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(12 classifications) (6 resources)

Biology 1101

Course Learning Outcome Classifications
Students describe the interdependence of scientific and technological developments. (2)
Students recognize social/philosophical implications of scientific discovery & potential to address world problems (2)
Students understand the basic facts, principles, theories, and methods of modern science. (5)
Students will analyze the interdependence of science and technology and their reciprocal relationship. (2)
Students will analyze/synthesize organismal structure& function/energetics/genetics/evolution/ecology & interrelatedness (3)
Students will be able to compose constructive feedback to group members. (1)
Students will be able to develop/interpret/critique quantitative and graphical test results to formulate conclusions (1)
Students will be able to evaluate societal decisions associated with biological concepts. (3)
Students will be able to identify and evaluate how course concepts of biology impact their lives. (4)
Students will communicate the conclusions from their experiments. (1)
Students will evaluate how societal decisions associated w/biological concepts are influenced by technology (2)
Students will recall/explain/apply core concepts of organismal structure/function, energetics, evolution and ecology (7)

Resources
View Resource CaseIt: a Lab Simulation Software on DNA or protein sequence

Case It v5.03 is a computer simulation that will perform common laboratory procedures on any DNA or protein sequence, including PCR, ELISA, DNA gel electrophoresis, western blot, Southern blot and so on. By using the computer simulation together with designed cases (such as infectious diseases, inherited diseases or crime scenes), students will have the opportunities to propose questions,...

http://www.caseitproject.org/
View Resource Central Dogma - Genes to Phenotype Teachable Tidbit (The Sciurus Case of the Black Squirrel)

In this approximately 20 to 25 minute lecture activity, students work collaboratively in groups to learn about the genetic basis of, and molecular mechanisms behind, the variation observed in squirrel coat color. As components of the activity, students will respond in groups to clicker style questions, and will work together to complete a worksheet that, ultimately, requires the construction of a...

http://clse-cwis.asc.ohio-state.edu/teachable_tidbits/centra...
View Resource Symbiosis Recitation

Group recitation activity designed to facilitate discussion among groups about the different forms of symbiosis. Designed to take up about 20 min of class time.

https://osu.box.com/s/b5k9h7syjzmq4nsbfvnmwlyhgs28ghpj
View Resource Teachable Tidbit: Photosynthesis for Non-Majors

In this activity, a visual model of the reactions of photosynthesis (and to a lesser extent, respiration) is provided to students. Students evaluate the model in groups, and subsequently use it to answer questions about the model as presented, as well as the results of perturbations to the pathways indicated in the model. These ?perturbation? questions require students to step back and ana...

Screenshot
https://clse-cwis.asc.ohio-state.edu/teachable_tidbits/photo...
View Resource The Z scheme (Version A)

In this video, Ohio State football coach Jim Tressel describes the Z scheme of photosynthesis. A football representation of the process is shown.

http://www.youtube.com/watch?v=XsZlPeT3D10
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