Solution manual for biology science for life with physiology 5th edition by belk

Figure 1.3 Lecture Activity 1.1: “What Is Biology?” Concept Map Lecture Activity 1.4: Do Bees See in Color?. Figure 1.17 Lecture Activity 1.1: “What Is Biology?” Concept Map Estimated

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Introduction to the Scientific Method

OBJECTIVES Teaching Goals

Most students have covered the scientific method in high school biology However, when asked to define

a hypothesis, the majority will say, “A hypothesis is an educated guess,” without any comprehension of what it really means This chapter introduces the student to the scientific method as a way of thinking and explaining observations This chapter also familiarizes students in the proper setup of experiments and statistical analysis of data The emphasis should be on using critical thinking in everyday decision making—not just in a laboratory Students are inundated with claims based on anecdotal evidence and misrepresentation of data Your goal is to help the students evaluate such claims by critical analysis of the data

Student Goals

By the end of this chapter, students should be able to accomplish the following learning objectives:

• Describe the characteristics of a scientific hypothesis

• Compare and contrast the terms scientific hypothesis and scientific theory

• Distinguish between inductive and deductive reasoning

• Explain why the truth of a hypothesis cannot be proven conclusively via deductive reasoning

• Describe the features of a controlled experiment, and explain how these experiments eliminate alternative hypotheses for the results

• List strategies for minimizing bias when designing experiments

• Define correlation, and explain the benefits and limitations of using this technique to test hypotheses

• Describe the information that statistical tests prove

• Compare and contrast primary and secondary sources

• Summarize the techniques you can use to evaluate scientific information from secondary sources

LECTURE OUTLINE

1

Can Science Cure the Common Cold?

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2 Instructor Guide Biology: Science for Life

C Scientific theories are supported by multiple lines of evidence from hypotheses that have been tested by deductive reasoning

D Construction of hypothesis involves inductive reasoning, and hypothesis testing involves

deductive reasoning (Figure 1.3) Lecture Activity 1.1: “What Is Biology?” Concept Map

Lecture Activity 1.4: Do Bees See in Color?

Lecture Activity 1.5: Demonstrating the Importance of Control Groups Lecture Activity 1.6: Bioethics in Epidemiological Studies

1.3 Understanding Statistics

A Statistical analysis can help researchers apply results from a small experimental group to a larger

group without actually testing the larger group (Figure 1.12)

B The significance of results is influenced by the size of the sample and the validity of the

hypothesis (Figure 1.15)

C Sampling error is the difference between a sample and the population that it is being compared to

Lecture Activity 1.7: Understanding Statistics 1.4 Evaluating Scientific Information

A Information from primary sources is used as the basis for news articles and websites

(Figure 1.16)

B Different media sources have various levels of credibility and reliability

Lecture Activity 1.8: Evaluating Scientific Claims in Advertisements

1.5 Is There a Cure for the Common Cold?

A Hand-washing is the best method for preventing the common cold (Figure 1.17)

Lecture Activity 1.1: “What Is Biology?” Concept Map

Estimated Time to Complete: 15–20 minutes, or longer with practice activities and discussion

Introduction: Students sometimes have difficulty understanding science because the content may be seen

as a large volume of disconnected and trivial facts, unrelated to their own lives This activity encourages students to make connections between biological science and the “real world.”

Material:

• Blank paper for drawing concept maps

• Index cards or sticky notes

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Procedures:

1 If students are not familiar with the process of concept-mapping, practice the activity as a whole class

by introducing a topic that is well known to most students: food, sports, entertainment (music, movies, and video games), local attractions, current events, etc

2 Students should brainstorm a list of definitions and examples related to the selected topic

3 Students should write main ideas (usually nouns) on the index cards or sticky notes

4 Students should arrange and rearrange the index cards or sticky notes to create a concept map outline

5 Verbs and descriptive phrases should be used to make connections between the main ideas

6 After students have practiced concept mapping, have them work in small groups to brainstorm answers to the following questions or others of your choosing:

o What is biology?

o What are some specific items that biologists study?

o Why is it important to study those biological topics?

o How does biology affect human lives?

o How is biology connected to society? Government? Economics? Athletics? Human health? Medicine? Hunting? Agriculture? City planning? Water quality? Energy usage? Other sciences? Psychology? Education? History?

7 Give the students 10–15 minutes to create and “draw” their “What Is Biology?” concept map, using the same process from steps 3–5

8 Circulate around the classroom to assist students and ensure that their concept maps contain sufficient ideas and logical connections Ask probing questions to aid students who are having difficulty making sufficient connections between biology and other aspects of their personal and college life

9 If desired, concept maps may be displayed and observed in a gallery walk Students may be asked to explain their concept maps to the class

Assessment Suggestions: Have students or student groups turn in their papers Check that the concept

maps have a sufficient number of components and that logical connections are made between ideas Give students participation points for presenting their concept maps to the class

For an online submission, students may use concept-mapping or drawing software to create their concept maps or to refine their in-class version Points are given according to a rubric for participation (See the sample rubrics available at the following URLs.)

Related Resources:

Concept Mapping Tutorials:

• Concept Maps: Learning Made Visible, Center for Teaching, University of Iowa

Concept Mapping Software/Programs:

• CMap Tools Download, Institute for Human and Machine Cognition (http://cmap.ihmc.us/download/)

• Concept Map, Northwest Missouri State University

(http://www.nwmissouri.edu/library/courses/research/conceptMap.html)

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Assessment of Concept Maps:

• Assessing & Evaluating Concept Maps, Center for Teaching, University of Iowa

(http://cft.uiowa.edu/files/cft.uiowa.edu/files/Assessing%20and%20Evaluating%20Concept%20Maps.pdf)

• Assessment Using Concept Maps, Science Education Resource Center, Carleton College

(http://serc.carleton.edu/NAGTWorkshops/assess/conceptmaps.html)

• Concept Map Rubrics, Center for Teaching, University of Iowa

(http://cft.uiowa.edu/files/cft.uiowa.edu/files/Concept%20Map%20Rubrics.pdf)

Lecture Activity 1.2: Identifying Dependent and Independent Variables

Estimated Time to Complete: 20–30 minutes, or longer with discussion

Introduction: This activity will assist students in distinguishing the differences between dependent and

independent variables in a controlled experiment

Material:

• Lecture Activity 1.2A Handout: Dependent and Independent Variable T-Chart

• Lecture Activity 1.2B Handout: Identifying Dependent and Independent Variables

Procedures:

1 Distribute T-charts or have students create their own with one column labeled “dependent variable” and the other column labeled “independent variable.”

2 Working in small groups, students should brainstorm a list of definitions, characteristics, and

examples related to each term

3 Have students share their information Discuss the necessary components for each: independent variable (manipulated by the researcher, may or may not affect the dependent variable, displayed on

the x-axis of a graph, etc.) and dependent variable (responding variable, may depend upon the

independent variable, displayed on the y-axis of a graph, etc.)

4 Students should continue in their small groups by answering the questions related to the experiment scenario or other scenarios from current science research

Assessment Suggestions: Have groups turn in their papers Check for understanding about the

distinctions between dependent and independent variables, as well as the components for controlled experiments

Handout Answer Key:

1 Write a prediction that would be appropriate for the experiment scenario Answers may vary slightly

If frog eggs develop in river water by the industrial park, then the adult frogs will be deformed

2 What would be the independent variable in the experiment? The river water samples are the

5 Why would they perform these experiments in the laboratory and not in the river? The river

environment would be too difficult to control and would not be a practical experimental setting

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6 What conclusion should the researchers derive from their data? The river water may be affecting the frog development, but it may not be causing the deformities observed at the river

7 What might be some alternative hypotheses for this situation? Answers may vary Temperature of the river water, other organisms in the water, organic chemicals in the water, etc

8 What could be a next step for their investigation? Answers may vary Research whether the deformities are occurring in other areas Discuss the situation with environmental scientists and biologists in the local community Perform more experiments with the river water and different types

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Lecture Activity 1.2A Handout: Dependent and Independent Variables T-Chart

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Name: Date:

Lecture Activity 1.2B Handout: Identifying Dependent and Independent Variables

In order to test a hypothesis and prediction, controlled experiments are used Controlled experiments involve several necessary components An independent variable is usually manipulated by a researcher but does not change as a result of the experiment The changes in the dependent variable may be caused

by the experiment (and depend upon the independent variable) Graphs that depict the experimental data

list the independent variable on the x-axis while the y-axis shows the dependent variable

A commonly used mnemonic (memory device) to aid in distinguishing the characteristics of the types

of variables is DRY MIX

D = dependent variable (depends on the other)

R = responding variable (one that changes)

Y = y-axis on a graph

M = manipulated variable (one that is changed by the researcher)

I = independent variable

X = x-axis on a graph

The following sentence is a template to write an if/then statement to be used as a prediction:

If the independent variable is changed [increased, decreased, etc.], then the dependent variable will change in this way [increase, decrease, etc.]

Example: If the amount of available light increases, then plant growth will increase

1 Write a prediction that would be appropriate for the experiment scenario

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2 What would be the independent variable in the experiment?

3 What would be the dependent variable in the experiment?

4 What steps should Jonah and Tessa take to ensure that the experiment would be controlled?

5 Why would they perform these experiments in the laboratory and not in the river?

6 What conclusion should the researchers derive from their data?

7 What might be some alternative hypotheses for this situation?

8 What could be a next step for their investigation?

9 What other information may help them design future experiments?

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Lecture Activity 1.3: Developing and Testing Hypotheses Estimated Time to Complete: 15–20 minutes, or longer with discussion Introduction: This activity gives students a chance to practice what they have learned about developing

hypotheses and testing them Students work in groups of three to four to promote interactive learning and discussion An observation is given to each group, and the group members’ job is to create a testable and falsifiable hypothesis to explain that observation The activity can stand alone, or it can become the basis

of a discussion after completion If desired, groups could report to the class on their observation, hypothesis, and experiment

A handout is provided with a sample observation Here are several more suggestions, and others can

be made up as needed:

• Algae appear in clean water left outside in a child’s plastic pool for a week

• Lawn grass doesn’t grow at the beach

• Mosquitoes bite some people more than others

• Coleus plants grown inside are taller but have thinner stems than coleus plants grown outside

• Ants eat some foods that they find outside, but not all

• Bees visit some types of flowers, but not others

Materials:

• Lecture Activity 1.1 Handout: Developing and Testing Hypotheses

Procedures:

1 Divide the students into groups

2 Display physical items or pictures of items related to the observations to be used

3 Have students write three to five observations about the characteristics of the selected items or pictures

4 Clearly explain that each group will receive an additional observation and that their job is first to write testable questions related to the observations Next, they will formulate a testable hypothesis to explain that observation They will then come up with an experimental protocol, including controls that would test their hypothesis

3 Distribute a handout to each group, or give them their observations verbally Groups can all receive the same observation, or a different observation can be used for each group

4 Give the students 10–15 minutes to generate their hypothesis and experiment Circulate around the classroom during that time to make sure that groups remain on task, that their hypotheses are reasonable and testable, and that the experimental procedure includes a control and makes sense

5 If desired, ask groups to present their observation, hypothesis, and experiment to the class

Assessment Suggestions: Have groups turn in their papers Check that the hypotheses are testable and

falsifiable and that control groups were used properly Give students participation points for presenting their ideas to the class

For an online course have students submit their hypotheses in a discussion forum and have the students discuss the results and determine if each hypothesis is in the correct format Points are given following a rubric for participation

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Lecture Activity 1.3 Handout: Developing and Testing Hypotheses

1 Write three to five observations about the characteristics of the displayed items

Next Observation: Sea oats grow only near the beach

2 Write three testable questions about all observations

3 Write a hypothesis using the information from above and any related prior knowledge or experiences

4 Is this hypothesis testable? Explain your reasoning

5 Design an experiment to test your hypothesis and list the specific steps that you will use Identify the

following information in your experiment:

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Lecture Activity 1.4: Do Bees See in Color?

Estimated Time to Complete: 15–20 minutes, or longer with discussion Introduction: This activity puts students into the shoes of a real scientist who is trying to answer a

question about nature The students read an account of some actual experiments done by Karl von Frisch

to try to determine whether bees can see in color They start with von Frisch’s observations, find out what

he did, and work through the experimental method along with him Working in groups, they see how von Frisch interpreted and then improved his experimental method to draw his conclusions

Materials:

• Lecture Activity 1.2 Handout: Do Bees See in Color?

Procedures:

1 Divide students into groups

2 Briefly introduce the activity, and explain what students are to do

3 Pass out handouts

4 As students are working, circulate around the classroom to check that groups remain on track

Sometimes they can get off on a tangent, hypothesizing, for example, that bees like sugar water They also tend to express themselves in vague generalities; keep them to specifics

Assessment Suggestions: Collect and check group papers A key for correcting the handout is provided

Tell students that, using a similar set of experiments, von Frisch demonstrated that bees could not see the color red Ask the class to describe the experiments and results that would have led von Frisch to reach this conclusion

You could also put the handout online and have them fill out the handout online after completing the work in the classroom or have students work on this individually online and treat it like an assignment

Handout Answer Key:

1 What was von Frisch’s hypothesis? Von Frisch hypothesized that bees could see the color blue

2 What conclusion should von Frisch draw from his results? He should conclude that the results supported his hypothesis—that the bees could distinguish the blue paper from the red paper

3 What observation would have falsified von Frisch’s hypothesis? His hypothesis would have been falsified if the bees had swarmed around both bowls equally

4 Which uncontrolled variable in his first experiment did von Frisch correct in the second experiment, and why was it important? The uncontrolled variable was color intensity It is important because it is

a way that bees could distinguish between the papers without actually being able to see their color

5 How did von Frisch control for this variable in the second experiment? He put bowls on a series of gray papers with similar color intensity to the blue paper to see if that would confuse the bees

6 What was the overall conclusion from von Frisch’s series of experiments? (Remember to refer to his original hypothesis.) Von Frisch concluded that his hypothesis was supported; bees can see the color blue

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