Signature Assignment BIOL 1313/1113 General Zoology

Scientific Method Exercise

Course

Assignment Title

Assignment ID (to be assigned)

Outcomes/Rubrics to be Assessed by the Assignment

o Communicationo Critical Thinkingo Empirical and Quantitative Reasoning

Assignment Description

Scientific Method Exercise

1. This exercise is part of your 3rd lab exam. It is worth up to 10 of the

possible 100 points on lab exam 3.

2. This exercise is meant to test the following general education

outcomes: communication skills, critical thinking skills, empirical and

quantitative skills. Teamwork is assessed separately but you will

work in teams of 2-4 students.

3. Your assignment is to act as a scientist and participate in the most

interesting aspect of a zoologist’s life: finding answers to what you

feel are interesting questions about animals!

4. Your will come up with what you think is an

interesting/unusual/unique observation that you have made of the

animal of your choosing. This is the first part of the 4 part process of

answering scientific questions, known as the scientific method. As

we have discussed in class, these 4 parts are: observation,

hypothesis, experimentation/testing, and theory/conclusions.

5. Once you have made your observation (include at least one source

or reference for this observation). Next, you need to develop a

hypothesis based on that observation; why does this observation

occur? Then develop what you think would be a good experiment in

order to test your hypothesis. When designing this experiment, test

one element or variable. This is meant to be more of a “thought

experiment” in that you can do anything you imagine (no

limitations, this is hypothetical). You could alternatively try to find

some actual research regarding this observation but it is NOT

required. One of the best ways to think about experimentation is to

think about IF you were to do such an experiment, what type of data

you would expect from that experiment. Please include visual aids

for this data including: charts, graphs, tables and/or other visual

presentations of this data (this will also help you theorize based on

these data). Lastly, discuss the results of your experiment and

theorize based on these data and experimental outcomes discussing

your visual presentation of data. Please include any limitations to

these data and/or reasons this theory/conclusion might change with

further experimentation, more data and/or additional information,

i.e. is there any possible reason this may be wrong but seems to be

the best conclusion based on the data at hand.

6. Each student will need to turn in this written assignment, complete

with 4 separate sections in complete sentence and paragraph form:

1) observation section (including at least one reference, 2)

hypothesis section, 3) experimentation/testing section, and 4)

theory/conclusions section. Additionally, you will also turn in a

separate teamwork reflection document as outlined in the

teamwork instructions attached to this assignment (see above). Two

documents total: the scientific method exercise and the teamwork

reflection submitted separately.

7. Each team will come up with the observation and hypothesis

sections together. Each student’s (team member) observation and

hypothesis section can be identical or nearly so. For the

experimentation/testing section: each team will agree on what type

of experiment will be done (hypothetically, of course), help each

other determine/discuss the data that would emerge from this

experiment and create the visual aids used. Each Student (Team

Member) will write an account of how this experiment will be done

individually, i.e. describe the experiment in your own words. For the

theory/conclusions section: each student will state their

theory/conclusions in their own words. Although your data visual

aids and data will be identical, your interpretation of what this

means theoretically will be stated in each students own words.

Ensure that you use actual numerical information (numbers!) in

these two sections and present these data in a visual manner as

stated above.

8. Your paper should be no longer than three (3) pages. Each of the 4

sections will be worth up to 2 points each, for a total of up to 8

points on the paper itself.

9. Your ability to communicate effectively, think critically, use

quantitative skills and/or work as a team through this written

exercise will be evaluated as a whole. This will be worth up to 2

points. Thus, the whole assignment is worth up to 10 total points.

Failure to submit the teamwork reflection document will result in a

loss of 3 points.

10. Enjoy this exercise, the sky is the limit, as long as it is based on an

animal and as long as it is ethical! Good luck!

Assignment Design Worksheet: Written Communication BIOL 1313/1113 General Zoology

Scientific Method Exercise

Course

Assignment Title

Assignment ID (to be assigned)

Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)

Context of and Purpose for Writing

The assignment specifically states that the student is to engage in “finding answers to what you feel are interesting questions about animals.” Specifically the student “will come up with what you think is an interesting/unusual/unique observation that you have made of the animal/s of your choosing.”

Content Development

The clarity with which the student states the observation and how that observation relates to the hypothesis will reflect the student’s abilities in regard to content development. Additionally, how the observation and hypothesis relate to the experiment and theory sections will further illustrate that students’ abilities in content development.

Genre and Disciplinary Conventions

In science, the observation and the subsequent hypothesis (why does the observed phenomenon occur) will reflect the students’ abilities in genre and disciplinary conventions. Linking an experiment that clearly tests the consequences of the hypothesis yielding data upon which the student then theorizes the cause of the phenomenon will show the use of genre and disciplinary conventions.

Sources and Evidence

Students are asked for source(s) regarding the basis of their observations. This can be difficult for students as the primary Zoological literature is well beyond the capacity of a student taking an introductory (albeit for science majors) course to read and interpret. The evidence generated from their experiments are usually “hypothetical” in that they don’t and can’t actually do these experiments but instead engage in a logical exercise of IF an experiment as described were to be conducted, what kind of data would the student expect to emerge from that experiment. This is due to the fact that the primary Zoological literature is well beyond the capacity of a student taking an introductory course to read and interpret.

Control of Syntax and Mechanics

While not specifically stated within the assignment, it is implicit by and within the assignment. The way in which the student conveys the content of all four sections of the assignment (observation, hypothesis, experiment/testing and theory) reflects that students control of syntax and mechanics.

Readability of Visual Elements

Students are asked to “Please include visual aids for this data including: charts, graphs, tables and/or other visual presentations of this data (this will also help you theorize based on these data).”The utility of these data

visual elements has a direct effect on the student’s ability to theorize in a cogent manner.

Relevance, Accuracy, and Integration of Visual Elements

As stated in the preceding section, visual elements are specifically asked for to facilitate the organization of the experiment/testing section and the theory section that is built upon the analysis of these data. How the student implements this reflects the relevance, accuracy and integration of visual elements.

Assignment Design Worksheet: Critical Thinking BIOL 1313/1113 General Zoology

Scientific Method Exercise

Course

Assignment Title

Assignment ID (to be assigned)

Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)

Explanation of Issues

This is inherent and explicitly stated within the assignment. The students as a team will come with an observation and hypothesis based on that observation. How the students explain this in their individual papers will be evaluated. Additionally teams will devise an experiment to test their hypothesis including data and how these data are presented. Individually each student will describe this experiment and discuss the data that emerges from this experiment. Moreover, each student will individually theorize/state conclusion based on these data. How students are critically thinking and subsequently writing these sections will show the students skills in explaining the issue(s).

Evidence The assignment specifically asks for multiple lines of evidence. In the observation section of the assignment students are asked for source(s) of their observation upon which they will build this scientific experiment. In the experiment/testing section, students are asked to design an experiment to test their hypothesis and describe and present visually the data that emerges from these “hypothetical” experiments. When students are individually theorizing upon these data, their use of these various types of evidence will reflect their critical thinking skills.

Influence of Context and Assumptions

In Science, assumptions are hypotheses. These hypotheses will be tested and data will be presented visually and discussed. Students are specifically asked to

“Please include any limitations to these data and/or reasons this theory/conclusion might change with further experimentation, more data and/or additional information, i.e. is there any possible reason this may be wrong but seems to be the best conclusion based on the data at hand.” A student’s ability to critically think about these implications will reflect the student’s skills regarding influence of context and assumptions.

Student’s Position Within Science, hypothesis and theory have specific connotations and usage. Scientific Methods are discussed in class and how science uses this methodology to accumulate/become science. Scientifically speaking, a student’s position is related to their observation, subsequent hypothesis and experiment/testing portion of the exercise. Their position regarding their theory (data supports the hypothesis) will be empirical as that is explicit nature science. As stated above, students are asked to evaluate whether or not there are any potential or actual limitations to their theoretical construct and discuss

these limitations. The student’s ability to discuss and present these ideas will reflect their critical thinking skills.

Conclusions and Related Outcomes

In Science, a theory or conclusion has a specific usage and connotation. A theory is based upon data that emerges from the experiment/testing section of this exercise. A student’s ability to cogently state a theory that relates to the data presented and consider any possible limitations to their theoretical construct will reflect their critical thinking skills. Also as stated in the previous two sections of this analysis of the rubric as it relates to this project, students are specifically asked for and given instructions about how to come to these theories or conclusions and how to arrange them into their assignments.

Assignment Design Worksheet: Empirical & Quantitative Reasoning (EQR)

BIOL 1313/1113 General Zoology

Scientific Method Exercise

Course

Assignment Title

Assignment ID (to be assigned)

Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)

Interpretation This exercise specifically asks students to interpret data derived from an experiment. This experiment is based on testing a hypothesis regarding an observation on an animal. They are specifically told to limit this experiment to test one variable. Although this experiment is hypothetical, they are instructed “One of the best ways to think about experimentation is to think about IF you were to do such an experiment, what type of data you would expect from that experiment.” Additionally they are instructed “discuss the results of your experiment and theorize based on these data and experimental outcomes discussing your visual presentation of data.” How the students write these section of the exercise will directly reflect their skills in Interpretation.

Representation Students are given specific instructions on how they accumulate the data asked for by this exercise (as seen above) and are also instructed to “Please include visual aids for this data including: charts, graphs, tables and/or other visual presentations of this data (this will also help you theorize based on these data).” Student skills regarding Representation will be reflected in the usefulness of these visual aids. Note that students are told this will help in their ability to theorize such that they will use empirical and quantitative reasoning to self-evaluate their own work leading to demonstrated skills in Representation.

Calculation or Transformation

As stated above, students are given specific instructions regarding the data they interpret and represent. Their skills to analyze and perform calculations regarding these data in visual aids (also as stated above) will be reflected in the way they theorize regarding these data.

Application/Analysis Students are specifically asked to “Please include any limitations to these data and/or

reasons this theory/conclusion might change with further experimentation, more data

and/or additional information, i.e. is there any possible reason this may be wrong but

seems to be the best conclusion based on the data at hand.” Their abilities to discuss

this specific instruction will reflect their abilities in Application and Analysis.

Assumptions Scientifically, assumptions are hypotheses. Hypotheses are tested with experimentation from which data is derived. How the hypothesis and experiment/testing portion of this exercise are written will reflect the students skills regarding evaluating assumptions or hypotheses.

Communication Science is ultimately about the communication of quantitative evidence. The students abilities as seen in the theory/conclusion section of this exercise will reflect their abilities to communicate in a scientific manner.