I implemented this module as an all-online module for a week when our campus was closed. Some students needed to complete a pre-lab exercise on how to graph in Excel
https://qubeshub.org/collections/post/2257
See posts by Elizabeth Perkin at
https://qubeshub.org/collections/post/1475
https://qubeshub.org/collections/post/1320
Used this module in a dual-credit intro biology lab course and it worked very well. Resources to implement this module can be found at: https://qubeshub.org/collections/post/1488
I implemented this module as part of a major's biology course at Gaston College (2-year community college). Students complete the modules over 2 lab periods. I used a pre-activity excel tutorial provided by Calinger, implemented the module unmodified, and then followed up the module with my own supplemental critical analysis activity. You can view the activity and my instructor notes here:
https://qubeshub.org/collections/post/1504
I incorporated the TIEE Phenology and Climate Change Module as part of a 4 lab period Phenology Project in my 2nd semester Majors Introductory Biology Course. The course had 5 sections each with 20-24 students; lab duration is 2 hours. My students learned about phenology and climate change and used the HHMI Excel Tutorials in a previous lab period. It took 2 lab periods (4 hours) to introduce line/scatterplot graphing and linear trend lines and regression and to complete the full module. My 5 Week Campus Migratory Bird Phenology Project, Modified TIEE Module Notes and homework assignment can be found at:
https://qubeshub.org/collections/post/1491/comment
I slightly modified the phenology lab for a general education biology course for non-science majors. I also used related activities before and after the lab. My instructor notes and related resources and assignments are posted here: https://qubeshub.org/collections/post/1490
This message was edited by psaunder on
May 24, 2016 at 8:33 am.
I used a very slightly modified version of this module in a intro biology section reserved for majors. We started in lecture with a "pre-lab" Excel activity and then moved into the module, which we completed in the 2 hour and 50 minute lab period that followed the lecture (after a brief lunch break). My instructor notes and classroom materials are posted at: : https://qubeshub.org/collections/post/1488.
I used a modified version of this activity for a 3 hour lab in my first year ecology/evolution course for biology majors. Students had been using excel for data analysis all term, so I did not have to scaffold the material too much. However, I found the activity a little long for a 3 hour lab, so I shortened it. You can find my modified version of the activity here: https://qubeshub.org/collections/post/1480
I used this module in a majors introductory biology course. It worked really well and helped students to gain skills in data analysis and critical thinking. You can access my teacher notes and the modified handout for the activity here: https://qubeshub.org/collections/post/1468
This message was edited by Bibit on
May 23, 2016 at 2:22 pm.
This module was implemented in a 1st year course (lab) designed for majors, but is also an option for non-majors to fulfill general education requirements. Before we started the lab, a PPT on linear regression and basic statistical analyses in Excel was presented (that PPT is available in this Collection). I then gave this brief PPT on phenology and I introduced the module. The entire module fit in a single 4 hour lab period with most students taking 3.5 hours to finish.
The link to this PPT is here:
https://qubeshub.org/collections/post/1466
This message was edited by tmourad on
June 16, 2016 at 11:18 am.
I enjoyed using this module in my introductory biology course for majors. The goal of the course is to get students to explore how scientists "do science." I used this module to work on graphing skills and data interpretation. The students and I both loved this module. During the wrap up at the end the students were engaged and asking good questions that connected previous material in the course to this module.
You can view my instructor notes and lecture timeline at https://qubeshub.org/collections/post/1462/
This message was edited by tmourad on
June 16, 2016 at 11:19 am.
This module was great to use in an introductory Biology class (Biodiversity) for majors. I broke this module up into multiple assignments and added an assignment before and after the module components. These modifications allowed this set of assignments to be used in a group project setting for an entire term while pulling in concepts from the other parts of the class. This course did not have a lab component so most of these assignments were out of class work for the groups.
You can view my modifications and supplemental materials here: https://qubeshub.org/collections/post/1461
This message was edited by mbakermans1 on
May 20, 2016 at 1:25 pm.
A biologist and I (mathematician) co-taught this module in our Biological Diversity Lab at a small liberal arts college. Most of the students were freshman with only about half biology majors. Our Lab sections consist of 1 hour a pre-lab lecture and 3 hours of actual lab. We used this in two sections for a total of about 30 students. We lectured for about 45 minutes and then it took the students around 2 hours 45 minutes to complete the module questions. We also used the Bald Eagle Population Dynamics TIEE module in our lab after teaching this module. I think that worked very well because the quantitative material required for the Bald Eagle lab built nicely on the material need for this lab. I would not suggest using the Bald Eagle module first and then this lab.
I put together a PowerPoint presentation with a quantitative review that can be accessed using the link
https://qubeshub.org/collections/post/1453/
This message was edited by tmourad on
June 16, 2016 at 11:20 am.
Resource Comments