Introductory Biology BIOLOGY 151
Popular in Course
Miss Rusty Funk
verified elite notetaker
46641 HST 121
verified elite notetaker
verified elite notetaker
MAT 284 - M200
verified elite notetaker
verified elite notetaker
Mara de Haas
verified elite notetaker
Popular in Biology
This 18 page Class Notes was uploaded by Miss Rusty Funk on Thursday September 17, 2015. The Class Notes belongs to BIOLOGY 151 at University of Wisconsin - Madison taught by Staff in Fall. Since its upload, it has received 25 views. For similar materials see /class/205310/biology-151-university-of-wisconsin-madison in Biology at University of Wisconsin - Madison.
Reviews for Introductory Biology
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 09/17/15
10292008 A Comparison of Student Study components Learning Gains Versus Clicker The purpose of this study is to determine if clicker use has an effect on student learning Use In Introductory Biology 151 s rinv 2007 Protocol Measured clicker use for each ve week period of the class Examined the effects ofthe following on exam score A Clicker use C Prior knowledge as measured by pre and posttest scores A Clicker Use 3 I Average Exam Grade Versug Regression Analysis of Cell Biology Exam 1 clicks Score Versus Clicks Weeks 145Ceii Genetics and Evolution Weak51395 Cequot B39 I 9y gt yauuizAszzAE e 4 v WNW gm R W E R2 1857 E o Weeksir CellEiulugy g oquot E g LineaiWeelltsir Cell a 5 Eiulugy g m x we 5 ni2n t 7825 3 7 g STEEEESSV 7M3 to gazaaoa 1 HM 1 El ZEI AEI ED EEI iEIEI iZEI quotlnClicks 5 Regression Analysis of Genetics Exam 2 Regression Analysis of Final ExamEvolution Score VersuS Clicks Exam 3 Score Versus Clicks Weeks11151Evolunoni Weeks 610 Genetics Fummmam yD127X 72394 R niAsa gimme ni2n Exzm z Scare Genen39m F 2 B7EVE4 Dam imiunnni Scare ii 7a 34 STERRORD 959 quoti Clicls m quotin OIEIG Results ofthe Regression Analysis There is a significant positive correlation between the exam score that students earned and the percent clicker use for exam 2 genetics and exam 3 evolution 10292008 Comparison of Exam Scores For Students Who Clicked lt or gt 70 of the Time For Each Exam Individual Exam Average By lt or 70 ClickerUse P D2829 P7 E7512 P4 WEBB E Mm Amalie Examl Examz ExamS Exam ANOVA Results Comparing students who use their clicker more and less than 70 ofthe time there is a significant difference between the two groups for all three exams B GPA As GPA increases in increments of 05 from 5 20 to 40 There is a steady increase in the clicker use from 39 to 76 There is an average increase in grade from 3 to 7 for each 05 step in GPA Mean final grade earned and mean clicker use by GPA GPA00720695 GPAZ 0725 732 ClickerUSe 38 8 Clicker Use 46 2 GPA3574088 3 ClickerUSe764 Final class Grade Final Class Grade vs quotn Clicker Use swan mew clickpsuv clicksltmlh l quotl Clicker Use Students with GPA s above 30 and high clicker use gt70 n65 had significantly higher final grades than students with similar GPA s and low clicker use lt70 n39 Oneway ANOVA Pvalue 524x10395 Students with GPA s above 30 and high clicker use gt60 n76 had significantly higher final grades than students with similar GPA s and low clicker use lt60 n28 Oneway ANOVA Pvalue 336x10395 We did not see the same pattern for students with GPA s less than 30 10292008 There is a strong positive correlation These results indicate that GPA is not the R 08066 n 167 between cumuative only causal factor clicker use is also an GPA and final grade earned in the class important determinant 0t final Class There is a positive correlation R 0474 n average 167 between clicks and final grade We reCOinze that 910001 StUdy hablte 0t students are also playing a role in these results but clicker use is also helping students who have good study skills and a GPA above 30 earned in the class 15 1B To test further the effect of consistency of clicker use ExamAverage aircrew We subdivided the class into the following groups Group 1 gt70 sustained clicker use ie gt70 use during each iive week period Group 3 Clicker use dropped at least 30 between weeks 15 and 1115 E xzm Average 39 G 17 S 39 dCI39 k U Group 2 Remainder of students 39quotFS Zzngg 39gfm quot 39339 5 33n Decrease in clicker Use There was no significant difference P 621 in exam 1 and 3 scores for students who maintained gt70 sustained clicker use throughout the 15 These results suggest that students who week class group1 or students who had a 30 exhibit erratic clicker use during the 15 week decrease in clicker use overthe 15 week class course Show a signi cant drop in exam gmup 2 P 075 average compared to those students who There wasa Significant difference P 028 maintained a 70 or greater sustained difference in exam 1 and 3 score for the rest of the Clicker use during the 15 week course class group 2 Students who maintained gt70 sustained clicker use throughout the entire 15 week class earne significantly higher exam scores than the rest of the students in the class P 32E05 n Section Discussion While the results suggest a positive correlation between clicker use and final exam grade otherfactors may be affecting these data For example we cannot separate the effect of attendance alone versus attendance and intellectual engagement via clicker use 10292008 In C Comparison of Pretest Scores and Posttest Scores for Two Levels of Clicker Use An ANOVA comparison of the pretest scores earned by students who clicked greater than vs less than 60 of the time results in a Pvalue 056 75 of the time results in a Pvalue 066 An ANOVA comparison of posttest scores earned by students who clicked greater than vs less than 60 of the time results in a Pvalue 0002 75 of the time results in a Pvalue 011 C Prior Knowledge as Measured By Pre vs Posttest Learning Gains For Exam 3 evolution an ANOVA comparing students who clicked in greater or less than 60 of the time versus their pretest posttest gains resulted in a Pvalue 007 75 of the time versus their pretest posttest gains resulted in a Pvalue 009 Discussion Pretest scores indicate no significant difference between groups in their prior knowledge Students who clicked greater than 60 of the time had significantly higher learning gains postpretest than students who clicked less than 60 of the time Student Attendance When asked the following question on the final exam On average how often in the last 5 weeks have you attended lecture 62 of the students who answered indicated 3 times a week 26 of the students who answered indicated 2 times a week Overall Discussion Clicker Use There is a significant positive correlation between the exam score that students earned and the percent clicker use for exam 2 genetics and exam 3 evolution GPA Students with GPA s above 30 and high clicker use gt60 and gt70 had significantly higher exam scores than those with lower clicker use and similar GPA s Previous Knowledge Students who clicked greaterthan 60 of the time had significantly higher learning gains post minus pre test than students who clicked less than 60 of the time gt F 0 10292008 Additional Questions o Are students who are clicking the correct Even taking into account prior knowledge answer to inClass concept questions andGPA We see that CI39Cker 8 has a correctly answering the equivalent posttest positive effect on student learning question Unfortunately we cannot account for the 0 effects of attendance on Student Is there a correlation between A correct Discussion performance clicks and exam score However we can confiden y say that o Are students who are clicking the incorrect either or both clicker use and attendance answer to inclass concept questions POSlthely lmPaCt StUdent Performance correctly answering the equivalent posttest question Thanks to Barb Greyson Cynthia Giffen Jean Heitz for their help with this study Podcasting in Introductory Biology 151153 152 A way to engage students capitalize on technology and communicate science Cindee Giffen St Robert Bohanan cgifi en wiscedu amp 1 bohanau wiscedu What is Podcasting 0 Audio or Visual content that is automatically delivered over a network Via free subscription 0 Several journals have podcasts e g Nature Scientific American New England Journal of Medicine 0 Podcasts can be distributed over the internet or within the school s network 0 Podcasts can be accessed with an iPod laptop or desktop computer both Mac and PC 1 172008 Why Podoast 0 30 of students are primarily auditory learners 0 All of our students have access to one or more ways to listen to or watch podcasts 0 This is a technological platform students are comfortable with 0 Podcasts allow us to brinu cuttinu edue science to our students in other formats K How can Podcasts be used Podcasts can be used to Allow students to see that a broad concept can be applied across different major topic areas in biology Reinforce concepts by relating them to students7 lives Highlight views or perspectives that both agree with and differ from those discussed in class Present narrative accounts of scientists discussing their research and its relevance to society Provide opportunities to connect concepts from course material to research conducted by scientists Open students7 minds to a variety ofareas as they decide on independent project topics and future careers 1 172008 1 172008 D0 students use Podcasts 1 Hm you ma Ihe pudcasx m mmwsew Resume Reipanse TMaI Percent Yes 71 gm Nu I 2 11 Tnlal Respunnem 7 What effects do Podcasts have on student learning experiences 6 The macaw wsmme nag Reswnn Relponn Total Percent 3 enhanced my teamtng exnenente nal mum my mama 24 392 1 17 3 Hanna xp nagauvnly a ecled my taamtng I exuenenoe Ymal Respnn zms 51 skippedlmsquesunny 2 Do students agree that Podcasts reinforce concepts 7 P0625515 vewawed mnnepL pvesemen tn tenures vaadtngs and nrctassassvgnmems Respmse Resume Total Percent a 15V 4 551 SImngtyAgvee Agree Neullat 1 21 V Dtsagvaa 5 w Svang y magma I 1 2v max Reapnndenli 51 J Can Podcasts provide alternate viewpoints 8 m Strungty Agree TI 1 Agree 32 52v Naulrat 15 2w Dtsagvee J 5 1 172008 1172008 Do Podcasts help students learn how concepts can be applied in real life a Pancaslspvavldedappanunlxlesmleernahnmapplicallonsaicnncepls Respnnse Respnnse Tami Pe mam EmmiMme 12 39 Agvee 37 517 Newal 12 10 Disagree I 1 av w Svungly Dlsagvee n Ynlal Respnn enu 61 5klpped mlsquesllnn 12 Do students find Podcasts interesting 1 D Podcasiswere an interesan addlhon in me wulia mauenais Response Response Tuna Percent Slmnuly Agree I3 21 Agree 1 5m 2 2w eaves 5 w Strungly stsnrie I 21 1 Talal Responderquot s1 Skippu my quesllnn 12 1172008 Are Podcasts easy to use and easily accessible 11 Pa nas39sweve easy and amess me m m Response Respanse Total Percent SImng yAgvee 11 AV A9122 2 52 Newa 3 5V D sagrae I 3 5V Svang y msagvee l 2 av ToKaKResynnnents 51 smppaa Imsquesunn BIO 151 ADV TIPS AND TRICKS FOR GETTING THE MOST OUT OF THE INTERNET PART II SEARCHING THE WEB Begin Searching ltgt Contents List Menu TEXT We have our search power tools ready Now let s CW9 search Coverage etc What search engine should we use BIO 151 ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET PART ll SEARCHING THE WEB Choosing A Good Search Engine ltgt Contents TEXT We already know about some of the differences List Menu nt Remember you need a sophisticated search engine How Coverage can you go about finding one etc Fortunately there are web sites you can go to and see comparisons between search engines which will help you decide what s right for your needs Here we provide you with a site we suggest as good for learning about the various features of different search engines It is called Search Engine Watch Go and compare and pick the engine you like Include link to Search Engine Watch here ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET PART ll SEARCHING THE WEB Choosing Your Search Engine ltgt Contents TEX T List Menu t Covergge What search engine did you choose and why etc I They will hopeful y type their answer here I 20 BIO 151 ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET PART ll SEARCHING THE WEB Search Engines We Like ltgt Contents List Menu TEXT We lIke to use AltaVIsta and Google for our Web C quot searching overage etc Include screen shots of both here 21 BIO 151 ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET PART ll SEARCHING THE WEB Choose Advanced Searching ltgt BIO 151 ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET PART ll SEARCHING THE WEB Knowing The Search Screen ltgt Contents TEXT N f tth d d h h contents T XT Once you are in a search engine be sure to check List Menu I 0 Ice we wan e a vance searc w enever List Menu out the search screen before you begin typing your query Covergge possible You should always look for advanced for preCIse Covergge em and powerful searching m Include screen shots showing the search screen here noWe Screen SW5 Show59 Advanced seam 0pm TEXT Ask yourself these questions Is there capability for 39 sorting results Are there limiters I can use And ALWAYS look at the Help screen before searching We guarantee this will save you a lot oftime and spare you from headache and frustration 22 23 BIO 151 ADV TIPS AND TRICKS FOR GET11NG THE MOST OUT OF THE INTERNET BIO 151 ADV TIPS AND TRICKS FOR GET11NG THE MOST OUT OF THE INTERNET PART ll SEARCHING THE WEB The HELP Screen Logo PART ll SEARCHING THE WEB Improving Your Search Too Many Here Results ltl lgt ltl lgt Contents Contents List Menu List Menu TEXT Okay So let s say you ve executed your search nt nt 39 Coverage Coverage and you get too many quite a common problem How can etc etc we Improve this Include extensive screen shot showing the HELP screen here Include screen shot showing the search screen with number of results here Insert description of what proximity is and does here 24 25 BIO 151 ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET BIO 151 ADV TIPS AND TRICKS FOR GET39I1NG THE MOST OUT OF THE INTERNET Logo PART ll SEARCHING THE WEB Commercial Sites Logo PART ll SEARCHING THE WEB Revised Search Contents Contents List Menu List Menu Current Current Coverage Coverage etc etc 26 27 THE UNIVERSITY 07 WISCONSIN I 5 Report on Grading in Interdepartmental Biology Courses Thomas D Sharkey Director Institute for Crosscollege Biology Education January 18 2006 Recently several questions came up about grading in interdepartmental biology courses Three questions in partic are 1 Is it better to take Biology 1512 rather than Biocore in order to get a better GPA 2 What is a reasonable average grade in Biology 1512 3 Are we contributing to grade in ation if this class is given a higher average grade than a previous class The University of WisconsinMadison is fortunate to have very highly quali ed students The average ACT score of the entering class has steadily increased for at least the past 10 years While no measure adequately captures student preparation ACT score is the most easily accessible quanti cation available Grades as a function of ACT scores were examined in 1999 by Bruce Beck Of ce of Budget Planning amp Analysis In 1999 students who entered with an ACT score of 26 obtained an average semester GPA of 310 while those who entered with an ACT score of 30 got a 329 How do grades given in interdepartmental biology courses compare Trends in grades This analysis covers 10 years from 1996 through 2005 ACT scores are for 1996 to 1999 2003 and 2005 In Biology 152 both GPA and ACT scores showed a trend upwards but the slopes were not statistically signi cant Fig 1 These data show that there are large Grades I I I 19951999 29912994 2997 differences from class to class in ACT scores and so presumably in Year preparation for the course How well do grades re ect these differences Frgurel Trend orgrades and scores ror students rInIsmng Brologyl52 rrrthe IndIeated year Fall semester ploted as Institute for Crosscollege Biology Education er raduate Brology Advrsor Introductory Brology Courses Brology Core Currrculum Majors Brology Molecular Brology 8t Brologrcal Aspects ofConsenatron Center for Brology Educatron Thomas D Sharkey Director 5 Henry Mall Madison WI 53706 44 tsharkeywiscedu Phone 608 2652600 FAX 608 2627509 Page 2 Figure 2 shows grades as a function of average ACT score of a given class and Biology 152 data are compared with Biocore data To simplify data for Biology 152 is compared with data for Biocore 303 These are the second courses in each sequence Average grades are plotted as a function of student ACT score for Spring 152 cyan circle Fall 152 blue square and Biocore orange triangle The 1999 universitywide data are shown in gray Biocore students generally have higher ACT scores and get better grades than do students in Biology 152 The slope of the relationship for university data is 005 GPA points per ACT point while for biology grades the slope is 008 r2046 These data show that Biocore students are generally better prepared and generally get better grades than do students in 152 Thus there is no evidence for a GPA penalty for taking Biocore In addition 46 of the variation in course grades is accounted for by the difference in preparation of the students as predicted by ACT score Comparison of grades with graduating GPA The grades given in the biology courses can be compared to the graduation GPA achieved by students in the biology courses These data are limited to 1996 through 2003 since more recent students have generally not yet graduated The slope of graduation GPA versus ACT score is even greater than between biology grades and ACT score 0112 versus 0085 Figs 2 and 3 The r2 is also greater 062 indicating that graduating GPAs better re ect student variation ACT score than do the grades in the interdepartmental biology courses Students generally score between 01 and 02 grade points less in biology courses than they achieve for an overall GPA The average for Biocore is 017 while for Spring 152 it is 016 and for Fall 152 013 The variation in average grade between lecture sections within Biology 152 range 29 to 34 is greater that the difference between average grades in Biology 152 and Biocore 312 versus 339 GPAs in the large biological science majors I I I I I 36 A 034 A A g a m32 A 030 I I I 8 25 26 27 28 29 30 31 ACT Score Fig 2 Grades as a function of ACT scoreThe slope is highly significant and is 0085 The gray data are for universitywide grades from 8 I I I 39 I I I 38 36 lt 34 D U A O 32 30 I 8 I I I I 2 25 26 27 28 29 30 313 ACT Score Fig 3 GPA at graduation as a function of ACT score upon entering The slope is highly signi cant and is 01124 The gray data are for university wide semester GPAs as a function of ACT score in Finally data are available to address the question of what do students majoring in the biological sciences achieve for GPAs Surprisingly the answer depends upon which semester is taken More students graduate in the Spring semester and they average almost 02 grade points higher in overall GPA averaged over the 6 majors but not weighted for numbers of students Page 3 Bacteriology Biochemistry Biology Genetics MolBio Zoology Spring GPA 317 343 39 328 346 3 28 Fall GPA 298 315 325 302 334 314 Table 1 GPAs upon graduation for students graduating between 1994 and 2003 The data for Biology covers 2001 to 2003 because the major came into existence in 1999 Conclusions 1 Taking Biocore will not hurt a student s GPA While Biocore students are generally better prepared this is re ected in higher average grades and it appears that the difference in cohort preparation is appropriately re ected in differences in grades at least in Biocore 303 2 The overall average given in Biology 152 is 312 This is a little bit below the GPA attained by Biology 152 students upon graduation and a little bit below the average graduating GPAs of students in the large biological science majors Allowing for students typically doing better in upper level classes 312 may be about right However there is signi cant variation in the preparation of students from one class to the next and even between simultaneous lecture sections Thus it would be inappropriate to suggest that the average grade should always be 312 Instructors need to develop a sense of what students can be expected to achieve and adjust grading to make grading across the different sections and years fair When assigning grades instructors ought to consider what average grade is being given for a given lecture section It is of course not correct to say that if 80 and above is a B and a B is worth three grade points then a class average of 82 equates to just over a 30 grade point average for the course 3 There has been a slight trend upward in ACT scores of entering students over the past decade and this has been matched by a similar slight trend upward in assigned grades
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'