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"Botany Laboratory manuals"
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Survival in space: A unit on plants
This unit provides a motivating way for high school biology students to engage in an instructional unit on plants. During this unit students will engage in observational and organizational processes while exploring plant structure/function, life cycle, and propagation. As the unit concludes students propose a formal plan to provide a sustainable plant-based food source for 300 people.
Journal Article
Learning hierarchically organized science categories: simultaneous instruction at the high and subtype levels
Background
Most science categories are hierarchically organized, with various high-level divisions comprising numerous subtypes. If we suppose that one’s goal is to teach students to classify at the high level, past research has provided mixed evidence about whether an effective strategy is to require simultaneous classification learning of the subtypes. This past research was limited, however, either because authentic science categories were not tested, or because the procedures did not allow participants to form strong associations between subtype-level and high-level category names. Here we investigate a two-stage response-training procedure in which participants provide both a high-level and subtype-level response on most trials, with feedback provided at both levels. The procedure is tested in experiments in which participants learn to classify large sets of rocks that are representative of those taught in geoscience classes.
Results
The two-stage procedure yielded high-level classification performance that was as good as the performance of comparison groups who were trained solely at the high level. In addition, the two-stage group achieved far greater knowledge of the hierarchical structure of the categories than did the comparison controls.
Conclusion
In settings in which students are tasked with learning high-level names for rock types that are commonly taught in geoscience classes, it is best for students to learn simultaneously at the high and subtype levels (using training techniques similar to the presently investigated one). Beyond providing insights into the nature of category learning and representation, these findings have practical significance for improving science education.
Journal Article
Cereal grains : laboratory reference and procedures manual
Facilitating the acquisition of practical knowledge and providing innovative ideas for further developments, this laboratory manual demonstrates the application of quality control measurements for grains, milled products, starches, and the wide array of finished products. Each section of the book contains a set of references so students may expand their knowledge, as well as questions to evaluate comprehension of the covered material. It includes a glossary of practical terms and a section of Imperial-to-metric measurement conversions pertaining to weight, volume, density, and other equivalences.
eBook
Cereal Grains
While cereals remain the world’s largest food yield – with more than 2.3 billion metric tons produced annually – consumer demands are on the rise for healthier cereal products with greater nutrition. Cereal Grains: Properties, Processing, and Nutritional Attributes provides a complete exploration of the scientific principles related to domesticatio
eBook
Soil and Plant Analysis for Forest Ecosystem Characterization
Ecosystem Science is a highly interdisciplinary field of global significance. This series - copublished by Higher Education Press (HEP) and De Gruyter Publishers - is devoted to prominent topics in the fundamentals of ecosystem science and its application. The series is targeted to an international audience of scientists and practitioners, while maintaining a strong emphasis on reaching scholars and the general public in China. This will be accomplished by publishing all ESA books in both English and Chinese.
eBook
Exploring the Diversity of Life with the Phylogenetic Collection Lab
An awareness of the extensive diversity of living organisms is an essential component of a complete biology education. It is important for students to explore the spectacular variety of living things as well as to understand the many solutions to the challenges of living on Earth that have evolved in different organisms. The \"National Science Education Standards\" require that K-12 students understand that \"the great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms\" and that \"organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships.\" At the college level, Bio 2010 states that biology undergraduates should understand that, \"although fundamental molecular and cellular processes are conserved, biological systems and organisms are extraordinarily diverse.\" Most biology textbooks contain extensive descriptions of the diversity of living things; virtually all general biology courses, at the high school and introductory college level, spend a significant amount of time on this subject. The data described in this article show that introductory-level biology students at the University of Massachusetts Boston have a very limited awareness of the diversity of living organisms. When most of these students are asked to name different animals and plants, their responses are almost exclusively members of two phyla: (1) chordata; and (2) angiospermae. In order to meet the \"Standards\" described, it is important that students realize that these two phyla represent only a tiny fraction of the diversity of life on Earth. This article describes a lab exercise, the Phylogenetic Collection Lab, designed to expand students' knowledge of diversity. In this lab, students collect samples of organisms from 12-16 different phyla that they have chosen from a list of 81 phyla, and discuss their similarities and differences. The data presented in this article show that this lab exercise significantly increases students' awareness of plant and animal diversity. (Contains 2 tables and 2 figures.)
Journal Article
The Influence of Light on the Development of the Coprophilous Fungus, Pilobolus
Many plant biologists claim that there is a tremendous bias towards the study of animals in science curricula, however, there is even less attention given to topics on fungi. On average, Biology laboratory manuals will have only one fungi exercise, and most of the time, it is mainly descriptive. As we developed this exercise we realized how much students benefit from working with the \"shotgun\" fungus \"Pilobolus crystallinus\" in an experimental setting. With this exercise students will learn about a basic reproductive cycle, enhance their lab skills, become familiar with data gathering, and write a lab report. In addition, students will use an experimental approach that prompts them to ask questions and make connections with the topic. This laboratory exercise is appropriate for advanced placement high school biology and first year college-level biology classes.
Journal Article
Production of Haploid Tobacco Plants Using Anther Culture
Presents a tobacco haploid experiment in which students learn the cytogenetic technique of metaphase analysis of chromosomes and experience the basic principles of haploidy, diploidy, and polyploidy. (YDS)
Journal Article
Biological Drawing A Scientific Tool for Learning
Points out the usefulness of drawing for a biologist, how biologists spend time on it, and contrasts how teachers do not spent any time on drawing in biology education. Recommends starting drawing with plants because they are stationary. Provides drawing exercises and explains how to draw with different techniques. (Contains 12 references.) (YDS)
Journal Article