Formative assessment in physiology teaching using a wireless classroom communication system

Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.     

Role of e-reader adoption in life cycle greenhouse gas emissions of book reading activities

Purpose

The purpose of this research is to identify at what extent e-book reading reduces global warming potential (GWP) of book reading activities relative to that of reading only paper books. Past studies assume e-books and paper books are interchangeable during consumption, but adopting e-book reading can alter reading patterns in reality. This research comparatively assessed the GWP of reading only paper books and that of reading pattern of after e-reader adoption of consumer segments.

Methods

We computed GWP of book reading activities of consumer segments that include a life cycle of paper book, e-book, and e-book reading device. Two e-book devices were considered: a designated e-book device (e-reader) and a tablet. The functional units are book reading activities per person and per person-book, which account the number of books purchased or acquired and the reading hours per person. We collected data through a web survey in the USA. Consumer segmentation was performed by analyzing the level of importance in the aspects of book reading activities as a measurement variable. To observe the changes in reading patterns upon e-reader adoption within the same population, we conducted a 3-month social experiment involving e-readers in the USA.

Results and discussion

Adopting e-readers was discovered to reduce both the GWP per person and the GWP per person-book of book reading activities. The GWP of e-books read with an e-reader and the GWP of paper books were found to break even at 4.7 books per year, provided consumers read less than 11 h a day. According to the web survey, e-reader users purchase more than seven e-books annually on average, which resulted in a smaller GWP per person-book relative to that of one paper book. Furthermore, the GWP per person in the social experiment was smaller for e-reader adopters than those who only read paper books because they substituted e-books for paper books. The overall book reading volume remains unchanged upon e-reader adoption.

Conclusions

Adoption of e-readers reduces the GWP from book reading activities with only paper books, provided more than 4.7 paper books are substituted by e-books annually, and provided consumers’ total consumption volume remain unchanged. E-reader adopters read sufficient number of e-books to break even with paper books. However, most e-reader adopters are yet to fully abandon paper books for e-books. Analyzing the differences in the reading experience between e-books and paper books is a future task.

     

What effect does classroom separation have on twins' behavior, progress at school, and reading abilities?

We investigated the effects of classroom separation on twins' behavior, progress at school, and reading abilities. This investigation was part of a longitudinal study of a nationally-representative sample of twins (the E-risk Study) who were assessed at the start of school (age 5) and followed up (age 7). We examined three groups of twins: pairs who were in the same class at both ages; pairs who were in separate classes at both ages; and pairs who were in the same class at age 5, but separated by age 7. When compared to those not separated, those separated early had significantly more teacher-rated internalizing problems and those separated later showed more internalizing problems and lower reading scores. Monozygotic (MZ) twins showed more problems as a result of separation than dizygotic (DZ) twins. No group differences emerged for externalizing problems, ADHD or prosocial behaviors. The implications of the findings for parents and teachers of twins, and for school practices about separating twins, are discussed.     

Student exam performance in flipped classroom sections is similar to that in active learning sections,and satisfaction with the flipped classroom hinges on attitudes toward learning from videos

ABSTRACT

The flipped classroom is a teaching innovation in which instructional content is delivered out of the classroom, often via videos, and the class period is used for application of the course material. While the popularity of the flipped classroom is growing exponentially, its benefits have not been extensively studied. In this study we compared three semesters of an undergraduate Genetics course that was non-flipped, but included a significant amount of active learning, to three semesters of a flipped course with the same content. Student exam performance was not statistically different between the active non-flipped and the flipped courses, suggesting that the benefits of the flipped environment may be similar to those achieved via active learning. We also examined student attitudes toward the flipped classroom, and found 56% of students were satisfied, 39% were dissatisfied, and 5% were neutral toward the flipped classroom. Our survey revealed that the clearest defining characteristic of dissatisfied students was not a dislike of classroom active learning activities. Rather, dissatisfied students disproportionately disliked, and had difficulty learning the course material, from videos.     

Helping Students Distinguish between Mixtures and Chemical Compounds

For most middle school-level students, summarizing main ideas can prove to be difficult, especially for those with low vocabulary and language acquisition skills. Working specifically with students who are English Language Learners (ELLs) and in a special education program, we discovered that teaching summarization as a reading strategy increased students' abilities to (a) acquire and use information and (b) better comprehend science concepts. In combination with other vocabulary attainment activities, summary frames enhanced the students' ability to apply information to discussions, laboratory reports, and projects. In this article, we demonstrate how to use the summary frame strategy in the context of a lesson on cells. This lesson allows for (a) knowledge of terminology through vocabulary card activities, (b) comprehension of concepts presented through summary frame activities, and (c) application of concepts through cell models and organelle classroom responsibilities.     

翻转课堂在免疫学教学中的探索与实践

近年来翻转课堂作为以学生为主体、教师为主导的教学方式逐渐被应用于大学本科教学。本文介绍了翻转课堂在"免疫学"教学中的探索与实践,包括课程内容设计、知识点提取、课前自主学习资源的制作与发布、高效课堂教学活动设计与实施、评价方式及教学反思等六方面内容。翻转课堂的教学模式实现了教学由"单向传授"向"双向互动"、"被动学习"向"自主探索"的转变,学生不仅掌握了免疫学的基础知识,而且自主学习能力得以提升。     

在遗传学课堂教学中培养本科生科研素质

课堂是本科教学的主要场地,充分利用课堂教学培养本科生的科研素质,是一个值得思考的教改问题。本文从系统架构课程内容体系、教学内容反映科研进展、知识点的讲解反映其科研活动、用PPT动画讲解科学原理和实验过程、用双语教学提高专业英语阅读能力、考试考察学生的科研分析能力6个方面介绍了作者多年来在遗传学课堂教学中培养学生科研素质的教改措施与实践经验。这些改革措施有利于激发本科生的学习积极性,培养本科生发现问题、分析问题和解决问题的科学思维能力,提高本科生的科技英语阅读能力和文献查阅能力,为本科生进入科研领域奠定了良好的基础。     

Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes

This article analyses how the classroom context contributes to attitude change in adolescence. By analysing the relationship that the primary school classroom context has on anti-immigrant attitudes over time, it addresses the single factor fallacy that has troubled previous research on classrooms, which has largely tested the contact hypothesis. The dataset includes 849 participants over five-time points from 2010 to 2015. Findings show that over time individual’s anti-immigrant attitudes increased in classrooms with a higher average level of anti-immigrant sentiment net of the effect of classroom heterogeneity. However, this finding was true only while students were still enrolled in the same class over the first three waves of the study. After students entered high school, the classroom/time interaction effect disappears, suggesting that other contextual influences take over. This article highlights the crucial importance of classroom context on attitude development in adolescence.     

情景模拟在“医学微生物学”翻转课堂教学中的应用

翻转课堂是实现以学生为中心、提升学生自主学习能力的重要教学方法。随着线上课程的开展和学习平台技术的成熟,学生已能在课前获得足够的资源。然而,习惯于灌输式教育的学生仍缺乏自主学习的动力和方法。为此,我们教研团队尝试采用情景模拟的课堂活动设计来突破翻转环节实施的难点。研究发现,参考临床案例撰写剧本的过程能有效提升学生的自学兴趣和能力。学生课前在线预习时长和章节访问次数,以及参考资料阅读率和小组讨论时长均显著增加。课堂上,学生将课前所学知识在模拟实践中进行练习,促进了师生互动,帮助学生加深对知识的理解,提升学习成绩和满意度,同时也培养了学生的团队合作精神,建立临床思维,提升职业兴趣和能力。因此,情景模拟的融入实现了翻转课堂教学中“课前学”和“课上习”的教学闭环,为进一步推进翻转课堂的开展提供参考。     

Sequence of the gene for a NAD(P)-dependent formaldehyde dehydrogenase (class III alcohol dehydrogenase) from a marine methanotroph Methylobacter marinus A45

Abstract A fragment of Methylobacter marinus A45 DNA has been cloned and sequenced, and an open reading frame has been identified that could code for a 46-kDa polypeptide. Comparison of the deduced amino acid sequence of the polypeptide against the protein data bank has revealed strong similarity with a number of alcohol dehydrogenases, with highest similarity towards class III alcohol dehydrogenases, which recently have been shown to be identical to glutathione-dependent formaldehyde dehydrogenases. We were unable to measure appreciable levels of NAD(P)-dependent formaldehyde dehydrogenases or alcohol dehydrogenase activities using aldehydes or primary or secondary alcohols in cell-free extracts from batch cultures of M. marinus A45. However, formaldehyde dehydrogenases activity was detected on zymograms. Our data suggest that, although NAD(P)-linked formaldehyde dehydrogenase or alcohol dehydrogenase activities are undetectable in cell-free extracts of most methylotrophs employing the ribulose monophosphate pathway for formaldehyde assimilation and dissimilation, the gene encoding formaldehyde dehydrogenase is present in M. marinus A45 and may be present in more of these organisms as well.     

Dogs in Schools: The Impact of Specific Human–Dog Interactions on Reading Ability in Children Aged 6 to 8 Years

Dog-assisted educational programs, including reading programs, are becoming an area of research focus, based on claims of various advantages for children. However, while available findings typically indicate benefits for the children involved, the low quality of evidence makes it difficult to draw valid inferences. In the current study three dog-assisted programs with clearly defined parameters were developed and evaluated. Sixty-three children, aged 6 to 8 years, were matched on age and gender and pseudo-randomly allocated to one of the three conditions. In one condition the children participated in eight 15–20 minute sessions over a four-week period, in which they worked in pairs to train a dog to complete obstacle course tasks. In a second condition the children spent the same amount of time reading out loud, in pairs, to a stationary dog. In the third condition children participated in normal classroom activities with a dog present in the classroom. This intervention ran for up to four hours per week over the four-week period. Validated measures were used to assess reading abilities pre- and post-intervention. From the results it appeared that children showed significant improvements across time for reading ability for all three conditions, including the condition with minimal dog contact, with no significant group or interaction effects. Exploratory analyses unexpectedly indicated that children who had lower starting abilities displayed the greatest levels of reading improvement. While it cannot be determined that these findings are the result of the presence of the dog alone, they nonetheless may indicate that dog-assisted reading programs are an effective means of benefitting those children who most need help to become fluent readers.     

“分子与细胞”翻转课堂教学模式在临床专业教学中的探究

提高医学创新人才培养手段是医学教育改革的重点内容之一。"分子与细胞"是临床医学教育改革的重点专业基础课,也是一门全新的整合课程,具有学时多、难度大且要求和临床专业紧密结合的特点。如何转变临床专业课程的传统教学模式,是临床专业课程改革创新的焦点。该研究通过基于嵌入式文献阅读和临床案例式的翻转课堂教学模式,将传统的面对面授课转化为以学生为中心的授课方式,将课堂主阵地由线下转移至线上,为线下课堂提供了更多创新融合的方式,同时增强了医学生对于生命学基本原理的理解,为培养具有精准医学专业背景的医学生提供了理论基础。通过三年的翻转课堂实施,临床专业卓越医生试点班学生对教学满意度以及学生成绩显著提升,说明在临床专业整合课程开展翻转课堂教学具有积极意义。     

Direct cloning from enrichment cultures, a reliable strategy for isolation of complete operons and genes from microbial consortia

Enrichment cultures of microbial consortia enable the diverse metabolic and catabolic activities of these populations to be studied on a molecular level and to be explored as potential sources for biotechnology processes. We have used a combined approach of enrichment culture and direct cloning to construct cosmid libraries with large (>30-kb) inserts from microbial consortia. Enrichment cultures were inoculated with samples from five environments, and high amounts of avidin were added to the cultures to favor growth of biotin-producing microbes. DNA was extracted from three of these enrichment cultures and used to construct cosmid libraries; each library consisted of between 6,000 and 35,000 clones, with an average insert size of 30 to 40 kb. The inserts contained a diverse population of genomic DNA fragments isolated from the consortia organisms. These three libraries were used to complement the Escherichia coli biotin auxotrophic strain ATCC 33767 Delta(bio-uvrB). Initial screens resulted in the isolation of seven different complementing cosmid clones, carrying biotin biosynthesis operons. Biotin biosynthesis capabilities and growth under defined conditions of four of these clones were studied. Biotin measured in the different culture supernatants ranged from 42 to 3,800 pg/ml/optical density unit. Sequencing the identified biotin synthesis genes revealed high similarities to bio operons from gram-negative bacteria. In addition, random sequencing identified other interesting open reading frames, as well as two operons, the histidine utilization operon (hut), and the cluster of genes involved in biosynthesis of molybdopterin cofactors in bacteria (moaABCDE).     

Classroom Race/Ethnic Composition,Family-School Connections,and the Transition to School

Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference to parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher–parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers.     

Facilitating Adolescents' Constructive Use of Time in One-Parent Families

Many adolescents in 1-parent families experience positive conditions for development. In this article, we use experience sampling data from 101 mother-only families to evaluate factors associated with adolescents' devotion of time to constructive activities, such as reading, sports, creative, and religious activities. Findings show that a set of family management variables, including firm discipline, family routines, and mothers' amount of time spent in child-supportive activities, were associated with adolescents' constructive use of free time. Adolescents' constructive time was also correlated with mothers' time spent reading, participating in religious activities, and watching TV; and with mothers' well-being and cooperation with the nonresident father. These results demonstrate how many families adjust positively to the situation of single parenthood.     

Pyruvate-induced long-term maintenance of glutathione s-transferase in rat hepatocyte cultures

The addition of pyruvate to the culture medium has been reported to improve the maintenance of P450-dependent enzyme expression in primary rat hepatocyte cultures. In this study, the effects of 30mM pyruvate on cell morphology, albumin secretion and glutathione S-transferase (GST) expression were investigated as a function of the time in culture. The effect of triiodothyronine (T3) exposure on GST expression was also measured in pyruvate-treated cultures. Transmission electron microscopy showed that untreated hepatocytes deteriorated after culture for 7 days, whereas the morphology of the pyruvate-treated cells was similar to that observed in intact liver tissue. The albumin secretion rate was significantly higher in rat hepatocytes exposed to pyruvate than in control cells. In the presence of pyruvate, mu and alpha class GST activities were well maintained, whereas GST pi activity was increased over the entire culture period. HPLC analysis revealed that the complement of GST subunits present in hepatocytes is altered during culture with pyruvate: mu,class proteins remained relatively constant, whereas a decrease in the alpha class content was accompanied by a strong increase in GST subunit P1 (GSTP1). The induction of GSTP1 was confirmed at the mRNA level. In control cultures, pi class GST activity was increased, but total, mu, and alpha class GST activities continuously declined as a function of culture time and became undetectable beyond 7 days in culture. At the protein and mRNA levels, a much smaller increase in GSTP1 was observed than in the pyruvate cultures. When the pyruvate-treated cell cultures were exposed to T3, an inhibitory effect on GST activities and proteins was found. These results indicate that this simple culture model could be useful for studying the expression and regulation of GST.     

“活动导学、自主互助”教学模式在中学生物教学中的初探

推进课程改革的关键是实现课堂教学的高效,而高效课堂来自于课堂教学过程中师生双方主观能动性的充分发挥,通过教师课前设计学生学习活动方案(活动单),学生在课堂上开展"自主学习、活动探究"式学习,可以实现教师的主导性和突出学生的主体地位。通过实施"活动导学、自主互助"课堂教学模式,取得了一点认识,希望能为当前普通高中生物课堂教学改革提供一点借鉴。     

MAO, COMT, and GABA-T Activities in Primary Astroglial Cultures

Cultures from cerebral hemispheres of newborn rats contain the enzymes monoamine oxidase (MAO), catechol-O-methyltransferase (COMT), and gamma-aminobutyric acid alpha-ketoglutarate transaminase (GABA-T). The COMT activity was higher in the cultures than in adult rat cerebral hemispheres. The MAO activity was comparable in the cultures and in the rat cerebral hemispheres. The activities of both these enzymes increased with age in the cultures and in the rat brain hemispheres. In the culture the activities were further potentiated by removal of fetal calf serum and addition of 0.1 mM dibutyryl-cyclic AMP (dB-cAMP). GABA-T activity was, however, lower in the cultures than in the adult rat brain hemispheres. The activity increased in brain during postnatal maturation. No changes in the enzyme activity were observed in the cultures, either during growth or after removal of fetal calf serum and addition of dB-cAMP.     

Identification and Characterization of MAE1, the Saccharomyces cerevisiae Structural Gene Encoding Mitochondrial Malic Enzyme

Pyruvate, a precursor for several amino acids, can be synthesized from phosphoenolpyruvate by pyruvate kinase. Nevertheless, pyk1 pyk2 mutants of Saccharomyces cerevisiae devoid of pyruvate kinase activity grew normally on ethanol in defined media, indicating the presence of an alternative route for pyruvate synthesis. A candidate for this role is malic enzyme, which catalyzes the oxidative decarboxylation of malate to pyruvate. Disruption of open reading frame YKL029c, which is homologous to malic enzyme genes from other organisms, abolished malic enzyme activity in extracts of glucose-grown cells. Conversely, overexpression of YKL029c/MAE1 from the MET25 promoter resulted in an up to 33-fold increase of malic enzyme activity. Growth studies with mutants demonstrated that presence of either Pyk1p or Mae1p is required for growth on ethanol. Mutants lacking both enzymes could be rescued by addition of alanine or pyruvate to ethanol cultures. Disruption of MAE1 alone did not result in a clear phenotype. Regulation of MAE1 was studied by determining enzyme activities and MAE1 mRNA levels in wild-type cultures and by measuring β-galactosidase activities in a strain carrying a MAE1::lacZ fusion. Both in shake flask cultures and in carbon-limited chemostat cultures, MAE1 was constitutively expressed. A three- to fourfold induction was observed during anaerobic growth on glucose. Subcellular fractionation experiments indicated that malic enzyme in S. cerevisiae is a mitochondrial enzyme. Its regulation and localization suggest a role in the provision of intramitochondrial NADPH or pyruvate under anaerobic growth conditions. However, since null mutants could still grow anaerobically, this function is apparently not essential.     

Morphological and physiological properties of the micromycete <Emphasis Type="Italic">Arthrobotrys longa</Emphasis>, a producer of longolytin,a proteolytic complex with a thrombolytic effect

Production of proteinases with plasmin-like and plasminogen-activating activities by a micromycete Arthrobotrys longa 1 was studied. Polycyclic growth of the producer in submerged cultures was observed, with an endogenous rhythm of periods of intense microconidia formation alternating with the phases of drastic increase in the content of producing mycelium. The highest plasmin-like and plasminogen-activating activities (up to 1000 and 500 cond. U/mL, respectively) were found to correlate with the polycyclic growth of the producer, coinciding with the stage of microconidia germination. Enhanced secretion of proteinases with plasmin-like and plasminogen-activating activity was found to be associated with increased specific growth rate of А. longa 1.