This resource uses a student-designed laboratory exercise as a model to demonstrate the techniques and concepts surrounding the scientific method.

This is of help in planning teaching strategies in the biological sciences for students with visual or orthopedic disabilities.

As part of their general education studies, all students at the University of Kentucky must take two natural science courses. Many non-science majors choose the biology sequence of courses. Unfortunately these courses are lecture-only courses, and so some students can graduate without ever having had a science laboratory course. In an effort to provide students with some laboratory experience, I have developed / adapted a number of laboratory activities, which I have successfully incorporated into a non-majors biology course (Human Ecology). These activities are carried out in a lecture hall with 300 students in 50-minute time periods. In this chapter, two of these laboratory activities are presented. 1) Soil Testing - students test soil samples for nitrogen, potassium, phosphate and pH; compare the relative fertility of different soil samples; and carry out an inventory of animal and microbial life in soil samples. 2) Water Pollution Testing - students examine the effects of household chemicals on water quality (from Using Fast Plants and Bottle Biology in the Classroom, published by National Association of Biology Teachers, 1994, ISBN #0-941212-17-3).

Molecular models of DNA, protein (alpha-helix and beta-pleated sheet), and lipids are built to scale. With a minimum of scientific jargon, these laboratory exercises effectively display the important aspects of three-dimensional shape and spatial orientation that are poorly presented in textbook illustrations and demonstrate how the shape of molecules and weak chemical associations like hydrogen bonds and hydrophobic/hydrophilic interactions combine to form the macromolecular associations fundamental to living cells.

A laboratory exercise in plant collection and specimen preservation

Computers can add a whole new dimension to biology laboratory instruction. An overview of how microcomputers are used in laboratory exercises at the Atlantic Veterinary College is presented. Since finding appropriate software can be difficult, a description of the software used at the College and a discussion on how to find other software appropriate for such instruction is included. Such software can be innovative and comes in a variety of teaching formats, including tutorials and simulations of experiments. Color graphics, sound, and animation may be incorporated into the software to enhance its effectiveness.

This chapter introduces biology instructors to computer assisted learning through the development and use of locally-authored biology software (courseware). The selection of authoring software (authoring languages), approaches to the development of courseware, and courseware programs are presented and discussed. Specific courseware programs on a variety of biological topics are presented for viewing, examination, and evaluation. A questionnaire that may be used to evaluate courseware is presented.

An exercise to help instructors develop multimedia teaching tools

A "Conversion Immersion" workshop was convened to provide a forum for instructors to work together to convert traditional "cookbook" laboratories to a more investigative format. This paper summarizes some of the ideas that emerged from the two sessions of the workshop, which included labs on the following topics: chick development, soils, antimicrobial agents, effects of pH and heavy metals on microbial processes, DNA isolation, immunohistochemistry, enzymes, osmosis, invertebrate diversity, plant diversity, microscopy and cells, muscle contraction, fermentation, and genetic engineering.

A hands-on workshop providing participants with an opportunity to work with Jamba to create interactive tutorials for the Internet including: drag and drop, animation, fill in the blank and multiple-choice questions, and interactive slide shows for student learning.

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.

Methods for the collection and the culturing of a variety of experimental organisms used in teaching biology are discussed. The organisms include protozoans, hydra, planaria, vinegar eels, aquatic snails, Daphnia, brine shrimp, frogs, turtles, flesh flies, and Tenebrio. Culturing parameters, overall care, handling, diet, feeding procedures, and specific environmental conditions are examined.

This learning object is designed to introduce teachers and course coordinators to the use of Netscape Navigator Gold, and to provide a brief introduction to web page design.

Costs to faculty in time and costs for the purchase of software help inhibit widespread instructional computing. mpAuthor is an expensive program for DOS/IBM microcomputers; anyone able to use a word processor producing ASCII files can create menu-driven exercises. Several examples of its use are presented, including some to improve thinking and problem- solving skills. Strengths of the program include: minimal computer skills required (have students create exercises instead of a term paper or as a project); works with virtually any DOS microcomputer (students can study anywhere); and easily exchange exercises with colleagues, and customize their exercises for your courses.

This workshop details the physical description and use of a small ROV submarine, built in 2004 to explore and video bottom features at Mountain Lake, Giles County, Virginia. This project represents an ongoing co-operative effort between the Wilderness Conservancy at Mountain Lake, Roanoke College and Virginia Polytechnic Institute as academic partners. Mountain Lake is the only natural lake in the southern Appalachian Highlands. It is a low nutrient, high altitude, sub-alpine lake and associated ecosystem. In many ways the lake may be considered to be an environmental "early warning" system for much of the Southern Appalachians. It is of particular interest because of its unusual geologic structure (a fault and crevice in the deepest portion of the lake). It is also a cyclic lake on the scale of decade to century, and has recently gone through the low portion of its cycle. The ROV is constructed of PVC, with direct umbilical to the surface. It is controlled by use of 6 (12-volt) electrical mini bilge pumps, and is outfitted with an infrared/visible light underwater video camera, as well as dive lights. The ROV has been used to determine bottom textures across the lake, particularly in the deepest portion of the lake, at more than 95 feet of depth. The ROV is also designed for educational use of visiting groups by the Wilderness Conservancy at Mountain Lake.

In this investigation, students will become proficient in the use of integrated digital technology as they capture images of exemplary specimens with digital microscopes. Students can later use these images individually to compose and illustrate original lab manuals (digital notebooks) or in collaborative groups to design multimedia presentations. Students actively engage in their learning and participate in high levels of cognitive functioning as they construct knowledge about the phyla they are studying. The creative aspects of these exercises provide for a high interest laboratory experience that taps into intrinsic motivation and leads to student success in demonstrating content mastery.

This workshop is designed for biology lab teachers who are not yet using digital photography. My focus will be on the simplest equipment that will do the job, not on the best or latest equipment. I will cover the basics of color and gray scale digital photography, biometry, closeups, and photomicrographs with or without a trinocular head on the microscope. We will make a little time-lapse movie with a still camera. Computers will be garden variety PC's or Macs. For software I will use mainly the freeware Scion/NIH Image.

An inquiry-based laboratory exercise to introduce students to experimental procedure and scientific method

A presentation of methodologies for TA training - focusing on effective and often varied means of instruction, clear and concise methods of communication, and consistent and fair marking.