Module+1+Information+Literacy+and+Guided+Investigation

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Feb 20, 2024

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Module 1 – Information Literacy and Guided Investigation The broad context of this first module is Experimental Design. Although we introduced this topic last term in Biology 1001A, many misunderstandings persist. During the icebreaker, your TA will revisit some of the concepts around experimental design and hypothesis testing. Your TA will also demonstrate how to use the GraphPad to run a t-test and generate a p-value. After the ice breaker, in groups of 4, you will have an opportunity to critique a scientific article (The Case of the Disappearing Teaspoons, link provided on OWL). Refer to the 3 questions provided during the session to complete the assignment and submit it on OWL during the session (one submission/group). ASA1.4 Guidelines 1. Include your team number and the first and last names of all contributing team members at the top. 2. Include the questions in your submission; enter your answers (in a different font) below each question. 3. Use clear, concise, connected prose with standard punctuation and grammar. 4. Word count should not exceed 600, names and questions etc. included. Specifications To Pass, your Assignment must meet all of the following Specifications: 1. No more than 2 violations of Guidelines. 2. Score at least 4/6 marks. 3. Submitted as OWL Assignment before the deadline as specified by your session TA. Fill up the group charter (posted on OWL) and email it to your group mates by the end of the session. You will also conduct a guided investigation using live specimens in today’s session, so treat them gently. You will use a microscope to measure the pulsation rate of the live specimen. Remember these rules of Microscopy from the fall term. Always… 1. Use low power before medium or high power (use only low power in today's session). 2. Focus only with the fine adjustment knob. 3. Do not turn the fine adjustment knob more than 2 revolutions in either direction. 4. Adjust the light level if needed. 5. Clean lenses with the lens tissue only. 1

Table 1: Parts of microscope with function Name Function Ocular eyepiece Focuses image (usually 10X) Objective lenses Magnify elements, 4X, 10X, and 40X. The 4X lens is used to scan specimens to locate areas for more detailed viewing with the 10X and 40X lenses Stage Support and positions specimen Stage motion control knobs Permits movement along x and y axis to allow fine focusing of light on specimen Coarse adjustment Permits large upward and downward movement of objectives to bring specimen into range where it is subject to fine adjustment Fine adjustment Permits small upward and downward movement of objectives for fine focusing of image 2 Figure 1.

Basal pulsation rate of live specimen – Daphnia magna Anatomical features (will not be tested on SA or ASA or any test) Daphnia magna or the water flea (Fig.1), is a tiny freshwater crustacean that is common in most lakes and ponds. It is a filter-feeder that primarily consumes phytoplankton and possesses a transparent carapace, which makes it an ideal organism for the study of basic physiology. Figure 1. General anatomical features of Daphnia (40X) Daphnia is a laterally compressed crustacean in which the body is partially surrounded by a bivalve carapace which encloses the trunk of the animal, but not the head, and terminates posteriorly in an apical spine. The head projects ventrally and somewhat posteriorly as a short beak, so the body looks like a plump bird. The head bears the minute first antenna bristling with chemoreceptors, and very last second antennae, which are locomotor organs. The down stroke of the second antennae propels the 3

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animal upward; then it slowly sinks; using the antenna in the manner of a parachute. The tip of the trunk (the postabdomen) is turned ventrally and forward and bears special claws and spine for cleaning the carapace. Within the carapace are all the mouth parts and trunk limbs. Small mandibles are followed by five pairs of flattened appendages used both for respiration, and for filtering microscopic food from the water. Daphnia have an open circulatory system, and a spacious hemocoel fills the body and limbs. Dorsally a portion is separated off to form a pericardial sinus containing the heart. The heart pumps blood forward, where it streams among the organs of the head, and then ventrally and posteriorly to flow through the body organs. Movement of the appendages, particularly the antennae, aids in the movement of the blood. Most water fleas are females which reproduce parthenogenetically, that is, in the absence of the kind of fertilization that normally occurs during sexual reproduction. Under ideal conditions, females will produce clutches of unfertilized (female) eggs and carry them in the dorsal brood chamber until hatching. Male Daphnia are only produced under stressful environmental conditions and following successful mating, females will produce fertilized eggs that are hardier and highly resistant to temperature fluctuation and desiccation. 4

Protocol for basal pulsation rate and treatment Basal pulsation rate is the frequency of beats/pulsations/waves per minute. The TA will gather the average values from the groups and will display the results on the board to calculate the class average. Step 1 . Obtain live specimens from your TA. Gently place the specimen in the desired position on a slide (a depression or parafilm slide will be provided to you). Step 2 . Under a compound microscope, locate the pulsating part (either heart or dorsal vessel depending on the specimen). Do not spend time on other anatomical features. Step 3 . Count the number of beats that occur in 10 seconds under 4x magnification. Record at least 2 rates for each specimen. TURN OFF THE MICROSCOPE LIGHT AS SOON AS YOU COMPLETE THE COUNT. Step 4 . Calculate the average pulsation rate per minute for the specimen(s) provided and compare your value to that of the class average. 5

Answer the following questions before you move on to the next part on a separate sheet of paper. Table: Basal Pulsation for Live Specimens (fill in the table with your data) Live Specimen Pulsation Rate per minute First measurement Second measurement Average Q1. What is the class average for the basal pulsation rate for the live specimen? Q2. How does the class average compare to your average? What could have caused the difference if there is one? Q3. What are you planning to investigate (hypothesis)? Q4. State your prediction(s). Q5. State Null and Alternative Hypothesis. Q6. Briefly describe your methods. 6

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Protocol for monitoring the response to treatment The effect of drugs on the pulsation rate of the specimen will be investigated with the help of your TA. The TA will inform the class what needs to be investigated during the session. You will be using the same specimens (the ones used for measuring basal pulse rate) to study the effect of drugs. Step 5 . Carefully suck off the water on the slide using a small piece of paper towel. Do not leave the specimen dry for a long time. Add a few drops of your test solution and wait for 60-120 seconds. Count the heartbeat for another 10 seconds under the microscope. TURN OFF THE MICROSCOPE LIGHT AS SOON AS YOU COMPLETE THE COUNT. Wait for 30 seconds and count the heartbeat again and record the heartbeat for 10 seconds. (you will be asked by your TA to record your average values on the board) Note: You will have 2 sets of measurements for each live specimen before treatment and after treatment. Draw a data table to record your own results. Do not interpret your results until the table on the board is completed. Meanwhile, discuss with your group mates if your predictions have been met based on your data. Table showing pre-treatment and post-treatment measurements. 7

Generating and Evaluating Evidence: You now have access to the class data. Use the class data to complete the t-test using Graphpad ( www.graphpad.com/quickcalcs/ttest1.cfm ). The t-test is used to compare the two means. Note down the p-value only. What is the definition of p-value provided by your TA? Avoid comparison of your class p-value with the conventional benchmark p-value (0.05). Just consider the p-value and decide if the p-value is rare (small) or common (large). Then based on the p-value comment on your predictions. Next, use descriptive language around data and experimental design and p-value to cite evidence to support your conclusions and complete the assignment (ASA 1.6). Read the paper on redefining p-value (posted on OWL) to understand the significance of setting and interpreting the p-value correctly. Think about how confident you are about your results. ASA1.6 Assessment Guidelines 1. Gather data and p-value (as a group). 2. Complete the assignment on their own. 3. Defend conclusions based on the strength of evidence (data and design). 4. Include name, section, and group number correctly 8

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