Resources: Compare
#4654, v1.0
#4661, v1.0
Title
| Old Version | New Version | ||
|---|---|---|---|
| 1 | Is everything bigger in Texas? Introduction to Statistics with the Rock Pocket Mouse (Chaetodipus intermedius) | 1 | Exploring Coyote Morphology: Introduction to Research and Study Design |
Authors
| Old Version | New Version | ||
|---|---|---|---|
| 1 | Vicky Zhuang () | ||
| 1 | Julie Marie Schlichte () | 2 | Julie Marie Schlichte () |
| 2 | 2 | Christina D'Arcy (University of Texas at El Paso) | |
| 3 | Vicky Zhuang () | 4 | Vicky Zhuang () |
| 4 | |||
Description
| Old Version | New Version | ||
|---|---|---|---|
| 1 | <p> | 1 | <p>This resource includes the lesson plan guidance, suggested rubrics, assignments, and supplementary materials. It also includes the link to images with scales for 9 specimens of coyotes for distance learning adaptations.</p> |
| 2 | 2 | ||
| 3 | <p> | 3 | <p>Required materials for in person:</p> |
| 4 | 4 | ||
| 5 | <p><u>Minimum materials required:</u> Access to the internet, rulers, specimen card printout kits (see file)</p> | 5 | <ul> |
| 6 | <li>Coyote skulls from a curated collection (sample size greater than 5 per sex is preferred if available)</li> | ||
| 7 | <li>Calipers with metric units: 1 per team</li> | ||
| 8 | <li>Measuring tapes (soft) with metric units: 1 per team</li> | ||
| 9 | <li>Small ruler with metric units: 1 per team</li> | ||
| 10 | </ul> | ||
| 6 | 11 | ||
| 7 | <p>< | 7 | <p><em>Optional materials</em></p> |
| 8 | 13 | ||
| 9 | <p>This resource includes a specimen card packet to be printed out, lab worksheet and instructions, read me for instructors, and link to a google sheet template that combines data entry, statistical analysis, and a presentation dashboard. A link of the google sheet template with example data is also provided. The template is designed to accommodate a number of study designs and variable types (categorical with two categories and numerical) and therefore is not limited to the use of the rock pocket mouse lab. The lab is designed to be adaptable to a distance learning environment that relies on primarily paper printouts and the availability of a computer.</p> | 14 | <ul> |
| 15 | <li>Plastic casts of coyote skulls may be provided to students to practice handling and measurement skills</li> | ||
| 16 | <li>Plastic casts of other species in the genus <em>Canis</em> may be used to highlight morphological differences within the genus (examples: <em>Canis lupus, Canis familliaris</em>)</li> | ||
| 17 | <li>Access to the internet to retrieve data from Arctos, review materials hosted on an LMP, or for in-class access to science literature databases</li> | ||
| 18 | <li>Markable surfaces (large post-it notes, whiteboards, chalkboards, butcher paper, markable walls) and dry-erase markers.</li> | ||
| 19 | </ul> | ||
| 10 | 20 | ||
| 11 | <p> | 11 | <p><em>Materials Adaptations for the distance learning environment</em></p> |
| 12 | 22 | ||
| 13 | <p><u>Learning Objectives:</u></p> | 13 | <p>Use of calibrated museum-quality images of coyote skulls from local or collaborating collections to measure + instructions on use of image analysis software such as ImageJ can be used in lieu of physical models. These images can also be printed out and measured with rulers.</p> |
| 14 | |||
| 15 | <p>1. Understand how to structure data</p> | ||
| 16 | |||
| 17 | <p>2. Form hypotheses using observations of museum specimens</p> | ||
| 18 | |||
| 19 | <p>3. Measure morphological traits to answer questions about intraspecies variation </p> | ||
| 20 | |||
| 21 | <p>4. Choose between a t-test and a correlation to help assess a hypothesis-driven question</p> | ||
| 22 | |||
| 23 | <p>5. Assess validity of research (including sample size, multiple measures, and biases)</p> | ||
| 24 | |||
| 25 | <p>6. Communicate scientific findings</p> | ||
| 26 | |||
| 27 | <p> </p> | ||
| 28 | 24 | ||
| 29 | <p>This project was funded in part by the Institute of Museum and Library Services (CAGML-247505-OMLS-21)</p> | 25 | <p>This project was funded in part by the Institute of Museum and Library Services (CAGML-247505-OMLS-21)</p> |
Attachments
| 1 | file — ReadMe_PocketMouse.docx | 1 | file — Assignments and rubric for the module and capstone.docx |
|---|---|---|---|
| 2 | file — RockPocketMouseStats_LabWorksheet.pdf | 2 | file — Coyote Module Description and Lesson Plan.docx |
| 3 | file — SpecimenCards.pdf | 3 | file — publication_4971_4981/SpecimenCards.pdf |
| 4 | link — Mammals Statistics Example - Google Sheets | 4 | file — Hypothesis Statements for in-Class Discussions.docx |
| 5 | link — Mammals Statistics (Empty) - Google Sheets | 5 | file — Optional Reading Predator prey interactions a selective review of North American research results.pdf |
| 6 | file — Combined_mammal_layout_Page_001.jpg | 6 | file — Optional support slides Importance of Natural History Museums.pptx |
| 7 | file — Printout Anatomical Guide for Canis Latrans Skull.pptx | ||
| 8 | file — Reminders for finding science literature for your annotated bibliography.docx | ||
| 9 | file — Resource Elements of Science Figures.docx | ||
| 10 | file — Resource guidelines for an Annotated Bibliography.docx | ||
| 11 | file — Resource Module 1 Terms and Contexts.docx | ||
| 12 | file — Science Research and Science Literacy support slides 1108.pptx | ||
| 13 | file — Support slide Museum Specimen Handling.pptx | ||
| 14 | file — Using the Google Dashboard.docx | ||
| 15 | link — Mammals Statistics Example - Google Sheets | ||
| 16 | link — Coyote Statistics (Empty) - Google Sheets | ||
| 17 | link — Link to records with imaged skulls | ||
| 18 | file — UTEP_Mamm_2598_00138.jpg | ||
| 19 | publication — Is everything bigger in Texas? Introduction to Statistics with the Rock Pocket Mouse (Chaetodipus intermedius) (v1.0) |