Assessing Toxic Risk, Teacher Edition by Nancy M. Trautmann

By Nancy M. Trautmann

How do we come to a decision what focus of arsenic is appropriate in public consuming water? What does it suggest to claim that diet D is a hugely poisonous chemical? How will we stability the hazards of spraying insecticides as opposed to the hazards of insect-borne illnesses resembling West Nile Virus, Lyme illness, or Malaria? scholars notice the solutions to those exciting questions and extra by means of delving into the Cornell clinical Inquiry sequence: Assessing poisonous danger, scholar version. It comprises 5 chapters of history textual content at the uncomplicated options of toxicology. additionally incorporated are making plans types, presentation instructions, and peer evaluate varieties that advisor scholars via self-designed study tasks that inspire severe considering. This built-in method permits scholars to find firsthand the normal hyperlinks among biology, chemistry, environmental technological know-how, and human health and wellbeing.

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Extra resources for Assessing Toxic Risk, Teacher Edition

Example text

A Look at Variability A standard approach in analyzing research data is to look at the variability within each treatment compared with the variability between treatments. For any type of bioassay, this can be done at several different levels of complexity, depending on the interest and mathematical background of the students. 2 M NaCl NaCl Concentration After carrying out lettuce seed bioassays, a common data analysis approach is to make simple bar graphs showing mean radicle lengths (Figure 5).

Aquatic ecology. The Science Teacher 66(2): 26–29. E. D. Eaton. 1999. Daphnia. In Standard Methods for the Examination of Water and Wastewater. 20th ed. : American Public Health Association, American Water Works Association and Water Environment Federation. Gray, D. 1996. Using Daphnia to teach critical thinking about biological research. The American Biology Teacher 58: 160–161. C. S. Greene. 1997. Experimental investigations of water quality: the bioassay. The American Biology Teacher 59: 349–352.

1 2 3 4 Uses proper equipment, techniques, and safety precautions. 1 2 3 4 Includes data and observations recorded at appropriate intervals. 1 2 3 4 Summarizes data clearly using tables and graphs. 1 2 3 4 Identifies trends and outlying data. 1 2 3 4 Discusses potential sources of variability. 1 2 3 4 Estimates TC50 or LC50, if appropriate. 1 2 3 4 Procedure Results 40 N AT I O N AL S C I E N CE T EA C H E R S A S S O C I AT I O N ASSESSMENT Conclusions Compares actual results to predicted results.

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