The Russian Biological Student Microscopes

Our out-of-school practical exercise was designed to bring upper secondary school students in contact with one of the most exciting and expanding topics in biology today: epigenetics. In school, students only study the basics in genetics and the respective investigation techniques as provided by the syllabus. For a practical exercise in epigenetics, however, they need additional knowledge. Hence, they are introduced to the subject of epigenetics and its molecular mechanisms. Students are asked to examine the different DNA methylation conditions of lambda DNA using both a restriction assay and gel electrophoresis in an out-of-school laboratory. DNA methylation is one of the major epigenetic mechanisms which have significant effects on gene expression; studies on monozygotic twins have shown that it is influenced by the environment. This exercise enables students to correctly identify the different methylation conditions of distributed lambda DNA samples. In doing so, they receive a first introduction to one epigenetic mechanism. The necessity for students to experience science in out-of-school settings has been shown by several scholars. The practical exercise we are proposing in this article was elaborated for such learning opportunities for upper secondary students to gain insight into contemporary science issues.     

Social status and the secondary sex ratio: new evidence on a lingering controversy

Because women are more likely than men to use social status as a criterion in mate selection, evolutionary theory has led to the hypothesis that higher proportions of males will be born to parents of high social status than to parents of low status. To date, the research that has tested this deduction has not provided consistent support. This could be partly due to the small sample size in several of the studies. The present study tested the hypothesis using 6 different social status measures provided by more than 11,000 United States and Canadian college students. The offspring sex ratio was measured by asking the students their own sex plus that of each of their siblings. No evidence was found to support the hypothesis that parental social status has any significant effect on the sex ratio of offspring.     

The effects of exercise during pregnancy on the newborn's brain: study protocol for a randomized controlled trial

ABSTRACT: BACKGROUND: It is generally accepted that an active lifestyle is beneficial for cognition in children, adults and the elderly. Recently, studies using the rat animal model found that the pups of mothers who exercised during pregnancy had increased hippocampal neurogenesis and better memory and learning abilities. The aim of this report is to present the experimental protocol of a study that is designed to verify if an active lifestyle during pregnancy in humans has an impact on the newborn's brain. METHODS: 60 pregnant women will be included in a randomized controlled study. The experimental group will be asked to exercise a minimum of 20 minutes three times per week, at a minimal intensity of 55% of their maximal aerobic capacity. The control group will not be exercising. The effect of exercise during pregnancy on the newborn's brain will be investigated 8 to 12 days postpartum by means of the mismatch negativity, a neurophysiological brain potential that is associated to auditory sensory memory. We hypothesize that children born to mothers who exercised during their pregnancy will present shorter latencies and larger mismatch negativity amplitudes, indicating more efficient auditory memory processes. DISCUSSION: As of September 2011, 17 women have joined the study. Preliminary results show that the experimental group are active 3.1 +/- 0.9 days per week while the control group only exercise 0.8 +/- 0.6 days per week. The results of this study will present insight on fetal neuroplasticity and will be a valuable tool for health professionals who wish to encourage pregnant women to exercise. Trial registration ClinicalTrials.gov registration: NTC01220778.     

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.     

Thinking about evolution: combinatorial play as a strategy for exercising scientific creativity

An enduring focus in education on how scientists formulate experiments and ‘do science’ in the laboratory has excluded a vital element of scientific practice: the creative and imaginative thinking that generates models and testable hypotheses. In this case study, final‐year biomedical sciences university students were invited to create and justify a taxonomy of selected vertebrates on the basis of their brain organisation, as part of an exercise exploring the evolution of embryonic development. While raising a number of issues surrounding the context and methods of comparative zoology, this exercise also invoked a set of cognitive processes that can neither be adequately characterised as role‐play nor critical thinking. By contrast, the act of formulating and justifying taxonomy identifies a style of creative thought that is a prerequisite for hypothesis formation. A defining characteristic of this exercise is that it engages activities that are independent of disciplinary perspective. This flexibility in approach may provide a route through to defining what qualifies as a creative teaching exercise in science.     

Studying how plants defend themselves: a chemical weapon produced by chilli fruit

Students often prefer to study animals rather than plants, because they see plants as passive, less interesting organisms. This paper proposes a simple hands-on laboratory exercise for high-school students (grade 12) to arouse their interest in learning about plants and to demonstrate to them that plants are active organisms capable of defending themselves. In this classroom exercise, students investigate how a plant responds to an invader. As a model for study, the exercise uses three organisms: red chilli fruit, the yeast biological control agent Saccharomyces cerevisiae, and the pathogenic fungus Rhizopus stolonifer. Students gain basic knowledge about how plants defend themselves against pathogens by observing the physical changes of an infected wound site and by investigating the chemical compounds produced by plants in response to pathogen invasion; they are also encouraged to think critically about using biological control as a means to promote environmentally friendly agricultural practices.     

Environmental enrichment for captive stumptail macaques (Macaca arctoides)

Background  The behavior of animals is modified by captivity. Environmental enrichment (EE) is a program designed to enhance the welfare of confined animals by providing them with a more stimulating background. This is carried out by the implementation of a series of activities that encourages them to present behaviors typical of their species, as well as keeps them active. The aim of this study was the evaluation of the influence of the EE in the behavioral variables in a colony of 24 stumptail macaques ( Macaca arctoides ). Our hypothesis is that the application of this program will reduce aggression, stereotypes and coprophilia behaviors and, at the same time, will increase exploration and solitary play.
Methods  The behavioral frequency previous to EE was compared with that during EE implementation.
Results  Our results showed that aggression, coprophilia stereotypic behaviors and social play were significantly reduced during EE, whereas exploration was significantly enhanced. The response of the individuals according to gender was similar for both sexes.
Conclusions  Environmental enrichment programs are indispensable for captive animals' wellbeing as they reduce aggression and stress while providing animals both physical and cognitive entertainment.     

Teaching fluid shifts during orthostasis using a classic paper by Foux et al

Hypovolemic and orthostatic challenge can be simulated in humans by the application of lower body negative pressure (LBNP), because this perturbation leads to peripheral blood pooling and, consequently, central hypovolemia. The classic paper by Foux and colleagues clearly shows the effects of orthostasis simulated by LBNP on fluid shifts and homeostatic mechanisms. The carefully carried out experiments reported in this paper show the interplay between different physiological control systems to ensure blood pressure regulation, failure of which could lead to critical decreases in cerebral blood flow and syncope. Here, a teaching seminar for graduate students is described that is designed in the context of this paper and aimed at allowing students to learn how Foux and colleagues have advanced this field by addressing important aspects of blood regulation. This seminar is also designed to put their research into perspective by including important components of LBNP testing and protocols developed in subsequent research in the field. Learning about comprehensive protocols and carefully controlled studies can reduce confounding variables and allow for an optimal analysis and elucidation of the physiological responses that are being investigated. Finally, in collaboration with researchers in mathematical modeling, in the future, we will incorporate the concepts of applicable mathematical models into our curriculum.     

Analyzing defects in the Caenorhabditis elegans nervous system using organismal and cell biological approaches

The goal of this laboratory exercise is to increase student understanding of the impact of nervous system function at both the organismal and cellular levels. This inquiry-based exercise is designed for an undergraduate course examining principles of cell biology. After observing the movement of Caenorhabditis elegans with defects in their nervous system, students examine the structure of the nervous system to categorize the type of defect. They distinguish between defects in synaptic vesicle transport and defects in synaptic vesicle fusion with membranes. The synaptic vesicles are tagged with green fluorescent protein (GFP), simplifying cellular analysis. The expected outcome of this experiment is that students will better understand the concepts of vesicle transport, neurotransmitter release, GFP, and the relation between the nervous system and behavior.     

Developing the concept of ‘ecosystem’ through inquiry-based learning: a study of pre-service primary teachers

ABSTRACT

We studied the initial conceptions of 73 pre-service primary teachers regarding the concept of ecosystem and examined how their understanding evolved as a result of participation in an inquiry-based learning exercise. The inquiry process involved identifying students’ initial conceptions, making them aware of these, comparison of their ideas with scientific knowledge and knowledge building through activities in which they analysed points of agreement, discrepancies and conclusions. The activities were performed in groups and centred on the production of posters, which participants were required to compare in both the first and final sessions. This comparison, together with the qualitative analysis of the content of the posters, was carried out using a rubric designed on the basis of a literature review. The results showed that students progressed in their understanding of key aspects related to the concept of ecosystem. In particular, they became more aware of the role that humans play within such systems, although they continued to have difficulties with aspects such as identifying species in the aquatic ecosystem and discriminating between biotic and abiotic components.     

Progesterone in milk: a simple experiment illustrating the estrous cycle and enzyme immunoassay

Experiments designed for students in reproductive physiology are rare. Here, we describe a simple experiment concerning a physiological aspect of the reproductive system. Milk samples are obtained from cows in estrus, in midcycle, 21 days after insemination, and in gestation. With these samples, the gestation or estrous stage is determined according to the progesterone level in milk that is measured using enzyme immunoassay. This experiment can therefore be used to demonstrate assay techniques and to illustrate the variations in progesterone concentrations during an estrous cycle and gestation. This exercise should be given after the reproduction section of the animal physiology course so that students can apply their knowledge concerning hormonal profiles during an estrous cycle.     

The power-duration product--evaluation of a new reference system for cardiopulmonary exercise testing.

The aim of this study was to assess the discriminatory power of the new reference system, power-duration product (PDP), for the analysis of haemodynamic and metabolic variables derived from cardiopulmonary exercise tests. The PDP was calculated as the cumulative index of the product of power (W) times the duration (minutes) of each individual exercise step. The study comprised 30 healthy male volunteers, who were classified into three groups with respect to their regular physical activity: 10 untrained medical students (students), 10 sprinters and long-jumpers (athletes) and 10 endurance athletes performing triathlon (triathletes). Twenty metabolic and haemodynamic variables were recorded throughout exhaustion-limited cycling ergometry. The data were analysed with respect to five reference systems (heart rate, relative and absolute oxygen consumption/body surface area, power, and PDP). A total of 14 differences between modified time courses of haemodynamic and metabolic variables in the three groups of volunteers were observed by reference to PDP, 12 by reference to relative oxygen consumption/body surface area, 11 by reference to heart rate, 8 by reference to absolute oxygen consumption/body surface area, and 7 by reference to power. When using PDP as the reference, the time courses of 8 parameters differed significantly between students and triathletes, 5 between students and athletes, and 1 between athletes and triathletes. In addition to its discriminatory superiority for the comparison of different groups characterized by different cardiopulmonary training and endurance, it was found that PDP permitted a better characterization of the individually performed exercise than the consideration of power per se.     

Voluntary participation in an active learning exercise leads to a better understanding of physiology

Students learn best when they are focused and thinking about the subject at hand. To teach physiology, we must offer opportunities for students to actively participate in class. This approach aids in focusing their attention on the topic and thus generating genuine interest in the mechanisms involved. This study was conducted to determine if offering voluntary active learning exercises would improve student understanding and application of the material covered. To compare performance, an anonymous cardiorespiratory evaluation was distributed to two groups of students during the fall (control, n = 168) and spring (treatment, n = 176) semesters. Students in both groups were taught by traditional methods, and students in the treatment group had the option to voluntary participate in two additional active learning exercises: 1) a small group discussion, where students would discuss a physiology topic with their Teaching Assistant before running BIOPAC software for the laboratory exercise and 2) a free response question, where students anonymously responded to one short essay question after the laboratory exercise. In these formative assessments, students received feedback about their present state of learning from the discussion with their peers and also from the instructor comments regarding perceived misconceptions. As a result of the participation in these activities, students in the treatment group had a better overall performance [χ(2) (degree of freedom = 1) = 31.2, P < 0.001] on the evaluation (treatment group: 62% of responses correct and control group: 49%) with an observed difference of 13% (95% confidence interval: 8, 17). In conclusion, this study presents sufficient evidence that when the opportunity presents itself, students become active participants in the learning process, which translates into an improvement in their understanding and application of physiological concepts.     

CLASSIFY: A group teaching exercise in microbial identification and numerical taxonomy using a Commodore 64 microcomputer

An exercise designed to teach the basic principles of numerical taxonomy is described. The exercise utilizes a computer program, CLASSIFY, written in BASIC for the Commodore 64 microcomputer, which will accept student data obtained from the identification of bacteria, calculate the similarity coefficients, and perform Single Linkage Cluster Analysis. Bacterial identification can be achieved using live cultures and rapid identification kits, or, alternatively, via the bacterial culture simulation program, BUG SIMULATOR, which would be useful for data generation by students inexperienced in handling microbes (e.g. secondary school students).     

??Are Humans Evolving??? A Classroom Discussion to Change Student Misconceptions Regarding Natural Selection

Natural selection is an important mechanism in the unifying biological theory of evolution, but many undergraduate students struggle to learn this concept. Students enter introductory biology courses with predictable misconceptions about natural selection, and traditional teaching methods, such as lecturing, are unlikely to dispel these misconceptions. Instead, students are more likely to learn natural selection when they are engaged in instructional activities specifically designed to change misconceptions. Three instructional strategies useful for changing student conceptions include (1) eliciting na?ve conceptions from students, (2) challenging nonscientific conceptions, and (3) emphasizing conceptual frameworks throughout instruction. In this paper, we describe a classroom discussion of the question “Are humans evolving?” that employs these three strategies for teaching students how natural selection operates. Our assessment of this activity shows that it successfully elicits students’ misconceptions and improves student understanding of natural selection. Seventy-eight percent of our students who began this exercise with misconceptions were able to partially or completely change their misconceptions by the end of this discussion. The course that this activity was part of also showed significant learning gains (d = 1.48) on the short form of the Conceptual Inventory of Natural Selection. This paper includes all the background information, data, and visual aids an instructor will need to implement this activity.     

Physical activity, skeletal health and fractures in a long term perspective

Exercise during adolescence, especially during the pre-pubertal years, builds a skeleton with a high bone mineral density (BMD) and possibly a larger skeleton with a different skeletal architecture. This would lead to a stronger skeleton more resistant to trauma. These changes could be of biological significance for fracture reduction, if they were maintained into old age where fragility fractures exponentially rise. The Achilles heel of exercise is its cessation. Most BMD benefits achieved by exercise appear to be eroded with cessation of exercise. Reduced exercise intensity after a period of high activity, may maintain some residual BMD benefits into old age. A decreased fracture rate in the population could perhaps be achieved by promoting a physically active life style with lifelong high activity. But what happens if the activity in former athletes is reduced to the same level as in individuals who never exercised? The null hypothesis that exercise has no effect on fracture rates in old age cannot be rejected on the basis of any published, randomised, prospective data. Instead we have to rely on retrospective observational and case control studies, all hypothesis-generating, not hypothesis-testing. Existing data suggest that there could be a reduced fracture risk in former athletes. This notion may be correct, but consistently replicated sampling bias may produce the same observation and any biological explanation for this fracture reduction is unclear. Residual structural skeletal benefits, improved muscle strength, coordination and balance are all traits possibly maintained in former athletes after their active career. These traits may possibly reduce the number of fractures in later life.     

Does Poor Quality Schooling and/or Teacher Quality Hurt Black South African Students Enrolling for a Degree at the University of KwaZulu-Natal?

AbstractWealthy schools appoint better qualified teachers, less wealthy schools under qualified teachers. Added to this mix is a powerful teacher’s union whose policies attempt to entrench the job security of teachers in the less wealthy schools irrespective of whether they can teach their subjects or not. Can one isolate these effects from that of other socio-demographic factors that may also be affecting the performance of students when they enrol for a degree at the University of KwaZulu-Natal (UKZN)? An outcome variable that subtracts the number of courses that have been failed from the number of courses that have been passed, dividing this by the total number of years that they have spent studying for a particular degree will be used as a response variable for this paper.ObjectivesThe system of secondary education in South Africa is highly polarized. On the one hand, we have a group of mainly Black African students, forming about 80% of the total student population, that come from a vastly under-resourced rural or township based community. On the other hand, we have a group of predominantly White and Indian students who are able to attend a far better resourced set of private schools. Added to this mix, we have 240,000 of South Africa’s total number of 390,000 primary and secondary school teachers who belong to a powerful teacher’s union which enjoys a strong political alliance with the ruling party in South Africa. With most of their union members teaching in the less wealthy schools in South Africa, `school background’ now includes a politically motivated component that focuses on teacher self–interest rather than the education of the child. What sort of effect does school background have on the performance of students when they enter an institution of higher learning? More importantly, can one isolate the effect of school background from that of other possibly confounding factors such as gender, financial aid and the receipt of some form of residence based accommodation that will also impact on their performance while at university?MethodA total of 6,183 students enrolling for a degree at the University of KwaZulu-Natal (UKZN) over the period 2008 to 2012 were used a dataset for this study. Permission to use this dataset was given by the Teaching and Learning Office at UKZN. The database that was used for this study was obtained from the Division of Management Information (DMI) office at UKZN. The percentage based marks that students have managed to record for Mathematics, English, Biology and Accounting in their school leaving exams together with some other important but observable socio-economic factors were included in a regression model to determine how students will perform at UKZN. Socio-economic variables relating to gender, race and whether they have receivd some form of financial aid or residence based accommodation while studying at university were also included as predictor variables in our regression based model structure.

Results and Conclusions

An interaction effect associated with being a Black African student who has been privileged enough to attend a quintile five school was found to be significant. A main effect associated with being able to attend a more privileged quintile 5 school however was found to be nonsignificant even after an adjustment has been made for gender, race, the receipt of some form of financial aid and residence based accommodation. Given that UKZN already has a number of bridging programs in place that target students who have come from a less privileged background, for university based policymakers, this result may help to justify the targeted selection of Black African students from the less privileged schools that is taking place. Because some of the disparity in matric performance that we are observing may also be associated with teacher competency and the protective influence of a powerful teacher’s union, this paper may also help to highlight some of the economic costs related with having under-prepared students. “A mind is a terrible thing to waste”–United Negro College Fund.     

Student-generated instructional videos facilitate learning through positive emotions

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an instructional video which could be used for university teaching. In addition to producing the video, the students needed to write a literature review of the topic of the video and a learning journal. At the end of the course the students filled a questionnaire regarding their learning and emotions during the project. Based on the students’ subjective answers, it appeared that producing a video, combined with writing the literature review can be an efficient way of learning. Most students found the project emotionally very positive and regarded it motivating to work on a video which they knew will have use in the future. This research suggests that a multimodal video project in a higher education setting enhances learning through increased motivation and positive emotions.     

Aggressiveness during monogamous pairing in the sleepy lizard, <Emphasis Type="Italic">Tiliqua rugosa</Emphasis>: a test of the mate guarding hypothesis

The Australian sleepy lizard, Tiliqua rugosa, maintains monogamous associations for an average of 6 weeks before mating each spring. One hypothesis to explain this prolonged partnership is that males are guarding their female partners from rival males. This hypothesis has three predictions, that males are more aggressive than females to conspecific males, that male aggression will increase as the time of mating gets closer, and that males will be more aggressive towards conspecific males when they are with their partner than when they are alone. We tested those predictions with indirect evidence of aggression, using counts of scale damage on randomly encountered lizards, and with direct observations of their responses to approaches by conspecific and heterospecific models. As predicted by the mate guarding hypothesis, males showed more evidence of aggression towards conspecifics than did females. However, in contrast to the hypothesis, males did not become more aggressive as the time of mating came closer, and males in pairs were less aggressive than males on their own. Mate guarding cannot be the only process that has led to the prolonged monogamous associations in this species. Parental care is also unknown in these lizards, and we suggest that monogamy may be maintained through some form of female coercion, allowing females to gain additional fitness from the enhanced vigilance that results from male proximity.     

Trial of integrated laboratory practice

In most laboratory practices for students in medical schools, a laboratory guidebook is given to the students, in which the procedures are precisely described. The students merely follow the guidebook without thinking deeply, which spoils the students and does not entice them to think creatively. Problem-based learning (PBL) could be one means for the students themselves to actively learn, find problems, and resolve them. Such a learning attitude nurtures medical students with lifelong learning as healthcare professionals. We merged PBL and laboratory practices to promote deep thinking habits and developed an integrated laboratory practice. We gave a case sheet to groups of students from several schools. The students raised hypotheses after vivid discussion, designed experimental protocols, and performed the experiments. If the results did not support or disproved the hypothesis, the students set up another hypothesis followed by experiments, lasting for 4 or 5 consecutive days. These procedures are quite similar to those of professional researchers. The main impact achieved was the fact that the students developed the experimental design by themselves, for the first time in their college lives. All students enjoyed the laboratory practice, which they had never experienced before. This is an antidote to the guidebook-navigated traditional laboratory practice, which disappoints many students. As educators in basic medical sciences stand on the edge in terms of educating the next generation, there is a need to provide a strong foundation for medical students to design and perform scientific experiments. The integrated laboratory practice may provide the solution.