202 Week 04 Lab Population Thinking

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Feb 20, 2024

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Biol 202 Week 4: Why is natural selection important to your life? Lab: Population Thinking Part 1: Models of Primary Literature Graphs and Figure Legends After practice with this activity, you should be able to… E4.1 Use a digital database to find a research article on a certain topic. E4.2 Distinguish between and identify primary, secondary, and tertiary literature. E4.3 Use a standard format to cite a primary literature article. E6.5 Analyze data in a graph and summarize the results. 1. Compare your discoveries about tree adaptations from your primary literature search with your teammates. What's one thing that you learned that provides context for your Capstone project? 2. Compare your primary literature research experience and graphs and figure captions from your Pre-Lab with your teammates. What's one challenge you experienced? 3. Capstone progress: The primary literature article you found serves as a reference for your own research project. What's one or more tip or insight about the position and/or formatting of the graphs, figure captions, and/or paper citations that you should make note of for your capstone project? Week 4 Lab - 1

Part 2: Quantifying NPN Phenophases After practice with this activity, you should be able to… E8.6 Work efficiently and professionally in teams. E5.2 Use appropriate tools to make biological measurements. Last week you learned how to collect presence/absence (status) data for your tree phenophases using the National Phenology Network (NPN) website/app called Nature's Notebook.  You collected your first data point during last week's lab.  You should also have collected data on your own between last week's lab and this week's lab.  We will all go outside and collect data together during lab today. In addition to status of phenophases, the National Phenology Network (NPN) asks that we also report on the intensity or abundance of plant phenophases. This can be tricky and subjective, especially for data collectors who are not already familiar with the phenophases year-round (such as how large a leaf is when it is at 100% size or how full a canopy looks when it is at 100% fullness). Today we will go to our field sites and practice quantifying some of the phenophases so that we can come to consensus on our methods. Reminder: if you are ever too unsure to make an educated guess, retain the "Not sure" code for your data, but then seek clarification for next time. Examples of how quantities work (from NPN frequently asked questions ):  If the plant canopy is 100% full with leaves but about half of them are green and half are colored, you would report that 100% of the canopy is full with leaves, and 50% of the canopy is full with colored leaves.  If it is windy the next day, and half of the colored leaves fall off (but none of the green leaves fall off), you would now report that 75% of the canopy is full with leaves and 25% of the canopy is full with colored leaves. Figure 1 shows an example of what the status plus intensity data can look like. Figure. 1 Phenophase data from Nature’s Notebook for one individual sugar maple ( Acer saccharum ) in Maine in 2012. Black points indicate presence and white points indicate absence. Solid line and circles indicate presence of leaves; dashed line and triangles indicate presence of colored leaves. Week 4 Lab - 2

[Data from Denny, E.G., et al. 2014, Int. J. Biometeorol 58: 591–601; only Part (a) is shown. Figure legend is simplified from the original.] Let's go out to our field site and practice together, then you will collect status and intensity data for your tree's phenophases. 4. Did you record your status and intensity data for your tree today? Did you use the Nature's Notebook app, or did you post your data to the Nature's Notebook website? You can make notes about your methods for your capstone presentation. 5. What was the main challenge analyzing intensity? What was the main insight ? Do you have any questions that didn't get addressed? 6. Quality Control: The data we collect will be used not only by us, but also by scientists around the country! Describe at least two practices or strategies we can use to make sure that we are collecting quality data. 7. Ethics: If you forget to sample your tree one day, is it okay to guess so that you don't have a gap in your data? Why or why not? If you don't know how to code a phenophase is it okay to guess? Why or why not? Part 3: Population Thinking After practice with this activity, you should be able to… E8.6 Work efficiently and professionally in teams. E5.2 Use appropriate tools to make biological measurements. E6.1 Use tabular data in a spreadsheet to correctly generate a graph. E6.2 Select an appropriate graph format for a data set (e.g. scatter plot, bar chart, histogram) E6.3 Correctly format and label graphs. E6.4 Write an appropriate figure legend. E6.5 Analyze data in a graph and summarize the results. While we are collecting phenophase data today, we will also be collecting some data to help us with population thinking, quantitative reasoning, working with spreadsheets, and graphing. 8. Review: What does " population thinking " mean in the context of our SUPP trees? Week 4 Lab - 3

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Step 1: Collecting your data Work in your teams to select a variable to measure, one that you can compare in two individuals of the same species of SUPP tree. For example, you can compare the widths of flower buds of two dogwoods that are about to flower, or the lengths of leaves in two willow oaks. Collaborate to record the data at your field sites, and take a photo of at least one team member demonstrating the method used to make the measurements. When you get back to the lab, make sure everyone on the team has all the data and the photo. Research question Is there a difference in ____ between the two selected _____ located ______? Tree species and Tree IDs Location(s) Variable you will measure (including units) Exactly how you will measure it? (How will you select samples? What part of the structure will you measure? Using what instrument? With what level of precision?) Include a photo showing you or your teammate making the measurements. Sample size per tree Data collected: [Tree ID] [Tree ID] Notes, observations, concerns about measurements: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Week 4 Lab - 4

15 16 Step 2: Graphing your data Each member of the team should individually complete the following steps (but everyone can collaborate in figuring out how to complete the steps; this is a good time for collaboration!). Decide which spreadsheet software you would like to use. Use Microsoft Excel unless you are already familiar with another program. Excel is available on campus computers and can be downloaded onto your computer for free . Different programs (and different versions of the same program, and the program running on tablets versus laptops) have different tools in different locations, so be patient , it can take a while to find what you need. Note that the downloaded version of Excel has more tools and options than the web version. If you need help, see "Graphing Data in Microsoft Excel" document posted in the Resources Module in MyClasses. 1) Copy and paste your two columns of data into your spreadsheet . Be sure to customize the name for each data set in the cell above each data column. 2) In a row below your data, copy your row headers and paste them again . Then, in the row right under that, write =average( then use the cursor to select the entire first column of numbers. Click return to see the mean value of your measurements. If you get an error, check to make sure that just the numbers are selected, and that the column is wide enough for the number to be legible. Repeat the process for the second column. For example: pin oak-1 pin oak-2  labels you want to use in your "column" graph =average(B2:B18) =average(C2:C18)  depends on the cells where your data are located 3) Graph : Select the four cells shown above (with your own info) and go to the menu to select Insert>Graph> and select a "column graph" (really just a vertical bar graph ). Edit the graph to make sure that it is formatted as follows (you can usually double-click or right-click on the item that you want to edit, although in some set-ups you will have to use the tools in the menus, which are more limited in the browser version of Excel and on tablets than in the app on laptops):  The X and Y axes have axis lines.  The Y axis is labeled with units.  The number range of the Y axis starts at 0!  The X axis has a label for each tree.  There is NO TITLE (since we are using primary literature as our model, not a slide presentation).  There is no horizontal grid.  There is no "key" identifying what the bars mean (not needed when there is only one data series; Excel calls this a "figure legend" which is different than our use of the word in class).  The graph is proportioned for legibility in print, e.g. it is not huge with tiny font. Week 4 Lab - 5

4) Figure caption : Copy your graph and paste it into the report on the next page. Use your notes from the previous page to write a figure caption below the graph that provides enough information to interpret the data, even for someone who was not there. Include: o Figure number such as "Figure 1" or "Fig. 1" o Tree species (both common name and scientific name in correct format; see Week 1) o Geographic location where you collected data o How variable was measured Step 3: Report of field sampling results Research Question : Visual Results (graph AND figure caption ) Written Results (sentence or two interpreting data in your own words, including any concerns or additional observations) 13. Capstone progress: Are there any insights from the process in today’s lab that you want to remember for graphing and reporting your phenophase data in your capstone poster? 13. What's one word you would use to describe the social vibe in the 202 lab so far this semester? Week 4 Lab - 6

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Week 4 Lab - 7

202 Week 04 Lab Population Thinking

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