In problem-based learning (PBL), complex, real-world problems motivate students to discover interconnections between important concepts and in doing so acquire essential skills. These skills include teamwork, problem solving, information retrieval and analysis, and communication. The activity presented here suggests a way to add a "hands on" component to PBL by integrating a problem with a guided inquiry exercise. Problem resolution depends on observations made in the laboratory, using probes and computer data acquisition systems. Content topics that students will explore in the course of the exercise include C3 and C4 photosynthesis, global carbon cycles, and global warming.
In 1958, black bass were introduced into Lake Atitlan in the highlands of western Guatemala as a way to attract tourism and boost the local economy, but unforeseen complications resulted in an ecological disaster. Developed for an introductory course in biology, this case study first casts students in the role of the local population at that time and asks them to judge the proposal to introduce the new species of fish. The students then review the ensuing events from a historical perspective based on additional information they receive from the instructor in a progressive disclosure format.
This resource is a detailed manual of protocols and instructional information for carrying out an undergraduate laboratory exercise in plant reproductive biology, evolution, and genetics, including student outlines, instructors notes, suggested questions for laboratory reports, and sample data from a pilot study.
This NOAA computer-based activity is designed to teach students in grades 9-12 how satellite imagery and remote sensing can be used to monitor harmful algal blooms (HABs). This lesson teaches students how to read and interpret satellite images and how to use GIS maps and satellite images to interpret the relationship of HABs and manatee deaths. The activity features a lesson plan and a step-by-step activity containing hyperlinks that connect the student to the relevant images and maps.
An introduction to optimizing materials for web presentation: postscripting to PDF, animated graphics, still graphics, font type and size. These materials, among others, are used to demonstrate the creation of a WebCT course site. WebCT is a server-based course management software application. Through a very specific (and thoroughly, yet simply explained) set of steps, faculty place html, text files, graphics files, etc. into what is essentially an on-line course. That 'course' allows you to place your study materials and outlines on the web, create self-testing and scoring for individual materials, give quizzes and exams, search your own glossary, keep an on-line calendar that links to files or sites inside or outside your course, keep track of grades, assign each of your students email capability, run chat rooms, publish a bulletin board, and allow you to track students' study time and materials. All creation work and student participation can be done wherever there is a browser and WWW access.
The first laboratory course biology majors take should challenge their expectation that biology is the mere memorization of knowledge. Rather, it should introduce them through experience to the scope and limitations of scientific investigation. Following a brief introduction to epistemology and the nature and goals of science, this course provides students with a developing understanding of scientific thinking, methodology, and experimental design. During the final unit of the course students devise and conduct a test of a hypothesis they have independently generated, conduct appropriate statistical analysis, and write a report of the project.
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