Biology Homework 1
Portfolio Assignment 3: Synthesis—Reaching “Your Own Idea”
Reminder
Your complete set of portfolio activities is the capstone project of this class. Thus, it is in your best interest to carefully read the instructions and information for this assignment and critically think about the best way to answer the question before you prepare and submit your work.
Connections to Learning Outcomes
· Propose how each of our intellectual abilities and character traits plays a role in obtaining and evaluating credible information from different domains of knowledge.
· Develop a plan that would be useful to you in making sound decisions—outline that plan in steps and explain the importance of each step and its position in your plan.
· When given a particular problem to solve, write a series of questions you would need to answer in order to develop a trustworthy answer.
· Evaluate the credibility of sources of information.
Introduction
Ophelia
By John William Waterhouse, 1889
It’s easy to play the role of Ophelia and find your answers “whar [you] gits [your] corn pone.” 1 It takes time, effort, patience, and a willingness to trust your opinions, live with uncertainty, and be willing to think independently of your peers. Often we think the concepts of “giving the professor (or whomever) what he or she wants” and independent thinking are mutually exclusive. But are they?
As you work your way through this course it is important you remember that our goals for you include the ability to think for yourself, neither as an Ophelia or Polonius, but as a person who carefully and fairly judges the evidence and makes sound choices.
Instructions
1. Read “Essay Prompt” and the “Grading Guide” so you know what is expected.
2. Prepare an outline to help you organize your thoughts.
3. I encourage you to use the words and ideas of others to support your claims; however,
a. Avoid plagiarism! Refer to “Plagiarism” in your syllabus for information to be sure you are not plagiarizing.
b. Use credible sources of information to substantiate your ideas!
4. This assignment must be no longer than one and a half pages, typed in 12-point Times New Roman font, double spaced, with 1-inch margins. Any citations (in text or Works Cited) should be in MLA style. (See the BYU Writing Center website for more information.)
Essay Prompt
Think about a belief or knowledge that you have. Do you claim ownership? If so, trace the actual development of your belief or knowledge. Critically examine the route, evaluating each piece of evidence that you used to develop your own ideas. If the belief is not yours, explain the steps you need to take in order to reach your own idea.
Grading Guide
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A range |
B range |
C range |
D/F range |
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Significance of Answer/Ideas |
Content is rich; ideas are well-developed, fresh and perceptive, convincing, or imaginative. |
Content is appropriate; ideas are adequately expressed with some fresh insights, few clichés, and little superficial thought. |
Content is somewhat superficial or repetitive; some attempt at thought-provoking insights but overall ordinary and trite. |
Content is very superficial or repetitive with little or no penetrating insights. Tends toward the obvious. |
|
Organization |
Paragraphs are well defined and organized; logic flows smoothly from a full and clear thesis statement to coherent supporting arguments and builds to a convincing conclusion; principal ideas unify the paper; insignificant or irrelevant material not present. |
Emerging paragraph-length discourse; thesis is clear and logic follows; supporting arguments are largely in place and conclusion is overall convincing; essay provides many unifying ideas, but some insignificant or irrelevant material appears. |
Thesis is present but weak or variety of ideas causes logic to go astray; supporting arguments are weak or missing in places; weak conclusion; insignificant or irrelevant material predominant. |
Thesis is very weak or absent; little pattern of logic, clear supporting arguments; conclusion is very weak or lacking; rambling with no sense of direction. |
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Support |
Main ideas and arguments are well supported, including credible material from outside sources; support is imaginative, relevant, and sufficient. |
Main ideas and arguments are reasonably supported, including credible material from outside sources; support is largely imaginative, relevant, and sufficient. |
Main ideas and arguments are weakly supported or missing in areas; material mostly credible, but some lapses in judgment are apparent; support is more generalized, feeble, vague, and repetitious. |
Main ideas are arguments lacking in support; material is not credible or suspect; support is generalized, feeble, vague, and repetitious. |
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Expression |
Clear, natural, and appropriate language for formal writing is used (not cold and stilted but not colloquial or prone to slang); word and phrase choice apt and precise. |
Appropriate language is used in majority of writing; word and phrase choice are adequate with a few idiomatic expressions. |
Adequate language and word choice are used, but sometimes it is inaccurate and inappropriate. |
Inadequate language and word choice and or inaccurate use of vocabulary is present. |
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Technical Control |
Punctuation, capitalization, spelling, grammar, and syntax follow conventional rules; documentation of cited works consistent with MLA format and directions. |
Punctuation, capitalization, spelling, grammar, and syntax follow conventional rules—fewer than three mistakes; documentation of cited works is consistent with MLA format; format of paper is correct. |
Punctuation, capitalization, spelling, grammar, and syntax are reasonable—fewer than four mistakes; documentation of cited works is largely consistent with MLA format; format of paper is correct. |
Punctuation, capitalization, spelling, grammar, and syntax is flawed—five or more mistakes; documentation of cited works is flawed; format has flaws. |
Formatting and Naming Your Assignment
Please follow these guidelines.
· Type your assignment in a word-processing program (such as Microsoft Word). The assignment should be double-spaced, in 12 pt. Times-Roman font, with 1-inch margins.
· Any citations (in text and works cited page) should be in MLA format (see the BYU Writing Center website for more information).
· Save the file in DOC or DOCX format.
· Name the file using the course number, your first and last name, and the assignment name for the filename. For example, BIO100_KimSmith_Portfolio3_YourOwnIdea.docx.
Submitting Your Assignment
When you are ready to submit your assignment,
1. Click on “Show Dropbox” at the bottom right of your screen.
2. Click on “Choose File.”
3. In the window that pops up, navigate to the document you want to submit.
4. Select the document and click “Open.”
5. In the comment box below, add any comments you have or any comments required by the assignment.
6. Once everything is ready, click “Submit.” A small icon will appear in the top right corner of the screen and on the navigation menu informing you that the assignment has been submitted and is ready for grading.
Portfolio Question 4: Termite Behavior: Using the Scientific Method to Know
Reminder
Your complete set of portfolio activities is the capstone project of this class. Thus, it is in your best interest to carefully read the instructions and information for this assignment and critically think about the best way to answer the question before you prepare and submit your work.
Connections to Learning Outcomes:
· Carefully observe phenomenon and record those observations.
· Write questions based on the observations—assess which questions are scientifically testable.
· Propose a hypothesis based on observations and questions that is testable, falsifiable, and predictive.
· Design an experimental protocol based on the hypothesis.
· Gather data, analyze the data, and organize the data into a format that communicates information clearly.
· Write a conclusion that is defendable based on the evidence collected.
Introduction to the Activity
Termites in a wooden structure
Photo by Stephanie Burdett
This activity lets you practice elements of the scientific method as best we can in an online environment. You’ll be filling out the Termite Activity Worksheet as you work your way through the activity. Save a copy of the worksheet, type your information into it, and submit it when you are finished.
Hint: As you go through the activity, it will help to use a printed or electronic copy to keep track of your answers. This will make it easier to format it for submission when you are done.
Next, watch the introduction video. This segment will give you some background on termite behavior and ecology.
01—Termites
To read the transcript for this video, click here.
Now is a good time to check out the grading guide so you have a pretty good handle on what is expected.
Observations
There is a difference between casual and scientific observations. Good scientific observations include both qualitative (descriptive) and quantitative (numeric) data. In real life you might want to think of tools you could use to enhance observations. Details are important.
02—Observations
To read the transcript for this video, click here.
For this segment of our activity, you need to record a minimum of four observations (more is better). For this assignment you will submit four carefully-crafted observational statements that will lead to interesting questions and a testable hypothesis.
Question Development
Think back to our lesson “Do You Know What You Should Think” and our discussion on asking good questions in order to find clear answers. You might want to review President Samuelson’s article to jog your memory.
Developing effective questions is an especially important concept in science: to promote problem solving, you need to ask effective questions.
Now you get to practice what you’ve learned previously. Based on your observations you’ll need to write two scientifically investigable questions.
03—Question Development
To read the transcript for this video, click here.
Constructing a Hypothesis
Remember, a hypothesis is a proposed explanation for a set of phenomena and is often based not only on observation but on prior experience, scientific background knowledge, and logic.
In this class, we’ll have you write a highly formalized hypothesis so that you clearly identify the independent and dependent variables, showing a strong relationship between the two, and make a clear prediction. A strong, clear hypothesis will help you design a good experiment!
To do this let’s review some vocabulary:
· INDEPENDENT VARIABLE (A)—the variable you, the scientist, control or change
· DEPENDENT VARIABLE (B)—the variable that you observe or measure the results of
· PREDICTION—a rigorous statement (often quantitative) forecasting what will happen under specific conditions
Remember, the observed outcome of the dependent variable depends on how you manipulate the independent variable.
Hypothesis statement format: If A (independent variable) is related to B (dependent variable), then __________________ (prediction).
The structure of a formalized hypothesis is useful because it make you focus on a single independent variable and its relationship to the dependent variable(s). Plus, it forces you to make a prediction of how manipulating the independent variable will affect the dependent variable.
For example:
If annual rainfall is related to the thickness of annual growth rings in trees, then examining wood samples will reveal correlations in the growth rings to the historical records for rainfall in that environment.
Beware! Not all if–then statements are hypotheses. An example of an if–then statement that isn’t a hypothesis might be “If heavier-than-normal rainfall occurs in one year, then the annual growth ring for that year will be thicker.” This is a simple prediction, not a hypothesis. The problem with this statement is that there is no proposition to test. What is related to what? Is rainfall a variable? Is growth a variable?
Now, you’ll select one of your investigable questions and construct a formalized hypothesis.
04—Constructing a Hypothesis
To read the transcript for this video, click here.
Experimental Design
“Because the validity of an experiment is directly affected by its construction and execution, attention to experimental design is extremely important.” 1 Scientists analyze the data that an experiment produces, so it’s vital to put in the time and effort required to properly design an experiment. If you’ve designed the experiment well, it will produce the right type of data, and you will be able to answer the question quickly and efficiently.
You’ve clearly identified the question the experiment is intended to answer. Now you should focus on identifying expected conflicting variables so that there is only one variable of interest that is being manipulated—this is a major way you can improve the quality of your answer. Of course, it is impossible to identify and eliminate all extraneous variables however you should eliminate as many as possible.
The students that take this course on campus in a face-to-face environment have the opportunity to actually do the termite activity. They make actual observations and carry out experiments. Since an online course does not have this luxury, I’m going to tell you the six directions virtually every on-campus student takes when writing a hypothesis.
· Ink color—the color of the ink is what attracts termites to the circle
· Shape—the geometric shape drawn affects whether or not termites follow the ink path
· Smell/taste—termites are attracted to the smell of the ink, or they like the taste of the ink
· Texture—the stickiness, wetness, smoothness, etc. of the ink influences termite movement
· Indentation—the recess in the surface of the paper forms a pathway the termites follow
Does one of these fit your hypothesis? Great! If not, then don’t worry. Write up your experimental design based on your hypothesis.
Take some time to carefully design an experiment to test your hypothesis. Use bullet points to briefly describe your experimental protocol including how you plan to eliminate unwanted variables and the sorts of data you will collect.
05—Experimental Design
To read the transcript for this video, click here.
Record the Experimental Data
Evaluating an idea in light of the evidence should be simple, right? Either the results match the expectations or they don’t. Sometimes this is true, but in the real world things are usually more complex and messy, which means it’s not so straightforward to interpret the evidence that pertains to your idea. For these reasons it is crucial to have a good idea of the data you want to collect from an experiment and be scrupulous when collecting that data.
Because we are not in a face-to-face class, you were not able to actually carry out your own experimental design. We still want you to have the experience of collecting and analyzing data, so we’ve set up five of the most common experimental designs Biology 100 students have created in the past. Select the idea that best fits your hypothesis, click on the link and collect the data. Make sure you organize your data so it is clear and tells a story.
Ink Color
06—Ink Color
To read the transcript for this video, click here.
Shape
07—Shape
To read the transcript for this video, click here.
Smell/Taste
08—Smell/Taste
To read the transcript for this video, click here.
Texture
09—Texture
To read the transcript for this video, click here.
Indentation
10—Indentation
To read the transcript for this video, click here.
Analyze the Data—Write a Conclusion
Data analysis is perhaps the trickiest part of any scientific endeavor. The same data may be interpreted in different ways. After many rounds of experiments, arguments, and analysis, the scientific community usually reaches a concensus about how a set of data should be interpreted but this process usually involves additional lines of evidence.
For this activity we are not interested if you "got the right answer" as to why the termites behave as they did. We are interested that you show deep thought, logic, and application of the evicence (data) in your conclusion.
Recap
For this part of the activity we’ll look at potential problems with various experiments. After watching this segment, you’ll write down two uncertainties you have about the conclusion you just wrote (i.e., why you might be not completely confident in your conclusion). At this point you may want to go back and view the other experiments.
11—Recap
To read the transcript for this video, click here.
Reflection
Now that you’ve completed the termite activity, you’ll reflect on the principles to which you were introduced in this unit and put into practice in this lesson by answering two questions. You might want to review your notes, the Explorable website, and the assigned reading in your textbook to help you prepare your answers.
Formatting and Naming Your Assignment
Please follow these guidelines.
· Type your information in the Termite Activity Worksheet .
· Any citations (in text and works cited page) should be in MLA format (see the BYU Writing Center website for more information).
· Save the file in DOC or DOCX format.
· Name the file using the course number, your first and last name, and the assignment name for the filename. For example, BIO100_KimSmith_TermiteActivity_Unit2Lesson3.docx
Submitting Your Assignment
When you are ready to submit your assignment,
1. Click on “Show Dropbox” at the bottom right of your screen.
2. Click on “Choose File.”
3. In the window that pops up, navigate to the document you want to submit.
4. Select the document and click “Open.”
5. In the comment box below, add any comments you have or any comments required by the assignment.
6. Once everything is ready, click “Submit.” A small icon will appear in the top right corner of the screen and on the navigation menu informing you that the assignment has been submitted and is ready for grading.