Variation lab day2
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The document provides reminders and instructions for students regarding an upcoming lab experiment on variation and natural selection. It discusses combining class data and re-evaluating results with a larger data set. Key topics covered include variation, adaptation, selection pressures, artificial and natural selection, and examples of directional, stabilizing, and disruptive selection. Students are asked to analyze their combined data and consider possible selection pressures that could explain the shape of the class graph on spinach leaf variation.
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Variation lab day2
The document provides reminders and information about an biology lab on variation and natural selection. It reminds students that the end of the semester is approaching and to check student views. It discusses combining class data on spinach leaf widths to analyze with larger sample sizes. It also defines key terms like adaptation, selection pressure, and variation and explains types of selection like directional, stabilizing, and disruptive selection. Students are asked questions about interpreting the class data set on spinach leaf widths.
Scientific method
This document provides an overview of the scientific method and experimental process. It discusses key concepts like hypotheses, problem statements, experiments, data collection and analysis, and conclusions. It also covers developing hypotheses using an "If...then...because" structure. The document guides the reader through an example experiment involving raisins and bubbles to demonstrate these scientific process steps.
Quality Criteria Test Questions
The document provides guidance for developing quality assessment items that are testwise, ensure rigor and reliability, and are free from bias. It discusses best practices for constructing multiple choice, true/false, matching, and constructed response items. Key criteria include aligning items to standards, avoiding grammatical cues and implausible distractors, using clear and unambiguous wording, and preventing issues like stereotyping, unfair representation, or use of unfamiliar situations.
8.evolution and genetic engineering
The document discusses environmental impacts on phenotypes and how identical twins and clone studies are used to investigate these impacts. It notes that differences in phenotypes between twins must be due to environmental factors since they are genetically identical. The document also addresses how natural selection leads to evolution by increasing the likelihood that better adapted organisms pass on their genes, while less adapted organisms are less likely to survive and reproduce.
Research MethodsLearning Objectives You will learn how.docx
Research Methods
Learning Objectives
You will learn how psychological research is conducted
You will learn about ethics in research
You will learn the strengths and weaknesses of different research methods
Scientific Method
Theories and hypotheses
Theories come from lots of data
A hypothesis is a testable prediction based on a theory
Theory: Fear is learned
Hypothesis: Repeated pairings of a loud noise and a white rat will result in a fear response when the rat is presented alone
Generate a hypothesis to test this theory
Theory: Dysfunctional thoughts lead to dysfunctional behavior
Hypothesis:??????
How we collect data
Naturalistic observation
Sort of like spying
No interference
Provides qualitative and quantitative descriptions
Relationship between hand-raising and grade in class?
Demographics of a population
Can’t draw causal inferences
How we collect data
Ethnography, or participant observer
Qualitative descriptions
Individual participates in a culture or group
Can’t draw causal inferences
Case Studies
Interviews, clinical examples, usually one or two people
Qualitative- cannot draw causal inferences
Survey Research- Self Report
Small sample represents a population
How we collect data
Psychophysiological data
Skin conductance
Blood pressure
Heart rate
Electroencephalogram (EEG)- electrical activity in the brain
Computerized axial tomography (CAT) scan- structure of brain
Functional magnetic resonance imaging (fMRI)- 3D image of brain and active areas
Validity
External
Can we generalize outside of our sample?
Are measures of anxiety similar to other measures
Internal
Are we measuring the thing we think we are measuring?
Do all these questions relate to anxiety?
Discriminant
Are our measurements inconsistent with measures of different things?
Is our measure of anxiety different from measures of depression
Reliability
Reliability-
Does it always measure the same thing?
Test-Retest Reliability
Is this measure consistent over time? Is it supposed to be?
Two major types of research
Correlational Research
Examines relationships between factors (-1 to +1)
Ask only if the relationship exists
CORRELATION DOES NOT INDICATE CAUSATION
Experimental
Situations controlled carefully
Uncovers causal relationships by isolating variables
Correlations
Correlations
Used in psychometrics- evaluating psychological measures
Validity and Reliability are evaluated with correlations
Correlations
Useful in telling us how to do an experiment, especially when the correlation is surprising
Experiments
Experiments
Involve two or more controlled conditions, comparing the outcomes
Control /comparison group- default, not exposed to variable being studied
Experimental/ criterion group- control + new variable
Different outcome = New Variable is responsible
Variables
Independent (IV)- manipulated
Dependent (DV)- measured, how you know stuff happened
Random Assignment
To make sure experimental and control groups are the same b ...
Nature of science and evolution
The document provides instructions for students to complete various classroom activities related to evolution, including a Venn diagram comparing mitosis and meiosis, defining science, completing surveys on the nature of science and evolution, modeling natural selection through an activity, and taking notes on key concepts like natural selection, fitness, and evidence for evolution such as homologous structures.
2. This exercise uses the dataset WholeFoods.” (a) Use Excel to.docx
2. This exercise uses the dataset “WholeFoods.”
(a) Use Excel to construct a relative histogram for store size. Does the distribution of store size appear to be skewed? If so, does it appear to be skewed to the right or to the left? Explain.
(b) Use Excel to calculate the following four measures of central tendency for store size: mean, median, midrange, and 5% trimmed mean (using the trimmed mean definition from the textbook). Do any of these measures of central tendency appear to not be appropriate for this particular dataset? Explain.
(c) Use Excel to calculate the following four measures of dispersion for store size: variance, standard deviation, mean absolute deviation, and coefficient of variation. Please provide brief and “to-the-point” comments on your results.
(d) According to Chebyshev’s Theorem, at least what percentage of the observations within a sample is supposed to lie within 1.5 sample standard deviations of the sample mean? Next, using Excel, please take the observations for store size in the Whole Foods dataset and confirm that this prediction holds within the Whole Foods sample dataset.
(e) Use Excel to calculate the first quartile, the third quartile, the midhinge, and interquartile range for store size. Next, use Excel to create a box plot graph for store size. (Note: Excel does not have a built-in function for creating a box plot. Your group will need to “figure out” how to do it. For example, the internet has many examples of how to create a box plot in Excel using column/bar charts. You may do either a “horizontal” box plot (i.e., a box plot with the “whiskers” pointing to the right and to the left) or a “vertical” box plot (i.e., a box plot with the “whiskers” pointing to the top and to the bottom).)
(f) Use Excel to calculate both inner fences (left and right) for store size, and then both outer fences (left and right) for store size. Based on these calculated values, are there any “outlier” stores in the data? Any “extreme outlier” stores in the data? If so, which stores are they? (Note: In answering this question, please use the definition of “outlier” and “extreme outlier” provided on page 144 of the textbook; please do not use the definition of “outlier” provided on pages 135-137 of the textbook.) (g) Use Excel to calculate skewness for the variable store size. Is store size skewed right or left? Does your answer corroborate the answer you provided in part 2(a) above?
18 Chapter 1 Exploring Life and Science
• reproduce; and experience growth, and in many cases
development;
• maintain homeostasis to maintain the conditions of an internal
environment;
• respond to stimuli; and
• have an evolutionary history and are adapted to a way oflife.
1.2 Humans Are Related to Other Animals
The classification ofliving organisms mirrors their evolutionary
relationships. Humans are mammals, a type of vertebrate in the
animal kingdom ofthe domain Eukarya. Humans differ from other
mammals, including apes, .
Traits
The document describes an activity where students collect data on inherited human physical traits within their classroom to understand genetics. Students work in pairs to record each other's traits like eye color, earlobe attachment, handedness, and more. They then analyze the data as a class to see which traits are most common. The goal is for students to recognize that traits are passed down from parents and see similarities within their own population while understanding variations.
Recommended
Variation lab day2
The document provides reminders and information about an biology lab on variation and natural selection. It reminds students that the end of the semester is approaching and to check student views. It discusses combining class data on spinach leaf widths to analyze with larger sample sizes. It also defines key terms like adaptation, selection pressure, and variation and explains types of selection like directional, stabilizing, and disruptive selection. Students are asked questions about interpreting the class data set on spinach leaf widths.
Scientific method
This document provides an overview of the scientific method and experimental process. It discusses key concepts like hypotheses, problem statements, experiments, data collection and analysis, and conclusions. It also covers developing hypotheses using an "If...then...because" structure. The document guides the reader through an example experiment involving raisins and bubbles to demonstrate these scientific process steps.
Quality Criteria Test Questions
The document provides guidance for developing quality assessment items that are testwise, ensure rigor and reliability, and are free from bias. It discusses best practices for constructing multiple choice, true/false, matching, and constructed response items. Key criteria include aligning items to standards, avoiding grammatical cues and implausible distractors, using clear and unambiguous wording, and preventing issues like stereotyping, unfair representation, or use of unfamiliar situations.
8.evolution and genetic engineering
The document discusses environmental impacts on phenotypes and how identical twins and clone studies are used to investigate these impacts. It notes that differences in phenotypes between twins must be due to environmental factors since they are genetically identical. The document also addresses how natural selection leads to evolution by increasing the likelihood that better adapted organisms pass on their genes, while less adapted organisms are less likely to survive and reproduce.
Research MethodsLearning Objectives You will learn how.docx
Research Methods
Learning Objectives
You will learn how psychological research is conducted
You will learn about ethics in research
You will learn the strengths and weaknesses of different research methods
Scientific Method
Theories and hypotheses
Theories come from lots of data
A hypothesis is a testable prediction based on a theory
Theory: Fear is learned
Hypothesis: Repeated pairings of a loud noise and a white rat will result in a fear response when the rat is presented alone
Generate a hypothesis to test this theory
Theory: Dysfunctional thoughts lead to dysfunctional behavior
Hypothesis:??????
How we collect data
Naturalistic observation
Sort of like spying
No interference
Provides qualitative and quantitative descriptions
Relationship between hand-raising and grade in class?
Demographics of a population
Can’t draw causal inferences
How we collect data
Ethnography, or participant observer
Qualitative descriptions
Individual participates in a culture or group
Can’t draw causal inferences
Case Studies
Interviews, clinical examples, usually one or two people
Qualitative- cannot draw causal inferences
Survey Research- Self Report
Small sample represents a population
How we collect data
Psychophysiological data
Skin conductance
Blood pressure
Heart rate
Electroencephalogram (EEG)- electrical activity in the brain
Computerized axial tomography (CAT) scan- structure of brain
Functional magnetic resonance imaging (fMRI)- 3D image of brain and active areas
Validity
External
Can we generalize outside of our sample?
Are measures of anxiety similar to other measures
Internal
Are we measuring the thing we think we are measuring?
Do all these questions relate to anxiety?
Discriminant
Are our measurements inconsistent with measures of different things?
Is our measure of anxiety different from measures of depression
Reliability
Reliability-
Does it always measure the same thing?
Test-Retest Reliability
Is this measure consistent over time? Is it supposed to be?
Two major types of research
Correlational Research
Examines relationships between factors (-1 to +1)
Ask only if the relationship exists
CORRELATION DOES NOT INDICATE CAUSATION
Experimental
Situations controlled carefully
Uncovers causal relationships by isolating variables
Correlations
Correlations
Used in psychometrics- evaluating psychological measures
Validity and Reliability are evaluated with correlations
Correlations
Useful in telling us how to do an experiment, especially when the correlation is surprising
Experiments
Experiments
Involve two or more controlled conditions, comparing the outcomes
Control /comparison group- default, not exposed to variable being studied
Experimental/ criterion group- control + new variable
Different outcome = New Variable is responsible
Variables
Independent (IV)- manipulated
Dependent (DV)- measured, how you know stuff happened
Random Assignment
To make sure experimental and control groups are the same b ...
Nature of science and evolution
The document provides instructions for students to complete various classroom activities related to evolution, including a Venn diagram comparing mitosis and meiosis, defining science, completing surveys on the nature of science and evolution, modeling natural selection through an activity, and taking notes on key concepts like natural selection, fitness, and evidence for evolution such as homologous structures.
2. This exercise uses the dataset WholeFoods.” (a) Use Excel to.docx
2. This exercise uses the dataset “WholeFoods.”
(a) Use Excel to construct a relative histogram for store size. Does the distribution of store size appear to be skewed? If so, does it appear to be skewed to the right or to the left? Explain.
(b) Use Excel to calculate the following four measures of central tendency for store size: mean, median, midrange, and 5% trimmed mean (using the trimmed mean definition from the textbook). Do any of these measures of central tendency appear to not be appropriate for this particular dataset? Explain.
(c) Use Excel to calculate the following four measures of dispersion for store size: variance, standard deviation, mean absolute deviation, and coefficient of variation. Please provide brief and “to-the-point” comments on your results.
(d) According to Chebyshev’s Theorem, at least what percentage of the observations within a sample is supposed to lie within 1.5 sample standard deviations of the sample mean? Next, using Excel, please take the observations for store size in the Whole Foods dataset and confirm that this prediction holds within the Whole Foods sample dataset.
(e) Use Excel to calculate the first quartile, the third quartile, the midhinge, and interquartile range for store size. Next, use Excel to create a box plot graph for store size. (Note: Excel does not have a built-in function for creating a box plot. Your group will need to “figure out” how to do it. For example, the internet has many examples of how to create a box plot in Excel using column/bar charts. You may do either a “horizontal” box plot (i.e., a box plot with the “whiskers” pointing to the right and to the left) or a “vertical” box plot (i.e., a box plot with the “whiskers” pointing to the top and to the bottom).)
(f) Use Excel to calculate both inner fences (left and right) for store size, and then both outer fences (left and right) for store size. Based on these calculated values, are there any “outlier” stores in the data? Any “extreme outlier” stores in the data? If so, which stores are they? (Note: In answering this question, please use the definition of “outlier” and “extreme outlier” provided on page 144 of the textbook; please do not use the definition of “outlier” provided on pages 135-137 of the textbook.) (g) Use Excel to calculate skewness for the variable store size. Is store size skewed right or left? Does your answer corroborate the answer you provided in part 2(a) above?
18 Chapter 1 Exploring Life and Science
• reproduce; and experience growth, and in many cases
development;
• maintain homeostasis to maintain the conditions of an internal
environment;
• respond to stimuli; and
• have an evolutionary history and are adapted to a way oflife.
1.2 Humans Are Related to Other Animals
The classification ofliving organisms mirrors their evolutionary
relationships. Humans are mammals, a type of vertebrate in the
animal kingdom ofthe domain Eukarya. Humans differ from other
mammals, including apes, .
Traits
The document describes an activity where students collect data on inherited human physical traits within their classroom to understand genetics. Students work in pairs to record each other's traits like eye color, earlobe attachment, handedness, and more. They then analyze the data as a class to see which traits are most common. The goal is for students to recognize that traits are passed down from parents and see similarities within their own population while understanding variations.
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This document discusses inheritance and variation in offspring. It explains that offspring inherit characteristics from both parents but are not identical to them due to variation. Variation occurs for two reasons: some features are inherited while others are affected by the environment. The document provides examples of human variation in traits like eye color and activities for students to explore inheritance and environmental influences on traits.
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The document discusses biological variation within species and its importance for survival. It provides examples of different types of genetic and physical human variations, both discrete (e.g. blood type) and continuous (e.g. height). Natural selection can act on heritable variations to increase frequencies of traits that aid survival. Both genetic and environmental factors influence some traits. Students are asked to identify heritable vs. non-heritable traits and different types of variation through examples and activities.
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This document provides guidance for an activity where students investigate and compare variation within plant varieties and between varieties. Students are instructed to measure characteristics like mass, length and diameter of samples from the same variety and different varieties. They then analyze the data using tables, spreadsheets and graphs to determine whether variation is greater within or between varieties. The activity aims to teach students about data collection, recording, analysis and drawing conclusions.
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The document discusses Charles Darwin's theory of natural selection, which proposes that species evolve over time due to variations among offspring, competition for limited resources, and natural selection of adaptations that increase the chances of survival and reproduction. According to the theory, these processes lead to the emergence of new species over many generations as favorable adaptations accumulate. Variations arise from mutations and sexual reproduction, increasing the chances of survival when environmental conditions change. Fossil and anatomical evidence, as well as comparisons of biochemistry and development, can indicate evolutionary relationships between organisms.
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The document discusses key concepts in biology, including:
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3. How scientists conduct experiments to test hypotheses and uncover cause-and-effect relationships, minimizing bias through experimental design and evaluating statistical significance of results.
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The document discusses methods for communicating classification uncertainty to end-users. It presents the misclassification method and reclassification method for estimating classification errors. The misclassification method bases error rates on true class sizes and is robust to changes in class proportions, while the reclassification method can be biased by such changes. Additional methods are proposed to estimate variance and handle multiclass problems and shifting feature distributions. The goal is to help non-experts intuitively understand uncertainty in automated classification.
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The document discusses different modes of natural selection, including stabilizing, directional, and disruptive selection. It provides examples of each type of selection and has students analyze shifts in trait distributions to determine what selection is occurring. Students must cite evidence from graphs and data to justify their conclusions about evolution in populations. The objective is for students to differentiate between selection modes and use evidence of shifts to analyze natural selection.
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3. Selection & Speciation
Natural selection and speciation are key concepts in evolution. Natural selection is the process by which organisms better adapted to their environment tend to survive and pass on their genes more than others. Over time, this leads to the evolution of new species through mechanisms of reproductive isolation such as genetic drift and non-random mating. Examples of speciation include the St Kilda wren and the Sorbus shrub on the Isle of Arran. Adaptive radiation and genetic changes also drive the formation of new species.
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This document provides instruction on natural selection and different modes of selection. It begins with an overview of natural selection, noting it requires variation in a population, struggle for survival/competition, and a changing environment. It then defines and provides examples of three modes of selection: stabilizing selection, which favors the average phenotype; directional selection, which favors one end of the phenotypic range; and disruptive selection, which favors phenotypes at both ends of the range. Students are asked questions to analyze examples and identify the mode of selection occurring. The objective is for students to differentiate selection modes and use shifts in phenotypic distributions as evidence of evolution by natural selection.
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1. Organizing species using a binomial nomenclature system consisting of genus and specific epithet names.
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2. The importance of taxonomy and the Linnaean system for classifying organisms.
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Variation lab day2
- 1. Reminders End of the semester is in a week a half! Check your student view Make an appointment with Miss Baker for make-up work! Re-take for Natural Selection Exam Due Friday
- 3. Purpose Why did we do this lab? What relevance does it have to your life?
- 7. How we look at our data: Did you all get measurements in cm? If you didn’t take all your measurements in cm, can you easily compare heights using different units of measurement? Why or why not? Did you all measure the apple circumferences the same way as neighboring groups from which you received data? How can you be sure? Why were our graphs so problematic? Do your graphs tell you anything with a degree of certainty about a population of spinach plants? Why or why not? Can we learn about selective pressures from our small amount of data? Why or why not? Why do we need a larger sample size?
- 9. Write down the total variation for spinach leaf width in the population in a data table in your lab and create a new graph.
- 10. Answer the questions in the end of your lab packet with the new data set.
- 11. You will have 15 minutes to do this!
- 16. Re-evaluating the data: What are some possible reasons (selection pressures) for the shape of the class spinach leaf graph? How could we test these hypotheses?
- 17. Definitions: Adaptation-a trait that provides some type of advantage to organisms in the struggle for survival Examples: speed, height, fur/skin color, claw length, flight
- 18. Windows in back 3th Hour Front White Boards Ruska’s Desk
- 21. Evolution is: Genetic change in population over time. These changes are seen in populations not in individuals
- 22. Compare and Contrast Artificial Selection and Natural Selection
- 23. Variation in traits exists Breeder selects favorable traits in organism Breeder mates animals with the favorable traits more than other organisms Desired traits become more common in population Variation in traits exists Nature “selects” favorable traits in organism because some of these trait give a reproductive advantage Organisms with favorable traits survive better and have more offspring Traits that give a reproductive/survival advantage become more common in population
- 24. Make some predictions: If we saw the population of an apple-eating-insect grow in size, and we saw an apple fruit circumference size grow over time, what could we call this evolution pattern?