Dave Stone, University Laboratory High School, Urbana, IL.

CTER Program Final Project, Summer, 1998.

Technological Update of Biology C: Field Biology

Project Goals:

• To significantly update the current Field Biology course by integrating molecular biology into its current areas of topic coverage.
• To develop a series of computer-based activities integrating Biology WorkBench, The Tree of Life and BIOSIS Internet Guide to Zoology.
• To supplement current arthropod-based teaching materials from field guides and text with detailed, regularly updated WWW materials from web sites produced by authorities and authoritative organizations.

Field Biology Course Background:

The Field Biology class currently uses arthropods as a paradigm group for the study of morphological and ecological variations, adaptations, taxonomy and phylogeny within the kingdom Animalia . Through weekend collecting trips throughout Illinois, students develop skills in various aquatic and terrestrial collection techniques (e.g. sweeping, Berlese soil arthropod extraction), as well as specimen and slide mount preparation techniques. The course has been very successful up to this point, being the first high school class designated by the Entomological Society of America as an Exemplary Program in Science Using Insects and Insect Materials. The course has been quite popular at University Laboratory High School over the past twelve years, with many of its participants going on to pursue graduate degrees, post-doctoral experiences and careers in entomology throughout the U.S. and abroad. Field Biology is a single semester course, open to sophomores, juniors and seniors who have previously completed a year of high school biology.

Integration of Web Resources into the Existing Program:

I hope to use this project to significantly update the current Field Biology course by integrating molecular biology into its current areas of topic coverage through the addition of Biology WorkBench, The Tree of Life, and BIOSIS Internet Resource Guide for Zoology. Additionally, I anticipate using web-based journal articles to supplement current text-based materials. Students will develop skills in accessing existing arthropod DNA and protein databases, learn how to use a number of molecular tools to compare and analyze those sequences, draw phylogenetic evolutionary conclusions based on those analyses and compare their conclusions with those of practicing scientists.

Software Used in this Integration:

Microsoft Office 98, Netscape Navigator 4.0.

Web-based Resources Used in this Integration:

Biology WorkBench, The Tree of Life, BIOSIS Internet Resource Guide for Zoology and various electronic journal articles from publications including American Entomologist, APIS, Ecological Entomology, Emerging Infectious Diseases, Environmental Entomology, Flea News and Journal of Applied Entomology.

Education Reform Component:

Students will develop skills in using high-end computational science tools and drawing conclusions using computer-generated data. Additionally, students will develop skills in critiquing and evaluating lessons which will be broadly disseminated in the next year. Many of the activities will include collaborative group work components.

Addressing Special Needs Populations:

All activities and supporting materials will be assessed for accessibility using Bobby 2.0. Further assessment of accessibility will be performed using other tools, and meeting other guidelines, which will be introduced through later classes in the CTER program.

Student Activities:

I intend to integrate web-based resources in a number of different ways throughout Fall, 1998. The degree of integration will vary significantly depending on the particular topic, ranging from supplementation with regularly updated web-based resources to incorporation of entire new activities. In an effort to assist readers in developing a sense of the course, the first eleven weeks of topic coverage and activities are presented below:

Week #	Discussion Topics	Lab Activities	WWW Resources/Pages to be Incorporated Fall, 1998
1	Illinois/Worldwide Biodiversity, Classical Taxonomy	1. Calculation of Biodiversity Indices 2. Collection Supply Distribution	Saving Biodiversity: A Status Report on State Laws, Policies and Programs IL Biodiversity Laws IL Natural History Survey, Center for Biodiversity
2	Molecular Taxonomy	1.  Biology Workbench Education Tutorial 2. Introduction to Protein/Genetic Databases 3. Human Evolution Activity 4. Comparison of Student-selected Sequences 5. Collecting Trip - Parkland College, Champaign, IL	Biology Workbench Education Tutorial Comparing Primate Proteins
3	Intro to Arthropod Diversity, Chelicerates, Non-insect Mandibulates	1. Berlese Extraction of Soil Microarthropods 2. Semi-permanent Slide Mounting 3. Collecting trip - Mahomet, IL	Berlese Funnels Berlese Funnel Berlese Funnel Technique Analyzing Data From Berelese Extractions Kwik-Key to Soil-Dwelling Invertebrates
4	Internal and External Insect Anatomy	1. Lubber Grasshopper Dissection 2. Dichotomous Keying to the Family Level 3. Preparation of Collection Boxes 4. Labeling of Specimens 5. Collecting Trip - Oakwood, IL	Basic Morphology The Animal Dissection Page
5	Insect Evolution, Introduction to the Apterygota (Protura, Diplura, Collembola, Thysanura)	1. Keying Apterygota to Family Level 2. Collecting Trip - Homer, IL	Field Biology Insect Evolution Links BIOSIS Smaller Insect Orders
6	IL ForestWatch Activities	1. Activities TBA 2. Establishment of Ecological Baseline (Busey Woods, Champaign, IL)	IL ForestWatch IL ForestWatch Manual
7	Ecological Monitoring	1. Data Analysis and Internet Activities
8	Pterygota (Odonata, Ephemeroptera, Orthoptera, Phasmida, Dictyoptera)	1. Collection Work Day(s)	Pterygota Pterygota Clade BIOSIS Smaller Insect Orders
9	Dermaptera, Isoptera, Hemiptera	1. Collection Work Day(s)	BIOSIS Hemiptera BIOSIS Smaller Insect Orders
10	Neuroptera, Siphonaptera, Coleoptera	1. Collection Work Day(s)	BIOSIS Coleoptera BIOSIS Smaller Insect Orders
11	Coleoptera (continued), Lepidoptera, Diptera, Hymenoptera	1. Collection Work Day(s)	BIOSIS Lepidoptera BIOSIS Diptera BIOSIS Hymenoptera

To have as current a set of taxonomic options as possible, I have linked each order to BIOSIS, an excellent site that is updated on a weekly basis.

Rationale for Selection of this Unit for My Major Project:

Based on the description of the major project for the summer classes (C&I 335 and EdPsy 387), I have selected the first eleven weeks of the current University Laboratory High School Field Biology course for several reasons:

• it includes topic coverage which melds several of my major areas of interest (entomology, molecular biology and evolution),
• it involves Illinois ForestWatch, a program I played a role in piloting during the 1996-97 academic year,
• it introduces Biology WorkBench, an NCSA-based molecular biology tool which is in the early stages of expansion to include a high school level version and
• lessons and activities occurring during this time period have components which can easily be exported as individual activities, short units (ranging from several days to several weeks in duration) or longer units (one week to several months in duration).

Because the assignment asks us to develop "a unit plan composed of multiple lessons over multiple days (a week to 10 days) to be implemented" during the fall, I've decided to initially focus on the following lessons which will take place during the first two months of the upcoming semester:

1. Introduction to Online Genetic Databases and Gene Sequences (1 day activity)

2. Biology WorkBench Education Version Tutorial (2 day activity)

3. Human Evolution Activity Using Biology WorkBench (2 day activity)

4. Economic Impact of Orthopterans (1 day activity)

5. Assessment of Forest Watch Activities/Environmental Monitoring (5 days)

Evaluation:

Methods of evaluation will include lab write-ups, computer-based activity write-ups, brief reflection essays and essay exams. The culminating project is an extensive arthropod collection, which allows students to demonstrate their collection, curation, classification and taxonomic organization skills.

Assumed Background:

All students will have completed a year of Introductory Biology prior to enrolling in the Field Biology class. It is assumed that all have a good grasp of Mendelian and transmission genetics, including gene structure and function.

Objectives:

Materials:

• Each student will need a computer connected to the Internet running Netscape 4.0 or higher, word processing software and access to a printer.

Time:

• Approximately one 50 minute class period.

Assignment:

Introduction to Online Genetic Databases and Gene Sequences

This activity will introduce students to online genetic databases accessible to anyone with a computer, Internet connection and web browsing software. Using the Internet search engine of your choice, examine a number of different online genetic databases. As you browse these databases, keep the following questions in mind:

Which organisms are sufficiently genetically understood that we can begin efforts toward development of databases? List URLs and names of the four sites you find most useful in terms of general information. Be certain that each of the sites deals with a different species.

Why are these databases useful to scientists? You may come up with somewhat different information, though I would like you to answer this question using information specifically from one or more of the web sites you encounter . Be certain that it is clear which site the information comes from AND be certain to site the web source appropriately (see Bibliographic Formats for Citing Electronic Information). Print a copy of the home page of the online database you find most useful.

Now, using the search engine of your choice, find a gene sequence for a gene of your choice. I suggest you initially use the phrase "gene sequence" by itself or in combination with another term. I will have a list of common human single-gene defects to assist you in finding additional keywords for narrowing topics, should you need additional assistance. List the site's name, URL and a brief description of the sequence (e.g. number of variations, frequency of each variation) as well as any additional information provided. If there are links to other sites, please comment briefly on the number and quality of those links.

This activity should be written up using the following format: 1) Title, 2) Purpose (in complete sentences), 3) Description of Pertinent Online Genetic Databases (be certain to devote a single paragraph to each of the four web sites you select), and 4) Gene Sequence Information (see description in the previous paragraph).

This activity write-up, completed in its entirety, carries a weighting of ten exam points, making up 10% of the first exam. It must be stapled to your first exam and turned in at the time you turn in your first exam.

Assumed Background:

All students will have completed a year of Introductory Biology prior to enrolling in the Field Biology class. It is assumed that all have a good grasp of Mendelian and transmission genetics, including gene structure and function. Additionally, all will have been introduced various molecular methodologies which are significantly impacting our understanding of evolution, speciation and taxonomic relationships.

Objectives:

• Students will be introduced to the goals of the team involved in developing the Biology WorkBench Education Version prototype.
• Students will develop skills in accessing gene sequence and protein databases.
• Students will use software tools which allow them to compare gene sequence and protein sequences.
• Students will develop skills in critiquing web sites.
• Students will communicate their findings in written form.

Materials:

• Each student will need a computer connected to the Internet running Netscape 4.0 or higher, word processing software and access to a printer.

Time:

• Approximately two 50 minute class periods.

Assignment:

Critiquing the Biology WorkBench Education Version Tutorial

This activity will introduce you to Biology Workbench , a scientific software tool accessible to anyone with a computer, Internet connection and web browsing software. We will begin by having one of the scientists from NCSA, either Dr. Umesh Thakkar or Dr. Eric Jakobsson, introduce the version of Biology WorkBench that is used by practicing scientists. They will then proceed to discuss the goals of the team developing the Education Version of BiologyWorkbench and the role that we at Uni will play in its development. As homework that evening, I would like each of you to read through Evaluating Internet Research Sources, a resource which gives excellent guidelines for evaluation of web sites.

The next class period will be devoted to exploration of your choice of the two human genetics tutorials developed up to this point. With Evaluating Internet Research Sources at your side, go through the tutorial you select, either the Sickle Cell Anemia Tutorial or the Cystic Fibrosis Tutorial. Be certain to critique the particular tutorial you select, keeping the following in mind:

• How visually appealing is the site?
• How might the graphics and initial presentation be improved?
• Assuming that you weren't assigned examination of this site, what could be done to maintain your interest in remaining at this site and continuing your browsing?
• What do you see as the strengths of the particular tutorial you are examining?
• What do you see as the weaknesses of the tutorial you are browsing?

In your discussion, be certain to list URLs for each page as you disuss each page in the sequence you encounter them.

This activity should be written up using the following format: 1) Title, 2) Purpose (in complete sentences), 3) Description of the Selected Tutorial (including URL) and 4) Critique of the Selected Tutorial (including URLs of each page as you discuss them).

Your tutorial critique should be approximately one to two full pages in length. This assignment carries a single lab weighting (1/3 exam).

Assumed Background:

All students will have completed a year of Introductory Biology prior to enrolling in the Field Biology class. It is assumed that all have a good grasp of Mendelian and transmission genetics, including gene structure and function. Additionally, all will have been introduced various molecular methodologies which are significantly impacting our understanding of evolution, speciation and taxonomic relationships. Finally, all will have completed Sample Lesson #2, which is presented immediately prior to the this lesson.

Objectives:

• Students will develop skills in accessing gene sequence and protein databases.
• Students will use software tools which allow them to compare gene and protein sequences.
• Students will reinforce skills in critiquing web sites.
• Students will communicate their findings in written form.

Materials:

• Each student will need a computer connected to the Internet running Netscape 4.0 or higher, word processing software and access to a printer.

Time:

• Approximately two 50 minute class periods.

Assignment:

Human Evolution Activity Using Biology WorkBench

Now that you have been introduced to Biology Workbench through the previous activity, I'd like you to examine a tutorial which introduces the user to Biology WorkBench using an activity developed by Paul Lock, a biology teacher at Urbana High School. I would like each of you to spend the next two class periods examining his activity, Comparing Primate Proteins. Again, with Evaluating Internet Research Sources at your side, go through the lesson, being certain to critique the lesson with the following in mind:

• What did you learn from the activity?
• What do you see as the strengths of this activity?
• What do you see as the weaknesses of the activity?
• Assuming that you weren't assigned examination of this site, what could be done to maintain your interest in remaining at this site and continuing your browsing?
• How might this activity be improved?
• What would you think might be a good follow-up activity to Comparing Primate Proteins?

As was the case for the previous activity, this activity should be written up using the following format: 1) Title, 2) Purpose (in complete sentences), 3) Description of the Lesson (including URL), 4) Critique of the Lesson and 5) Suggestions for Follow-up Activities.

Your tutorial critique should be approximately one to two full pages in length. This assignment carries a single lab weighting (1/3 exam).

Assumed Background:

Prior to this activity, all students will have learned about 1) general structure of insects through classroom discussion of insect structure, 2) individual examination of grasshopper structure and function (Lubber grasshopper dissection), 3) discussion of the order Orthoptera, 4) discussion of taxonomic differences between Orthoptera families and 4) reading regarding locust swarming and phase transformation from Life On a Little Known Planet (Evans).

Objectives:

Materials:

• Each student will need a computer connected to the Internet running Netscape 4.0 or higher, word processing software and access to a printer.

Time:

• Approximately one 50 minute class period.

Assignment:

Economic Impact of a Selected Orthopteran

This activity will introduce you to electronic journal articles, actual scientific articles accessible to anyone with a computer, Internet connection and web browsing software. You may approach this assignment in either of two ways. First, you may elect to use the Internet search engine of your choice to search online articles dealing with a particular genus of interest (genera information is provided in your spiralbound field guide), or you may want to use other key words such as "locust" in your searching. Be aware that you get a large number of "hits", though the vast majority of the links you will encounter will likely not come from scientific journals. Should you believe that the article you would like to summarize comes from an actual online journal, be certain to have me "ok" your reference as a legitimate journal. The second option is to go directly to a known online electronic journal (e.g. American Entomologist, Ecological Entomology, Environmental Entomology or the Journal of Applied Entomology) to examine its Table of Contents for articles of interest. Regardless of your choice, spend the majority of the class period browsing web-based articles directly addressing economic impact of your selected orthopteran. Bookmark articles as you encounter them. Print a copy of the web-based article you select. When writing up the assignment, be certain to list the article name, URL, list the author(s) and list the author affiliation. Summarize the information in the article. If there are links to other web pages, be certain to include a brief summary of the number and quality of those links to other sites from the page that you have selected. Your review should be approximately one full page in length. This assignment carries a single lab weighting (1/3 exam).

Extension Activity - Students who would like to further pursue this introduction to online scientific journal articles are encouraged to examine the online Journal of Economic Entomology Table of Contents. You may then select an article of interest (NOT restricted to orthopterans), find and copy it at the University of Illinois at Urbana-Champaign Biology Library and summarize it as you did for the assignment above. Turning in this summary with the first assigned article will result in a combination grade being assigned, with the two articles have a collective weighting of two lab write-ups (2/3 exam).

Assumed Background:

Prior to this assessment activity, all students will have learned about IL ForestWatch through classroom introduction and reading of material posted at the IL ForestWatch web site. They will have spent the week prior to the activity preparing equipment for establishment of an ecological baseline in a section of Busey Woods (Urbana, IL). Students will have already performed the majority of the activities from the student version of the IL ForestWatch Manual.

Objectives:

• Students will perform detailed analyses of each of the three protocols performed at Busey Woods in early October, 1998.
• Students will read and summarize a scientific journal article dealing with garlic mustard, an invasive species in Illinois.
• Students will develop and write an essay comparing the impacts of two invasive species, garlic mustard in IL and cane toads in Australia.
• Students will find, read and write detailed critiques of three Internet sites pertaining to any of the areas that they've read about or experienced since the onset of the ForestWatch activities.
• Students will write a summary letter to Pete Jackson, Coordinator of Illinois ForestWatch, evaluating the three ForestWatch protocols listed below, including suggestions for improvement.

Materials:

• Each group of 3 - 4 students will require monitoring materials listed in the IL ForestWatch Manual (to be updated late Summer, 1998.)
• Each student will need a computer connected to the Internet running Netscape 4.0 or higher, word processing software and access to a printer.

Time:

• Approximately five class periods and the weekend Open Lab period will be required for completion of all of the components of this assignment.

Assignment:

Learning Opportunity/Assessment of Effort/Exam #2

This assignment carries a weighting equivalent to a single exam and will be due on Tuesday, October 13th (tentative). It consists of a number of components involving: 1) detailed analyses of each of the three protocols you read through and performed at Busey Woods on Sunday, October 19th, 2) reading and summary of an article dealing with garlic mustard (an invasive species), 3) an essay comparing the impacts of two invasive species, garlic mustard and cane toads, 4) detailed critiques of three Internet sites pertaining to any of the areas you've read about/experienced since we began the ForestWatch activities and 5) a summary letter to Pete Jackson, Coordinator of Illinois ForestWatch, evaluating the three ForestWatch protocols listed below, including suggestions for improvement. This assignment must be completed in its entirety and handed in to me by 8 am on Tuesday, October 13th (tentative). Be certain to include a cover page including an appropriate title, your name and date of completion. Please limit this assignment to a maximum of the equivalent of ten word processed pages excluding the cover page. Good luck with the assignment! Feel free to contact me if you have any questions relating to its various components. As you know, my home phone number is 643-7622. Please do not call after 10 pm.

1) Analysis of Protocols - Pages 1-3

ForestWatch Component #1 - Establishing a Long-Term Monitoring Transect

In a paragraph summarize the activities of this component. Then, evaluate the clarity of the directions as they are written. Is there a need for further clarification or are the directions fine as they are written? Was the profile reasonably easy to evaluate? Was soil sampling easy using the procedure outlined on page 23.? If you did not have the opportunity to test the soil at the site, be certain to test a sample of soil at Uni using the soil color card and the criteria outlined in the handout. Do you have any suggestions as to how this section can be improved? Do you have any suggestions as to how we could improve the equipment used in this component of ForestWatch?

ForestWatch Component #2 - Measuring the Structure of a Forest

In a paragraph summarize the activities of this component. Then, evaluate the clarity of the directions as they are written. Is there a need for further clarification or are the directions fine as they are written? Was the division of responsibilities logical? Did you decide to divide up responsibilities in a different manner? Did the final division of responsibilities work well? If so, why? If not, why not? Discuss tree identification using the key on pages 40-50. Was the key easy to use? Did you have confidence in your classification to genus? Why or why not? How could the key and its accompanying diagrams be improved? Would you recommend the use of additional keys and/or diagrams of a broader variety of species within each genus? Would you recommend additional equipment such as binoculars? Were the materials supplied sufficient for your purposes?

ForestWatch Component #3 - Surveying Invasive Non-native Species of Plants

In a paragraph summarize the activities of this component. Then, evaluate the clarity of the directions as they are written. Is there a need for further clarification or are the directions fine as they are written? Was the division of responsibilities logical? Did you find any of the species discussed in this component of the protocol? If so, which ones? Were the diagrams sufficient to assist you in classification or do you have suggestions to improve them?

2) Summary of a Scientific Paper Dealing with an Invasive Species - Page 4

Please read a copy of "Current and Historical Distribution of Garlic Mustard (Alliaria petioliata) in Illinois." The article comes from a scientific journal entitled Michigan Botanist. Summarize the main points of this article that are of particular importance for individuals studying forests, such as the one at Allerton or studying invasive species in general.

3) Essay Comparing Impacts of Two Invasive Species, Garlic Mustard and Cane Toads - Page 5

The bold statement above says it all. Be certain to take a good set of notes on the video entitled "Cane Toads - An Unnatural History," shown in class on Monday, October 5th (tentative). Keep this video in mind as you read the article listed in #2 above.

4) Critiques of 3 Internet Sites Pertaining to an Area We've Read About/ Experienced During the Past Week - Pages 6-8

Be certain to use one of the search engines accessible through Netscape to examine a number of sites that deal with any of the topics we've dealt with over the past week. I suggest that you consider either AltaVista or Metacrawler. Find three good sites. For each site, list its name, its URL and who produced it. Summarize why you believe this site to be useful and an excellent reference site. Be certain to include a brief summary of the number and quality of links to other sites from the home page/site that you have selected.

You may want to examine the Illinois Natural Resources Information Network as a starting point. An extremely small sampling of topic ideas are presented below for your browsing pleasure...

classification

dendrology

ecological monitoring

forestry

Illinois ForestWatch

invasive

non-native

soil(s)

taxonomy

transects

Also, feel free to look up various species or genera that you find to be of particular interest.

5) Letter to Pete Jackson, Coordinator of Illinois ForestWatch - Page 9

Keeping in mind the fact that this is the third time that a high school is using this protocol, I would like each of you to submit a letter to Pete Jackson regarding the parts of the manual evaluated in Part 1 above, outlining both the parts that work well as presented and suggestions for improvement. As I'm certain you are aware, this feedback is essential for the success of a project of this type and magnitude. Please restrict this letter to a single page. I will forward them to Pete Jackson the week following the due date.

Last updated on July 17, 1998