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