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REPLACING LECTURE WITH ACTIVE LEARNING IN AN
ADVANCED PLACEMENT BIOLOGY COURSE

presented by

KELLY LYNN JOOS

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Master of degree in Department of Science and
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REPLACING LECTURE WITH ACTIVE LEARNING IN AN ADVANCED
PLACEMENT BIOLOGY COURSE
By

Kelly Lynn Joos

A THESIS
Submitted to
Michigan State University

in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE
Department of Science and Mathematics Education

2007

ABSTRACT

REPLACING LECTURE WITH ACTIVE LEARNING IN AN ADVANCED
PLACEMENT BIOLOGY COURSE

By
Kelly Lynn Joos

The purpose of this research project was to design and implement active
learning opportunities such as lab experiments and activities into the first
semester of an Advanced Placement Biology course as replacement to lecture
and note-taking experiences. The lab experiences and pre and post lab
questions were designed to teach biological concepts without the need of
corresponding lecture material. Topics covered by implemented activities include
general experimental design, capture/recapture methods of population estimation,
transpiration, allelopathy, negative feedback loops and Chi Square tests. The
effectiveness of the labs and activities was evaluated using pre and post test
comparisons, surveys and anecdotal evidence.

The results of these assessments support the use of such activities as a
method of teaching various biological concepts. Strengths and weaknesses of
each of the activities are discussed and proposed adaptations for increased

effectiveness of each are described.

ACKNOWLEDGEMENTS

I would like to thank the following people for their significant contributions to the

completion of this thesis project.

~ Dr. Merle Heidemann, Dr. Ken Nadler, Dr. Chuck Elzinga, Dr. Jerry
Urquhart, Mr. Sheldon Knoespel and Dr. Paul Hunter for their generosity

with both their wealth of knowledge and their time.

~ My 2006-2007 Advanced Placement Biology students for all of their hard
work and willingness to participate in this project. I wish you all the best as
you step into the world beyond high school. Know that you will all be in my

prayers!

~ The other students in the DSME program, especially Tracie Krawczyk, Jon
VanOverloop, Marie Jasper, Melyssa Lenon and Anne Jeannette
LaSovage. l was truly blessed to work alongside each of you over the past

few summers. Thank you.

~ My family and friends who encouraged and supported me through all of the

hard work that went into completing this thesis and who provided me with

places to stay each summer as I completed my coursework!

iii

TABLE OF CONTENTS

LIST OF TABLES .................................................................................. vi
LIST OF FIGURES ............................................................................... vii
INTRODUCTION ................................................................................... 1
IMPLEMENTATION
INTRODUCTION ........................................................................ 10
EXPLANATION OF ACTIVITIES
GENERAL EXPERIMENTAL DESIGN .................................... 12
CAPTURE RECAPTURE LAB .............................................. 13
TRANSPIRATION LAB ........................................................ 15
ALLELOPATHY LAB ........................................................... 18
NEGATIVE FEEDBACK LOOPS ACTIVITY ............................. 19
CHI SQUARE ACTIVITY ...................................................... 21
SEED RESPIRATION LAB ................................................... 25
YEAST FERMENTATION LAB .............................................. 26
ASSESSMENT ........................................................................... 29
RESULTS
OBJECTIVE ANALYSIS ............................................................... 31
STATISTICAL ANALYSIS ............................................................. 36
ANALYSIS OF SURVEY RESULTS ................................................ 37
DISCUSSION ...................................................................................... 44
APPENDICES
APPENDIX A: CONSENT FORM
I. PARENTAL CONSENT AND STUDENT ASSENT FORM ....... 54
APPENDIX B: EXPERIMENTS AND ACTIVITIES
I. EXPERIMENTAL DESIGN WORKSHEETS ......................... 57
II. CAPTURE/RECAPTURE ACTIVITY .................................. 61
III. TRANSPIRATION LAB ................................................... 63
IV. ALLELOPATHY LAB ..................................................... 66
V. NEGATIVE FEEDBACK LOOPS ACTIVITY ........................ 70
VI. CHI SQUARE ACTIVITY ................................................ 81
APPENDIX C: ASSESSMENTS AND RUBRICS
I. PRE AND POST TEST QUESTIONS .................................. 88
II. PRE AND POST TEST SCORING RUBRIC ........................ 93
III. SUBJECTIVE PRE AND POST TEST ............................... 97

iv

TABLE OF CONTENTS (CONT’D)

APPENDIX C: ASSESSMENTS AND RUBRICS

IV. SUBJECTIVE EXIT SURVEY .......................................... 99
APPENDIX D: STUDENT RESULTS
I. STUDENT PRE AND POST TEST SCORES ...................... 102
II. STUDENT PRE AND POST SURVEY SCORES.................103
III. SUBJECTIVE STUDENT ACTIVITY RATINGS ................. 105
IV. SUBJECTIVE STUDENT ACTIVITY RESPONSES ............ 106
APPENDIX E: LABS AND ACTIVITIES NOT IMPLEMENTED
I. SEED RESPIRATION LAB .............................................. 113
II. YEAST FERMENTATION LAB ........................................ 118
BIBLIOGRAPHY ................................................................................. 125

Table 1:
Table 2:
Table 3:
Table 4:
Table 5:
Table 6:
Table 7:

Table 8:

LIST OF TABLES

General Semester Outline with New Experiments and Activities ........ 11

Pre and Post Test Question Topics ............................................. 31

Paired t-Test Results for Pre and Post Test Data ........................... 37
Average Pre and Post Survey Answers ........................................ 38
Average Student Ranking of Lab Effectiveness .............................. 39
Pre and Post Test Scores by TOpic Question ............................... 102
Student Pre and Post Survey Scores by Question ........................ 103
Student Activity Effectiveness Ratings ........................................ 105

vi

Figure 1:
Figure 2:
Figure 3:
Figure 4:
Figure 5:
Figure 6:

Figure 7:

LIST OF FIGURES

Sample Fruit Fly Petri Dish (Yellow Body, F1) ............................... 24
Fermentation Lab Demonstration Setup ....................................... 29
Pre and Post Test Scores for the Capture/Recapture Activity ........... 32
Pre and Post Test Scores for the Transpiration Lab ....................... 33
Pre and Post Test Scores for the Allelopathy Lab .......................... 34
Pre and Post Test Scores for Negative Feedback Loops Activity ...... 35

Pre and Post Test Scores for the Chi Square Lab .......................... 36

vii

INTRODUCTION

Advanced Placement (AP) Biology is equivalent to a college-level
Introductory Biology course taken by high school students. At the completion of
the course, students are given the option to take the AP Exam. In general, if
students receive a score of a four or five (out of five) on the exam, they will
receive college credit for the Introductory Biology course at the undergraduate
school they attend (Check with individual colleges and universities to verify the
scores required for credit). These incoming credits provide students more
flexibility in their college schedules which allows them to take more and varied
science courses as they will already have completed the prerequisite
requirements.

Advanced Placement Biology covers a variety of topics as set forth by the
College Board which broadly includes Molecules and Cells, Heredity and
Evolution and Organisms and Populations. In addition to these core content
topics, students must also be introduced to science as a process, evolution as
the basis of modern biological understanding, an integration of concepts as they
pertain to biological systems and the impact of human activity on ecosystems as
well as other social concerns related to biology. Laboratory experience is also a
crucial component of the AP Biology Course. There are twelve experiments
published in the College Board’s Laboratory Manual for Students in AP Biology
that are a required part of the course. The College Board does not issue a strict

curriculum which must be followed by all AP teachers. This allows teachers the

flexibility to cover topics in a method that is conducive to their teaching styles, as
well as freedom to incorporate other labs and activities that they may find
especially helpful or interesting. One Challenge that this lack of strict guidelines
has brought about is that the AP courses offered at various schools may be very
different from one another in rigor and experiences offered to students.
Therefore, when students apply to college, the college has no way to assess the
specific experience that each individual student has had in Biology. For this
reason, the College Board announced in 2006 their initiative to audit all
Advanced Placement courses. The intent of this audit is to confirm to colleges
that when a student enters with AP Biology on their transcript, they have
completed the College Board requirements for that course.

One of the requirements instituted by the College Board regarding AP
Biology is that 25% of the instructional time in the course must be spent
performing hands-on laboratory activities. This new lab requirement was the
motivation behind this Masters Thesis. Although the AP Biology course offered
at Kalamazoo Christian High School did integrate the official laboratory
experiments in the College Board’s Lab Manual, there was very little additional
time spent on lab activities. The existing AP Biology curriculum did not meet the

new instructional guidelines as set forth by the College Board’s audit.

In addition to the College Board requirements, there is a body of
pedagogical research that supports the inclusion of more active learning

opportunities in the Classroom. Typically, college-level courses are taught using

traditional lecture-based learning and associated laboratory exercises. The
primary reason for this method of teaching is that it allows for a large amount of
information to be conveyed to students in a relatively short amount of time
(Bonwell, 1996b). There is an overWhelming amount of information that must be
introduced to students in AP Biology in order to adequately prepare them for the
AP Exam at the end of the school year. In addition, as scientific discoveries are
made and a greater understanding of concepts is reached in the scientific
community, the amount of information to be covered in the course is constantly
increasing (Drayton, 2001).

Like most college courses, the AP Biology Class offered at Kalamazoo
Christian High School was largely lecture-based. When considering changes to
the course curriculum, it was important to make sure that coverage of content
was not sacrificed. This is a universal concern among educators who value both
active learning opportunities and content coverage in their curriculum (Wood,
2005, Bonwell, 1996a). “Teaching students to integrate information without
sacrificing content is critical” (Jones-Wilson, 2005).

One of the shortcomings of lecture-based learning is that, although
content can be covered at a much faster rate, Often content retention and
understanding of the material on the part of the student is sacrificed. Bonwell
and Sutherland describe this difference in learning experiences for students in
active versus lecture-based learning environments:

The research evidence supporting active approaches as the

more effective way to facilitate student learning cannot be

ignored. Students are simply more likely to internalize,
understand, and remember material learned through active

engagement in the learning process. Thus, the evidence

Clearly suggests the need for a change from the lecture that is

so common in college Classrooms. (1996a)
Vlfingfield and Black noted similar relationships between teaching style and
student learning (2005). One of the primary reasons for a lack of retention and
learning is that students involved in passive learning environments are much less
likely to remain engaged in the apprehension and comprehension of new
information for the entirety of the class period. Professors talk almost 80% of the
time in traditional lecture-style Classrooms (Weaver, 2005). According to Scott D.
Wurdinger, “Lecture...has been proven to be ineffective because students often
lose focus and do not remember much of what was said during the class. Forty
percent of the time during a lecture, students are thinking about something other
than what the professor is saying” (2005). It is a reality that adolescents enter
the classroom preoccupied with matters other than biology which can make
lecture less effective than would be desired. Bonwell and Sutherland note that
“although most of us would like for our students to take away from our classes as
much knowledge as possible. . .studies show that there is a practical limit to how
much students can learn in any given class period" (1996a). Therefore, much of
the content comprehension that occurs happens not during the class period, but
outside of the classroom as students review for assessments that require their
knowledge of the material (Jones-erson, 2005).

This method of teaching instills within students the belief that
memorization of facts presented by the teacher rather than understanding of the

material is most important (Hobson, 1996). Weaver refers to this as the “banking

model” which “prevails in education wherein faculty use lectures to communicate
knowledge and information to mostly passive students who, in turn, regurgitate
on exams some portion of the knowledge and information they absorb” (2005).
In courses consisting solely of lecture, students are not given opportunities to
think for themselves or to think critically about the material presented.

Active learning activities in the classroom, specifically laboratory-based
experiments and activities are also more engaging because they are often
performed in groups. According to Smith, “Informal cooperative learning groups
help counter what is proclaimed as the main problem of lectures: that the
information passes from the notes of the professor to the notes of the student
without passing through the mind of either one” (1996). When students must
work together to complete a task or solve a problem that additionally may require
higher-order thinking skills, they are required to become active participants in
their learning. In a good problem-solving situation, ideas must be shared and
thought through by all group members in order to reach a successful solution
(Brooks, 1999). Typically, this type of Ieaming is also better at motivating
students to learn.

Most professors teach content material that they themselves find
interesting. Therefore they are passionate about it and desire for the students to
share their appreciation for the subject. This enthusiasm can help to make
lecture more effective. According to Bonwell, “Effective lecturers can
communicate the intrinsic interest of a subject through their enthusiasm” (1996b).

However, many times, this enthusiasm is not enough to instill within the students

the same passion for the material. Typically, the passion that the professor
demonstrates is due to an experience involving interaction with the material
taught rather than memorization of the facts pertaining to the subject. Thus,
lecture prohibits the students from experiencing the very aspect of the subject
material that originally inspired the professors.
Even if we do not see an immediate professional need, most of
us would like students to appreciate our disciplines, to
understand that they can be exciting, enjoyable, perhaps even
fun. Too often in our drive to cover ‘the material’, however, we
forget to allow students opportunities to experience the joy of
using our disciplinary techniques to gain an understanding of
themselves and their environment (BonWell, 1996b).

This enjoyment of the course material is an important factor in enhancing
student motivation and attitudes toward the class. Students generally prefer
hands-on Ieaming to lecture (Wurdinger, 2005). According to MCComas,
students who participated in “laboratory experiences demonstrated increased
achievement and a more positive attitude toward science than those lacking such
experiences” (2005). Most of the students who register for AP Biology do so
because they are interested in the subject and are planning to pursue careers in
the scientific community after graduation. Therefore, it is important that the
course foster their interest in the subject material. In order to prepare students
for the scientific community in which they will be working, the course must also
provide them with opportunities to participate in the scientific process. Not only
does collaborative group work prepare students for working constructively with

others as will occur in the workplace, it also provides students with the

opportunity to “learn in the many and often ambiguous situations in which they
will find themselves as members of a professional community” (Hobson, 1996).

Active Ieaming also benefits a wider variety of students. Howard Gardner
identified seven intelligences that students may demonstrate; these include
verbal/linguistic, logical/mathematical, musical, visual/spatial, bodily/kinesthetic,
interpersonal and intrapersonal (Shirley, 1996). Individual students learn
material best when it is presented in a way that complements their Ieaming style.
Verbal/linguistic and visual learners are accommodated by lecture with the
accompanying textbook (Bonwell, 1996b). However, about 73% of learners are
successful if there is a blend of visual, verbal and kinesthetic Ieaming (Jones-
erson 2005). Lecture does not accommodate students who demonstrate
aptitude in the other intelligences. By incorporating laboratory experiments and
activities that require group work and hands-on manipulation of variables,
students who learn through a broader range of learning styles are
accommodated. This can lead to increased student success which, in turn, can
lead to greater satisfaction and enjoyment in Ieaming (Shirley, 1996).

The introduction of new laboratory experiments and activities to the AP
Biology course at Kalamazoo Christian High School would not only help to fulfill
the College Board requirements, but would also facilitate student comprehension
and retention as well as increased satisfaction and enjoyment of the material.
These experiences would also allow the students the opportunity to improve their
abilities to think critically and to work collaboratively, both important skills for the

professional workplace.

Demographics:

Kalamazoo Christian High School is a private school located in
Kalamazoo, Michigan. The City has a population of approximately 250,000. The
high school is located near central Kalamazoo, across the street from Western
Michigan University. It has an enrollment of approximately 440 students.
Students who register to take AP Biology are typically college-bound seniors.
They are required to have taken General Biology and General Chemistry prior to
acceptance in the course. Physics is not a prerequisite to AP Biology, although
some students have completed the course and a few others take it concurrently.
In order to be accepted into the course, students must have demonstrated
academic rigor in their other high school courses. AP Biology is one of five AP
courses offered at the high school. It is considered one of the most difficult
courses offered on campus and maintains that reputation among the students.
Therefore, students who register for the class are typically highly motivated and
high achieving students. The 2006-2007 class consisted of twenty-seven seniors
(9 males, 18 females). All of the students participated in this study.

The laboratory investigations and activities designed and implemented
(Appendix B) in the AP Biology curriculum were imbedded throughout the first
semester of the course. The topics introduced or reinforced by the investigations
included design and analysis of controlled scientific experiments, capture-
recapture methods of population estimation, transpiration, allelopathy, negative
feedback loops and Chi-square statistical analysis. Lab activities pertaining to

fermentation and cellular respiration were also developed (Appendix E) but were

not implemented during the semester due to a lack of instructional time. Pre and
post-tests, surveys of students and students’ reactions to each activity (Appendix

C) were used to determine the effectiveness of the activities.

IMPLEMENTATION

Introduction

During the first semester of Advanced Placement Biology, the topics of
ecology, macromolecules, enzymes, cell structure and function, homeostasis,
photosynthesis, cellular respiration, mitosis, meiosis and genetics are taught.
For this research project, laboratory experiments and other activities were
designed and implemented to replace some of the lectures on various topics.
Specific lab topics included experimental design, capture-recapture methods of
population estimation, transpiration, allelopathy, negative feedback loops,
genetics, fermentation and cellular respiration. These lab activities were
incorporated into the curriculum throughout the semester (T able 1) during and
between units that covered material that would be reinforced or introduced in the

lab experience itself.

10

Table 1: General Semester Outline with New Experiments and Activities

 

 

 

 

 

 

 

 

Semester One New Activity/Experiment Activity/Experiment Objective
Unit (*activity not implemented)
Introduction to General Experimental Students design, perform and
Biology Design Worksheets analyze the results of a
(Roly Poly Behavior Lab) controlled experiment involving
animal behavior.
Ecology Students calculate the
Capture/Recapture Activity estimated size of a simulated
population.
Students determine the effects
Transpiration Lab of sun and wind exposure on
the rate of transpiration.
Students determine the effect
Allelopathy Lab of chemicals produced by one
plant species on another.
Macromolecules/ N/A N/A
Enzymes
Cell Structure/ N/A N/A
Function
Homeostasis/ Students identify the role of
Osmoregulation Negative Feedback Loops each of the functioning units of
Activity a negative feedback loop and

the importance of such
regulation.

 

 

 

 

 

 

Photosynthesis] General Experimental Students design, perform and
Cellular Design Worksheets (Rate of analyze the results Of a
Respiration Photosynthesis) controlled experiment involving
photosynthetic rate.
' Students determine the effect
Seed Respiration Lab of temperature and
germination on the rate of
respiration in seeds.
. Students design, perform and
General Experimental analyze the results of a
Design Worksheets (Rate of controlled experiment involving
Yeast Femientation) rate of fermentation in yeast.
Mitosis/Meiosis N/A N/A
Mendalian Students identify the mode Of
Genetics Chi Square Activity inheritance of a mutation in

 

 

fruit flies and use a Chi Square
test to analyze data.

 

 

Activity 1: General Experimental Design (Appendix Bl)

In order for scientists to gather information about the natural world and to
determine cause and effect relationships they must perform experiments. A
scientist develops a question to be answered and then states a hypothesis as to
the answer based on previous experience and prior knowledge in addition to
credible research. An experiment must then be conducted to test the hypothesis.
In order for the experimental results to be taken seriously by the scientific
community, the experiment must be designed in such as way as to gain
credibility. First of all, the scientist must have only one independent variable and
they must also have a control group to be used as a comparison to their test
group. This should be the only difference between the test and control groups.
All other parameters of the experiment must remain the same (controlled
variables). The experiment should be performed many times so as to show
whether or not the results are consistent. Data that are obtained should be
quantitative as well as qualitative. Generally, there should be some sort of
statistical analysis of the data to verify its significance. Graphs may be produced
to demonstrate trends in the data collected and conclusions should be drawn.
These conclusions should refer to any discrepancies in the data or sources of
error. They should include a discussion of ways in which the experiment could
be improved as well as a discussion of the next steps to be taken. This also
requires some research and the use of other credible sources (peer reviewed
scientific journal articles and other published materials) referring to studies

pertaining to the same or similar phenomena.

12

In order to help students learn how to conduct meaningful experiments,
the lab worksheets were developed to guide them through the process. Using
labs already in the curriculum wherein students design their own experimental
set up and data collection process (animal behavior and photosynthetic rate),
these worksheets were incorporated to better assess their understanding of
appropriate lab techniques and experimental design. Prior to performing the
experiment students were required to fill out their Lab Design Worksheet wherein
they developed a hypothesis based on credible background information which
they had to cite. They also had to identify their independent, dependent and
controlled variables and explain how they would collect and analyze their data.
After the experiment, students received another worksheet which required them
to assemble their results and conclusions. A graph of their quantitative data
generated using Microsoft Excel was required along with an explanation of
sources of error and experimental results. This section required them to search

for credible sources to support their ideas as well.

Activity 2: Capture-Recapture Activity (Appendix Bll)

When ecologists are working in the field and attempting to survey the size
of a wild population, very rarely is it feasible for them to simply count all of the
organisms in that population. In some cases, however, it is important that they
have an estimate of the number of organisms in the population. For example,

they may want to assess the size of an endangered population to determine if

13

conservation efforts have had an effect on the success of that species. In these
cases, an estimate can be determined using capture-recapture methods.

Scientists perform these assessments of population size by capturing a
random sample of organisms from the wild population. Ecologists tag and collect
any other necessary data pertaining to these organisms before releasing them
back into the wild. They then return to the area shortly thereafter to capture
another random sample of organisms from the same population. By using a
simple proportion of the number of tagged organisms caught with respect to the
total number of organisms caught during the second capture, the ecologists can
estimate the actual size of the population (number tagged/total population =
number tagged and recaptured/number in second capture).

Students in AP biology have knowledge of how to manipulate simple
proportions to solve for an unknown. For this reason, students should have the
capability of understanding and constructing the process and equation
themselves without the need for a lecture to cover new material. The lab that
was developed for students was a discovery activity performed during the
ecology unit. Students worked in groups to think critically about the process and
develop for themselves the equation that could be used to estimate the total
population size from given capture-recapture data.

After the students had developed a method for determining the population
size from such data, they were given the opportunity to try the process using
Goldfish® crackers. Students were then given “ponds” of “fish” which consisted

of cheddar flavored Goldfish® crackers in a large re-sealable bag. Their goal

l4

was to use the capture-recapture method of population estimation to determine
the number of “fish” in the “pond”. Each group received a small fish net for use in
capturing the “fish” in their “pond”. They then counted and tagged those “fish” by
returning them to the pond as pretzel flavored Goldfish®. They mixed the “fish” in
their bag and then caught another sample of "fish” from their population to
determine the total population size. They repeated this process up to five times
(as many times as class time would allow) to calculate an average population
size. Unlike the circumstances faced by ecologists who study natural
populations, this experiment allowed the students the opportunity to count the
actual number of “fish” in the population. They then used this data to calculate
the percent error in their experiment and to assess the effectiveness of capture-

recapture methods of population estimation.

Activity 3: Transpiration Lab (Appendix Blll)

Transpiration is the evaporation of water from the leaves of plants. This
plays a significant role in the water cycle in areas with dense plant populations.
Typically, transpiration occurs very rapidly on sunny days. This is due to the fact
that C3 plants open their stomata in the presence of sunlight so that they can
obtain carbon dioxide for assimilation into sugar through the process of
photosynthesis. When the stomata are open, water moves from the intercellular
spaces between the spongy mesophyll cells of the leaf out into the surrounding
air. The movement of water is due to a difference between the water potential

(III) of the leaf and that of the air. Water moves from areas of high water potential

15

to areas of low water potential. Typically, the leaf has a higher water
concentration and thus a higher water potential than the surrounding air so water
will leave the leaf.

Different environmental conditions can have an effect on the rate of
transpiration. Increasing the temperature of the leaf increases the kinetic energy
of water molecules inside of the leaf which will cause them to evaporate from the
surface of the stomata. As water molecules evaporate into the air surrounding
the leaf, the localized humidity around the leaf will increase which will increase
the water potential of the surrounding air and decrease the rate of transpiration.
However, if there is wind in the environment, it can move this localized humid air
away from the leaf surface and bring dry air to replace it. This will cause the
difference in water potential between the leaf and the air to remain high and
cause the rate of transpiration to remain constant as well. Some plants have
adaptations that prevent water loss. These adaptations include a thick, waxy
cuticle which acts as a waterproofing layer, leaf hairs which allow for better
maintenance of localized humid air around the leaf surface and a small surface
area with fewer stomata to limit the places flirough which water can exit the leaf.

In this experiment, groups of students were given three small florist vials
filled with water. Each group Chose one species of plant to use for their
experiment. They cut healthy leaves from that plant and placed them directly into
the florist vials. (The number of leaves used was dependent on the plant species
used. Students who chose to use maple (Acer) leaves could fit many more

leaves in than students who chose to use leaves from a sumac tree for which

16

one leaf has many leaflets and a wide petiole.) Groups were not allowed to
choose the same species as any other group. Students were encouraged to look
for species whose leaves were different in some way from those of other groups.
Students were asked to list general Characteristics of their Chosen leaves,
paying attention to factors such as color, texture, shape and surface area. They
then used a gram balance to measure the mass of their floral tubes containing
both water and leaves. The mass of each vial was recorded and then vials were
placed either under a grow light, in front of a fan or in a sheltered storage room
overnight. Students returned the following day and recorded the final masses of
each of their vials to determine the amount of water lost by each setup.
Assessment for this lab activity included calculations and post-lab
questions pertaining to the data calculated. Students were responsible for
calculating the average mass of water lost per gram of leaf tissue per hour for
each of their trials. They then had to account for differences between the various
test groups. This activity was done between the ecology unit (which included
information about the water cycle) and the basic Chemistry and cells unit (which
included information about the properties of water and water potential). For this
reason, there were some additional questions in the lab which were revisited
after students had gained a better understanding of the characteristics of water
and water potential so that they had a big picture understanding of the concepts

involved in transpiration.

17

Activity 4: Allelopathy Lab (Appendix BIV)

Species do not live independently of one another. The behavior and
activities of one species can have a direct impact on the success of another
population. In some instances, populations have a positive influence on one
another. When both organisms in such a relationship benefit, this is called a
mutualistic relafionship. ln commensalistic relationships, one species benefits
from another species that is unaffected. Other interactions between organisms
can be beneficial to one species and harmful or even fatal to another. These are
parasitic relationships (Campbell, 2002). Competition for resources such as
food, water and space within a community can also occur if the populations are
at or near the canying capacity of the particular environment. Over time, species
may evolve adaptations that allow them to more effectively compete for these
resources.

When this topic is introduced in class, students typically think of ways in
which animals compete for resources and the various adaptations that allow
them to do so. However, students rarely think of plants in this context. Some
plants have developed a means, termed allelopathy, for minimizing competition
from other plant species. Allelopathic plants have the ability to synthesize
Chemicals that can positively or negatively affect other local plants. Garlic (Allium
sativum) is one species that produces such chemicals. It produces a volatile
Chemical called allicin, the presence of which inhibits the germination and growth
of a variety of plant species including lettuce (Lactuca) (Shimabukuro, 2006).

Black walnut trees (Jug/ans nigra) are also allelopathic plants. They create a

18

chemical called juglone (5-hydroxy-1,4-naphthoquinone) that inhibits ATPase
activity and water uptake in neighboring plants (Heijl, 2004).

In order to better understand these interactions, students performed an
experiment in which they placed twenty lettuce seeds in each of two Petri dishes
containing a damp piece of filter paper. A piece of aluminum foil was placed in
the center of each Petri dish. In one dish, students placed one Clove of finely
minced gariic on the foil. Lids were placed on each dish and the dishes were
sealed with Parafilm. Students recorded observations of both dishes over the
following six days.

This experiment was performed during the ecology unit. Students
completed pre and post-lab questions as part of their laboratory assessment for
this experiment. This lab was performed at the beginning of the year when
students are still Ieaming about the components of a good controlled experiment
and how to find credible scientific sources. For this reason, they were required to
do outside research to gather credible background information on the experiment
as well as answer questions pertaining to independent and dependent variables
and the like. Students were also asked to think critically about the implications of
such interactions between plants and how the isolation of such chemicals for

agricultural purposes could be hamrful or beneficial to the environment.

Activity 5: Negative Feedback Loops Activity (Appendix BV)

In order for organisms to survive, they must have a means of regulating

processes within themselves. For each reaction or process occurring within a

19

cell, there is a specific rate and/or level at which that process must be maintained
in order for life to continue. For example, humans must regulate internal
conditions such as body temperature, blood glucose level, pH and osmolarity of
the body tissues. For each of these variables, there is an acceptable level at
which the body functions best. This is called the set point. The set point for the
body temperature of a human, for example, is 98.6°F (37°C). It the body’s
temperature were to vary too far from this point, the enzymes within the body
could become disabled and fail to catalyze all of the reactions necessary for life.
Therefore, the body must have a mechanism in place to maintain this set point
despite disturbances that may occur. This is called maintaining homeostasis and
it is usually done within organisms by means of negative feedback loops.

A negative feedback loop functions to counteract a disturbance and return
the regulated variable to its original set point. There are multiple parts that
function together to make this occur. First, there is a sensor which detects the
level of the variable being regulated. If the sensor detects a significant change in
the variable, it relays an error signal to the integrator of the system which causes
the effector to work to counteract the original disturbance. If, for example, an
error signal was sent that the body temperature was too high, the brain would
cause the sweat glands in the body to produce sweat so that evaporative cooling
could bring the body back to its original temperature.

The activity designed to teach this topic was a dialogue that the students
read in partners. It was written from the perspectives of Bert and Ernie from the

PBS show Sesame Street. Students read through the dialogue together as Bert

20

and Ernie learned about negative feedback loops andhow they work using
regulation of room temperature by a thermostat as an example. Once students
finished reading through the dialogue, they filled out a chart identifying the
various parts of a negative feedback loop from the example found in the
dialogue. Then each group was given a biological factor that is maintained within
living organisms along with a disturbance to that system. They had to use their
book and notes from the dialogue to idenfify how the body would deal with such a
disturbance to bring itself back to the original set point. Students drew a flow
chart to show the order of events for their system. This provided a segue into the
unit on osmoregulation in animals, specifically the use of antidiuretic hormone
and aldosterone in the excretory system to regulate the concentration of water in

the bloodstream.

Activity 6: Chi Square Activity (Appendix BVI)

Punnett squares are used in genetics to determine the probability of the
occurrence of various genotypes and phenotypes of offspring from a given cross.
These can be used to follow the inheritance of autosomal or sex-linked traits as
they move from generation to generation. Autosornal traits are characteristics
that are coded for by a gene on any of the Chromosome pairs except for the sex
chromosomes (X and Y). These traits have the same Chance of showing up in
males and females as they pass from generation to generation. Sex-linked traits
are so named because they are traits that are found on the sex chromosomes.

Most of the sex-linked traits that are studied are found on the X chromosome and

21

thus could be found in both males and females. However, for some traits,
namely those that are sex-linked recessive, there will be a significant difference
in the number of males versus females that show the trait This is because
males are hemizygous, having only one X Chromosome whereas females have
two. For this reason, females must have two copies of the recessive allele in
order to demonstrate the trait. Males, on the other hand, have only one X
Chromosome and thus one copy of each of the alleles on that chromosome.
Therefore, if they receive the recessive allele, they will automatically demonstrate
the trait.

Geneticists can use Punnett squares as a tool to predict the mode of
inheritance of a trait by comparing their predicted probabilities to the actual
results of such crosses. Rarely do the actual data match the theoretical outcome
when performing such experiments. There are variations due to chance that can
cause the data to vary from what is expected. In order for scientists to determine
whether or not the experimental data vary significantly from the expected data,
which would cause them to reject their hypothesis as to the mode of inheritance,
a statistical test must be done. For experiments where numbers of organisms
with different phenotypes actually produced are compared with numbers of
organisms theoretically expected, a Chi Square (X2) test is performed.

The formula for calculating the Chi Square value is Z (o-e)2/e where o is
the number of observed organisms of the specific trait and e is the expected
number of organisms with the same trait. Once the Chi Square value is

calculated, it must be compared with the critical value to determine whether or

22

not the differences between the observed and expected values are significant.
Scientists typically accept the null hypothesis if the p-value is less than 0.05 (that
is, the values are the same 95% of the time and only 5% of the time would you
expect similar values by chance alone). Therefore, the calculated Chi Square
value would be compared to a table of critical values with p=0.05 at the correct
number of degrees of freedom (the number of categories minus one). If the Chi
Square value is less than the critical value on the table, then the null hypothesis
is accepted and there is no significant difference between the theoretical data
and the actual data.

In this activity, each lab group was given a fruit fly family (P, F1 and F2
generations) with a specific mutation. The fruit flies were handmade using foam
and other supplies from a craft store (Figure 1). Each generation was contained
in its own Petri dish. The various mutations included yellow body, ebony body,
bar eye, apterous, wrinkled wings and miniature. Some of these mutations are
known to be sex-linked and others are autosomal. The number of “flies” of each
sex and phenotype was made to closely follow but not exactly match the
theoretical values, much like would happen if flies were actually bred to produce
the various generations. Students had to count “flies” of each sex and phenotype
in each generation and then develop a hypothesis as to the mode of inheritance
of that specific trait. They then had to perform a Chi Square test to determine
whether or not their data were significantly different from the expected data
according to their hypothesis. In most cases, if the students correctly predicted

the mode of inheritance their hypothesis was supported by the data. There were

23

a couple of instances, however, when the numbers did vary significantly from the
expected values. The purpose of this was to demonstrate to the students the
importance of sample size and repeated trials when performing such

experiments.

Figure 1: Sample Fruit Fly Petri Dish (Yellow Body, F1)

 

The assessment for this lab included an activity worksheet that required
the students to predict the mode of inheritance and provide explanations as to
why they chose that specific method. They also had to calculate Chi Square
values and explain what the results suggested along with how other factors such

as sample size may affect the overall data.

24

Activity 7: Seed Respiration Lab (Appendix El)

Aerobic respiration is the metabolic process by which organisms use
oxygen in the process of breaking down sugar to release stored energy. The end
products of this process are carbon dioxide and water. All organisms perform
respiration as a means of releasing chemical energy to make adenosine
triphosphate (ATP), an energy-rich molecule that can be used as a sort of energy
currency within the cell to perform reactions or other processes that require an
input of energy in order to proceed.

The process of cellular respiration is a sequence of many different
chemical reactions, each of which is catalyzed by a specific enzyme. The rate of
reactions can be affected by temperature. If temperature is increased, kinetic
energy of molecules also increases. Enzymes engage by randomly colliding with
their substrate. Therefore, if there is an increased amount of kinetic energy in a
system, this will allow for more collisions to occur and cause the reaction to
proceed at a faster rate. (This is only true, however, up to a certain point. At
some temperature, the increased kinetic energy will actually cause the enzyme to
move so much that its tertiary structure is Changed at which point it will be unable
to bind to the substrate to catalyze the reaction.) The opposite is true when the
system is cooled down.

An experiment was designed in which students could study the effects of
temperature on the rate of respiration. Students commonly carry the
misconception that only plants perform photosynthesis and only animals perform

respiration. However, plants perform both processes. For this reason, and to

25

help students remember this fact, this experiment was designed to use radish
seedlings as the respiring organism. When designed, twenty-five germinating
and twenty-five non-germinating radish seeds were placed on a piece of wet filter
paper. A Petri dish containing 30 mL of 0.025M barium hydroxide (Ba(OH)2) was
placed on each piece of filter paper and the seeds and dish were covered with a
plastic storage container. Another container and Petri dish was constructed
without seeds which served as the control group of the experiment. Two sets of
these containers were made. One set was placed in a refrigerator and the other
was left at room temperature for twenty-four hours. Carbon dioxide produced by
the respiration occurring in the seedlings reacted with the barium hydroxide in the
Petri dish to produce barium carbonate and water. Thus, after twenty four hours,
the students were to titrate the Ba(OH)2 solution in the Petri dish with 0.01M
hydrochloric acid (HCl). The more acid used, the more barium hydroxide left in
the dish and the less carbon dioxide produced by respiration in the seeds. Due
to time constraints, this experiment was not performed in class; however the
intended assessment included calculations of the amount of carbon dioxide
produced by the seeds in each set up, along with explanations of the data
comparing the respiration rates of germinating versus non-germinating seeds

and cold versus room temperature seeds.

Activity 8: Yeast Femientation Lab (Appendix Ell)

Yeast perform the metabolic process of cellular respiration under aerobic

conditions but, as facultative organisms, can be made to perform the anaerobic

26

process of fermentation instead under certain conditions. These organisms
break down glucose into carbon dioxide and ethanol. Just like in aerobic
respiration, enzymes are required in order for each of the reactions in the
process of fermentation to occur. The different variables that can affect the rate
of reaction for an enzyme, then, could also affect the rate of fermentation as
performed by yeast. Variables such as type of substrate, concentration of
substrate, temperature, and concentration of yeast could all influence the rate of
fermentation.

The monosaccharide glucose is a simple substrate that can be
metabolized by yeast through fermentation. However, an experiment could be
done in which one Changes the substrate of the reaction to determine if yeast
have the enzymatic capability of utilizing other sugars or sugar substitutes like
sucrose, sucralose or aspartame, for this purpose. Enzymes tend to be very
specific in their binding to substrates. Therefore, if these other substrates are
used, they are either close enough in structure to the natural substrate broken
down by the enzymes that they will still fit in the active site or there are other
enzymes present within the yeast that can break down these other substrates.

Concentration of substrate in the presence of a set concentration of
enzymes is another variable that can affect the rate of femIentation. Because
enzymes catalyze reactions by randomly colliding with their specific substrate in
solution, the rate of the reaction will increase if there are more collisions
occurring. Eventually, the reaction rate should decrease as most of the substrate

has reacted to form product. Likewise, if one were to increase the enzyme

27

concentration in the presence of a set concentration of substrate, the reaction
rate should also increase due to the higher likelihood of collision between the
enzyme and the substrate. However, as the reaction proceeds, the rate should
decrease because most of the substrate will have been converted into product.

The effect of temperature on rate of an enzyme catalyzed reaction has
already been discussed. Increased temperature should cause an increased rate
of reaction up to a point. At some temperature, the heat energy will cause the
enzymes to denature and the reaction will stop.

Due to time constraints, this lab was not performed. For this activity,
students were to design their own experiment to test the effect of an independent
variable of their choice on the rate of fermentation by yeast cells. Students were
not to be given the list of variables to choose from, but rather told to think about
how fermentation occurs (through enzyme catalysis) and factors that could
influence the rate of such a process. Students would have been shown a basic
apparatus that could be used to perform such an experiment (Figure 2). In the
process of designing this demonstration, a small (20 oz.) water bottle was filled
with water at room temperature. A plastic pipet was filled with 2mL of a 3% yeast
solution and 2mL of a 10% sucrose solution. The solutions were mixed within
the pipet and then the pipet was inverted. Two metal hardware nuts were placed
over the tip to keep the pipet from floating and the pipet was placed in the water
bottle. As femtentation began to occur in the bulb of the pipet, carbon dioxide
gas was produced. These gas bubbles would form at the tip of the inverted pipet

within the water bottle and eventually break free and rise to the top. By simply

28

counting the number of bubbles released over time, students could calculate the
rate of fermentation within the pipet.
Figure 2: Fermentation Lab Demonstration Setup
Carbon dioxide
bubbles Bottle filled with water
Pipet containing
yeast solution
This experiment would have been performed later in the year (second
semester) as a review of enzymes and energetics as well as basic characteristics
of a good controlled experiment. Assessment of the lab would have included a
thorough experimental design along with results and conclusions.
An additional lab protocol was developed for this topic involving the same
setup but with a structured, step-by—step procedure. This can also be found in

Appendix Ell.

Assessment:

In order to evaluate the effectiveness of each of the implemented lab
activities and experiments, students were given a test (Appendix Cl) before and
after participation in the activities. The pre and post test questions were all short
answer questions and were graded using a consistent rubric (Appendix CII).
Students did not answer the questions that referred to the lab activities designed
but not implemented during the school year (fermentation and seed respiration).

In addition to these content questions, student opinions were also gathered using

29

a subjective test (Appendix Gill) and an exit survey (Appendix CIV) to determine
both their familiarity with design and implementation of controlled scientific
experiments as well as their level of satisfaction with each of the activities
performed. Student comments were encouraged and thus both objective and
subjective data were used to determine the overall effectiveness of the active

Ieaming experiences.

30

RESULTS

Data collected through objective pre and post-tests (Appendix CI) were
graphically analyzed and statistically analyzed using a paired t-test. Other data,
collected through a subjective test (Appendix Clll) and exit survey (Appendix
CIV) were also analyzed. Together, both the objective and subjective data were

used to determine the overall effectiveness of the implemented lab activities.

Objective Analysis

At the beginning of each unit that had a new lab experience, students
were given a short pre-test consisting of short answer questions based on the
content to be covered in the active learning experiences. At the end of the
semester, students were given a lab practical which covered all of the lab
activities performed throughout the semester, including both the newly
implemented labs as well as the preexisting experiments. The pre-test questions
from each of the pre-assessments were imbedded in this lab practical.

Table 2: Pre and Post Test Question Topics

 

 

 

 

 

 

Question Number Experiment Covered
2 Capture-Recapture Experiments
4 Transpiration Experiment
5 Allelopathy
6 Negative Feedback Loops
7 Chi Square Tests

 

 

 

 

31

The experiment topics covered by each of the five questions are listed in Table 2.
Both the pre and post-test questions were graded using a common rubric
(Appendix Cll). Table 6 (Appendix DI) shows students’ pre and post-test scores
for each of the questions along with total points possible for each which ranged
from 2 to 11 depending on the topic.

The following graphs (Figures 3-7) show students’ pre and post-test
scores for each of the test questions. For the Capture-Recapture Activity (Figure
3), all but two of the students (students L and Q) tested improved their
performance on the post-test compared to the pre-test.

Figure 3: Pre and Post Test Scores for the Capture/Recapture Activity

Capture Recapture Pre and Post Test Scores by
Student

 

 

Score out of 5 polnts
O -I N 0) b 01 O)

 

Student

 

lQuestion 2 Pretest IQuestion 2 Posttest

 

The pre and post-test means were 1.58 and 4.52, respectively. Students were
not introduced to this topic at all in the sophomore level biology class in the

curriculum at Kalamazoo Christian High School; however, all of them scored

32

higher than zero on the pre-test question. Twenty of the twenty-seven students
earned a perfect score on the question on the post-test.

The graphical representation of the results of the Transpiration Lab pre
and post-test questions is shown in Figure 4.

Figure 4: Pre and Post Test Scores for the Transpiration Lab

Transpiration Pre and Post Test Scores by Student

Score out of 6 points
N 00 A 01 O) \I

_L

 

ABCDEFGHIJKLMNOPQRSTUVWXYZAA
Student

 

I Question 4 Pretest IQuestion 4 Posttest

 

This data set shows more variation in student achievement than the
previous one. Nineteen of the twenty-seven students improved on the post-test;
however, only one scored one hundred percent (G). Four of the students (R, T,
W, X) had no Change between their pre and post-test scores and four of the
students (D, M, P, 2) showed a decrease in their scores between their pre and

post-tests. The Class pre-test mean was 2.35 and the post-test mean was 3.81.

33

Results from the Allelopathy Lab (Figure 5) showed the greatest increase
in student achievement as none of the students earned any points on the pre-test
and fourteen of them scored one hundred percent on the post-test. The pre-test
mean was 0.00 and the post-test mean was 1.47. Only two students showed no
improvement on the post-test (C, Z).

Figure 5: Pre and Post Test Scores for the Allelopathy Lab

Allelopathy Pre and Post Test Scores by Student

Score out of 2 points

 

ABCDEFGHIJKLMNOPQRSTUVWXYZAA
Student

 

IQuestion 5 Pretest IQuestion 5 Posttest]

 

34

Figure 6 shows the pre and post-test scores for the Negative Feedback
Loops Activity. Two of the students did not participate in the data collection for
this lab activity (V and AA). All of the students who participated showed an
increase in their score from the pre to post-test. The average pretest score was
0.60 and that Of the posttest was 3.40. However, none of the students earned all
five points.

Figure 6: Pre and Post Test Scores for Negative Feedback Loops Activity

Negative Feedback Loops Pre and Post Test Scores by
Student

48

(a)

Score out of 5 points

.0 . .N . .
omammmmmhmm

 

ABCDEFGHIJKLMNOPQRSTUVWXYZAA
Student

 

IQuestion 6 Pretest Question 6 Posttest

 

35

The last lab perfonned and analyzed was the Chi Square Activity using
artificial fruit fly families (P, F1 and F2 generations). Students A and V did not
participate in the data collection for this activity. All students improved from pre
to post-test with the pre-test mean at 4.14 and the post-test mean at 9.69. Many
of the students earned all of the possible points on the questions as shown in
Figure 7.

Figure 7: Pre and Post Test Scores for the Chi Square Lab

Chi Square Pre and Post Test Scores by Student

 

Score out of 11 points

 

 

Student

 

IQuestion 7 Pretest QIuestion 7 Posttest]

 

Statistical Analysis:

The null hypothesis was that the implemented experiments and activities
would have no effect on student learning as indicated by pre and post-test
comparisons. A paired t—test was performed to analyze the data collected for
each of the five pre and post-test sections. The results of these t—tests are

shown in Table 3.

36

Table 3: Paired t-Test Results for Pre and Post Test Data

 

 

 

 

 

 

Question # 2 # 4 # 5 # 6 # 7
t-value -11.8 -4.43 -12.0 -13.4 -14.8
Degree of freedom QIL 26 26 26 24 24
p-value 0.000 0.000 0.000 0.000 0.000
Mean difference -2.94 -1.46 -1.47 -2.80 —5.55

 

 

 

 

 

 

The p-value for each of the pre and post-test comparisons was equal to

0.000. Therefore, the null hypothesis is rejected. This analysis suggests that all

of the implemented experiments and activities had a significant effect on student

Ieaming.

Analysis of Survey Results

Prior to and alter parh’cipating in the designed lab activities, students were

given a baseline survey (Appendix CIII) to determine their confidence in their own

scienfific abilities and Ieaming. Their answers ranged from strongly disagree (1)

to strongly agree (5). Average rankings for each of the survey questions are

shown in Table 4 along with the difference between the pre and post-survey

means. The entire data set can be found in Appendix DII.

37

 

Table 4: Average Pre and Post Survey Answers

 

 

 

 

 

 

 

 

 

 

I feel confident in my ability to.... Difference

(1 = strongly disagree, Pre-Survey Post-Survey Between

5 = strongly agree) Mean Mean Pre and Post
Means

...identify the independent and

dependent variables in an 4.1 4.5 0.4

experiment.

...design and conduct a 3.9 4.4 0.5

controlled scientific experiment.

...prepare a graph of

experimental data using 3.6 4.0 0.4

Microsoft Excel.

...analyze a graph of

experimental data to draw 4.0 4.3 0.3

conclusions.

...use a Chi-square test to

determine whether or not data 2.4 4.1 1.7

vary significantly from what is

expected.

...work constructively in a group 4.5 4.6 0.1

to perform a task.

...think critically about a problem

and pose several possible 4.2 4.1 -0.1

solutions.

I can better explain an important

biological concept after 4.3 4.5 0.2

participating in a hands-on lab
activity involving that concept.

 

 

 

 

As can be seen in Table 4, there was the greatest positive difference for

the question regarding students’ confidence in their ability to perform a Chi-

square test to statistically analyze data. The average student answer for that

statement increased from 2.4 (disagree) to 4.1 (agree). There was a negative

difference in the statement concerning students’ ability to think critically about a

problem to determine multiple solutions. The difference between the mean

answers for this question was only 0.1, so there was relatively little change in the

38

 

answers and the average student answer in the post test was a 4.1 (agree). For
this reason, it seems that although students did not show an increase in their
confidence level for this area of scientific literacy, they were fairly confident
initially. For the other statements, there was only a slight increase in student
confidence (between 0.1 and 0.5). For all of the questions involved, student
post-survey data showed an overall confidence in their abilities. Average student
answers for all eight of the questions on the post-test were between 4.0 and 4.6
(agree to strongly agree).

In addition to the confidence survey, students were also given an exit
survey to assess their satisfaction with each of the implemented labs (Appendix
CIV). Please note that the exit survey did not contain a question regarding die
transpiration lab, therefore there are no data pertaining to student assessment of
that experiment. The students were asked to assess each lab based on its
helpfulness in furthering their ability to explain the biological concepts involved in
each. Students ranked each lab on a scale of not helpful to extremely helpful.
Average student rankings for each lab are shown in Table 5. The entire set of

class data can be found in Appendix Dlll.

Table 5: Average Student Ranking of Lab Effectiveness

Average Ranking
Lab 1=not

4.25

3.96
3.46
4.27

 

39

Student perception of the effectiveness of the various lab activities was
positive. The average answer for all of the labs assessed was greater than 3
(helpful). The highest average ranking was for the Chi square activity, followed
closely by the Capture/Recapture Activity. Students seemed to appreciate the
lab activities that involved their manipulation of materials. In the Chi Square
activity, they worked directly with Petri dishes containing fruit fly families and in
the Capture/Recapture Activity they worked with Goldfish® crackers. The
Negative Feedback Loops activity was perceived as the least helpful of the labs
in question. This was less of a lab experiment and more of a conceptual activity
where students read through a dialogue and then applied their knowledge to
another situation using their textbook.

In addition to ranking the labs, students were encouraged to provide
feedback in the form of comments, as well as to indicate which of the labs was
their favorite and least favorite with some explanation. A complete list of student
responses to these questions can be found in Appendix DIV. Student responses
were varied for all of the lab activities. Many of the students found the Capture-
Recapture activity enjoyable. One student stated, “I didn’t understand capture-
recapture until after this activity". Another stated that this was their favorite of the
lab acfivities because, “I understood the concept completely afterwards, and I’m
not likely to forget it because it was done in a fun way”. Multiple students
commented on the real-life applicability of the lab and how the quick results and
mathematical manipulation of the data to produce a population estimate were

helpful in their understanding of the concept. A few of the students, however, did

40

not find this lab especially helpful. Their primary concern was that the concept
itself was not overly difficult for them and they found the time spent doing the
activity could be better spent on more difficult concepts.

Student responses to the allelopathy experiment were mixed. Many
students stated that what they disliked most about this lab was the fact that after
a week, the garlic had really caused the room to smell. In terms of the actual
experiment, some students really enjoyed the fact that this lab involved
manipulation and observation of real organisms. One student stated, “I most
enjoyed the garlic/allelopathy experiment. I enjoyed seeing a real-life example of
allelopathy. I found the subject very interesting and to see how it actually
happened was really cool”. Another stated that, “The allelopathy study was
interesting. We used live, real-world examples (as opposed to Pepperidge Farm
Goldfish® or foam fruit flies) to discover allelopathy”. One other student made a
comment that supported the overall purpose of this thesis project; students
appreciate Ieaming through hands-on activities as opposed to lecture. This
student stated, “I think it was really cool to see the lettuce leaves grow and see
the effects of garlic on it. It’s one thing to talk about/take notes on something but
it was cool to actually see it happen”. Many of the students disliked this lab,
however. They found it boring and tedious because of the fact that most of the
lab time was spent making observations and little else. Other students disliked
this lab because the pre and post lab questions required that they find credible
sources (published journal articles) to support their answers. Some of the

students had a difficult time finding such sources.

41

The negative feedback loops activity had the most mixed results. Some
students listed this activity as their favorite. They enjoyed the different way of
Ieaming. One student responded by stating, “I like using actions or skits to Ieam
an idea”. Another said, “I most enjoyed the Bert and Ernie Discover Negative
Feedback Loops skit because not only was it a trip back to my childhood, but it
related negative feedback loops to something I already know and I can therefore
understand it more clearly”. Many other students found this activity to be their
least favorite. They disliked the fact that it was a dialogue involving Sesame
Street Characters as that was too juvenile for them. Student responses to the
use of elementary characters in the dialogue were mixed. During the activity one
student stated that he enjoyed Ieaming through the use of Sesame Street
characters because in general, topics in AP Biology are difficult to understand,
but psychologically he found that if Bert and Ernie could understand it then he
could too. A few others disliked the dialogue because they are visual learners
and aside from the flow chart the students produced, there was very little in the
way of visual aids involved.

The Chi Square lab using foam fruit flies also got mixed comments.
Again, some students commented on their appreciation of having manipulatives
to work with as they are more visual learners. One student commented, “I
enjoyed the foamy fruit fly experiment because it helped you see the phenotypes
of the whole population“. Some of the negative comments about the flies were

that they were hard to count and that the process was repetitive.

42

Overall, the subjective feedback from the students suggests that students
appreciate the opportunity to do activities and experiments in addition to taking
notes as part of the AP Biology class. Students’ opinions of the effectiveness of
each of the lab activities in the building of their understanding of various concepts

varied depending on the activity and the individual Ieaming styles of the students.

43

DISCUSSION

The data presented suggest that the lab activities and experiments
implemented in AP Biology were successful in helping the students to
understand and remember the various biological concepts that they were
intended to teach (Table 3). Student satisfaction with the various activities was
mixed but overall students ranked them as helpful to their ability to explain the
concepts involved (T able 5).

One of the goals of this project was to replace lecture with various
activities in order to meet the needs of students with various Ieaming styles.
Lecture tends to be an effective method of Ieaming for students who are
verbal/linguistic learners. These students tend to be highly motivated. The labs
and activities implemented through this project were all very different from one
another in terms of student involvement and content presentation. This may
explain the varied responses by students to each of the lab activities.

The Capture/Recapture Activity was rated very helpful overall by students,
in terms of helping them in their ability to explain the biological concepts involved.
A few students considered the activity unnecessary in their development of
understanding. These students are probably those who are more
verbal/linguistic and logical/mathematical learners. FOr them, the concepts
involved and actual procedure used to estimate population size would come
naturally and make the process fairiy elementary to understand. However, there

were students who valued the experience as it truly helped them to gain a better

understanding of the process. These were probably those who excel at activities
that involve visual/spatial, bodily/kinesthetic and interpersonal skills. Through
this activity, students with strengths in all of these various intelligences were
accommodated. Thus, many students felt that the activity was worthwhile and
their scores on the pre-test versus post-test showed a significant improvement.

After having performed the activity in class, there are a few changes that
should be made to the procedure itself. First of all, the activity took longer than
expected so students felt somewhat rushed in completing their trials and
calculations. Part of the procedure called for the students to do one
capture/recapture trial and then replace all of the fish and start over again from
scratch. This meant that for each trial, students captured, tagged and
recaptured. However, as one student pointed out, ecologists would not perform
all of these steps when they performed multiple trials in the field. It is much more
likely that the ecologist would capture and tag organisms once and then
recapture multiple times to determine an accurate population estimation. Thus,
in the future, this lab could be changed so that the students capture and tag the
fish once, then recapture multiple times and use that data to calculate their
population size. By making this change, the activity itself would have taken less
time, as sorting back through the entire population of fish between trials to
remove and replace the tagged organisms each time was very tedious and time
consuming.

The activity was also beneficial in that it allowed students to see the

necessity for multiple trials and how chance can play a role in the collection of

45

data that is not true to the actual data. One group in the class had a large
amount of error because of an outlier data point produced by one of their trials.
This led to a class discussion about the importance of sample size and repetition
in all scientific experiments.

The transpiration lab went fairly well. Although there are no data on
student perceived effectiveness of this lab, the pre and post-test scores (Table 6)
show student understanding of the topics presented. A few students stated that
this was one of the labs that they felt helped them most out of all of the labs
performed throughout the year (including labs performed that were not part of
this project). It is hypothesized that student satisfaction with this lab would also
be fairly high as it implemented many of the multiple intelligences as well,
including bodily/kinesthetic, logical/mathematical, interpersonal and
visual/spatial.

Students enjoyed the opportunity to go outside to collect their leaves.
They also appreciated the use of live organisms in the lab because of its
applicability to real-world situations. Due to space constraints, the lab was
altered so that each lab group did one trial for each of the three groups (light,
wind and control) for their plant species. Each lab group was required to choose
a plant species to study that was different from that of all of the other groups.
However, some of the species chosen were hard to identify. Thus, it would be
helpful in future years to have a thorough field guide to Michigan plants available
for use by the students. A couple of groups Chose plants with compound leaves

(like sumac) and for some reason these leaves had a much harder time staying

46

hydrated in the florist tubes. Thus, they died and did not perform much, if any,
transpiration. Students should be advised in the future to choose simple leaves
or, if they choose compound leaves, to make sure there are only a few leaflets on
each leaf. They could also cut the petioles again undenlvater to maintain the
integrity of the water column. Overall class data were as expected. Aside from
the groups whose leaves dried up, the other lab groups all had higher rates of
transpiration occurring in the leaves exposed to light and wind than those in the
control group.

The allelopathy lab was disliked by students primarily by the pungent odor
of the classroom as the garlic was fairly potent and observations had to occur
over about a one week time period. However, students found the lab to be
helpful in their understanding of the material and they showed a significant
improvement in their pre and post-test scores as a result of having performed this
lab activity. This lab, like the transpiration lab, provided students with the
opportunity to work with organisms to determine their interactions with one
another. However, unlike some of the other activities, this lab required
observations over a long period of time. This is much like what research
scientists do in the real-world. It was interesting to note that some students
found this repetition tedious and monotonous. In school, students are usually
exposed to lab activities that have a “shock and awe” feeling about them.
Typically, teachers choose to perform lab activities that can be completed in one
class period and can entertain the students. Students are used to those kinds of

lab activities by the time they are seniors in high school, so this long-term, less

47

 

exciting type of lab does not seem as enjoyable to the students. However, the
students who take AP Biology are those that are more likely to pursue careers in
the sciences and it is important that they Ieam that much of what research
scientists do is rather long-term and monotonous.

The lab went very well in terms of producing the desired results. Each lab
group used a clove of crushed garlic instead of 1.0 grams so as to save on time
in weighing out samples. In all lab groups the control group lettuce seeds had
sprouted rather long white roots (about two centimeters in length) and some had
small green leaves produced after about one week. The lettuce seeds in the
Petri dish containing the garlic were severely limited in their growth. Many of
them failed to germinate. If roots were present they only protruded from the seed
by about 0.2 centimeters and had a black tip. This discrepancy between the two
groups of plants was extreme obvious and really helped the students in
visualizing and understanding the effects of allelopathic Chemicals.

Some students really enjoyed the Negative Feedback Loops dialogue and
felt that it was very effective in helping them to picture how such regulation
occurs within the body. A few of these students wrote their own dialogues to
explain other biological concepts as part of a final project at the end of the Class.
Other students did not feel that this activity helped them very much. This may be
because of the fact that such an activity would appeal to those students who are
interpersonal and verbal/linguistic learners but would not benefit visual/spatial or
bodily/kinesthetic learners as much. This lab was rated as helpful by the

students overall but scored the lowest of all of the labs surveyed. Despite the

48

lower ranking by the students, their pre and post-test scores regarding the
subject material showed significant improvement in Ieaming.

Changes could be implemented the next time this activity is used in order
to increase its effectiveness for all students. First of all, in order to reach more of
the intelligences, visual/spatial and bodily/kinesthetic experiences could be
integrated into it. For example, after the students draw a flow chart of their
biological negative feedback loop, they could be asked to write and perform their
own dialogue demonstrating how their biological loop works. Each student could
take on a role (i.e. sensor, integrator, effector). They could introduce themselves
to the class and explain what they do. This would also give the other lab groups
the opportunity to hear about other feedback loops and not just about the one
they are assigned.

The Chi Square activity with the foam fruit flies scored the highest of all of
the labs according to the student survey (Table 5). This lab targeted students
who prefer using logical/mathematical, bodily/kinesthetic, interpersonal, and
visual/spatial skills. The high perception of the effectiveness of this activity by
the students may be due to the fact that so many of the multiple intelligences
were covered. For this reason, the activity would appeal to more students. Prior
to doing this activity, students had already completed a unit on genetics.
Therefore, their pre- test scores on the questions that required them to determine
a method of inheritance and genotypes of organisms in the various generations
were fairly high due to their knowledge of these topics. However, they showed a

drastic increase in both their knowledge of and confidence in their ability to

49

perform Chi Square tests. The pre and post-test showed a significant difference
(Table 3) and the pre and post-survey questions pertaining to this lab showed the
greatest difference (Table 4).
The most frequent complaint among the students was their frustration with
the difficulty they had in counting the organisms of different phenotypes in each
generation. However, this is a demonstration of laziness on the students’ part.
Had the students had to raise and count phenotypes of actual fruit flies, it would [

have been much more difficult than counting those of foam fruit flies that were

"7
}.

glued in place in their Petri dish.

Each lab group was successful in determining and explaining the method
of inheritance for their specific mutation. Many also enjoyed the fact that the lab
gave them a visual representation of the organisms from the different
generations as it helped them to better understand the geneties unit that they had
just completed.

The other topics that were part of the pre and post-test survey included
questions about students’ confidence in their scientific abilities. As stated in the
results, there was little change in most of these areas (Table 4). However, it is
important to note that students’ perceived confidence in their abilities in the pre-
test was already fairly high. Therefore, that left little room for improvement
through these activities. As the students observed in this study were all fairly
high achieving seniors with an interest in science, this should not be surprising.
The increase shown in the confidence in their ability to identify independent and

dependent variables, design and perform controlled experiments and analyze

50

collected data to draw conclusions could be attributed to their having had the
opportunity to do using the general experimental design worksheets. Also,
students were given the Opportunity to design labs through activities not
developed as a part of this thesis throughout the year. It was intended that they
also design a lab testing the effect of some variable on the rate of yeast
fermentation through this project. However, due to time constraints, that lab was
not implemented. The integration of that lab activity as well as the seed
respiration lab into the curriculum in future years would most likely be beneficial
to the further development of these skills among the students.

The activities and experiments developed and implemented as a part
of this thesis project were successful in accomplishing the goals set out initially.
The activities engaged the students and were an effective method for teaching
the content material in place of lecture and notes. Despite the inclusion of these
activities this year, students still complained about the amount of note-taking they
did throughout the year. It is intended that in the future, more lab activities could

be designed and implemented in much the same way with similar success.

51

 

APPENDICES

APPENDIX A: CONSENT FORM
APPENDIX B: EXPERIMENTS AND ACTIVITIES
APPENDIX C: ASSESSMENTS AND RUBRICS
APPENDIX D: STUDENT RESULTS
APPENDIX E: LABS AND ACTIVITIES NOT IMPLEMENTED

52

APPENDIX A

CONSENT FORM

I. PARENTAL CONSENT AND STUDENT ASSENT FORM

53

Replacing Lecture with Active Learning in an Advanced Placement Biology Course:
Consent Form

Dear Parents/Guardians and Students:

I am currently working on my Master’s degree through the Division Of Science and Mathematics
Education (DSME) at Michigan State University. I spent this past summer developing my thesis
project which I will implement this year in my Advanced Placement Biology class. This course
is equivalent tO a college-level Introduction to Biology course and as such tends tO be a largely
lecture-based course. My research has focused on developing lab activities for the course that
will both help students gain a better understanding Of the course content and allow the students to
be more actively engaged in the Ieaming process. I will be implementing these lab activities
throughout the first semester this year.

In order tO evaluate the effectiveness of these lab activities, I will be collecting student-generated
data in the form Of several pre and post-tests, surveys and lab questions. With your permission, I
would like to include data generated by your child in my thesis paper and presentation. The data
collected will be kept strictly confidential. Your child’s identity will not be connected to the data
they provide nor will they be identified in any Of the pictures used in my thesis presentation.
There are no known risks or benefits associated with your participation in the study.

Participation in this study is completely voluntary. Your child’s grade will not be affected in
anyway if you choose tO withhold their data. All students will be required tO do the same amount
Of work regardless of their participation in the study. If at any time during the semester you
choose to remove your child’s data fiom my thesis, your request will be honored.

Plcase fill out the back Of this form to let me know Of your consent or lack thereof in the use of
your child’s data in my thesis. §e_al this form in the accompanying envelope aflwtum it by
September 15‘: 2006. I will not Open the envelope until all semester grades have been recorded
so that inclusion or exclusion Of data from my study will in nO way affect your child’s grade in
class.

If you have any questions or concerns regarding my project, you can contact me by phone (381-
2250 ext. 309) or by email (kjoos@kcsa.org). Questions regarding my thesis project can also be
directed to Dr. Merle Heidemann at DSME, 118 N. Kedzie, Michigan State University, East
Lansing, MI, 48824, by phone at (517)432-2152 ext. 107, or by email at heidema2@msu.edu.

If you have any questions or concerns regarding your rights as a study participant, or are
dissatisfied at any time with any aspect Of this study, you may contact - anonymously, if you
wish - Peter Vasilenko, Ph.D., Director Of the Human Subject Protection Programs at Michigan
State University, by phone: (517)355-2180, fax: (517)432-4503, email: irb@msu.edu, or regular
mail: 202 Olds Hall, East Lansing, MI, 48824.

Thank you,

Kelly 1003
Kalamazoo Christian High School

54

The following pertains to my son/daughter s
participation in MS. 1005’ thesis project. (Print student name here)

Please check all that apply:

I approve of Ms. JOOS’ use Of data generated by my child in her thesis project.
I am aware that all data she collects will remain confidential.

I DO NOT approve Of MS. 1005’ use of data generated by my child in her
thesis project.

I approve Ms. Joos’ use Of pictures Of my child in her thesis presentation. I
am aware that my child will not be identified in such pictures.

I DO NOT approve MS. 1005’ use of pictures Of my child in her thesis
presentation.

 

 

(Parent/Guardian Signature) Date

I voluntarily agree to participate in Ms. Joos’ thesis project. I am aware that my grade
will be unaffected by my decision.

 

 

(Student Signature) Date

55

APPENDIX B

EXPERIMENTS AND ACTIVITIES

I. EXPERIMENTAL DESIGN WORKSHEET

II. CAPTURE/RECAPTURE ACTIVITY

III. TRANSPIRATION LAB

IV. ALLELOPATHY LAB

V. NEGATIVE FEEDBACK LOOPS ACTIVITY
VI. CHI SQUARE ACTIVITY

56

Our Names:

 

 

 

 

III? Brill... III/U IIUI’IBII

We will test the effect of on

 

 

Our hypothesis (It is hypothesized that ..... 0R If....,then....l:

 

 

 

 

Information that supports our hypothesis:

Write your factual information below with the author of the source in which
you found the information in parenthesis after each statement. You should use
at least three different sources.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attach all sources (except information from your textbook) to this page before
you hand it in.

57

 

Our Independent Variable (include units if applicable):

Our Dependent Variable (include units if applicable):

Our Experimental Set-Up (include Materials Needed):

Our Control Group will be...

 

 

 

 

Our Test Groupls) will be...

 

 

Our Controlled Variables:

 

 

 

 

 

We will collect our Quantitative Data by recording...

 

 

We will satistically analyze our results by....

 

 

58

l

Our Names:

 

 

 

 

III IIII'II‘; II III III II III. I

A graphls) of the data from our lab is attached. The graphls) shows that

 

 

 

 

Our statistical test showed that...

 

 

 

CONCLUSIONS:

Do your results support your hypothesis? How do you know?

 

 

 

 

Where would you go from here? (Explain any discrepancies between your results and
your hypothesis, further questions to ask, future experiments to perform?) It you use any
information from credible sources here, include the author in parenthesis.

 

 

 

 

59

 

 

 

 

 

 

 

 

 

 

 

Attach all sources (except information from your textbook) to this page before you hand it
in.

60

 

Name:

 

IS‘EIIDC‘ELKE W“ SEES

The size of various populations will change over time. At any given time,
ecologists may want to determine the size of a particular population. This could
be because they fear the population is dwindling or perhaps because they
believe the population to have grown too large.

When ecologists want to estimate the size of a population, they frequently use
the Capture-Recapture Method to do so. This involves catching members of a
population and tagging them in some way. When the ecologists return to the
area, they catch more members of the population and determine the population
size based on the number of tagged organisms caught.

For example:

Dr. Zucchini, a renowned omithologist, goes out to a Jack Pine forest in Northern
Michigan to determine the size of the Kirtland’s Warbler (soon to be Michigan’s
new state bird??) population. Because of the shrinking forest, Dr. Zucchini and
many other ecologists fear that the warbler population may soon disappear.

She sets up mist nets in the area and catches birds from 5 am until 11 am. She
tags each bird by puffing a metal band around its right leg before releasing it.
She returns to the area a week later and sets up her mist nets again. Her data
for both visits is below:

Number of warblers originally caught and tagged: 20
Total number of warblers caught on return visit: 18
Number of tagged warblers caught on return visit: 11

From her data, how can she estimate the size of the Kirtland’s Warbler
population? (Do not write calculations here, explain in complete sentences.)

Write an equation that could be used in any Capture-Recapture Procedure to
calculate the total estimated population size.

Calculate the estimated Warbler population size from Dr. Zucchini’s data.

61

Today your job as a new ecologist will be to use the Capture-Recapture method
of population estimation to determine the size of a goldfish population feared to
be endangered in this part of the world.

Your group will be given a “pond” of fish and a fish net. The goldfish species that
you are collecting is called Cheddams peppn'dgus. When you catch them, you
can tag them by “pretzeling” them and releasing them back into the pond. After
you have released them all, make sure you mix the pond up well before returning
to recapture. Record your data in the table below. Then, remove all of the
“pretzeled” goldfish and put the original fish back in the pond. Because we all
know how important it is to verify your results in any experiment, repeat the
process four more times.

 

 

 

 

 

 

 

 

 

 

 

 

Trial #Captured Total# #of Estimated
and Recaptured Tagged Calculations Population
Tagged Recaptured Size
1
2
3
4
5
Average
Population
Size

 

 

 

Class Average Population Size:

 

When ecologists do these sorts of surveys of a population, they do not have
access to the actual population size. (If they did, they wouldn’t need to do the
survey!) However, you do have access to this information!

Actual Population Size:

 

You can determine the percent error in the class data.

What was the class’ percent error?

% Error = |Observed — Expectedl I Expected * 100

 

62

TranSpiraticn and the Water Cycle

Plants play an important role in the water cycle. Rain water that is absorbed by
the soil can travel into the roots of plants. When it does so, it travels through
cells in the plants roots, stem/trunk and possibly branches to the leaves.
Transpiration is the evaporation of water from the leaves of a plant into the
surrounding air.

 

What is the name of the plant tissue which transports water throughout the
plant? (You may have to refresh your memory from biology - look in your
textbook if you can’t remember!)

 

Today you are going to test the effect of various factors on the rate of
transpiration from leaves. Your lab group will be given a set of six florist tubes.

Fill these with tap water and cap them before you continue.

Place the florist tubes in a test tube rack and obtain a pair of scissors and you
are ready to go outside!!! ©

Once outside, your group needs to decide on the plant species which you wish to
test. You will be comparing your species with each of the other groups’ species.
For this reason, you should make sure that the species you choose has
significant structural differences (surface area, texture and color) when compared
to the species of other groups. You’ll want leaves that have long petioles so that
they don’t dry up as they use the water in the tube! For some species, the leaves
have fairly nonexistent petioles, in this case it may be appropriate to use a
branch. Check with your instructor.

Cut nine leaves and place them IMMEDIATELY into the filled florist tubes (three
leaves per tube).

When your leaf collecting is finished, you’re ready to get the mass of each of your
tubes. Dry the outside of the tube off before you weigh it. Record the masses in
the appropriate column of the attached table.

We will be testing the effect of wind and sun on the rate of transpiration. Place
tubes A and B in the back room (control treatment), C and D under the plant
lights and E and F in front of the fan. (Make sure you keep a record of which
tubes are under each treatrrrent!)

Leave the tubes under each treatment for 24 hours.

63

Results:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Species Used:
General Charactistics of Our Leaves (shape, color, texture, surface
area)
Mass of Average Average
Initial Final Mass Mass “(23 L0“ "‘2‘; L08! "(:3 Lott
Tfial Haste) Ilute) oft-I20 of 9P" 9P“ 99"
(witube) (wltube) Lost Leaves “a“ 93;“ 6:2,,“
(9) (9) Tissue Tissue Tissue
per How
A Control
8 Control
c Light
D Light
E Wind
F Wind
1. Which treatment caused the HIGHEST transpiration rate? Why do you think
that is?
2. Which treatment caused the LOWEST transpiration rate? Why do you think
that is?
3. Some of the water that was absorbed by the leaves was used in a chemical
reaction. What was it used for?
4. Unlike humans, plants are not very efficient in their water usage and much of

the water absorbed is released through the leaves. As an adult, a human is
supposed to drink eight 8 oz. glasses of water a day.

If you were a plant (whatever species your group is studying) of YOUR
body mass on a windy day, how much water would you need to drink in a
day? (Hint: 1 ounce = 29.57mL, 1 mL H2O = 1 9 H20, 1 kg = 2.2 lbs)

 

5. Compare your control data with that of other groups (different plant species).

a. Which leaves seem to do the best job at reducing their water loss
throughout the day?

b. What adaptations do these leaves have? Explain how these
adaptations could decrease water loss.

The following questions will be revisited in weeks to come.... O

6. List and describe how three of the Characteristics of water make it possible for
a plant to transport water as it does.

7. Now that you know about water potential...

a. ...explain why each of the test conditions (control, light, wind) provided
the results that they did.

b. ...explain why the adaptations listed in 5b. could help decrease the
movement of water from the leaf to the environment.

65

COMPETITION BETWEEN PLANTS
AKA CHEMICAL WARFARE

As you know, organisms in an ecosystem are affected by one another. All of
these organisms must have adaptations that allow them to survive in their
habitat. If competition is fierce, plants that have genetic information that will
allow them to out-compete other species will survive and reproduce to pass on
that genetic information. This experiment will demonstrate plants’ ability to
compete and distinguish between the fit and the not so fit.

Pre-lab Questions:

1. What types of resources would plants compete with each other to obtain in
their natural habitats? (List at least three and state the importance of each
to the survival of the plant.)

2. The phenomenon that we are going to explore in this lab is called
allelopathy. Using a credible journal source, explain what allelopathy is.
(Attach a copy of your source to this page.)

Read through the following lab procedure and then answer the following
questions:

3. What question are you trying to answer in this experiment?

66

4. What is your hypothesis for this experiment?

5. Describe the control group of this experiment.

6. Describe the test group of this experiment.

7. What is the independent variable of this experiment?

 

8. What is the dependent variable of this experiment?

 

9. List the controlled variables of this experiment (at least 5).

10. What type of data will you record under the observations column of the
data table?

Procedure:

Your lab group will be given the following:

- Two Petri dishes - One clove of garlic (Allium sativum)
- Four pieces of filter paper - A small beaker and plastic pipet
- 40 lettuce seeds - Two small pieces of aluminum foil

Two strips of Parafilm

67

1. Place two pieces of filter paper in each of the Petri dishes and add 2.5 mL
of water to each of the dishes using the pipet.

2. Chop the garlic into SMALL pieces (almost like liquid!) and measure out
a 1.0 gram sample of the garlic on one of the pieces of aluminum foil.

3. Place the empty aluminum foil in the center of one Petri dish and the
aluminum foil with the garlic in the center of the other.

4. Place 20 lettuce seeds on the wet filter paper of each Petri dish. Make
sure that the lettuce seeds are not touching the aluminum foil in either

dish!

5. Wrap each dish with a piece of Parafilm and set them on the side of the
counter to allow time for the lettuce seeds to germinate.

6. Check on your dishes every day for a week and record your observations
in the table below.

Results:

 

Day if I Date:

Observations:

 

0/

 

 

 

 

 

 

 

68

 

Post-lab Questions:

1.

You will be learning statistical tests that could be used to analyze data like
these later in the semester. Statistical tests allow you to determine
whether there is a difference between the data of your test group and your
control group. For now, just use your own intuition to determine whether
or not your hypothesis was supported.

Do some research to find the name of the chemical compound that is
being released by the garlic to cause its allelopathic affects. Cite your
source below.

Black walnut trees (Juglans nigra) are also well-known allelopathic
organisms. What chemical do they release and by what mechanism does
it affect surrounding plants? Cite your source below.

How could the isolation of these Chemicals from garlic and/or black walnut
be used commercially in agriculture?

Through biotechnology, scientists have incorporated the genes of one
species into the genome of another species.
a. How could this process be used commercially in agriculture?

b. What are some possible harmful effects of this process?

69

WNWWWWW

It is a VERY warm day. Bert has just returned from lunch with Big Bird to find Ernie
splashing around in a kiddie pool in their living room with his rubber ducky. The
windows are wide open and the room is sweltering.

Ernie: Hi Bert! You’re just in time! It was getting really warm in here so I
decided to blow up the kiddie pool and go for a swim. This sure hits
the spot on a day like today!

Bert: (perturbed, annoyed and exasperated) ERNIE!!! You can’t swim in a
kiddie pool in the living room! You’re splashing all over the carpet!
Luis and Maria are going to have water dripping from their ceiling and
we’re going to lose our security deposit!

Ernie: But Bert, you can’t possibly expect me stay in this apartment in these
temperatures without going for a swim; it’s just too hot!

Bert: Ernie, we have air conditioning! You just have to set the thermostat!

Ernie: You told me not to touch the themIostat - because you thought I’d
break it Bert. Can you show me how it works?

Bert closes the window and walks over to the thermostat, Emie follows.

Bert: Alright Em. Here’s how it works. The temperature in the room is called
the controlled variable. We can choose the temperature we’d like it
to be by pushing these arrows on the thermometer up and down. We’ll
set it at 72°F, that’s called the set point. Does that make sense?

Ernie: Sure does Bert.

Bert: Alright, now the thermostat is the integrator or controller of the
system. It has a thermometer inside of it that acts as the sensor to
detect the temperature of the room. On a hot day, the muggy air from
outside comes in and the room gets too hot. That’s called the
disturbance. The thermometer senses that and lets the thermostat
know that something needs to be done - this is called the error signal.

Ernie: I know what comes next Bert! Can I try?
Bert: Sure.
Ernie: Alright... The thermostat sends a message to the air conditioner to

turn on so that it can cool down the room to get the temperature back
to the set point.

70

Bert: That’s right Ernie -— and the air conditioner is called the effector.

Ernie: But Bert, if the air conditioner stayed on all of the time, then the room
would get way too cold! Instead of my swimming trunks, I’d have to
put on my fuzzy parka! How does the thermostat keep the room near
the same temperature all of the time?

Bert: You’re right Ernie! See if you can figure out how that would work!

Ernie: Let me put my thinking cap on here..... So, the cold air would be the
disturbance. And it would cause the temperature, the controlled
variable, to decrease below the setpoint. Am I right so far?

Bert: You’re doing great — what’s next?

Ernie: The sensor, the thermometer, would detect this and send an error
signal to the thermostat. What’s the thermostat again Bert?

Bert: The integrator or controller.

Ernie: Right! So the thermostat will cause the furnace to turn on to heat the
apartment right back up!

Bert: Almost, Ernie. The thermostat will just turn the air conditioner (the
effector) off - the room will heat up again on its own because of the
sweltering heat outside.

Ernie: What if it was really cold outside Bert?

Bert: Then the cold temperature would trigger the thermostat to make the
furnace start up so that the room would beat up!

Ernie: How cool is that Bert! That thermostat is amazing. If you heat the
room up it cools it back down and if you cool the room down it will heat
it back up! Every time something happens to the room, the thermostat
makes the OPPOSITE happen to get it right back to where it was!

Bert: That’s right, Ernie. It’s all about opposites.

Ernie: What’s this whole thing called then Bert?

Bert: A negative feedback loop.

Ernie: Wow, Bert. I wonder if there are any other negative feedback loops
around us.

71

Bert: They’re everywhere Ernie — some are even inside of you!

Ernie: Inside of me? You’ve got to be kidding Bert! How can negative
feedback loops happen inside of me if I don’t even know about them?

Bert: There’s a lot happening inside of you Ernie. You don’t have to think
about them because they’re involuntary.

Ernie: So I can think about things like shapes and colors and the alphabet!
Bert: Exactly!

Ernie: But why do I need negative feedback loops Bert? How are they
important to me?

Bert: Because you need to maintain ho-me-o-sta-sis Ernie.

Ernie: Ho-me-o-sta-sis. What’s that Bert?

Bert: Your body maintains constant conditions necessary for life. Just like
we want our apartment to stay near 72°F , our bodies want to stay
around 98.6°F.

Ernie: So I have a thermostat and an air conditioner inside of me Bert?
That’s amazing!

Bert: Not quite Ernie... But you have parts inside of you that have the same
functions; integrators, sensors and effectors.

Ernie: What else does my body use negative feedback loops for?

Bert: Your body uses negative feedback loops to keep your blood sugar
level constant and to keep the right amount 9f oxygen moving through
your blood to your cells. There are a TON of negative feedback loops
inside of you Ernie! All living things use them - even plants! They have to
maintain a certain concentrafion of water inside of their leaves on hot and
sunny days!

Ernie: Does my rubber ducky use negative feedback loops Bert?

Bert: No, Ernie because your rubber ducky doesn’t have any of the parts of a
negative feedback loop.

Ernie: Oh, right. But a REAL ducky would, huh, Bert?

Bert: (rolling his eyes) Yes Ernie a real ducky would.

72

17"

 

 

 

Ernie: I get it Bert! I’ve got another one for ya.
Bert: Alright, what is it.

Ernie: Well, It goes like this. Ernie filled up the swimming pool. Bert
detected the filled swimming pool and sent out an error signal that
sounded like this: ERNIEIIII Ernie heard the error signal and ran out

of the apartment and Bert emptied the pool. This is a negative
feedback loop because emptying is the opposite of filling! Have fun
Bert!

Ernie bolts out the door. Bert rolls his eyes and begins to dismantle the mess that Emie
made.

Now it’s your turn! You and your partner must join another group. Together, you
must choose one of the variables controlled by negative feedback loops
mentioned by Bert and Ernie. (They are underlined.) You need to use your
textbook to determine how that variable is regulated.

You will be given a piece of poster board. You and your group need to diagram
the negative feedback loop and label each of the bold terms from this script on
your poster. When everyone is finished you will be presenting your poster to the
rest of the groups! Have fun!

Fill in the table below to get yourself sorted out!

 

Bert 8. Ernie Definition Your Loop

 

Set Point

 

Disturbance

 

Effector

 

Integrator!
Controller

 

Controlled
Variable

 

Sensor

 

 

Error Signal

 

 

 

 

73

 

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AND root? masses are means

WARN AND IAAIKIIDIG @Da DDGDIKIWU

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78

 

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ANDOOD’A‘DDII’I
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80

 

AN‘TI’OOIPA‘D’DWI
WOW

 

 

Name:

'I‘E’E IOQID‘U KIWI? ID)? FORM???

Before beginning this lab activity, you should have read the Overview, Objectives and
Introduction sections Of Lab 7: Genetics Of Organisms in your lab book (pages 78-80).

 

Instead Of working with live fruit flies that you would have tO monitor almost constantly
for the next few weeks, you will be given a family Of foamy fruit flies. These flies
exhibit the same mutations as real Drosophila - but are MUCH easier to work with You
can distinguish between males and females by coloration Of the abdomen. Use Figure 7.2
in your lab book to distinguish between the two.

You will be given two families Of flies. Each family will have a single trait that varies
from the wild-type. You will be responsible for identifying and naming the mutation.
Once you have done this, you will have to tally the F 1 and F2 generation data and use this
information to determine the means by which this mutation is inherited. You will also
draw a pedigree for each family.

 

Questions:
1. Our Foamy Fruit Fly Family is Family # .

2. P Generation: For each parent, draw a picture Of the fly in the space provided and
identify the phenotype. (Flies without a mutation are called wild-type flies).

 

 

 

 

 

 

 

 

 

Female phenotype Male phenotype

 

 

81

 

3. There should be 46 flies in the F1 Generation. Count the flies of each sex and
phenotype and record your data below. It’s easy to make mistakes in counting
here so make sure you check your counts!

 

Sex and Phenotype Observed # of Flies

 

 

 

 

 

 

 

 

a. How can you use this data to determine if the mutation is sex-linked or autosomal?

b. Does the mutation appear to be dominant or recessive? How do you know?

c. Based on your answers to 3a and 3b, write a hypothesis that describes the mode
. Of inheritance of the mutation. This is your null hypothesis.

4. a. Based on your hypothesis, what are the genotypes Of the two parents?

b. Fill in the Punnett Square below to show the expected F1 Offspring ratio fiom
these parents.

 

 

 

 

 

 

82

c. How many flies were in your F 1 generation?

 

Based on your Punnett Square, fill in the expected number Of F I flies Of each

sex and phenotype in the table below.

 

Sex and Phenotype

Genotype

Expected # of Flies

 

 

 

 

 

 

 

 

5. Now, let’s look at what the F2 generation would be expected to look like according

to your null hypothesis.

a. Fill in the Punnett Square below to show the expected ratio Of the F2 flies

from the F I cross.

 

 

 

 

 

 

b. Using your Punnett Square result, fill in the table below. (There will be 46
flies in your F2 generation as well.)

 

Sex and Phenotype

Genotype

Expected # of Flies

 

 

 

 

 

 

 

 

83

 

 

 

6. Now count (and recheck) the actual number of flies in the F2 Generation. Record

your data below.

 

Sex and Phenotype

Observed # of Flies

 

 

 

 

 

 

 

7. a. Your Observed and expected number of flies fiom the F1 and F2 generations
probably aren’t exactly the same. Why is this? Explain in detail.

8. Does this mean that your hypothesis is incorrect?

34

 

 

s%%%

Remember, the formula for calculating Chi-square is: X2 = 2(o-e)2/e

DO not include phenotypes for which e=0.

Name:

 

W009

D65“

1. a. Use the following table to calculate the Chi-s uare value for the F1 generation.

 

Sex/Phenotype

Observed
l0)

Expected
(e)

(H)

(«cf

(o-e)2/e

 

 

 

 

 

 

 

 

 

 

 

 

b. How many degrees of fieedom are there for this data set?

 

c. Using Table 7.5 on pg. 86 Of your lab book, what is the critical value for this

dataat p = 0.05?

 

d. Is your Chi-square value greater or less than the critical value at p=0.05?

e. Does your data vary significantly from the expected data?

f. Does this data support your null hypothesis?

 

 

2. a. Use the following table to calculate the Chi-square value for the F2 generation.

 

Sex/Phenotype

Observed
(0)

Expected
(e)

(H)

(o-e)’

(o-e)2/e

 

 

 

 

 

 

 

 

 

 

x2:

 

 

85

 

 

b. How may degrees Of freedom are there for this data set?

 

c. Using Table 7.5 on pg. 86 Of your lab book, what is the critical value for this
data at p = 0.05?

 

d. Is your Chi-square value greater or less than the critical value at p=0.05?

e. Does your data vary significantly from the expected data?

 

f. Does this data support your null hypothesis?

 

. Your answer to If. or 2f.could have been NO even though your null hypothesis
was correct. What source Of error (that you had no control over) could have
caused the null hypothesis to be rejected?

. Draw the pedigree for your foamy fi'uit fly family below. Label the P, F1 and F2
generations. (If multiple flies Of the same phenotype are produced in a generation,
write the number of identical flies next to that symbol on the pedigree.)

86

"'9. ‘5 I -v _-n— ————-

 

APPENDIX C

ASSESSMENTS AND RUBRICS

I. PRE AND POST TEST QUESTIONS

II. PRE AND POST TEST SCORING RUBRIC
III. SUBJECTIVE PRE AND POST TEST

IV. SUBJECTIVE EXIT SURVEY

87

 

Name:

 

AP Biology Survey of Prior Knowledge

Answer each Of the following questions to the best Of your ability. DO not leave any
question blank.

1. You need to measure the rate Of aerobic respiration Of an apple.

 

a. What substances are needed for aerobic respiration to occur?

b. What substances are produced by aerobic respiration?

0. Explain how you could use a base like barium hydroxide (Ba(OH)2)
measure the respiration rate Of an apple.

d. Describe the data you would collect and how you would analyze the data
collected in your experiment to determine the rate Of respiration.

2. There is a population of woodchucks around Kalamazoo Christian High School.
You want to use the Capture-Recapture method to determine the size of the
woodchuck population.

a. How would you do your experiment?

b. Provide hypothetical results Of your experiment and show the calculations
you would use to determine the actual population size.

88

 

3. You want to test the effect Of acid on the fermentation rate in yeast. Describe
how you would set up a CONTROLLED experiment to dO so.

 

4. a. Describe the water cycle. (You may draw a labeled diagram if you wish.)

b. Define transpiration and explain how it is involved in the water cycle.

c. List two variables that can affect the rate Of transpiration. State the effect each
has and explain why.

89

5. Explain how an allelopathic plant is better able to survive than non-allelopathic
plants.

6. a. Explain what negative feedback loops are and why they are important to the
survival Of any organism.

 

b. Give an example Of a specific negative feedback loop in a living organism and
explain how it works.

7. Complete the following sentence by providing three reasons. Fruit flies are model
organisms for genetic experiments because.

1.

2.

90

8. Fruit flies that display the common “normal” phenotype for a trait are called wild
type fruit flies. Eye color in fruit flies is controlled by a single gene on one Of
their chromosomes. You are a world-renowned geneticist and you perform an
experiment to determine how the vermilion eye mutation is passed down from
generation to generation. Your data are shown below. (For each Of the following
questions, use E to represent the dominant allele and e to represent the recessive
allele.)

P generation: Wild-type Male Vermilion-eyed Female

F1 generation:

Wild-type Wild-type Vermilion-eyed Vermilion-eyed
Males Females Males Females
0 47 53 0
F2 generation: *
Wild-type Wild-type Vermilion-eyed Vermilion-eyed
Males Females Males Females
21 28 20 31

D3

. Based on your data, what is your hypothesis as to the mode Of inheritance Of the
vermilion eye mutation? Why?

b. Based on your answer to a., what are the genotypes of the parents?

Wild-type Male: Vermilion-eyed Female:

 

c. What are the genotypes Of the F1 flies?

Wild-type Females: Vermilion-eyed Males:

 

 

d. What are the genotypes of the F2 flies?

Wild-type Males: Vermilion-eyed Males:
Wild-type Females: Vermilion-eyed Females:

 

 

 

 

6. Perform a Chi-square test on the F2 generation.
The formula for Chi-square is X2: Z[(O-e)2/e]

 

91

f. Is your hypothesis (from a.) supported by these data? Explain how you know.

The following table shows critical values at a probability of 0.05.

 

Degrees Of Freedom: 1 2 3 4

 

 

 

 

 

 

 

p = 0.05 3.84 5.99 7.82 9.49 11.1

 

g. Your hypothesis may not be supported by experimental data and still actually be
the correct explanation. Explain how this could occur.

Question #8 adapted fiom apcentral.collegeboard.com

92

 

Pre and Post Test Scoring Rubric

1. You need to measure the rate Of aerobic respiration Of an apple.

 

a. What substances are needed for aerobic respiration to occur? N/A
b. What substances are produced by aerobic respiration? N/A

c. Explain how you could use a base like barium hydroxide (Ba(OH)2)
measure the respiration rate Of an apple. N/A

d. Describe the data you would collect and how you would analyze the data ’
collected in your experiment to determine the rate Of respiration. N/A I"

2. There is a population of woodchucks around Kalamazoo Christian High School. 5
You want to use the Capture-Recapture method to determine the size of the ¥
woodchuck population.

 

a. How would you do your experiment?
Catch and tag some of the organisms. (1 pt)
Return later and catch more organisms from the population (1 pt)
Use the number of tagged organisms in the second capture to
calculate total population size. (1 pt)
(total = # tagged.# recaptured/III tagged and recaptured)

b. Provide hypothetical results Of your experiment and show the calculations
you would use to determine the actual population size.
Catch and tag _ organisms. (0.25 pts)
Return later and catch _ organisms, _ of which are tagged (0.5 pts)
Correct equation and work shown (1 pt)
Correct answer (0.25 pts)

3. You want to test the effect of acid on the fermentation rate in yeast. Describe
how you would set up a CONTROLLED experiment to do so. N/A

4. a. Describe the water cycle. (You may draw a labeled diagram if you wish.)
Evaporation (0.5 pts)
Precipitation/Rain (0.5 pts)
N 0 credit if words present without associated diagram or explanation.

b. Define transpiration and explain how it is involved in the water cycle.
Evaporation of water (0.5 pts) from the leaves of a plant (0.5 pts).
Iftranspirstion rate is high, there is more water in the air/more
humid (1 pt)

93

0. List two variables that can affect the rate of transpiration. State the effect each
has and explain why.
Increased light (0.5 pts) — increases transpiration (0.5 pts) because
heat energy causes evaporation (0.5 pts).

Increased wind (0.5 pts) - increases transpiration (0.5 pts) because
water in air moves away from
leaves/decreases water potential (0.5 pts)

5. Explain how an allelopathic plant is better able to survive than non-allelopathic
plants.
Allelopathic plants produce chemicals that they secrete into their
environment (1 pt.) These chemicals kill off surrounding plants that
may compete with them for resources. (1 pt.)

6. a. Explain what negative feedback loops are and why they are important to the
survival of any organism.
Negative feedback loops are a means by which a disturbance to a
system within an organism is counteracted (1 pt) to maintain
homeostasis (1 pt).
In order for an organism to survive, they must regulate their internal
environment (1 pt).

b. Give an example Of a specific negative feedback loop in a living organism and
explain how it works.
Examples vary.
Indicate disturbance (0.5 pts)
Indicate sensor that detects disturbance (0.5 pts)
41.25 pts if not specific sensor mentioned
Indicate integrator that responds (0.5 pts)
-0.25 pts if not specific integrator mentioned
Indicate efl'ector that counteracts disturbance (0.5 pts)
-0.25 pts if not specific effector mentioned

7. Complete the following sentence by providing three reasons. Fruit flies are model
organisms for genetic experiments because. . . .

1. N/A
2. N/A
3. N/A

94

8. Fruit flies that display the common “normal” phenotype for a trait are called wild
type fi'uit flies. Eye color in fi'uit flies is controlled by a single gene on one Of
their chromosomes. You are a world-renowned geneticist and you perform an
experiment to determine how the vermilion eye mutation is passed down from
generation to generation. Your data are shown below. (For each of the following
questions, use E tO represent the dominant allele and e to represent the recessive
allele.)

P generation: Wild-type Male Vermilion-eyed Female

F 1 generation:

Wild-type Wild-type Vermilion-eyed Vermilion-eyed
Males Females Males Females
O 47 5 3 0

F2 generation:

Wild-type Wild-type Vermilion-eyed Vermilion-eyed
Males Females Males Females
21 28 2O 31

a. Based on your data, what is your hypothesis as to the mode of inheritance Of the
vermilion eye mutation? Why?
Sex-linked (0.5 pts) - because different phenotypes between males and
females in F1 generation (0.5 pts)
Recessive (0.5 pts) - because all males in the F1 generation show the trait
(0.5pts)

b. Based on your answer to a., what are the genotypes of the parents?

Wild-type Male: XEY (0.5 pts) Vermilion-eyed Female: X’X-e (0.5 pts)
c. What are the genotypes Of the F1 flies?

Wild-type Females: XEXe (0.5 pts) Vermilion-eyed Males: X’Y (0.5 pts)
(1. What are the genotypes of the F2 flies?

Wild-type Males: XEY (0.5 pts) Vermilion-eyed Males: X‘Y (0.5 pts)
Wild-type Females: XEX° (0.5 pts) Vermilion-eyed Females: X‘X‘ (0.5 pts)

e. Perform a Chi-square test on the F2 generation.

The formula for Chi-square is X2: 2[(O-e)2/e]
9/25 + 16/25 + 25/25 + 36/25 = 86/25 = 3.5

95

 

f. Is your hypothesis (from a.) supported by these data? Explain how you know.

The following table shows critical values at a probability of 0.05.

 

Degrees of Freedom: 1 2 3 4 5
p = 0.05 3.84 5.99 7.82 9.49 11.1

 

 

 

 

 

 

 

 

Critical Value = 7.82 (1 pt)
Yes (1 pt.) because 3.5 < 7.82 (1 pt)
(0 pts yes, alone)

g. Your hypothesis may not be supported by experimental data and still actually be

the correct explanation. Explain how this could occur.
Sample size (1 pt) might not be large enough. Probability can vary by

chance.

Question #8 adapted from apcentral.collegeboard.com

96

Name:

 

AP Thesis Project Baseline Data

Answer each of the following questions with what you feel is the best answer.
Please include anv com_ments you may have pertaining to each ggestion.

I feel confident in my ability to .......

1. ...identify the independent and dependent variables in an experiment.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment: ‘

2. ...design and conduct a controlled scientific experiment.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment

3. ...prepare a graph of experimental data using Microsoft Excel.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment:

4. ...analyze a graph of experimental data to draw conclusions.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment:

97

5. ...use a Chi-square test to determine whether or not data vary significantly
from what is expected.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment

6. ...work constructively in a group to perform a task.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment:

7. ...think critically about a problem and pose several possible solutions.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment:

8. I can better explain an important biological concept after participating in a
hands-on lab activity involving that concept.

Strongly Disagree Uncertain Agree Strongly
Disagree Agree
Comment:

98

Name:

 

AP Lab Activities Exit Survey

Circle the answer that best describes how helpful the following activities and
experiments were in furthering your ability to explain the biological concepts
involved in each.

1 The Goldfish Capture-Recapture Activity

Not Somewhat Very Extremely
Helpful Helpful Helpful Helpful Helpful

"7

Comments:

 

2. The Seed Respiration Experiment

Not Somewhat Very Extremely
Helpful Helpful Helpful Helpful Helpful

Comments:

3. The Foamy Fruit Fly Experiment

Not Somewhat Very Extreme Helpful
Helpful Helpful Helpful Helpful

Comments:

4. The Garlic/Lettuce Allelopathy Study

Not Somewhat Very Extremely
Helpful Helpful Helpful Helpful Helpful

Comments:

99

5. The Yeast Fermentation Experiment

Not Somewhat Very Extremely
Helpful Helpful Helpful Helpful Helpful

Comments:

6. The Bert and Ernie Discover Negative Feedback Loops skit and posters

Not Somewhat Very Extremely
Helpful Helpful Helpful Helpful Helpful

Comments:

7. 0f the activities and experiments listed above, which did you MOST
enjoy? Why?

8. Of the activities and experiments listed above, which did you LEAST
enjoy? Why?

100

APPENDIX D

STUDENT RESULTS

I. STUDENT PRE AND POST TEST SCORES

II. STUDENT PRE AND POST SURVEY SCORES

III. SUBJECTIVE STUDENT ACTIVITY RATINGS
IV. SUBJECTIVE STUDENT ACTIVITY RESPONSES

101

Student Pre and Post Test Scores

Table 6: Pre and Post Test Scores by Topic Question

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Question 2 Question 4 Question 5 Question 6 Question 7
5i (6) (2) (5) (1 1)
Student PRE POST PRE POST PRE POST PRE POST PRE POST
A 1.25 5 1.5 4.5 0 2 1 3 -- ~—
8 2 5 2 5.5 O 2 2 3.75 5.5 9.5
C 2 5 1.5 2 0 0 1 3.25 5.5 11
D 1 5 4.5 4.25 0 2 0.5 3 4 5
E 1 2.75 1.25 2.5 0 1 0 3.75 1.5 9
F 1 5 1.5 2.5 0 2 0 3.75 4.5 11
G 0.5 5 1.5 6 0 1 0 3.25 1 6.5
H 1 5 1.5 4.25 0 1 0 3.75 6 10.5
I 1 5 3 4.5 0 2 0.5 3.5 4.5 10
J 2.5 5 2 5.5 0 1.5 0 4.25 6 10.5
K 0.5 5 1 5 O 2 1 2.5 4.5 11
L 2.75 2.75 4.5 5.25 0 2 0.5 2.75 6 11
M 1 3.75 2.75 1 0 1 0 3.75 3 11
N 2 5 1.5 5 0 2 O 3.5 6 10.5
0 2 5 2.5 4.75 0 1 2 3.25 6.5 11
P 2.5 5 2 1 0 1 0.5 3.25 4.5 10
O 3.5 3.5 1 3.5 0 2 O 2 3.5 9
R 1 5 3 3 0 1 0 4.5 6 9
S 1.25 5 1 1.5 0 1 1 4 5.5 10.5
T 2.75 5 4 4 O 2 1 3.5 6.5 11
U 2 2.25 2 4.75 O 0.75 0 2.5 1.5 10
V 0.5 2.5 2 3.5 0 2 -- -- -— --
W 2.5 5 4.5 4.5 0 2 1 3.25 6 11
X 1 5 5 5 0 2 0 2.75 3.5 7.5
Y 2.5 5 2 2.75 0 2 0 4.75 0 8.5
2 0.5 5 2.5 1.5 0 0 3 3.5 0.5 7.25
AA 1.25 4.5 2 5.5 0 1.5 — -- 1.5 11

 

 

 

 

 

 

 

 

 

 

 

102

 

Student Pre and Post Survey Scores

Table 7: Student Pre and Post Survey Scores by Question

 

 

Question 5

4.23

 

2.5

2.44

 

Question 4

4.46

 

 

Question 3

4.19 4.19

 

 

Question 2

4.54 3.73

 

 

Question 1

4.69 4.00

 

PRE POST PRE POST PRE POST PRE POST PRE POST

 

 

 

Student

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Average 4.27

 

 

103

Table 7 (cont’d)

 

Question 8

4.64

 

2.5

 

Question 7

4.28 4.42

 

 

Question 6

4.76 4.36

 

PRE POST PRE POST PRE POST

 

2.5

 

 

Student

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Average 4.74

 

 

104

Subjective Student Activity Ratings

Table 8: Student Activity Effectiveness Ratings

 

Chi

Square

4.27

 

Negative

Feedback

3.46

 

Allelopathy

3.96

 

Capture]
Recapture

4.25

 

Student

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Average
Rating

 

 

105

Subjective Student Activity Responses

Capture Recapture Activity

F

D

D

P

So fun!

Fun.

I didn’t understand capture-recapture until after this activity.

Favorite: Goldfish® capture-recapture. I understood the concept
completely afterwards, and I’m not likely to forget it because it was done in
a fun way.

My favorite part was eating the Goldfish® aftenrvard.

I enjoyed the capture recapture because it was enjoyable yet educational.

The Goldfish® capture/recapture was my favorite because we got to see
how they do it in real-life and the data was right in front of us.

Helped give example of real-life.

Favorite: The Goldfish® lab, it was fun to do and made the concept easy
to understand.

Favorite: Catching Goldfish® because it was easy and it stuck in my head
as an example of capture/recapture.

Least favorite: Capture/recapture with Goldfish®. I didn’t need to do the
experiment to understand how it works.

I enjoyed the Goldfish® capture-recapture experiment the most because it
was helpful to put the equation into a visual representation.

I liked the Goldfish® one the best because it was really fun and cemented
the capture-recapture method in our brains.

I most enjoyed the Goldfish® experiment because it clearly derrronstrated
how this process occurs. It didn’t require a lot of waiting around.

Goldfish® capture—recapture lab was the most enjoyable because my
group got very weird data and the idea of ‘capture-recapture’ of
‘Goldfish®’ was fun.

It helped me to practice the method so that it stuck in my head.

106

 

I liked the Goldfish® one because we got to eat Goldfish® and do some
really easy math.

Favorite: I liked the Goldfish® capture recapture lab. It was fun.

It was helpful and fun, it also tasted good.

Favorite: Goldfish® because it explained the capture recapture method
and made it very easy to understand. It was fun going fishing in a ziplock
bag.

Least favorite: Tedious

It was nice to try it out rather than just read about it, but we probably spent
more time than necessary on a not-so-difficult thing.

I didn’t do this lab...l just copied data so it didn’t really help.

Allelopathy Experiment

D

D

Srnelled bad, but helpful.

I enjoyed the garlic/lettuce allelopathy lab because it really helped me see
what allelopathy is and how it affects plants.

I won’t forget what allelopathy is now.
Least favorite: It was alright, the others were just more fun. I didn’t like
having to look up information from journals online as the process can be

frustrating when you can’t find the information you need.

I most enjoyed the allelopathy lab with the gariic and lettuce seeds. It was
very interactive.

Least favorite: Probably the garlic and lettuce leaf experiment was my
least favorite. I don’t remember a whole lot about it, but I think I felt like I
didn’t know what to expect from the garlic.

The garlic/lettuce lab was my least favorite because it smelled bad!

I disliked the garlic/allelopathy study because the garlic smelled really bad
after a couple of days.

107

b The garlic lab didn’t help me as much because we didn’t really do things
actively with our hands.

D Garlic and lettuce lab was kind of boring because we didn’t really do much
except for observing.

b Least favorite: Allelopathy study because it is hard to find relevant
scholarly articles.

b» Easy and to the point.
D- Least favorite: Garlic, it was gross! It smelled bad and it was boring.

P I least enjoyed garlic/lettuce allelopathy study. It was really smelly. The
smell distracted me.

D The allelopathy study was interesting. We used live, real world examples
(as opposed to Pepperidge farm goldfish or foam fruit flies) to discover
allelopathy.

b I think it was really cool to see the lettuce leaves grow and see the effects
of gariic on it. It’s one thing to talk about! take notes on something but it
was cool to actually see it happen.

> The garlic one because it was very scientific and not very fun so it didn’t
stick in my head as well.

>- I most enjoyed the garlic/allelopathy experiment. I enjoyed seeing a real
life example of allelopathy. I found the subject very interesting and to see
how it actually happened was really cool.

b Least favorite: The garlic/lettuce allelopathy experiment because it
involved checking our seeds daily for about a week and the garlic made
the room smell.

D It did smell pretty gross though.

> It helped me remember but it was gross.

Negative Feedback Loops Activity

P I most enjoyed the Bert and Ernie Discover Negative Feedback Loops
because not only was it a trip back to my childhood, but it related negative
feedback loops to something I already know and I can therefore
understand it more clearly.

108

This was one of my favorites. [My partner] and I had a blast acting this
out. It was a great way to wake up. Before we knew it, we had an
audience and were teaching them by our acting. I loved it. The activity at
the end helped me understand it a lot better.

I least enjoyed the negative feedback loop one because I still have trouble
remembering what is what and never fully understood.

A bit elementary for 12th graders. ,

The Bert and Ernie skit was my least favorite. I fully understood negative
feedback loops and doing this skit was a waste of my time.

Fun and helped me rememberll

Least favorite: The feedback loops because I’m a visual learner.

I liked that it was in skit form.

The Bert and Ernie negative feedback loop skit didn’t help me much
because I don’t understand well from merely reading how something
works - I need to & it happen.

I Ieam better visually.

It had thorough explanations of all the components of negative feedback
loops.

I enjoyed the Bert and Ernie Negative Feedback Loops skits and posters
because it was fun to do the skit. The posters were easy to fill out and
helped to get a better picture of how negative feedback loops function.
Another real-life example.

Out of all of the experiments I found the Bert and Ernie discover negative
feedback loops the least helpful. I was not sure it was necessary for me to
read a very long skit when I already understood the concept clearly.

[My partner] and I had a great time with this one so it stuck in my head.

It illustrated the concept well.

Least favorite: Bert and Ernie, it was kinda boring and a little downplayed
on the level of Ieaming that we should be at as seniors.

109

P Favorite: Negative feedback loops because [my partner] had never seen
Sesame Street before.

> Least favorite: The Bert and Ernie Negative Feedback Loop because it
was just reading a story and cutting out paper.

b Least favorite : Bert and Ernie only because I wasn’t there that day.

> I enjoyed the Bert and Ernie Lab the most. This was a different way of
learning and it really helped.

b I like using actions or skits to Ieam an idea.
> Favorite: The Bert and Ernie Negative Feedback Loops skit and posters
because it involved reading and doing a skit with a partner and then we
made the posters where we cut and glued parts.
Chi Square Activity

D Very fun! It helped a lot and I loved the way they were out of stickers. It’d
be fun to make.

b l least enjoyed the foamy fruit flies because it was hard to tell the specific
traits of the flies and it was not as interesting as other labs.

D Nice to get a visual of how different generations occur.
v This somewhat long experiment explained a simple concept.

b The flies were hard to count (but they were cute). It was a good way to
work through an equation.

b I enjoyed the foamy fruit fly experiment because it helped you see the
phenotypes of the whole population.

b This experiment gave me a good picture to keep in my head.

b Foamy fruit fly was hard to follow. However, it was probably more
realistic. But to learn the concept...perhaps it would be beneficial to have
more clearly defined phenotypic differences than only OIO.

> I enjoyed the foamy fruit fly experiment the least. This is because the

concept was repetitive. We had done so many of those kind of problems
before.

110

b I love labs like these! It is so much fun to have to do genetic mutations
with cute little fruit flies!

b It helped to see a visual representation for genetics.

> Favorite: Fruit fly. They were cute, it was fun and it was on my favorite
subject genetics!

111

APPENDIX E

LABS AND ACTIVITIES NOT IMPLEMENTED

I. SEED RESPIRATION LAB

II. YEAST FERMENTATION LAB

112

Name:

 

lab five (revised): 17:22:53 Reggae Too

When a seed is placed in a suitable environment, it will begin to germinate and
grow into a full-fledged plant. Some seeds have more stringent requirements
than others in order for this to occur. For example, the seed of the Calvan'a
major tree requires passage through the digestive system of Raphus cucullatus
(a dodo bird). These birds went extinct 300 years ago — and thus, there are no
Calvan'a major trees younger than 300 in age.

Most seeds require less specific conditions. In general, seeds require an
environment that contains water in order to grow. Answer pre-lab question #1.

In order to grow, seeds require energy which is necessary in order to build new

cells and perform all functions necessary for life. Seeds use the process of

respiration to produce the necessary ATP. Answer pre-lab questions #2 and 3.

In this lab, you will be comparing the respiration rates of germinating and non-

genninating seeds. You will also be testing the effect of temperature on the rate

or respiration. Answer pre-lab questions #4-5.

Prelab Questions:

1. Why would the presence of water in an environment cause a seed to begin
growing? What does water have to do with anything?

2. Why don’t seeds obtain their energy using the process of photosynthesis?

3. What are the reactants in the process of respiration and where does a

seed get these things?

4. What is your hypothesis as to the comparison of the respiration rates of
germinating and non—germinating seeds? Why?

5. What is your hypothesis as to the effect of temperature (room vs. cold) on
the respiration rates of seeds? Why?

113

6. a. When you add the phenolphthalein to the Ba(OH)2, the solution turns
pink. Why?

b. If respiration is occurring and is left to occur indefinitely, the solution will
turn clear. Why? (There is a chemical reaction occurring, write its
equation below.)

c. How is this going to help us determine the respiration rate for each of
the trials?

Procedure:

1. Obtain three Petri dishes, three pieces of filter paper and three plastic
containers from your instructor.

2. Wet two of the filter papers with tap water until saturated.

3. If your group is doing the ROOM temperature trial:
Place the pieces of filter paper on the counter next to your lab bench.
(Make sure this is out of the way as you will be leaving these overnight
and you don’t want anyone messing with it!)

If your group is doing the COLD temperature trial:
Place one piece of filter paper in each of the shallow containers given
to you by your instructor.

4. Place 25 germinating radish seeds on one wet piece of filter paper and 25
non-germinating radish seeds on the dry piece of filter paper.

5. Fill the Petri dishes with 30mL of 0.025M Ba(OH)2.
6. Add two drops of phenolphthalein to each dish.

7. Place a plastic container over the whole setup (Petri dish and filter paper
with seeds). If you are doing the COLD trial, give your setups to your
instructor to place in the refrigerator overnight.

8. Wait 24 hours before continuing the lab.

114

9. Pour the liquid contents of one Petri dish into a beaker. (If it is not pink, let
your instructor know!)

10. Fill a 60mL syringe with 0.01 M HCI. It doesn’t matter if you fill the syringe
completely, just make sure that you record the amount of HCI in m syringe

on the attached table before you start!

11. Now you get to titrate! Add HCI to the beaker JUST UNTIL the pink color
disappears COMPLETELY. Gently swirl the beaker as you add the acid to
make sure that it mixes thoroughly. You should hold the beaker over a piece
of white paper so that you can detect the color change.

12. When you have finished titrating, record the amount of HCI left in the syringe.
And calculate the amount of HCI used.

13. Rinse the contents of the beaker down the drain with generous amounts of
water.

14. Repeat steps 9-13 for each of the other two Petri dishes.

15. When you have finished, pour any extra HCI back in the stock bottle. Rinse
out your Petri dishes.

After reading through the procedure before lab, answer pre-lab question #6.
Results and Questions:

1. If each setup starts with 30.0 mL of 0.025M Ba(OH)2. how many moles of
Ba(OH)2 are there?

 

 

 

 

 

 

 

GROUP DATA:
Vol. of HCI Avg. Avg.
Temp. (’C) Initial Vol. of Final Vol. of Needed to Volume of Volume of
HCI in the HCI in the Neutralize HCI for HCI for
Syringe (mL) Syringe (mL) Base (mL) Room Cold
Temp. Temp.
Control
Germinatlng
Seeds
Non-Germinatlng
Seeds

 

 

 

 

 

 

115

 

 

CLASS DATA:

2. Write the equation for the neutralization reaction that occurs when you add
HCI below. You will need this before you can completely fill in the table
below.

 

 

 

 

 

Moles Moles Total
Average Ba(OH)2 Ba(OH)2 Moles CO,
Trial Volume HCI Left after Reacted Reacted
Used (mL) 24 hrs. over over
24 hrs. 24 hrs.
Room Control I
l
Room
Germinatlng
Room

Non-germinating

 

Cold Control

 

Cold Germinating

 

Cold
Non-germinating

 

 

 

 

 

 

 

* To calculate the moles of BalOH)2 left after 24 hours you will need to use
dimensional analysis!

3. Was your hypothesis as to the respiration rate of germinating vs. non
germinating seeds supported? Explain.

4. Was your hypothesis as to the respiration rate of room temperature vs.
cold seeds supported? Explain.

116

5. Draw and label the graph below to show your prediction of carbon dioxide
production by germinating seeds from 0°C to 50°C. Temperature should
be on the X-axis and moles of carbon dioxide should be on the Y-axis.

 

 

Explain why your graph looks the way it does.

6. How would you expect a mammal’s respiration rate to respond to a
change of temperature from room temperature to refrigerator temperature?
Why?

7. In this lab you measured the rate of carbon dioxide production over 24
hours. In what other ways could you have measured the respiration rate?

117

Our Names:

 

 

 

 

 

 

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We will test the effect of on
Our hypothesis (It is hypothesized that ..... 0R If....,then....):

 

 

 

 

 

Information that supports our hypothesis:

Write your factual information below with the author of the source in which
you found the information in parenthesis after each statement. You should use
at least three different sources.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attach all sources (except information from your textbook) to this page before
you hand it in.

118

Our Independent Variable (include units if applicable):
Our Dependent Variable (include units if applicable):

Our Experimental Set-Up (include Materials Needed):

Our Control Group will be...

 

 

 

 

Our Test Groupls) will be...

 

 

Our Controlled Variables:

 

 

 

 

 

We will collect our Quantitative Data by recording...

 

 

We will satistically analyze our results by....

 

 

119

Our Names:

 

 

 

 

 

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A graphls) of the data from our lab is attached. The graphls) shows that

GUN/rill, if!) all!!! NB!

RESULTS:

 

 

 

 

Our statistical test showed that...

 

 

 

CONCLUSIONS:

Do your results support your hypothesis? How do you know?

 

 

 

 

Where would you go from here? (Explain any discrepancies between your results and
your hypothesis, further questions to ask, future experiments to perform?) If you use any
information from credible sources here, include the author in parenthesis.

 

 

 

 

120

 

 

 

 

 

 

 

 

 

 

 

Attach all sources (except information from your textbook) to this page before you hand it
in.

121

Name:

 

A YEAST FERMENTATION INVESTIGATION

As you know, fermentation occurs in certain organisms under anaerobic
conditions. Yeast is an example of an organism that can perform fermentation.

You are going to conduct an experiment to determine the effect of temperature
on the rate of fermentation in yeast cells.

Answer question #1 on the attached answer sheet.

You will be using a 3% yeast solution and a 10% sucrose (table sugar) solution.

1.

Your group must obtain four 2002 pop bottles (make sure the bottles are
all the same shape). Fill one bottle with hot water, one with warm water,
one with room temperature water and one with cold water.

Record the temperature of the water in each of the bottles.

Obtain eight pipets, label half of them “CONTROL” and half of them
“SUGAR”.

. Mix together 2 mL of the yeast solution and 2 mL of distilled water in each

of four small beakers. (Make sure you use different syringes for these two
solutions - you don’t want to cross contaminate!!!)

Use one of the “CONTROL” pipets to draw the solution from each of the
beakers. Make sure all of the solution is in the BULB of the pipet — if it is
stuck in the stem of the pipet you’ll have to squeeze it back into the beaker
and try again until you get it all in the bulb. Set these pipets aside.

Rinse out each of your small beakers.

Place 2 mL of the yeast solution in each of the beakers. Using the other
syringe (the one you used for the distilled water in step 5), place 2 mL of
the sucrose solution in each beaker.

Use one of the “SUGAR” pipets to draw the solution from each of the
beakers. Make sure all of the solution is in the BULB of the pipet - if it is
stuck in the stem of the pipet you’ll have to squeeze it back into the beaker
and try again until you get it all in the bulb.

122

9. Obtain sixteen hardware nuts and place two on each of the inverted
pipets. These will make your pipets sink when placed in the water.

10. Obtain a stopwatch. Place a “CONTROL” and a “SUGAR” pipet (open
end up) into each of the bottles. Wait two minutes so that the
temperature of the pipets can equilibrate to that of the water in each of
the bottles.

11. Record the number of bubbles that are released by each of the pipets
each minute for thirty minutes. Happy Counting!

Answer Sheet

1. What is your hypothesis for this experiment?

2. What is the independent variable for this experiment?

3. What is the dependent variable for this experiment?

4. List at least five controlled variables for this experiment.

5. Why is it necessary to have a control pipet in each of the bottles?

6. Why is it necessary to make sure all of the solution is in the bulb of the
pipet and not the stem?

7. a. What gas is being produced by the yeast?

b. Describe a test that could be used to determine if this was actually the
gas being produced.

123

 

Data Table:

(min) Control Sugar Temp Temp Control Sugar Control Sugar
Control

 

a
Data Analysis: Feel free to continue your answers on the back of this sheet.

8. According to your data and graphs, what is the relationship between
temperature and fermentation rate?

9. What conclusions can you draw from this data? Apply concepts learned in
other units to explain why these relationships occur.

124

 

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