Physiologic responses during indoor cycling

During the last decade, there has been active interest in indoor cycling (e.g., spinning) as a method of choreographed group exercise. Recent studies have suggested that exercise intensity during indoor cycling may be quite high and may transiently exceed Vo2max. This study sought to confirm these findings, as the apparent high intensity of indoor cycling has implications for both the efficacy and the risk of indoor cycling as an exercise method. Twenty healthy female students performed an incremental exercise test to define Vo2max and performed 2 videotaped indoor exercise classes lasting 45 minutes and 35 minutes. Vo2, heart rate (HR), and rating of perceived exertion (RPE) were measured during the indoor cycling classes, with Vo2 data integrated in 30-second intervals. The mean %Vo2max during the indoor cycling classes was modest (74 +/- 14% Vo2max and 66 +/- 14%Vo2max, respectively). However, 52% and 35% of the time during the 45- and 35-minute classes was spent at intensities greater than the ventilatory threshold (VT). The HR response indicated that 35% and 38% of the session time was above the HR associated with VT. In 10 of the 40 exercise sessions, there were segments in which the momentary Vo2 exceeded Vo2max observed during incremental testing, and the cumulative time with exercise intensity greater than Vo2max ranged from 0.5 to 14.0 minutes. It can be concluded that although the intensity of indoor cycling in healthy, physically active women is moderate, there are frequent observations of transient values of Vo2 exceeding Vo2max, and a substantial portion of the exercise bouts at intensities greater than VT. As such, the data suggest that indoor cycling must be considered a high-intensity exercise mode of exercise training, which has implications for both efficacy and risk.     

Common student misconceptions in exercise physiology and biochemistry

The present study represents a preliminary investigation designed to identify common misconceptions in students' understanding of physiological and biochemical topics within the academic domain of sport and exercise sciences. A specifically designed misconception inventory (consisting of 10 multiple-choice questions) was administered to a cohort of level 1, 2, and 3 undergraduate students enrolled in physiology and biochemistry-related modules of the BSc Sport Science degree at the authors' institute. Of the 10 misconceptions proposed by the authors, 9 misconceptions were confirmed. Of these nine misconceptions, only one misconception appeared to have been alleviated by the current teaching strategy employed during the progression from level 1 to 3 study. The remaining eight misconceptions prevailed throughout the course of the degree program, suggesting that students enter and leave university with the same misconceptions in certain areas of exercise physiology and biochemistry. The possible origins of these misconceptions are discussed, as are potential teaching strategies to prevent and/or remediate them for future years.     

Repeated exercise paired with "imperceptible" dead space loading does not alter VE of subsequent exercise in humans.

We employed an associative learning paradigm to test the hypothesis that exercise hyperpnea in humans arises from learned responses forged by prior experience. Twelve subjects undertook a "conditioning" and a "nonconditioning" session on separate days, with order of performance counterbalanced among subjects. In both sessions, subjects performed repeated bouts of 6 min of treadmill exercise, each separated by 5 min of rest. The only difference between sessions was that all the second-to-penultimate runs of the conditioning session were performed with added dead space in the breathing circuit. Cardiorespiratory responses during the first and last runs (the "control" and "test" runs) were compared for each session. Steady-state exercise end-tidal PCO(2) was significantly lower (P = 0.003) during test than during control runs for both sessions (dropping by 1.8 +/- 2 and 1.4 +/- 3 Torr during conditioning and nonconditioning sessions, respectively). This and all other test-control run differences tended to be greater during the first session performed regardless of session type. Our data provide no support for the hypothesis implicating associative learning processes in the ventilatory response to exercise in humans.     

Elementary education majors experience hands-on learning in introductory biology

Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K-8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers.     

“趣味教学法”在微生物学课堂中的应用及探讨

微生物学属于生命科学的重要分支,是生物、食品科学、临床医学等大学专业一门重要的基础课。该课程综合性强、知识涉及面广,所以如何有效调动学生的学习兴趣将直接影响课堂效果。为达到良好的教学效果,教师可在微生物学教学过程中综合运用多种方式提高学生学习兴趣与学习质量。因此,我们采用“趣味教学法”进行教学设计,并针对连续3个不同年级的相同专业班级做出教学改革,通过学生期末闭卷成绩、过程考核（签到率、课堂参与度、注意力集中程度等）成绩与学生反馈评语对教学成果进行验证。结果表明,采用“趣味教学法”进行教学改革的班级学生期末闭卷成绩中不及格率低于未改革的班级,“良好”与“优秀”学生比例均高于未改革的班级,过程考核成绩远高于未改革的班级,说明“趣味教学法”教学改革有效调动了学生的学习兴趣。我们认为,在大学微生物学课堂上,教师可在教学设计中适当引入趣味教学内容并适时展开,有助于改善教学气氛,调动学生学习积极性与主动性,提高教学质量。     

Teaching evolution: challenging religious preconceptions

Teaching college students about the nature of science should not be a controversial exercise. College students are expected to distinguish between astronomy and astrology, chemistry and alchemy, evolution and creationism. In practice, however, the conflict between creationism and the nature of science may create controversy in the classroom, even walkouts, when the subject of evolution is raised. The authors have grappled with the meaning of such behaviors. They surveyed 538 students in a public, liberal arts college. Pre/post course surveys were analyzed to track changes in student responses to questions that were either consistent or inconsistent with the Theory of Evolution after a semester of instruction in a college biology or zoology course in which evolution was taught. Many students who were initially undecided about issues regarding evolution had shifted in their viewpoints by the end of the course. It was found that more education about the evidence for and the mechanics of evolutionary processes did not necessarily move students toward a scientific viewpoint. The authors also discovered a "wedge" effect among students who were undecided about questions pertaining to human ancestry at the beginning of the course. About half of these students shifted to a scientific viewpoint at the end of the course; the other half shifted toward agreement with statements consistent with creationism.     

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.     

Hypothesis testing as a laboratory exercise: a simple analysis of human walking,with a physiological surprise

This paper describes a laboratory exercise designed to provide students with experience testing a hypothesis by systematically isolating and controlling determinant variables. The study involves an analysis of walking and is performed by the students on a subject from within their lab group. The study requires use of a motorized treadmill, tape measure, stop watch, metronome, personal cassette player, and calculator. The exercise is designed to include factors that the students are familiar with, so they can focus on the isolation of variables without being confused about the process they are investigating. However, the exercise will not turn out as the students anticipate, meaning they will be forced to reevaluate the assumptions that formed the basis of their original hypothesis. This exercise is designed for a college-level course in exercise science, physiology, or biology but could easily be managed by a high school honors class with appropriate guidance.     

Influence of exercise order on the number of repetitions performed and perceived exertion during resistance exercises

This study examined the performance effects of exercise order during a resistance-training session composed of only upper-body exercises. The 10 repetition maximum of 14 men and 4 women with at least 6 months of previous weight-training experience was determined for 5 upper-body exercises. Each subject then completed 2 training sessions separated by 48 hours in a counterbalanced crossover design. One session began with exercises of the large-muscle group and progressed to exercises of the small-muscle group (sequence A), whereas the other session was performed with the opposite exercise sequence (sequence B). The exercise order for sequence A was free-weight bench press (BP), machine lat pull-down (LPD), seated machine shoulder press (SP), standing free-weight biceps curl (BC) with a straight bar, and seated machine triceps extension (TE). The exercise order for sequence B was TE, BC, SP, LPD, and BP. During both sequences, 3 sets of each exercise were performed to concentric failure, with 2-minute recovery intervals between sets and exercises. Performing exercises of both the large- and the small-muscle groups at the end of an exercise sequence resulted in significantly fewer repetitions in the 3 sets of an exercise. This decrease in the number of repetitions performed was especially apparent in the third set when an exercise was performed last in an exercise sequence.     

Laboratory practical work as a technological process

Laboratory practical work is commonly intercalated with theoretical and seminar classes in packages that cover single units of a given course program. Emphasis is put in to illustrate important theoretical concepts and in to improve students' laboratory handling skills. We observed that this involves serious disadvantages, namely (i) students lack an integrated view of the subjects, (ii) time constraints for each experimental session preclude students to become familiar with most of the techniques and approaches, (iii) how to manipulate laboratory equipment become more important than the objectives and rational explanation of results, (iv) work planning and evaluation of reproducibility of methods are not considered, (v) elaboration and communication of results are not encouraged. To overcome these limitations we developed a new schedule were students get problem-based learning of theoretical concepts during the first half of the course and plan and execute a laboratory project during the second half. The project is performed within one of three main areas: purification, enzyme kinetics or metabolism/molecular genetics, with β-galactosidase as model system. By inducing a more positive attitude in the students towards the practical laboratory work, this schedule allowed us to avoid the mentioned disadvantages while keeping the traditional practical laboratory work objectives met.     

Speed training with body weight unloading improves walking energy cost and maximal speed in 75- to 85-year-old healthy women.

This randomized controlled study was designed to prove the hypothesis that a novel approach to high-speed interval training, based on walking on a treadmill with the use of body weight unloading (BWU), would have improved energy cost and speed of overground walking in healthy older women. Participants were randomly assigned to either the exercise group (n = 11, 79.6 +/- 3.7 yr, mean +/- SD) or the nonintervention control group (n = 11, 77.6 +/- 2.3 yr). During the first 6 wk, the exercise group performed walking interval training on the treadmill with 40% BWU at the maximal walking speed corresponding to an intensity close to heart rate at ventilatory threshold (T(vent) walking speed). Each session consisted of four sets of 5 min of walking (three 1-min periods at T(vent) walking speed, with two 1-min intervals at comfortable walking speed in between each period at T(vent) walking speed) with 1-min interval between each set. Speed was increased session by session until the end of week 6. BWU was then progressively reduced to 10% during the last 6 wk of intervention. After 12 wk, the walking energy cost per unit of distance at all self-selected overground walking speeds (slow, comfortable, and fast) was significantly reduced in the range from 18 to 21%. The exercise group showed a 13% increase in maximal walking speed and a 67% increase in mechanical power output at T(vent) after the training program. The novel "overspeed" training approach has been demonstrated to be effective in improving energy cost and speed of overground walking in healthy older women.     

Conducting an Acute Intense Interval Exercise Session During the Ramadan Fasting Month: What Is the Optimal Time of the Day?

This study examines the effects of Ramadan fasting on performance during an intense exercise session performed at three different times of the day, i.e., 08:00, 18:00, and 21:00?h. The purpose was to determine the optimal time of the day to perform an acute high-intensity interval exercise during the Ramadan fasting month. After familiarization, nine trained athletes performed six 30-s Wingate anaerobic test (WAnT) cycle bouts followed by a time-to-exhaustion (T_exh) cycle on six separate randomized and counterbalanced occasions. The three time-of-day nonfasting (control, CON) exercise sessions were performed before the Ramadan month, and the three corresponding time-of-day Ramadan fasting (RAM) exercise sessions were performed during the Ramadan month. Note that the 21:00?h session during Ramadan month was conducted in the nonfasted state after the breaking of the day's fast. Total work (TW) completed during the six WAnT bouts was significantly lower during RAM compared to CON for the 08:00 and 18:00?h (p?<?.017; effect size [d]?=?.55 [small] and .39 [small], respectively) sessions, but not for the 21:00?h (p?=?.03, d?=?.18 [trivial]) session. The T_exh cycle duration was significantly shorter during RAM than CON in the 18:00 (p < .017, d?=?.93 [moderate]) session, but not in the 08:00 (p?=?.03, d?=?.57 [small]) and 21:00?h (p?=?.96, d?=?.02 [trivial]) sessions. In conclusion, Ramadan fasting had a small to moderate, negative impact on quality of performance during an acute high-intensity exercise session, particularly during the period of the daytime fast. The optimal time to conduct an acute high-intensity exercise session during the Ramadan fasting month is in the evening, after the breaking of the day's fast. (Author correspondence: abdul_rashid_aziz@ssc.gov.sg)     

Conducting an acute intense interval exercise session during the ramadan fasting month: what is the optimal time of the day?

This study examines the effects of Ramadan fasting on performance during an intense exercise session performed at three different times of the day, i.e., 08:00, 18:00, and 21:00?h. The purpose was to determine the optimal time of the day to perform an acute high-intensity interval exercise during the Ramadan fasting month. After familiarization, nine trained athletes performed six 30-s Wingate anaerobic test (WAnT) cycle bouts followed by a time-to-exhaustion (T(exh)) cycle on six separate randomized and counterbalanced occasions. The three time-of-day nonfasting (control, CON) exercise sessions were performed before the Ramadan month, and the three corresponding time-of-day Ramadan fasting (RAM) exercise sessions were performed during the Ramadan month. Note that the 21:00?h session during Ramadan month was conducted in the nonfasted state after the breaking of the day's fast. Total work (TW) completed during the six WAnT bouts was significantly lower during RAM compared to CON for the 08:00 and 18:00?h (p?相似文献   

University Evolution Education: The Effect of Evolution Instruction on Biology Majors�� Content Knowledge, Attitude Toward Evolution, and Theistic Position

Issues regarding understanding of evolution and resistance to evolution education in the United States are of key importance to biology educators at all levels. While research has measured student views toward evolution at single points in time, few studies have been published investigating whether views of college seniors are any different than first-year students in the same degree program. Additionally, students choosing to major in biological sciences have largely been overlooked, as if their acceptance of evolution is assumed. This study investigated the understanding of evolution and attitude toward evolution held by students majoring in biological science during their first and fourth years in a public research university. Participants included students in a first-year introductory biology course intended for biological science majors and graduating seniors earning degrees in either biology or genetics. The portion of the survey reported here consisted of quantitative measures of students’ understanding of core concepts of evolution and their attitude toward evolution. The results indicate that students’ understanding of particular evolutionary concepts is significantly higher among seniors, but their attitude toward evolution is only slightly improved compared to their first-year student peers. When comparing first-year students and seniors, students’ theistic position was not significantly different.     

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.     

Quantitation of resistance training using the session rating of perceived exertion method

The purpose of this study was to apply the session rating of perceived exertion (RPE) method, which is known to work with aerobic training, to resistance training. Ten men (26.1 +/- 10.2 years) and 10 women (22.2 +/- 1.8 years), habituated to both aerobic and resistance training, performed 3 x 30 minutes aerobic training bouts on the cycle ergometer at intensities of 56%, 71%, and 83% Vo(2) peak and then rated the global intensity using the session RPE technique (e.g., 0-10) 30 minutes after the end of the session. They also performed 3 x 30 minutes resistance exercise bouts with 2 sets of 6 exercises at 50% (15 repetitions), 70% (10 repetitions), and 90% (4 repetitions) of 1 repetition maximum (1RM). After each set the exercisers rated the intensity of that exercise using the RPE scale. Thirty minutes after the end of the bout they rated the intensity of the whole session and of only the lifting components of the session, using the session RPE method. The rated intensity of exercise increased with the %Vo(2) peak and the %1RM. There was a general correspondence between the relative intensity (%Vo(2) peak and % 1RM) and the session RPE. Between different types of resistance exercise at the same relative intensity, the average RPE after each lift varied widely. The resistance training session RPE increased as the intensity increased despite a decrease in the total work performed (p < 0.05). Mean RPE and session RPE-lifting only also grew with increased intensity (p < 0.05). In many cases, the mean RPE, session RPE, and session RPE- lifting only measurements were different at given exercise intensities (p < 0.05). The session RPE appears to be a viable method for quantitating the intensity of resistance training, generally comparable to aerobic training. However, the session RPE may meaningfully underestimate the average intensity rated immediately after each set.     

临“疫”发“微”——新型冠状病毒肺炎疫情下“病原生物学与医学免疫学”课程思政教学模式的探索与研究

课程思政是高校思想政治理论课改革创新的重要举措,因其德育与智育协同的优势,逐渐成为高校课程改革的方向.为探究新型冠状病毒肺炎(COVID-19,简称“新冠”病毒肺炎)疫情下“病原生物学与医学免疫学”课程思政教学模式及其实施效果,以成都中医药大学2018级中医学(5+3一体化)的2个班级学生为教学对象,其中1班采用传统教...     

The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: a 3-yr laboratory research experience for inner-city secondary-level students

This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what "real" science is like. The students are also exposed to scientific seminars and university tours as well as English and mathematics workshops designed to help them analyze their laboratory data and prepare for their closing ceremony presentations. Qualitative and quantitative analysis of student performance in these programs indicates that participants not only learn the vocabulary, facts, and concepts of science, but also develop a better appreciation of what it is like to be a "real" scientist. In addition, the college-bound 3-yr graduates of this program appear to be better prepared to successfully academically compete with graduates of other high schools; they also report learning useful job-related life skills. Finally, the critical conceptual components of this program are discussed so that science educators interested in using this model can modify it to fit the individual resources and strengths of their particular setting.     

The effects of arm crank training on the physiological responses to submaximal wheelchair ergometry

The purpose of this investigation was to examine the cardiovascular and metabolic effects of a 5 wk arm crank (AC) training program on submaximal wheelchair (WC) ergometry in able-bodied women. The 6 subjects in the training group (TG) and 4 in the control group (CG) performed a 10 min WC exercise prior to and following the training period at a power output (PO) that elicited 70% of the pre-training peak oxygen uptake (VO2). Steady state VO2, heart rate (HR), cardiac output (Qc) and stroke volume (Vs) were measured. Resting and post-exercise blood lactate concentrations (LA) were measured, the difference was recorded as net LA. The TG exercised on the AC 3 d.wk-1 at a PO that elicited 85% of each subject's recorded peak HR. Each session consisted of four 4 min exercise bouts preceded by a 2 min warm-up and interspersed with 2 min rest periods. After training, the TG had a significantly (p less than 0.05) lower HR, larger Vs and lower LA in response to the WC exercise. Qc and VO2 were not significantly altered. The results demonstrate that the AC exercise program used in this study produced a physiological training effect which was observed during submaximal WC exercise of an intensity frequently encountered during daily WC ambulation. It appears that short-term, moderate intensity AC training offers an adequate stimulus to reduce the stress imposed by wheelchair locomotion.