Type:
Solution Manual
Resource:
Biology
Edition:
7th Edition
Author(s):
Neil Campbell Jane Reece Lisa A. Urry Michael L. Cain Steven A. Wasserman Peter V. Minorsky Robert B. Jackson
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Preface to the Instructor’s Edition Biological Inquiry: A Workbook of Investigative Cases includes eight cases that are designed to accompany each unit and two cases that are multi-unit for Biology, 8th edition, of Campbell and Reece. Investigative cases will provide your students with the opportunity to actively develop an understanding of the science in each case. While participating in the investigative case experience, students will pose questions, analyze data, think critically, examine the relationship between evidence and conclusions, construct hypotheses, investigate options, graph data, interpret results, communicate scientific arguments, and connect to the real world. Each case will actively involve students in the experimental nature of science and give them insight into how we know what we know. There are multiple approaches to teaching and learning in undergraduate education. Investigative Case–Based Learning (ICBL) is not only recognized as an approach for teaching scientifically (Handelsman, et al., 2005), but also for embracing authentic learning strategies that are transforming higher education (Lombardi, 2007). We developed ICBL, with support from the National Science Foundation, and wrote this case book specifically to address these issues in contemporary undergraduate biology education. In a major study of undergraduate biology education in the United States, the National Research Council (NRC) reported that while biology research is more interdisciplinary, quantitative, and collaborative than it was in the past, undergraduate biology education is not (National Research Council, 2003). Cech (2003), president of the Howard Hughes Medical Institute (HHMI), argues that the lack of balance between biology research and biology teaching has resulted in “a decreasing percentage, here in the United States, of students who wish to pursue research careers; school districts that struggle to find qualified K–12 science teachers; and a public that has only a hazy understanding of the research advances that are sweeping through our society.” In its 1996 document, Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology, the National Science Foundation (NSF) advises that practice in making decisions involving science should be part of undergraduate science courses and specifically recommends that science educators “build into every course inquiry (‘involving the student in asking questions and finding answers’) the processes of science, a knowledge of what practitioners do, and the excitement of cutting edge research” (NSF, 1996, p. 53) as well as “devise and use pedagogy that develops skills for communications, teamwork, critical thinking and lifelong learning in each student” (NSF, 1996, p. iii). The National Science Foundation further recommends that science educators “start with the student’s experience . . . and relate the subject matter to things the student already knows”(NSF, 1996, pp. 65–66). In addition, the NRC (Bransford, 2000) advises that learners come “to formal education with a range of prior knowledge, skills, beliefs and concepts. This affects what learners notice, how they reason and solve problems, and how they remember” (p. 10). The public faces decisions such as voting on an air quality referendum, becoming concerned about the levels of pesticides in drinking water, determining whether or not to donate blood, performing jury duty in which an understanding of forensics data may be critical to the case, or iii
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deciding whether or not to vaccinate their own children. The NSF raises the concern that the public may not be able to engage in the critical thinking necessary to make these judgments. The international Commission on Biology Education (CBE) has raised a similar concern specifically addressing biology education. “Influencing almost all our activities, from inception to the grave, this revolution will require profound decisions with respect to the ethical, legal, social, cultural, educational, and development issues that are sure to arise, affecting our personal lives and society in ways that we have never experienced before” (Vohra, 2000). From a global perspective, a necessary goal of biology education is to “develop citizens’ biological literacy, i.e., provide them with the core biological knowledge, the ability to formulate questions, and an idea of how and where to look for answers, in order to help them to participate responsibly in the life of the society” (Younès, 2000). Investigative Case–Based Learning approaches build on the recognition that most learners seek information when encountering an incident or situation in their lives, such as a medical situation, local environmental controversy, or employment requirement, that generates a strong need-to-know about the science underlying their concern (Bertot and McClure, 2002). Students pose specific questions to investigate scientific problems that they find meaningful within the issues defined by case. They employ a variety of methods and resources, including traditional laboratory and field techniques, software simulations and models, data sets, Internet-based tools, and information retrieval methods. In the process, they also learn to • locate and manage information, • develop reasonable answers to the questions, • use scientific inquiry strategies and methods, • provide support for their conclusions, and • work on decision-making abilities. By providing entry points for women and minority learners (Sellers, Friedrich, Saleem, and Burstyn, 2005; Ramaley and Haggett 2005; Center for the Integration of Research, Teaching, and Learning, CIRTL 2005; Ezeliora, 2002), the use of investigative cases is one strategy for developing an invitational framework for diverse learners to gain a deeper understanding of the biological sciences. Each set of investigations begins with a scenario (case) in which people are in a situation that requires some understanding of specific biological concepts. The cases are designed to help your students make connections between the content in the textbook and its application to realistic settings outside the classroom. Several different investigations are linked to each case. The decisions or issues in each case arise within contexts to which students can readily relate. Research has shown repeatedly that when science is learned within a meaningful context, retention is significantly increased and the ability to apply this information is enhanced. How do these investigative cases differ from other case studies or problem-based learning materials? Investigative cases are meant to initiate student inquiry into the science. The primary purpose of many case studies in science and those used in medical schools is to cover material or get students to look up information. Few have scientific investigations linked to them. Ideally, an investigative case would be the starting place for students to conduct open-ended investigations of questions posed by them. In this workbook format, there are brief, well-defined
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investigations that will relate to some questions the students are likely to raise. Suggestions and resources for more open-ended investigations for each case can be found at http://www. masteringbio.com under the Case Book tab. One of the most difficult elements of scientific inquiry is learning how to ask good questions. Investigative cases, when coupled with case analysis, provide opportunities for students to raise thoughtful questions that interest them. You may want to use the questions that students raise during the case analysis for open-ended investigations, research papers, or discussion of ethics or science-technology-society issues. You could provide laboratory or field or computational investigations based on the problem space in the case, or you may work with students to develop their own investigations. The questions students raise are powerful tools for engaging them fully in learning. Investigative cases help students identify what they already know and what they need to know. This may set the stage for highly motivated learning in subsequent related lectures and labs. Instructors from every type of undergraduate institution have expressed their surprise at the ease with which their students raise relevant questions and at the power of cases to engage their students in seeking new information and applying new methodologies.
Student Edition Features Case: A compelling, one-page scenario that relays the realistic problem under consideration. Case Analysis Sheet: This form provides an opportunity for students to identify key ideas, what they already know, and what they need to find out. Core Investigations: Each case includes several investigations that relate directly to the case issues and content in Biology. Critical Reading: This is usually the first core investigation. It requires students to apply information from the related textbook chapter(s) in order to further understand the issues in the case. Additional Investigations: Investigations that relate to the case but that might extend beyond the most closely related textbook material. Case Book Website: The Case Book tab on the www.masteringbio.com website will connect students to a Web page for each of the eight cases. There, students will find resources, references, and links needed to complete each case, along with resources for more open-ended investigations.
Instructor’s Edition Features Case Overview: A table describing the goals for each investigation and the inquiry skills students will use. This table will help you select which investigations most appropriately fit your own course goals. Campbell-Related Resources: A table correlating the case investigations to the textbook and media materials.
Suggested Answers: • The case is displayed with significant terms and phrases in boldface. • The completed Case Analysis sheet will help you lead a case discussion and anticipate the issues and questions your students are likely to raise.
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• The suggested answers for the investigations will help you to anticipate student responses and can also serve as a guide to grading. We did not assign point values.
Suggestions for Using These Cases and Investigations Investigative cases lend themselves to many uses in teaching, and they are a flexible tool for science learning. Each case can stand alone. If you are just beginning to use cases, you might try one in the first semester to get your feet wet and work out the kinks. The next semester, you might try more than one. Similarly, each investigation within a case can stand alone so that you can assign just the parts of the case that fit your course and your schedule. If you ask students to do significant work on the case, it is important to evaluate their work even if you choose to give extra credit points. As many of us have observed, busy students rarely give significant effort to assignments that do not affect their grades. The cases and investigations in this book, as well as the open-ended investigations on the website, can be used in many settings, such as lecture hall, lab, or an online bulletin board. They can be assigned for homework, or students can do them to supplement their learning. Students can work individually or in groups (we strongly recommend working in groups during Case Analysis). Instructors have used cases similar to these to • Introduce a new topic in the course • Preassess prior knowledge of the class using the case analysis discussion • Initiate discussion during lecture • Connect to an extended laboratory investigation • Ask students to design their own investigations based on the questions they raised in Case Analysis • Direct students to conduct more open-ended investigations, such as those on the Campbell website at the Case Book tab • Structure an entire section of a course • Assess student learning (and ability to pose questions) by including a case and case analysis on an exam • Set the context for a regular lab session by starting with a case before the lab and returning to it after • Introduce the need for a specific lab technology or method • Provide common background for independent research reports • Address multicultural perspectives • Integrate historical incidents (e.g., the flu epidemic of 1918) • Introduce modeling and simulation software • Assess data interpretation skills • Introduce experimental design • Prepare students for a field trip We hope that investigative cases will become yet another tool in your teaching portfolio. Investigative Case–Based Learning (ICBL) is based on educational research and has been field