A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component

Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities for students to amend their e-learning submissions after classes. Automatic or tutor feedback was provided on student submissions. Evaluation of the course was conducted via student questionnaires, individual student interviews, and analysis of student marks in examinations and of the e-learning component. Student feedback on this entire subject in the university-wide quality of teaching survey was very high by University of Melbourne standards and most encouraging for the first implementation of such a curriculum modification. Results from further detailed surveys of student interactions and engagement and correlation analysis between student responses were also very supportive of the effectiveness of the course. There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning. However, there was a significant correlation between assessment of student e-learning work and their final examination mark. Correlation analysis between various survey responses helped interpret results and strengthened arguments for e-learning and suggested future improvements for student use of e-learning. This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.     

An investigative laboratory course in human physiology using computer technology and collaborative writing

Active investigative student-directed experiences in laboratory science are being encouraged by national science organizations. A growing body of evidence from classroom assessment supports their effectiveness. This study describes four years of implementation and assessment of an investigative laboratory course in human physiology for 65 second-year students in sports medicine and biology at a small private comprehensive college. The course builds on skills and abilities first introduced in an introductory investigations course and introduces additional higher-level skills and more complex human experimental models. In four multiweek experimental modules, involving neuromuscular, reflex, and cardiovascular physiology, by use of computerized hardware/software with a variety of transducers, students carry out self-designed experiments with human subjects and perform data collection and analysis, collaborative writing, and peer editing. In assessments, including standard course evaluations and the Salgains Web-based evaluation, student responses to this approach are enthusiastic, and gains in their skills and abilities are evident in their comments and in improved performance.     

Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.     

Externally visible fluorochrome marks and allometries of growing sea urchins

Externally visible, growing calcitic structures can be marked using fluorochromes. Such marks are useful for field recapture studies in ecology, evolution, and aquaculture as well as for studies on mechanisms of growth and development. We marked 2‐month‐old sea urchins (Strongylocentrotus droebachiensis) with the fluorochromes calcein, calcein blue, and tetracycline by batch‐marking via immersion. Neither growth nor survival was affected by marking. Marks were externally visible on the skeletal plates, demipyramids, and spines of 100% of the marked sea urchins up to 63 d post‐marking. After 342 d, marks were still externally visible on 100% of calcein‐marked, 98% of calcein blue‐marked, and 22% of tetracycline‐marked sea urchins. Marks were brightest on calcein‐marked and faintest on tetracycline‐marked sea urchins, in correspondence to the fluorochrome dose. Growth marks in the aboral oculogenital ring, followed for 333 d, showed that genital plate growth in the hoop direction was greatest adjacent to the anal suture and that both the oculogenital ring and periproct grew less than isometrically. Internal marks (not externally visible) were subsequently seen on 99% of the demipyramids at 342 d post‐marking. Such fluorochrome marks on demipyramids have previously been used to measure aboral and oral‐end demipyramid growth to allometrically calibrate diametrical growth rates of field sea urchins. We found that although aboral demipyramid marks were always clear, 13% of marks on the oral end were obscured. However, we show that measuring only aboral end growth is sufficient for allometric calibration. In a separate experiment, multiple marks of the above three fluorochromes plus alizarin complexone, administered by injection to larger (12.9–37.1 mm diameter) sea urchins, persisted internally for at least 2 years. Multi‐color, internally and externally visible, persistent marks will enhance experimental designs in laboratory, field, and common garden experiments.     

Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum

Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the hidden curriculum and their efforts to reveal it to take increased advantage of its educationally beneficial aspects. Faculty members and students observed that the requirement for students to submit SOAP notes before their discussions meant that they were well prepared to participate. Student satisfaction with the protocol was high, with >95% of the students agreeing that discussants were well prepared and that the overall performance of their discussion group was good. A comparison of students' performance on selected exam questions showed that peer leading was equally as effective as a previously used teacher-centered approach. Students agreed that their ability to analyze a clinical case had improved using this protocol, an effect that persisted at least one semester after the end of the course. These approaches were time and cost efficient from a faculty perspective while serving the needs of the students. The use of SOAP notes and peer-led discussion were effective forms of instruction, in which students succeeded in learning medical physiology and in practicing professional behaviors.     

Teaching human cardiovascular and respiratory physiology with the station method

We have developed a station method to offer combined cardiovascular and respiratory physiology exercises all in one laboratory period during our medical physiology course. This laboratory was designed for first-year medical students in order to minimize equipment costs, maximize efficient use of both student and faculty time, and facilitate integration of basic cardiovascular concepts with those in respiratory physiology. We designed six stations for the students to evaluate: cardiovascular and respiratory responses to dynamic exercise, cold pressor reflex, postural influences and respiratory modulation of cardiovascular functions, forced expiratory maneuvers with inverted bell spirometers, forced expiratory maneuvers and maximal inspiratory maneuvers with electronic spirometers with and without obstruction, and respiratory muscle strength. Students worked in groups of two to four and were assessed by individual laboratory reports. Although we neglected to formally assess the impact on students of changes in laboratory design, students appeared to respond enthusiastically to the laboratory and prepared knowledgeable laboratory reports.     

Scent marking by common volesMicrotus arvalis in the presence of a same-sex neighbour

Several vole species use scent marked runways radiating from their burrows for foraging and dispersion. These marks are probably used for social communication. This 4-day laboratory study investigated the environmental and social causations of marking inside pre-existing corridors in male and female common volesMicrotus arvalis (Pallas, 1778). Firstly I tested the novelty and the reinforcement hypotheses in isolated voles, predicting respectively a habituation or a continuous increase in mark deposition. I then confronted with each other two same-sex voles for two days to investigate the differences between males and females in the pattern of marks inside three corridors, one of which runs along the common partition with the neighbour. I tested the self-advertisement and territorial-defence hypotheses, respectively predicting in the presence of a neighbour either a similar marking between the three corridors or a greater marking in the corridor close to the neighbour than in the two other corridors. The results showed no habituation in marking, even in a familiar environment, confirming the reinforcement hypothesis. After the addition of a neighbour, only the females left more marks in the corridor that ran alongside the common border than in the two other corridors. The territorial-defence hypothesis was thus confirmed in (territorial) females while the self-advertisement was supported in (non-territorial) males. Finally, I tested the competitive-ability hypothesis in females, stating that the abundance of scent marks of an individual before a social interaction can predict its degree of intolerance in a future social interaction. The results from female pairs physically interacting for four days support the hypothesis.     

Scent marking in a territorial African antelope: II. The economics of marking with faeces

Faeces may be ideal substances for scent marking because they have a minimal energetic cost to the signaller. However, marking with faeces is also constrained by the animal's ability to produce faeces. This study examined whether limits on the volume of faeces produced by oribi Ourebia ourebi, in Serengeti National Park, Tanzania, caused territorial males to regulate their output and prioritize the placement of faecal marks. Territorial males marked with faeces more often, and with a smaller volume per defecation, than did juvenile males and females. Territorial males also defecated only on established dung middens along borders shared with other territorial males or on top of a female's urine and faeces. In contrast, juvenile males and females defecated randomly with regard to their location in territories. Territorial males with larger harems marked with faeces at higher rates and less volume than males with few or no females. This difference suggests that when males overmark female excretions they reduce the amount of faeces available for marking other preferred sites, such as along territory borders shared with other males. Dominant males with adult subordinates marked with faeces less often, and with a greater volume per mark, than males that defended territories without the aid of subordinates. Dominant males also reduced the volume of marks less as the number of females on their territory increased than did males without subordinates. Territories occupied by more than one adult male also were marked with faeces at higher rates, and with marks of greater volume, than territories held by single males. These results suggest that the presence of subordinate males reduced the demand on dominant males to regulate the volume and placement of faecal marks. Overall, these results suggest that territorial male oribi regulate their faecal marking behaviour in response to a limited supply of faeces. Copyright 1999 The Association for the Study of Animal Behaviour.     

An intensive hands-on course designed to teach molecular biology techniques to physiology graduate students

To address a growing need to make research trainees in physiology comfortable with the tools of molecular biology, we have developed a laboratory-intensive course designed for graduate students. This course is offered to a small group of students over a three-week period and is organized such that comprehensive background lectures are coupled with extensive hands-on experience. The course is divided into seven modules, each organized by a faculty member who has particular expertise in the area covered by that module. The modules focus on basic methods such as cDNA subcloning, sequencing, gene transfer, polymerase chain reaction, and protein and RNA expression analysis. Each module begins with a lecture that introduces the technique in detail by providing a historical perspective, describing both the uses and limitations of that technique, and comparing the method with others that yield similar information. Most of the lectures are followed by a laboratory session during which students follow protocols that were carefully designed to avoid pitfalls. Throughout these laboratory sessions, students are given an appreciation of the importance of proper technique and accuracy. Communication among the students, faculty, and the assistant coordinator is focused on when and why each procedure would be used, the importance of each step in the procedure, and approaches to troubleshooting. The course ends with an exam that is designed to test the students' general understanding of each module and their ability to apply the various techniques to physiological questions.     

Four decades of teaching developmental biology in Germany

I have taught developmental biology in Essen for 30 years. Since my department is named Zoophysiologie (Zoophysiology), besides Developmental Biology, I also have to teach General Animal Physiology. This explains why the time for teaching developmental biology is restricted to a lecture course, a laboratory course and several seminar courses. However, I also try to demonstrate in the lecture courses on General Physiology the close relationship between developmental biology, physiology, morphology, anatomy, teratology, carcinogenesis, evolution and ecology (importance of environmental factors on embryogenesis). Students are informed that developmental biology is a core discipline of biology. In the last decade, knowledge about molecular mechanisms in different organisms has exponentially increased. The students are trained to understand the close relationship between conserved gene structure, gene function and signaling pathways, in addition to or as an extension of, classical concepts. Public reports about the human genome project and stem cell research (especially therapeutic and reproductive cloning) have shown that developmental biology, both in traditional view and at the molecular level, is essential for the understanding of these complex topics and for serious and non-emotional debate.     

A systemic approach to understand plants’ responses under abiotic stress: a laboratory exercise for undergraduate biology majors

ABSTRACT

This article describes a ten week long laboratory exercise designed for undergraduate students aimed at enhancing their understanding of physiological and biochemical responses of plants under dehydration stress. Hypothesis was built around previous reports which suggested that exogenous application of certain elicitors leads to transient alleviation of dehydration stress in plants. The chosen elicitors were Calcium and Sodium Nitroprusside (Nitric Oxide elicitor) which were tested on Rice plants under dehydration stress. The experiments were divided into four categories: 1. Water Status and Osmotic adjustment: relative water content (RWC) and Proline content 2. Oxidative Damage: Lipid peroxidation of membranes, electrolyte leakage, total peroxide level 3. Metabolic Health: photosynthesis pigments (chl a, b and carotenoids) and 4. Reactive oxygen species (ROS) scavenger enzymes: ascorbate peroxidase (Apx) and catalase (CaT) assays. The instructor along with the teaching assistants acted as a mentor by initially training the students in the required technical skills and then later guiding them through the course of the project. This curriculum embedded research exercise was designed to foster science process skills and develop integrative thinking for solving scientific problems by employing a hands-on approach in a plant physiology laboratory course.     

The Reproductive State of Female Voles Affects their Scent Marking Behavior and the Responses of Male Conspecifics to Such Marks

During the breeding season, the reproductive condition of female mammals changes. Females may or may not be sexually receptive. We conducted a series of experiments to determine whether reproductive condition of female meadow voles affects their scent marking behavior as well as the scent marking behavior of male conspecifics. In expt 1, females in postpartum estrus (PPE females) deposited more scent marks than females that were neither pregnant nor lactating (REF females) or ovariectomized females (OVX females). In expt 2, male voles scent marked more and deposited more over‐marks in areas marked by PPE females than by REF and OVX females. In expt 3, PPE females deposited more scent marks and over‐marks in areas marked by males than did females in the other reproductive states. The results of these experiments showed that male and female voles may vary in the number, type and location of scent marks they deposit in areas scented by particular conspecifics.     

Immersion mass marking of pikeperch (<Emphasis Type="Italic">Sander lucioperca</Emphasis>) larvae in oxytetracycline hydrochloride and its detection using fluorescence microscopy

Fish marking is essential to distinguish between stocked and naturally reproduced fish. This procedure is challenging, especially in early life stages. Therefore the objective of this study was to investigate the possibility of oxytetracycline hydrochloride (800 mg L^?1 solution) immersion marking on 3–5 days old pikeperch larvae, with focus on durability and readability of marks on the otolith of marked individuals. The immediate mortality after marking was low (?5%) and growth of the pikeperch was continuous during the eight week study period. The fluorescent marks were detectable during the whole study period, but after the sixth week grinding of the otoliths was necessary. With grinding otoliths the processing time and the probability of damaging the mark increased significantly. Another critical period was the necessity of sample storage in a dark place due to the marks’ instability in light, in all phases before the final mark detection. The study confirmed the suitability of oxytetracycline hydrochloride marking for use in studies focused on pikeperch juveniles’ early growth, stocking success, distribution etc.     

Marking through molts: An evaluation of visible implant elastomer to permanently mark individuals in a lower termite species

1. Advances in individual marking methods have facilitated detailed studies of animal populations and behavior as they allow tracking of individuals through time and space. Hemimetabolous insects, representing a wide range of commonly used model organisms, present a unique challenge to individual marking as they are not only generally small‐bodied, but also molt throughout development, meaning that traditional surface marks are not persistent.
2. Visible implant elastomer (VIE) offers a potential solution as small amounts of the inert polymer can be implanted under the skin or cuticle of an animal. VIE has proved useful for individually marking fish, crustaceans, and amphibians in both field and laboratory studies and has recently been successfully trialed in laboratory populations of worms and fly larvae. We trialed VIE in the single‐piece nesting termite Zootermopsis angusticollis, a small hemimetabolous insect.
3. We found that there was no effect of VIE on survival and that marks persisted following molting. However, we found some evidence that marked termites performed less allogrooming and trophallaxis than controls, although effect sizes were very small.
4. Our study suggests that VIE is an effective technique for marking small hemimetabolous insects like termites but we advocate that caution is applied, particularly when behavioral observation is important.

     

A Common Marking Technique Affects Tadpole Behavior and Risk of Predation

In many studies, it is necessary for researchers to mark individual animals for later identification. It is often assumed in the interpretation of these studies that marks have no effects on the biology of the animals. This assumption is insufficiently tested, and, when it is, coarse assessments of negative effects are often used, such as survival and growth under simplified laboratory conditions. We examined the consequences of a common larval amphibian marking technique (staining with methylene blue) for wood frog tadpole behavior and survival in an ecologically realistic scenario (predation). We measured a number of tadpole behavioral variables, under baseline conditions and in the presence of olfactory cues of a predator, for marked and unmarked tadpoles. We then exposed pairs of tadpoles (one marked and one unmarked) to one of two predators and tested for the effects of marking on the susceptibility of tadpoles to predation. We found that marking suppressed the increase in movement rate that typically occurred in (unmarked) tadpoles in the presence of predator cues. Marked tadpoles were significantly more likely to be captured by predators, an effect that could not be attributed to this difference in movement rate. These results raise concern about the use of this staining method and highlight the need for studies involving marked animals to thoroughly address any relevant effects the marks may have on the biology of the subjects.     

Scent Marking in Voles: A Reassessment of Over Marking, Counter Marking, and Self-Advertisement

We conducted a series of experiments to discern among the counter-marking, over-marking, and self-advertisement hypotheses for secondary marking in male prairie voles, Microtus ochrogaster , and meadow voles, M. pennsylvanicus . Secondary scent marks (those placed in an area that has already been marked by a conspecific) were not significantly greater than initial marks placed on clean substrate (a substrate without any previous scent marks) for either species and thus did not support a counter-marking hypothesis. Similarly, overlapping of initial scent marks with secondary marks occurred less often than expected by chance and did not support an over-marking hypothesis. Secondary marks tended to avoid overlap with scent marks previously deposited by a potential competitor. Our results suggest that secondary scent marking functions to self-advertise by maximizing individual identity and avoiding masking or blending with previous donors. Future studies on secondary marking should be designed to quantify the observed and expected frequency and placement of original and secondary marks to discern among alternative hypotheses for the adaptive significance of secondary marking.     

An inquiry-based learning model for an exercise physiology laboratory course

We developed an inquiry-based learning model to better stimulate undergraduate students' cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry laboratory activities during the initial 6 wk of the semester to develop laboratory skills and an understanding of the scientific process. Observations of student behaviors reflected a high level of enthusiasm and engagement in laboratory activities. Surveys, journal entries, and interviews indicated that students felt empowered by having ownership in their projects, which may be the key reason for the success of this model.     

Scent Marking in Female Prairie Voles: a Test of Alternative Hypotheses

We conducted three experiments with females in different stages of reproductive condition to test alternative hypotheses for the function of scent marking in female prairie voles, Microtus ochrogaster . The three reproductive categories were isolated females prior to sexual stimulation (anoestrous), sexually stimulated (oestrous) and lactating. Females in different reproductive condition were given the opportunity to scent mark clean unmarked substrate or areas that had previously been marked by adult females or adult males. The numbers of scent marks deposited by females did not differ statistically for females in different reproductive condition. However, there was a trend for anoestrous females to mark the most, oestrous females less, and lactating females the least. The lack of scent marking by lactating females might be to reduce conspicuousness to conspecifics or predators. Oestrous females tended to mark the most in the area marked previously by males, although the difference was not statistically significant.
Our results provide some support for a mate-attraction hypothesis and a territorial-defense hypothesis, but were most consistent with a self-advertisement hypothesis. Over marking was uncommon and did not differ by experiment or sex of previous donor. Our results suggest that the number and placement of scent marks by females are highly variable and function primarily to convey individual identity.     

Marking hard-shelled gastropods: tag loss, impact on life-history traits, and perspectives in biology

Abstract. Individual marking has long been used in many fields of biology. However, capture–mark–recapture (CMR) studies are not evenly distributed among taxonomic groups, with most studies focusing on vertebrates. For example, a limited number of studies have been conducted in gastropods, in sharp contrast to their important role as biological models or exploited natural resources. The lack of standard, validated marking techniques certainly contributes to the limited use of CMR. In this article, we evaluate two fundamental requirements for a marking technique to be suitable, i.e., tag loss (two experiments) and impact on life-history traits (survival, growth, and fecundity, in three experiments). Five marking techniques for hard-shelled gastropods were tested in the freshwater snail Physa acuta (Pulmonata). The tag-loss rate per month was lower for glued plastic marks (0.01) than for paint marks (0.03–0.07), and the tag-loss rate varied among colors (gouache paint). Under laboratory conditions, the life-history traits were not significantly affected by marking. We thus recommend using glued plastic marks for long-term studies, and paint marks for mass marking, with double marking to account for tag-loss rate. Based on an extensive literature survey, we also review current CMR practices in gastropod studies and suggest general improvements that would prove useful in both this group and invertebrates in general.     

Sex differences in scent marking in Propithecus edwardsi of Ranomafana National Park, Madagascar

In this study we compared the scent-marking rates of females with those of males. Specifically, we examined the ability of season, dominance status, and natal status to explain the frequency of scent marking in female sifakas living wild in Ranomafana National Park, Madagascar, and compared the results with those published for males [Pochron et al., American Journal of Primatology, in press]. We also sought to determine whether vulnerability to infanticide affects marking frequency in adults of either sex, and whether female reproductive status affects female marking behavior. We found that males marked at twice the rate of females, and like males, females in single-female groups marked at the highest rates. Dominant females and non-natal females marked at higher rates than did subordinate females and natal females, a pattern also seen in males. This suggests that scent marks may convey important information about status. Neither females nor males varied their marking frequency with the presence of vulnerable infants. Females did not alter marking frequency with reproductive state, and like males, they marked at higher rates in the period prior to the mating season than they did in the mating season itself. This implies that females may use scent marks more for intrasexual aggression or territoriality than for mate attraction.