Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes

Organismal Biology is the third introductory biology course taught at the University of Maryland. Students learn about the geometric, physical, chemical, and thermodynamic constraints that are common to all life, and their implications for the evolution of multicellular organisms based on a common g...

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Autores principales:	Karen L. Carleton, Carly H. Rietschel, Gili Marbach-Ad
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/9502ac5d9ecf4ab18a76e5ef69174338
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spelling	oai:doaj.org-article:9502ac5d9ecf4ab18a76e5ef691743382021-11-15T15:13:58ZGroup Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes10.1128/jmbe.v17i3.11931935-78851935-7877https://doaj.org/article/9502ac5d9ecf4ab18a76e5ef691743382016-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i3.1193https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Organismal Biology is the third introductory biology course taught at the University of Maryland. Students learn about the geometric, physical, chemical, and thermodynamic constraints that are common to all life, and their implications for the evolution of multicellular organisms based on a common genetic “toolbox.” An additional goal is helping students to improve their scientific logic and comfort with quantitative modeling. We recently developed group active engagement exercises (GAEs) for this Organismal Biology class. Currently, our class is built around twelve GAE activities implemented in an auditorium lecture hall in a large enrollment class. The GAEs examine scientific concepts using a variety of models including physical models, qualitative models, and Excel-based quantitative models. Three quantitative GAEs give students an opportunity to build their understanding of key physiological ideas. 1) The Escape from Planet Ranvier exercise reinforces student understanding that membrane permeability means that ions move through open channels in the membrane. 2) The Stressing and Straining exercise requires students to quantify the elastic modulus from data gathered either in class or from scientific literature. 3) In Leveraging Your Options exercise, students learn about lever systems and apply this knowledge to biological systems.Karen L. CarletonCarly H. RietschelGili Marbach-AdAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 487-489 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Karen L. Carleton Carly H. Rietschel Gili Marbach-Ad Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes
description	Organismal Biology is the third introductory biology course taught at the University of Maryland. Students learn about the geometric, physical, chemical, and thermodynamic constraints that are common to all life, and their implications for the evolution of multicellular organisms based on a common genetic “toolbox.” An additional goal is helping students to improve their scientific logic and comfort with quantitative modeling. We recently developed group active engagement exercises (GAEs) for this Organismal Biology class. Currently, our class is built around twelve GAE activities implemented in an auditorium lecture hall in a large enrollment class. The GAEs examine scientific concepts using a variety of models including physical models, qualitative models, and Excel-based quantitative models. Three quantitative GAEs give students an opportunity to build their understanding of key physiological ideas. 1) The Escape from Planet Ranvier exercise reinforces student understanding that membrane permeability means that ions move through open channels in the membrane. 2) The Stressing and Straining exercise requires students to quantify the elastic modulus from data gathered either in class or from scientific literature. 3) In Leveraging Your Options exercise, students learn about lever systems and apply this knowledge to biological systems.
format	article
author	Karen L. Carleton Carly H. Rietschel Gili Marbach-Ad
author_facet	Karen L. Carleton Carly H. Rietschel Gili Marbach-Ad
author_sort	Karen L. Carleton
title	Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes
title_short	Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes
title_full	Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes
title_fullStr	Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes
title_full_unstemmed	Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes
title_sort	group active engagements using quantitative modeling of physiology concepts in large-enrollment biology classes
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/9502ac5d9ecf4ab18a76e5ef69174338
work_keys_str_mv	AT karenlcarleton groupactiveengagementsusingquantitativemodelingofphysiologyconceptsinlargeenrollmentbiologyclasses AT carlyhrietschel groupactiveengagementsusingquantitativemodelingofphysiologyconceptsinlargeenrollmentbiologyclasses AT gilimarbachad groupactiveengagementsusingquantitativemodelingofphysiologyconceptsinlargeenrollmentbiologyclasses
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Group Active Engagements Using Quantitative Modeling of Physiology Concepts in Large-Enrollment Biology Classes

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