Developing a Course in the History of Biology (Mallat, 1962) November 4, 2015 Ingrid Marko Jason Meunier Shannon Guertin Gregory Kasper Professor Mike Buckholt, Co­Advisor Professor Jill Rulfs, Co­Advisor Professor Constance Clark, Co­Advisor This report represents the work of WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review. For more information about the projects program at WPI, please see http://www.wpi.edu/academics/ugradstudies/ projectlearning.html Table of Contents Abstract…………………………………………………………………………………....5 Acknowledgements………………………………………………………………………..6 1. Introduction……………………………………………………………………….…….7 ● 1.1 Course Introduction……………………………………………………...……7 ● 1.2 Course Design……………………………………………………………....…7 ● 1.3 Historical Context…………………………………………………………..…8 ● 1.4 Teaching Styles and Methods…………………………………………………9 ● 1.5 Difficulties with Traditional Teachings…………………………………...…14 ● 1.6 Student Psychology and Concept Maps…………………………….………..15 ● 1.7 Prior Knowledge……………………………………..………………………15 ● 1.8 Declarative and Procedural Prior Knowledge………………………..…...…16 ● 1.9 Active Learning……………………………………………...………………17 ● 2.0 Course Ramifications……………………………………...…………………18 2. Materials and Methods……………………………………………...…………………21 ● 2.1.1 Introduction of the Materials and Methods....………………………...……21 ● 2.1.2 Multiple Approaches to Topics……………………………………………..21 ● 2.1.3 Original Documentation………………………………….………………...22 ● 2.1.4 Reinforcing Homework……………………………………….………...….22 ● 2.1.5 Reflective Writing………………………………………………….………22 ● 2.1.6 Classroom Discussion…………………………………………….………..23 ● 2.1.7 Concept Mapping………………………………………………….……….23 ● 2.1.8 Elaborative Interrogation…………………………………………….…….23 ● 2.1.9 Ongoing Assessment………………………………………………..……..24 2 ● 2.2.1 Laboratory Design………………………………………………….……...24 ● 2.2.2 Assessment………………………………………………………………...25 ● 2.3.1 Microscopes and Magnification Lab Experimental Procedure………….…29 3. Results………………………………………………………………………...……….30 ● 3.1.1 Tentative Class Schedule and Units………………………………....……..30 ● 3.1.2 Concept Map……………………………………………………………….31 ● 3.1.4 Homework Assignments……………………………………………....…...32 ● 3.1.5 Microscopes & Magnification Prelab……………………………………...33 ● 3.1.6 Laboratory Experimental Handouts………………………………………..34 ● 3.1.7 Water Microscope Experimental Handout…………………....…………....35 ● 3.1.8 Creative Writing Assignment…………………………………………....…36 ● 3.2.1 Van Leeuwenhoek’s Letters……………………………………………..…37 ● 3.2.2 Hooke...………………………………………………………………….....38 4. Discussion……………………………………………………………...……..……….40 ● 4.1 Overview of Course’s Design…………………………………..……………40 ● 4.2 Microscopes & Magnification Unit……………………….…………………42 ● 4.3 Possible Course Alterations……………………………….…………………44 ● 4.4 Unit Designs and Alternative Experiments…………….…..…………….......44 ● 4.5 Teaching and Learning Analysis……………………….………….…………46 ● 4.6 Future work…………………………………………………………………...48 5. Conclusion…………………………………………………………….………………50 6. References…………………………………………………………………………….51 3 7. Appendix I……………………………………………………………………………..54 ● I. IRB Application……………………………………………………………......54 ● II. IRB Approval Letter…………………………………………………………..59 8. Appendix II…………………………………………………………………………....60 ● I. Extra Materials for the Microscopes & Magnification Unit ​ ​ 9. Appendix III…………………………………………………………………………..111 ● I. Micrographia Interactive E book 10. Appendix IV……………………………………………….……..……………...…..113 ● I. Materials for the Miller­Urey Experiment Unit 4 Abstract Studies in course design have indicated that it is much more efficient to implement an active learning environment for students. Participation through discussions and activities results in a greater intake of knowledge by the students. This course was designed to incorporate multidisciplinary skills in the classroom. The History of Biology integrates a scientific lab section with a history class. Microscopes is a sample unit in the course and incorporates ​ ​ scientific concepts and historical information.The lab section introduces the students to the lesson by having them use critical thinking skills in order to grasp important concepts prior to the lecture. Other project ideas have been included to show an approach to a different historical time period with modern scientific advancements. 5 Acknowledgements We would sincerely like to thank Professor Michael Buckholt, Professor Constance Clark, and Professor Jill Rulfs for their constant aid throughout the project. We greatly appreciate their patience and importance guidance through the design of the course. We would also like to thank Evelyn M. Riley from the research library for her assistance in finding resources in which to base our work off of. Her contributions were important for setting the IQP on a pathway for success. 6 1. Introduction 1.1 Course Introduction This Interactive Qualifying Project is intended for the design of a multidisciplinary course in biology and the history of biology, which will be conducted at Worcester Polytechnic Institute. This class will emphasize problem solving and independent learning, presenting students with a historical problem scientists faced in the past, and having them design a way to solve said problem. Ideally, students will not know the necessary background information from the experiment and will instead resort to critical thinking skills in order to design and run their own experiments. Students will be exclusively provided certain tools that would have only been present at a specific time in history. After the experiment, professors will present the historical background from that time period as well as the important scientists involved and their methods of problem­solving. Worcester Polytechnic Institute strongly emphasizes the importance of group collaboration. This is not only possible while studying STEM topics, but this group collaboration can also be done in a cross­disciplinary manner. This would allow students to delve into numerous topics, while also examining subjects from a novel perspective. By creating a course that incorporates group work as well as multifaceted learning, students could potentially earn credit from multiple disciplines while also extracting important themes from those respective subjects. 1.2 Course Design The class will be set up similar to a Great Problems Seminar (GPS) offered at WPI. The GPS is done to help introduce students to university level research and project work. The History ​ of Biology course will mimic the Great Problems Seminar in the length of the class, one ​ semester, as well as the qualities that it provides to students. The GPS offers many important 7 skills to be learned by the students that will help them effectively integrate into university based learning, research, and management. More specifically, it is the aim of the GPS courses to incorporate skill sets such as group work, research, writing, problem solving, presenting, interdisciplinary understanding, and sensitivity to various cultures and approaches (WPI, 2014). The History of Biology course aims to achieve these goals by designing a unique framework. ​ ​ 1.3 Historical Context This course will be intended to instill in its students not only an understanding of science, but more importantly a sense of historical context in which biology was developed. Discoveries people tend to take for granted in present times, were often revolutionary and even controversial historically. For example, in 1912 Dr. Robert Goddard proposed several innovative concepts that would revise the way current rocketry was perceived in the scientific realm. Goddard’s research was later published in 1914 and included several important findings regarding rocket efficiency (Goddard, 1920). His research resulted in criticism by scientists and the public because he worked in secrecy and lacked compliance in terms of collaboration. Many scientific discoveries have taken place through the span of history in which the scientists’ working conditions, available resources, and societal pressures impacted the progress of discovery. We take the fact that all organisms are made up of cells, and that there is a microscopic world just out of sight as commonly known facts while neglecting to explore their origins and the historical context surrounding these discoveries. Because innovations often occur as a result of the environment and necessities of the people, it is imperative to account for the historical perspective in the course as well as the biological one to fully understand how research often occurs. Let’s trace one biological school of thought that is now obsolete. Ancient Greek philosopher Aristotle (384 BC­322 BC) contributed much to the world of philosophy, but he also ​ ​ contributed to the idea of spontaneous generation. (Lennox, 2006) He believed that heat was one of the sources of life and that grubs were born from dung, because they still retained some of the heat from the being that produced the dung. Since Aristotle was a well respected philosopher his 8 teachings remained influential and persisted into the 1700s. These notions led to the creation of the theory of spontaneous generation. Spontaneous generation was a theory that life came from inanimate objects. For example, rodents may come from dry hay bales that are exposed to air. Although this may seem like foolishness to modern day scholars, this idea made sense to people at the time. After all, if you closed the hay off from the outside air the mice did not appear to show