SCB 201 Laguardia Community College Cellular Respiration Thought Experiment

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SCB 201 Laguardia Community College Cellular Respiration Thought Experiment

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Rubric for Cellular Respiration Hypothetical Experiment Categories (Point value shown in bold) Section 1. Proficient (Excellent) Description of cellular respiration link to u-tube video (4) Summary of experiment (8) Description of proposed experiment (8) Section 2. Description of question (4) Claim about relationship (4) Section 3. Experiment (subject/design/controls) experiment set up picture (4) Section 4. Table and values (4) Graph (8) Comparison to actual experiment: comparative graph (vs hypothetical) (4) Section 5. Reason based on cell structures (8) Reason for relationship (8) Alternative results (8) Section 6. Connections to other courses (4) (IL) links of literature/ePortfolio pages supporting connections to other courses or knowledge, e.g: 1 Competent (Good) Developing (Fair) Novice (Poor) Total Points assignment on molecular structures of compounds covered in chemistry that are involved in cellular respiration Connections to General Biology II (4) Examples of cellular respiration in organisms (citations – Pearson) briefly compare respiration systems between two groups of living organisms, e.g: aquatic organisms vs. land animals; mammals vs. insects, bacteria vs. vertebrates. Connections to climate change (4) Section 7. Summary and possible problem (4) Section 8. References (4) links to the articles Section 9. Reflection (How doing this assignment has help you understand cellular respiration? How can you apply the CER approach in life outside class?) (8) Cellular Respiration Thought Experiment Learning Objectives: ● Understand the process of cellular respiration ● Be able to apply the knowledge from one experiment to the design of another ● Distinguish between independent variables and dependent variables ● Understand the role of an experiment in testing the relationship between independent and dependent variables 2 ● Demonstrate the relationship between experimentally collected data and the graphical interpretation of that data ● Understand scientific thinking as a specific case of the Claim-Evidence-Reasoning thinking. After conducting the experiment on cellular respiration using seeds, you will now design your own investigation of cellular respiration. You will not actually do this experiment. Rather, you will design a “thought experiment” by imagining how you would design an experiment and what the possible results would be. This is a vital part of science. Before spending large amounts of time and energy on a topic, scientists design thought experiments to explore connections and possible results. These form the basis for research and grant proposals. The process of designing a thought experiment will also reinforce a variety of concepts presented in class. Your research report has to follow the conventions of Claim, Evidence, Reasoning (CER) (Refer section below titles CER). Now that you have learned how to measure the rate of cellular respiration in germinating seeds, you have a tool for exploring questions on your own. Instructions for Writing your Proposed Future Experiment and Hypothetical Results Overall format: Please write a paper using the format outline below. While there is not a specific length requirement, your report should adequately address all of the elements discussed below. You can probably do this in two to three pages. Title page: Please have your name, the name of your instructor, and your class and section number on the title page. Body of your paper: Please use Times New Roman Font (12) and single space. Please refer to instructions below for specific format of each section. Digital component: This assignment will also assess your ability to communicate effectively using digital media. In order to successfully illustrate your ability to communicate scientific information digitally, your report should include elements that convey content more effectively than writing alone. These could include (but are not limited to) hyperlinks to the papers mentioned in your references, hyperlinks to images or videos supporting your argument, the inclusion of relevant images in your report (not just on the title page), or similar examples of digital content. References: Please use APA citation methods when citing your references. Wikipedia is not allowed. All references must be from reliable sources, such as university and government websites. Papers must come from peer reviewed journals. Specific section instructions: Section 1. Introduction (1-2 paragraphs) – Briefly describe the process of cellular respiration. – Summarize the experiment you conducted in class using seeds to examine rates of cellular respiration. Be sure to address the following questions: What hypothesis was being tested? How did you test your hypothesis? What independent and dependent variables were being investigated? What controls did you use? What were possible 3 – sources of error in your experiment? Please explain how the experiment you conducted supported or failed to support the original hypothesis. Describe the experiment you are proposing in general terms and how it relates to the process of cell respiration. Include a link to a video describing cellular respiration. Section 2. Question & Claim/Hypothesis (2-3 paragraphs) – What specific question will you address? The question should be about the relationship between the rate of cellular respiration (the dependent variable) and an environmental factor that you think might affect cellular respiration (the independent variable). – Make a claim about the relationship between the rate of cellular respiration and this variable. In science, we call this a hypothesis. The hypothesis must be based on established knowledge. By relationship, we mean state whether it increases or decreases and by how much. Section 3. Evidence/Experimental Design (2-3 paragraphs) – Describe in detail the experimental design that you will use to test your hypothesis. In other words, how will you gather evidence to support your claim/hypothesis? When identifying your design, be sure to address the following: o What subject (beans, dogs, fish, plants, etc.) will you choose to test your claim/hypothesis? o How will you set-up your experiment in order to have your subjects exposed to the environmental factor that you chose? o How will you measure the rate of cellular respiration? (The number of measurements, etc.) o What variables/factors will you have to control? Section 4. Expected Results (2-3 paragraphs) – Make a table using Word, Excel, or another digital format of your expected results. – Label one column with your independent variable and another column with the dependent variable (rate of cellular respiration) – Add imaginary values for the independent variable (make sure you use appropriate units) that cover a reasonable range. That is, for whatever independent variable that you chose, your experiment should cover a range from low to high values of the chosen independent variable. – Then, and imaginary values for the dependent variable (with units/time) based on your claim/hypothesis and predictions. Refer to the results of the cellular respiration experiment you just conducted to come up with reasonable hypothetical data for your proposed experiment. – Graph your hypothetical results, using a digital program (Excel or another) to show the relationship you would expect. Section 5. Reasoning (2-3 paragraphs) – Describe your reasoning in detail. This is the most important part of any experiment! Look at the section titled “CER” at the end of this document to understand what reasoning is and how to write this section. Your reasoning should address the following: 4 o What was the reason that you thought your independent variable would affect the dependent? That is, what cell structures do you think would be affected by the independent variable you chose? (Think of enzymes, membranes, organelles, etc.) o What was the reason for the relationship you chose? That is, why did you think the independent variable would make the dependent increase or decrease? o What would the results (and graph) look if they did NOT support your claim/hypothesis? Section 6. Integrative Learning (2-3 paragraphs) This section is your chance to make interesting connections. In this section, you will address each of the following questions: – How does what you have done connect to / compliment a different piece of learning in a Chemistry or Math Class (or a non-science class)? That is, can you connect this to something you have learned in another class, and how? – What significant piece of learning from this assignment will you carry over to your SCB 202 Gen. Bio II class? – Looking at Figure 1., which shows how cellular respiration connects to the amount of CO2 that is available in the atmosphere. What is the connection between cellular respiration and a global phenomenon like climate change? (Read this research paper to help you think about this: https://www.sciencedaily.com/releases/2012/06/120620133155.htm) Section 7. Conclusion (1-2 paragraphs) – Summarize the main idea from this experiment and why doing thought experiments like this are valuable to understanding a topic. – If you wanted to turn this into a grant proposal, you would have to include many practical details such as the equipment needed, the amount of time that it would take, and any problems you might encounter. Describe one possible problem with actually doing the experiment you designed. Section 8. Reflection (1-2 paragraphs) – How doing this assignment has help you understand cellular respiration? – How has this assignment allowed you to demonstrate your competency in chemistry, biology and other sciences and integrate what you know? – How can you apply the CER approach in life outside class- whether personal, academic or professional? Section 9. References – Your report should include at least two properly formatted references. While there are a variety of acceptable reference formats, this report will use APA (American Psychological Association) format. – The LaGuardia library provides a host of useful information related to writing research papers. A guide for citations using APA format can be found here: https://library.laguardia.edu/research/apa – Possible acceptable citations include articles from peer-reviewed scientific journals or articles from secondary sources that describe actual published scientific research (including who did the work, where they did it, where it is published, etc.). – NON-acceptable citations include but are not limited to Wikipedia, blog pages, non-peerreviewed publications that fail to reference peer-reviewed articles, and second-hand 5 statements (“My grandma drank pickle juice every day and lived to be 100” is not a valid citation). Timeline and Due Dates 5/4 M, Signature assignment firs draft is due at the beginning of the lab. Please print out THREE copies of your assignment for peer review. (30/100 points) Peer review process: each reviewer will review two other assignments, give scores according to grading rubrics, and write comments for each section. Peer review results should be handed in as a separate document, containing part I- grades for each section according to rubrics, and part IIwritten comments for each section in a paragraph format. 5/11 M, Peer review results are due at the beginning of the lab Print out and bring THREE copies of your peer reviewed results to the class. (20/100points) 5/18 M. Final draft of the signature assignment is due at the beginning of the lab. Revisions need to be done according to peer review results. The document needs to be deposited to students’ personal ePortfolio page and assessment folder by the end of the day. Final draft is 45/100pts and ePortfolio deposition is 5/100 pts. 6 CER (Claim, Evidence, Reasoning) Claim: A statement of a student’s understanding about a phenomenon or about the results of an investigation ● A one-sentence answer to the question you investigated ● It answers, what can you conclude? ● It should not start with yes or no. ● It should describe the relationship between dependent and independent variables. Evidence: Scientific data used to support the claim Evidence must be: ● Sufficient—Use enough evidence to support the claim. ● Appropriate—Use data that support your claim. Leave out information that doesn’t support the claim. ● Qualitative, Quantitative, or a combination of both. Reasoning: Ties together the claim and the evidence ● Shows how or why the data count as evidence to support the claim. ● Provides the justification for why this evidence is important to this claim. ● Includes one or more scientific principles that are important to the claim and evidence. A more thorough summary of the CER framework can be seen below in a nice 7-minute video created by Paul Anderson of Bozeman Science (https://www.youtube.com/watch?v=5KKsLuRPsvU&feature=youtu.be)You can also read more about the CER framework from Activate Learning (link is external). Here is a link which gives you a set of parameters to help with your writing. http://www.thinksrsd.com/wpcontent/uploads/2014/02/CER-Sentence-Starters-CER.pdf Example: 7 8 Fig. 1. This figure shows an integrative flow chart of carbon atoms, from carbon dioxide (CO2) in the atmosphere down to its use in cellular respiration. 9