Group Activity
Say hello and introduce yourselves.
Discuss why each of you is taking the class.
Select a “recorder” by finding the person in your
group whose birthday is closest to today’s date.
Record the following on a sheet of paper
1.
2.
3.
4.
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5.
Your group number at the top of a sheet of paper.
1st and last names of all group members
Next to each name: college major, long-term educational and
professional goals, how this class is related to these goals
After reviewing the course syllabus write 2-3 questions
that your group has about the course, your instructor,
course policies , etc.