• Zombie Apocalypse (Biology Lesson Plan)

      Lush, Colby; Flores, Arcangell; The College at Brockport (2013-07-01)
      Objectives: Students will be able to use a model of a zombie outbreak to collect data, organize data on an Excel sheet, create a scatter plot with data, and analyze/interpret what the created graphs mean, as well as a couple sample graphs. It seeks to answer the question, “What is the projected human casualty rate?” Main Activity: Students will run the model on Agentsheets to collect raw data, then record that data onto an Excel sheet, and plot graphs of the data to identify patterns. Science and Engineering Practices: lesson outline as utilized with this model 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information Cross Cutting Themes: 1. System Model 2. Stability and Change 3. Patterns 4. Scale Proportion and Quantity Biology and Math Standards: 1. Living Environment Performance Indicator 5.2: Viral/disease growth in a population 2. Living Environment Performance Indicator 6.1g: Predator/Prey relationship 3. Living Environment Performance Indicator 3.1: Survival of the Fittest 4. CCSS.Math.Practice.MP4: Model with mathematics. 5. CCSS.Math.Content.HSS-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). 6. CCSS.Math.Content.HSS-IC.B.6 Evaluate reports based on data. The primary file is a lesson plan, accompanied by supplemental files. In the supplemental zipped files, you will find: Student worksheets Lesson plan Powerpoint presentations
    • Zooplankton Community Response to Salinity Addition

      Costa, Robert R.; Lukos, Glenn C.; The College at Brockport (1974-01-01)
      The primary objective of this study was to determine the effect of salinity stress on a mixed Cladocera and Copepoda community, including shifts in zooplankton densities, percent composition of populations, and changes in percent composition of females carrying eggs or young. The researcher collected zooplankton samples at depths of 0.5m to 3.0m from a lake in Western New York as the water approached the temperature selected for each phase of the project. Samples were taken with a hand pump or a #20 mesh plankton tow net. Organisms were then concentrated into 4L of lake water and transported to the laboratory, where they were immediately placed in a Percival incubator set at the temperature at which they were collected (+- 2C) and aerated for 24 hours. The culture was then randomly sub-sampled to provide 15 sub-cultures (250-300ml each). The researcher replaced the water of each subculture with one of five salt solutions (0, 500, 1000, 1500, and 2000 ppm NaCl in native lake water), resulting in three replicates for each salinity value. Subcultures were maintained in the incubator under a 12-hour photoperiod at the selected temperature. The subcultures were then immediately partitioned and examined with a dissecting microscope for changes in the composition of the zooplankton community and reexamined at 1-2 day intervals thereafter. Only obviously living organisms were counted and classified as to generic makeup and reproductive condition. The salinity-temperature combinations appeared to be within the zooplanktons’ zone of tolerance. However, the researcher observed that long-term exposure to elevated salinity had negative effects on large segments of the zooplankton community. Cladocera were particularly affected and were eliminated at salinity values of 1000 ppm NaCl or greater. The researcher observed that the decline in numbers did not appear to be the result of salinity-induced death, but rather of a lower rate of reproduction/replacement among affected populations. The researcher concludes that higher chloride concentration selectively and significantly reduces biotic potential in specific genera or groups, resulting in lowered diversity.
    • Zotero: A Tool for Constructionist Learning in Critical Information Literacy

      Beatty, Joshua F. (Critical Library Pedagogy Handbook, 2016)
      The chapter describes a method for teaching Zotero, a bibliographic management program, to undergraduates over the course of a one-shot library instruction session. The session is intended to help students take control of their own sources and research.Students create their own libraries by choosing among sources, then using Zotero to put the material into a form they can organize, annotate, and cite. The process helps students to see themselves as not just consumers but also critics and creators of scholarship.