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4434Water on the Web
http://www.merlot.org/merlot/viewMaterial.htm?id=88008
WOW lessons are designed for infusion into the existing science curriculums for college freshmen and advanced high school students. The lessons use the aquatic environment and real lake data to explore basic science concepts through two different approaches: a directed study (״Studying״) and an inquiry (״Investigating״) approach. The directed studies allow students to apply and learn concepts through direct, guided experience. The inquiry lessons provide a more open-ended opportunity for students to discover the same concepts. This module was selected as the 2005 Classics Award Winner of the Biology Discipline because it allows students to analyze real environmental data collected in several lakes over long periods of time. In addition the site provides sound pedagogical tools to help the students apply basic scientific concepts to analyze and understand the data.TOX TOWN
http://www.merlot.org/merlot/viewMaterial.htm?id=84001
An introduction to toxic chemicals and environmental health risks you might encounter in everyday life, in everyday places.Mission: Biomes
http://www.merlot.org/merlot/viewMaterial.htm?id=78375
Short descriptions of terrestrial biomes. Each description contains general characteristics and organisms found in that biome. The site contains two interactive games for students using the data and graphs provided within the site. The site is part of NASA's Earth Observatory project.Connecting Concepts: Ecology/Population Dynamics 2: Logistic Growth
http://www.merlot.org/merlot/viewMaterial.htm?id=83567
Students will: 1) complete interactive explorations of density-dependence and carrying capacity, the difference between r (realized intrinsic rate of increase or per capita, growth rate), rmax, (maximum intrinsic rate of increase and dN/dt (population growth rate), how growth rate changes over time while r decreases; and 2) summarize and compare properties of exponential and logistic growth.Biomes of the World
http://www.merlot.org/merlot/viewMaterial.htm?id=78373
This site is a well designed study on the various terrestrial, freshwater, and marine biomes of the world. Each biome has a separate set of pages that address geographic locations, characteristics, types of organisms found, a galery of images, and links to other sites concerned with that biome.Global Warming
http://www.merlot.org/merlot/viewMaterial.htm?id=78382
This is a comprehensive resource site on global warming maintained by the U.S. Environmental Protection Agency. It includes basic information on climate and greenhouse gases as well as predictions and actions that can be taken to counteract predicted trends. There is also a "Visitor's Center" organized by interest groups--educators, meteorologists, etc.Plants and Animals (Succession) of Mt St Helens
http://www.merlot.org/merlot/viewMaterial.htm?id=78379
THis website is part of a larger "Volcano World" website http://volcano.oregonstate.edu that provides a wide range of multimedia and information about volcanoes across the world. This site describes the environment surrounding Mount St. Helens before and after the volcanic eruption in 1980. This is an excellent illustration of ecological succession.Ocean View Data Visualization Tool
http://www.merlot.org/merlot/viewMaterial.htm?id=82908
The Ocean View Data Visualization Tool is an interactive, online, data-display tool that helps students understand real-world environmental problems using advanced technology and inquiry.Connecting Concepts: Ecology/Population Dynamics
http://www.merlot.org/merlot/viewMaterial.htm?id=83565
This simulation/tutorial consists of three topics. In topic 1, students conduct a study of a zebra mussel population in a fictitious lake and present their findings during a virtual teleconference. Students will: 1) review qualitative descriptions of growth curves for the exponential and logistic models, selecting one to test at the lake; 2) collect and plot data, and determine which of the models the data fits; 3) answer questions about populations at other localities by calculating rmax, t, and N using their data. In topic 2, students review the math and biology behind the logistic growth model with the help of a fish population. Students will: 1) complete interactive explorations of density-dependence and carrying capacity, the difference between r (realized intrinsic rate of increase or per capita, growth rate), rmax, (maximum intrinsic rate of increase and dN/dt (population growth rate), how growth rate changes over time while r decreases; and 2) summarize and compare properties of exponential and logistic growth. In topic 3, students follow the growth of the Kruger National Park elephant population from 1903-1996. While following the history of the population, students calculate values using the logistic equation. Students will complete a case study in which they: 1) learn the biological and sociopolitical history of the KNP elephants; 2) calculate dN/dt, N, and 1-(N/K) over time; 3) explain how assumptions of logistic growth affect the shape of the curve; and 4) evaluate how well the KNP population fits the logistic model.Thinking Like a Biologist: Using Diagnostic Questions (DQCs) and Active Teaching to Help Students Reason With Biological Principles
http://www.merlot.org/merlot/viewMaterial.htm?id=422199
This website presents materials and results from NSF supported work on Diagnostic Question Clusters to Improve Student Reasoning and Understanding in General Biology Courses. The website provides access to the Diagnostic Question Clusters and active learning strategies associated with the questions plus the pedagogical and research context for these materials.We have targeted two challenges to the teaching of General Biology:1) Most students do not address biological questions with the principles? and reasoning used by biologists and2) Most faculty do not teach students how to use the principles and to think like practicing biologists. The project centers on a set of interrelated Diagnostic Question Clusters (DQCs) designed to "hook" biology faculty to question and learn about their students' understanding of core biological concepts and ways of thinking about biology.The DQCs we focus on here concern tracing energy and matter through 3 levels biological complexity (atomic/molecular/cellular, organism and ecosystem).