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BIOLOGY 210: INTRODUCTION TO RESEARCH
Professor:
Stuart Allison, SMAC B210, x-7185, sallison@knox.edu
Assigned Texts: Ambrose, W.H., K.P. Ambrose, D.J. Emlen, and K.L. Bright. 2007. A
Handbook of Biological Investigation. 7th Ed. Hunter Textbooks, WinstonSalem, NC. (referred to as HBI)
Pechenik, J. A. 2012. A Short Guide to Writing About Biology. 8th Ed.
Addison-Wesley Longman, New York. (referred to as WAB)
You will also be provided with many pdf copies of articles about maize
Course webpage: http://courses.knox.edu/bio210/
Course objectives:
1) develop the basic skills required to do scientific research
2) hone communication skills for presenting research results
3) gain an understanding of how knowledge within the natural sciences (focus on biology) is
accumulated
4) further develop skills to work effectively as a member of a group.
We will pursue the course objectives by examining the biology and use of corn, more properly
known as maize (Zea mays), one of the most important agricultural plants both locally and
globally. We will examine the development of maize, its basic ecology and physiology, and the
history of human use of maize as a way to better understand biology in general.
As we explore the biology of maize, we focus on learning how to do biology, on the process of
the science. We will explore:
1) Developing hypotheses – you and your lab team will develop and test independent
hypotheses
2) Experimental design – you will be asked to design experiments and studies that will allow
you to test the hypotheses you have developed
3) Observations – in order to answer your questions, you must compare your predictions to
your observations of biological phenomenon. You will learn to use an array of tools so
that you can make your observations in new ways and with more precision than simply
using our senses allows us to do. You will almost always be required to quantify your
observations.
4) Analysis – What do your observations tell you about your hypothesis? You must perform
analysis (usually statistical) that compares your predictions with your observations in
order to draw a conclusion about your hypothesis.
5) Communication – you may perform the most important experiment in the world, but if no
one knows about it, all your work is for naught. Thus communicating the results of
scientific work is a vital part of doing science. You will learn several ways to convey the
results of your scientific investigations – oral, visual and written. At the end of the
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course, you will present your results to the entire biology department so that all can learn
what you have been doing and benefit from your work.
6) Ethics – good science, and good policy informed by science, depends on both the
reliability of the scientific process and the scientist’s ability to relate scientific
investigations to human social concerns. In this course you will become familiar with the
standards which govern the practice of science and how scientific results are reported to
the public. Many of you will discuss how the results of your research are relevant to
social issues.
SYLLABUS – FALL TERM 2013
Date
Day Topic
Sep. 12 Th Intro to Course/Notebook Keeping
Sep. 17 Tu Intro to Maize – biology and cultural history
Lab: Intro to Greenhouse
Sep. 19
Th Scientific method/Experimental Design
Lab: Begin planning maize experiment 1
Reading
1-7 (HBI);
149-155 (WAB)
Indian Maize – Plants&Society
Maize – Economic Botany
Photosynthesis - Stern
8-10, 32-38 (HBI)
Sep. 24 Tu More on Maize
Corn - Gould
Lab: Present research proposal, set up experiment
Corn - Sokolov
Assignment due: Proposal for maize experiment 1 Science behind three sisters
Sep. 26 Th Data Analysis (stats 1)
39-48 (HBI);
Lab: maize experiment 1
49-68 (WAB)
Oct. 1
Oct. 3
Oct. 8
SER
Oct. 10
SER
Oct. 15
Oct. 17
Oct. 22
Tu Data Analysis (stats 2) cont’d
Lab: maize experiment 1
Th Measurement and Data Collection
Lab: maize experiment 1
Tu
Reading Scientific Papers
Lab: Literature Search with Sharon Clayton*
And maize experiment 1
Th Work on homework assignment
Lab: maize experiment 1
8-15 (HBI)
99-117 (HBI)
21-48 (WAB)
Tu Writing Scientific Papers (Methods, Results,
1-20, 49-68, 155Discussion)
203(WAB)
Lab: end maize experiment 1
126-140 (HBI)
Assignment Due: Homework and Proposal for Maize Exp. 2
Th Scientific Oral Presentations
232-248 (WAB)
Tu First Oral Presentations – Maize Exp. 1
Lab: Begin Maize Exp. 2
Assignment Due: Report on Maize Exp. 1 – first draft
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Oct. 24
Th Data Analysis (stats 3)
Lab: Maize Exp. 2
Tu Data Analysis (stats 4)
Lab: Maize Exp. 2
Assignment Due: Final Report on Maize Exp. 1
Oct. 31 Th Return to Maize – what have we learned?
Lab: Maize Exp. 2
Assignment Due: Homework
49-57 (HBI)
Oct. 29
Nov. 5
Nov. 7
Nov. 12
Nov. 14
72-77; 85-98 (HBI)
Corn Crisis
Food in the future
Taking measure of biofuels
Wild plants to the rescue
Tu Tables, Figures and Graphs
Lab: Maize Exp. 2
Assignment – Hand out take-home exam
Th Writing Scientific Papers: Intro, Revising, Editing
Lab: Maize Exp. 2
Assignment Due: Take Home Exam
Tu Scientific Posters
Lab: Maize Exp 2
Th Classroom: Open
Lab: End Maize Exp. 2
164-191 (WAB)
143-161 (HBI)
203-212;80-122 (WAB)
232-248 (WAB)
Nov. 19 Tu Poster Presentations
Assignment Due: Report on Maize Exp. 2 – first draft
Final Exam Period – Oral Presentations on Maize Exp. 2
Assignment Due: Final report on Maize Exp. 2
* Meet in Caterpillar Computer Lab
Class organization.
The course objectives will be met through activities in the classroom and the laboratory.
1) Classroom. The classroom sessions will involve lectures, discussions, and group
problem solving activities. You should pay close attention to the syllabus and come to class
having read and thought about the assigned reading. Lectures, discussions, and group problem
solving activities will provide an opportunity to clarify topics covered in the readings - you will
get the most out of class if you are prepared to ask questions. You can communicate your
questions in class or by e-mail. The group problem solving activities will involve small groups
of students (2-3) working together to solve problems and answer questions asked by me. These
problems are designed to both clarify what you have learned from the text and classroom
discussion and to ask you to go beyond what you have learned by applying your knowledge to
new situations. The activities will vary in duration from a couple of minutes to an entire class
period.
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2) Laboratory. The laboratory experience is built around a series of two research
projects. These projects give you an opportunity to apply what you have learned in the classroom
to explore a variety of biological questions. Over the course of the term, students will be asked
to take an increasingly greater role in the design, execution, and reporting of the research
projects. You will work in groups of 2-3 students when you conduct your experiments.
Course Evaluation:
Your final grade in the course will be calculated as follows:
Notebooks
Exercises/Homework
First research proposal
Second research proposal
Oral Presentation I
Oral Presentation II
Maize Exp. 1 Report
Maize Exp. 2 Report
Poster
Participation
Take Home Exam
Total pts.
20 pts.
10 pts.
10 pts.
10 pts.
10 pts.
30 pts.
10 pts.
30 pts.
20 pts.
25 pts.
25 pts.
200 pts.
The majority of the graded work will revolve around the research projects. The research project
assignments cover a variety of research skills, from writing a research proposal to presenting a
scientific talk. The due dates for these assignments are provided on the course syllabus. Details
of what each assignment requires will be provided throughout the term. You should note that
due dates are subject to change because the nature of experimental biology is that things
sometimes take longer than at first anticipated.
As mentioned earlier, you will be conducting your research in a group. The actual
research, research proposals and oral presentations will be done collaboratively as a group.
The lab papers will be written independently.
It is imperative that you keep a detailed and up-to-date laboratory notebook. We will start
the class with a detailed discussion of what information belongs in the lab notebook and how to
present material in the notebook. You should always have your lab notebooks with you in lab
and the classroom. At random, unannounced times during the term, I will collect the lab
notebooks and grade them. You will also need to turn in your lab notebook for a final grade at
the end of the term.
The discussions, group problem solving activities, and group participation in research
means that your contribution is vital to the success of the class. As a result your class
participation will be graded. The participation grade will not assess how “clever” or “talkative”
students are, but will instead assess how well each student has contributed to the class. In
making this assessment I will ask myself the following questions:
• To what degree was the participant ready for each day’s activity? Had the participant read
the assigned readings critically and come to class prepared to discuss the material?
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• Was the participant willing to ask questions about the material being discussed? Did the
participant exhibit “academic honesty” - asking questions when things were unclear to them
and admitting when they didn’t understand something?
• Did the participant try to answer the questions of others in a helpful way?
• Was the participant willing to be wrong sometimes? Did the participant ask and answer
questions and make observations that suggested that s/he was stretching him/herself and not
overly afraid of saying something that might be wrong?
• Did the participation of this person enhance the understanding of the group?
• Was this person considerate in the way they participated in the group or did they dominate
the conversation too much, making it difficult for others to speak?
• Did this person exhibit a positive attitude? Did they show an enthusiasm to learn and
participate or did they do only what they had to?
• Was this person a valued member of the group, contributing to the best of her/his abilities?
• Did the participant put in her/his fair share of the work in completing the assignments?
The mid-term exam will be an open note, open book, take-home exam. It will test your
under-standing of the material and your ability to apply your understanding in solving novel
problems, not how much you have memorized. While the exam is in progress you may not talk to
anyone (except the instructor) about ANY aspect of the exam (including whether you are finding
it easy or hard, long or short etc.).
Absence policy. Students are expected to attend all classes. If you must miss a class for
religious or athletic or others, please let me know in advance. If you are ill, please have a note
sent to me from campus health verifying that you were ill.
Grading scale:
90 - 100% - A
80-89% - B
70-79% - C
60-69% - D
< 60% - F