welcome to lb144!
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Darwin, Charles
CHUCK
Welcome to LB144!Grab a marker, a folder
Start at #1 (at the bottom).
4. List the destructive behavior that best describes you here.
2. Flip your folder upside down (seriously!), then
write your first name – as you like to be called.
Write it BIG!
5. Name of place you wish you
could go in the WORLD?
3. Read the handout “Constructive &
Destructive Group Behaviors”. List the
constructive behavior that best
describes you here.
1. Write your last name, first name on the folder tab.
LB 144: Organismal Biology
Dr. Shahnaz MasaniDr. Bill Wills
• Cooperating: Is interested in the views and perspectives of the other group members and is willing to adapt for the good of the group.
• Clarifying: Makes issues clear for the group by listening, summarizing and focusing discussions.
• Inspiring: Enlivens the group, encourages participation and progress.
• Harmonizing: Encourages group cohesion and collaboration. For example, uses humor as a relief after a particularly difficult discussion.
• Risk Taking: Is willing to risk possible personal loss or embarrassment for the group or project success.
• Process Checking: Questions the group on process issues such as agenda, time frames, discussion topics, decision methods, use of information, etc.
• Dominating: Takes much of meeting time expressing self views and opinions. Tries to take control by use of power, time, etc.
• Rushing: Encourages the group to move on before task is complete. Gets "tired" of listening to others and working as a group.
• Withdrawing: Removes self from discussions or decision-making. Refuses to participate.
• Discounting: Disregards or minimizes group or individual ideas or suggestions. Severe discounting behavior includes insults, which are often in the form of jokes.
• Digressing: Rambles, tells stories, and takes group away from primary purpose.
• Blocking: Impedes group progress by obstructing all ideas and suggestions. "That will never work because…"
Obtained 4/6/09 from: https://tle.wisc.edu/solutions/engagement/constructive-and-destructive-group-behaviors. Adapted from Brunt
(1993). Facilitation Skills for Quality Improvement. Quality Enhancement Strategies. 1008 Fish Hatchery Road. Madison WI 53715
Constructive Destructive
LB 144: Organismal Biology
Dr. Shahnaz Masani
LB 144: Organismal Biology
Dr. Wills
What is this class about?
Driving questions:
1. Why do organisms look, function and behave the way they do?
2. How do we explain the diversity of life on Earth?
3. How do organisms interact with each other and their environment?
1. Lots of variation exists!
2. Traits are inherited from parents to offspring
3. More offspring are produced than the environment can support
4. But, many of these offspring do not survive (unequal chance of survival and reproduction)
Fig. 1-20
Populationwith variedinherited traits.
Eliminationof individualswith certaintraits.
Reproductionof survivors.
Increasingfrequency
of traits that enhance
survival and reproductive
success.
4321
http://www.youtube.com/watch?v=ckP8msIgMYE
Summing it up…
Spring Semester Entomology Lab Position!
Tasks: Insect colony care and helping with indoor experiments! Preferred candidate would be available 1-2 hours per day and some weekends as well.
Contact Sara Hermann (slh@msu.edu) for more
info!
Today’s objectives
1. Become familiar with course logistics, where to find course information, and our approach to learning biology
2. Get to know more about your classmatesa. Begin building a learning community
b. Make informed decisions when forming working groups
c. Develop classroom climate
3. Introducing the scientific method:
a. Formulate and evaluate scientific hypotheses
b. Make predictions and represent data graphically
c. Interpret data and evaluate its value as evidence in support of a hypothesis
Questions? Contact:Course Email: lb144ss16@gmail.com
Dr. Shahnaz Masani : masanish@msu.edu
Dr. Bill Wills : willsbd@msu.edu
Lecture AssistantsCameron Allie (LA): alliecam@msu.eduLindsay Schictel (LA): lschicht7@msu.edu
Need help? Office hours:Dr. Masani: Thursday 12 – 1pm in C1 Holmes
Dr. Wills: Tuesday 12 – 1pm in C1 Holmes
Course Logistics: Teaching Team
Course Logistics
Website (lb144ss16.weebly.com)Syllabus
Class schedule (will be updated throughout semester)
Class notes – before and after class
Homework assignments and readings
On Desire2Learn (https://d2l.msu.edu):
Grades
Bring to class every day:
Carbonless notebook
iClicker
Course Logistics
NOTE: When registering your iclickersmake sure to use your MSU ID
Studentname@msu.edu
NET ID
How are we going to learn in this course?
• Actively engaged in learning and teaching
• Working in collaborative groups and individually
• Using the same practices scientists use to create and communicate scientific knowledge
• Reflecting on “how we know what we know”
• Using metacognition to improve learning
Why use this approach?
• Active learning enhances learning and retention (Hake 1998, Beichner et al. 1999, Ebert-May et al. 2003, Handelsman et al. 2006).
• Benefits a greater diversity of learners (Rosser 1990, Handelsman et al. 2006)
• Evidence based approach
Why use this approach?
1. Ability to work in a team
2. Ability to make decisions and solve problems
3. Ability to plan, organize and prioritize work
4. Ability to communicate verbally with people inside and outside an organization
5. Ability to obtain and process information
6. Ability to analyze quantitative data
7. Technical knowledge related to the job
8. Proficiency with computer software programs
9. Ability to create and/or edit written reports
10. Ability to sell and influence others
http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/
The 10 Skills Employers Most Want In 2015 Graduates
Talk to a Stranger – Round 1 (3 min)
• Exchange folders with someone near you
One rule: this person cannot be someone in the same lab section as you.
• Use the information on your folder as the basis to introduce yourselves
• Introduce your partner to another pair
• In your group of 4, think back to your worst group work experience. Discuss why it was awful.
• Brainstorm a short list of qualities of effectiveteam members.
Talk to a Stranger – Round 2 (3 min)
What qualities characterize an effective team member?
• [Insert Text Here]
Forming a group
Fill out CATME Survey by Sunday Jan 17th
How do scientists create and communicate knowledge?
How do scientists create and communicate knowledge?
1.Design and carry out experiments
2.Collaborate
3.Read/study
4.Communicate data and ideas
5.Represent ideas through models
6.Present “arguments” for the validity of their studies
Get out your carbonless notebook!
[Your Name]
[Today’s Date]
[Topic Title]
Q1. When you see a question that starts with “Q1.” etc, that is your cue that your answer should be written in your carbonless for that day.
Get out your carbonless notebook!
Bill Wills
1/12/16
Intro to the Scientific Method
Q1: [Answer here]
Hypotheses
A hypothesis is a possible answer to a question, from which predictions may be made and tested.
Null hypothesis (H0): The “no effect” or “no difference” expectation.
Alternative hypothesis (HA): A pattern that differs from the null. HA often follows directly from your research question, and you can sometimes test multiple alternative hypotheses (HA1 and HA2) in a single experiment.
Let’s go on safari…
Video: http://www.youtube.com/watch?v=UzQDJY-oaGY
Overly dramatic video:https://www.youtube.com/watch?v=huxDnZs2_OQ&noredirect=1
Fatalities are not uncommon (Simmons & Scheepers, 1996)
Tools of Science
DATA
MODELS
COLLABORATION
ARGUMENTS
Major Count
First Year 63
Second Year 13
Third Year 2
Data: LB 144 Enrollment
What format best communicates the data in the simplest, most efficient way?
Representing Data
X-axis
Y-axis
What is changing as part of experiment? →(manipulated or controlled variable = independent)
(mea
sure
d v
aria
ble
= d
ep
en
de
nt)
Wh
at is
bei
ng
ob
serv
ed?
→
Categorical data = Can be binned into discrete groups Continuous data =
Can assume “any” value (possibly within a range)
What to consider when making a graph:
1) Decide what is changing as part of the experiment (and goes on the X-axis) and what you are measuring (goes on Y-axis).
2) Are your data in categories (bar graph), or are they a continuous number (line graph or scatterplot)?
3) Decide if raw data communicates your message best, or if you should calculate a percentage, ratio, or rate to more clearly communicate your message.
Use a: If you want to show:
Bar graph Counts, frequencies
Line graph Trends, relationships between 2 variables over a range of values
Scatter plot Trends, relationships between 2 variables represented as discrete values
Pie chart Categories as proportions of a whole
Note that data/evidence can support a hypothesis/claim, not prove it.
Reasoning: There could always be another explanation (unknown yet) that is consistent with the evidence at hand.
Alternatively, data/evidence can refute a claim/hypothesis.
For Next Time:
1. Complete Thursdays Readings – Read article – Watch video
2. Fill out the CATME survey – due by midnight on Sunday January 17th
3. Page through the lab website
4. Bring:– iClicker–Carbonless notebook
Turn in your carbonless on your way out
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