Biology 210 – Introduction to Research

1. Biology 210 – Introduction to Research Winter Term 2013

2. What is science? ‘The whole of science is nothing more than a refinement of everyday thinking.’ - Albert Einstein

3. Course Objectives • Develop basic skills required to do scientific research • Hone communication skills for presenting research results • Gain an understanding of how knowledge is accumulated within the natural sciences • Further develop skills to work effectively as a member of a group

4. Exploration of Biology of Maize

5. Extremely important plant – globally and locally

6. As we explore the biology of maize, we focus on learning how to do biology, on the process of the science. We will explore: • Developing hypotheses – you and your lab team will develop and test independent hypotheses • Experimental design – you will be asked to design experiments and studies that will allow you to test the hypotheses you have developed • Observations – in order to answer your questions, you must compare your predictions to your observations of biological phenomenon. • Analysis – What do your observations tell you about your hypothesis? You must perform analysis (usually statistical) that compares your predictions with your observations in order to draw a conclusion about your hypothesis. • Communication – you may perform the most important experiment in the world, but if no one knows about it, all your work is for naught. Thus communicating the results of scientific work is a vital part of doing science. • Ethics – good science, and good policy informed by science, depends on both the reliability of the scientific process and the scientist’s ability to relate scientific investigations to human social concerns.

7. The excitement of field biology

8. Experimentation with Plants

9. Course Webpage • http://courses.knox.edu/bio210

10. Course evaluation • Notebooks 20 pts. • Exercises/Homework 10 pts. • First research proposal 10 pts. • Second research proposal 10 pts. • Oral Presentation I 10 pts. • Oral Presentation II 30 pts. • Maize Exp. 1 Report 10 pts. • Maize Exp. 2 Report 30 pts. • Poster 20 pts. • Participation 25 pts. • Take Home Exam 25 pts. • Total pts. 200 pts.

11. Darwin’s Finches

12. HMS Beagle as drawn by Covington – from his journal Syms Covington

13. Guidelines for keeping a lab notebook • Use a bound notebook instead of a loose-leaf binder – a composition book works well • Be sure to date all material that you put in the book • WRITE IN INK and be sure to write legibly • Include a table of contents at front of notebook • State a purpose for each experiment • Carefully record your methods • Record your results – be sure to list units of measurement; also note unusual or interesting phenomena • Discussion – briefly comment on whether results fit expectations

14. Research notebooks function to (taken from WAB): • Record the design and specific goals of your studies • Record and organize your thoughts and questions about the work you are doing or plan to do • Record your observations and numerical data • Help you organize your activities in the laboratory or field so that you can work efficiently and accurately

15. Include the following in your lab notebook: • Table of Contents – please have a table of contents at the beginning of your notebook • Purpose – keep this section as brief as possible. The purpose section should contain the following: goals of the experiment (hypotheses, predictions of what you will observe). • Methods – write you did and why you did it – be as complete as possible – always list units of measurement (you may forget later), list kinds of equipment used • Results – record what you measure or find – again write out units of measurement – also note interesting or unusual phenomenon • Discussion – just briefly comment on whether your results matched your hypotheses

16. The Handbook of Biological Investigation notes in the preface: “The enterprise [learning to do independent research] is doomed to fail if: • students are not adequately prepared before they begin independent work; • students are not given appropriate credit for the actual experimental effort (as well as the eventual scientific report); • the instructor insists that experiments be truly original and/or successful; • the instructor insists that the final reports be of publishable quality; • and if the instructor believes the students incapable of high-quality, creative, independent work.”