Levers and mixtures: An integrated science and mathematics activity to solve problems

In recent years, the integration of science and mathematics has become popular among educators because of its potential benefits for student learning. The purpose of this study is to introduce a two-day interdisciplinary lesson that brings science and mathematics concepts together, actively engaging students in working with percentages of the ingredients in mixtures with the concept of torque. Participation in this Grade 7-9 lesson provides opportunities for students to learn from both content areas as they progress through a variety of science process skills.     

生物信息学跨学科研究

目的:研究生物信息学起源、发展趋势,与其他学科相互交叉渗透关系的发展及强度。方法:利用美国《科学引文索引》(SCI)数据库web of science,运用文献计量学方法对8种权威生物信息学期刊2001年至2010年于2011年1月15日之前上传至webof science的全部文献进行统计及分析。通过研究生物信息学相关论文的主题分类,被引情况及施引文献的分类,寻找其跨学科的趋势及相关研究领域的进展情况、主要内容。结果:生物信息学的相关文献数在2001-2010间逐年增加,在2009-2010年达到高峰。跨学科领域广泛,并以生物化学、分子生物学、计算生物学、微生物学、数学、统计学等学科为主要交叉学科。各交叉学科与生物信息学之间跨学科研究的文献数也呈逐年递增趋势。结论:生物信息学的跨学科范围广泛,发展迅速。     

Charles Darwin goes to school: the role of cartoons and narrative in setting science in an historical context

Science education is under revision. Recent changes in society require changes in education to respond to new demands. Scientific literacy can be considered a new goal of science education and the epistemological gap between natural sciences and literacy disciplines must be overcome. The history of science is a possible bridge to link these ‘two cultures’ and to foster an interdisciplinary approach in the classroom. This paper acknowledges Darwin's legacy and proposes the use of cartoons and narrative expositions to put this interesting chapter of science into its historical context. A five-lesson didactic sequence was developed to tell part of the story of Darwin's expedition through South America for students from 10 to 12 years of age. Beyond geological and biological perspectives, the inclusion of historical, social and geographical facts demonstrated the beauty and complexity of the findings that Darwin employed to propose the theory of evolution.     

Demographic response of tundra small mammals to a snow fencing experiment

Snow cover is a key environmental component for tundra wildlife that will be affected by climate change. Change to the snow cover may affect the population dynamics of high‐latitude small mammals, which are active throughout the winter and reproduce under the snow. We experimentally tested the hypotheses that a deeper snow cover would enhance the densities and winter reproductive rates of small mammals, but that predation by mustelids could be higher in areas of increased small mammal density. We enhanced snow cover by setting out snow fences at three sites in the Canadian Arctic (Bylot Island, Nunavut, and Herschel Island and Komakuk Beach, Yukon) over periods ranging from one to four years. Densities of winter nests were higher where snow depth was increased but spring lemming densities did not increase on the experimental areas. Lemmings probably moved from areas of deep snow, their preferred winter habitat, to summer habitat during snow melt once the advantages associated with deep snow were gone. Our treatment had no effect on signs of reproduction in winter nests, proportion of lactating females in spring, or the proportion of juveniles caught in spring, which suggests that deep snow did not enhance reproduction. Results on predation were inconsistent across sites as predation by weasels was higher on the experimental area at one site but lower at two others and was not higher in areas of winter nest aggregations. Although this experiment provided us with several new insights about the impact of snow cover on the population dynamics of tundra small mammals, it also illustrates the challenges and difficulties associated with large‐scale experiments aimed at manipulating a critical climatic factor.     

The Crime Lab Project

The Crime Lab Project takes an economical, hands-on, interdisciplinary approach to studying the career of forensics in the middle or high school classroom. The project requires a week of class time, uses common household items, can be applied to students with different levels of ability, and is considered durable. In addition, the project covers topics that address national science standards such as career development, the scientific method, lab procedures, teamwork, and scientific literary skills. Students also learn to distinguish between observations and conclusions.     

Attitudes of Students at a Private Christian Liberal Arts University Toward the Teaching of Evolution

Students at private Christian colleges tend to have a viewpoint that incorporates faith and belief in God. Whether due to misconceptions about evolution, lack of knowledge of the nature of science, or belief that their faith cannot allow them to accept evolution, there tends to be a great deal of confusion about evolution. This study investigates the attitudes toward evolution of students at a small Christian liberal arts university located in east Texas (East Texas Baptist University, ETBU) and how they would feel most comfortable being approached about evolution in the college science classroom. The majority of students at ETBU are from either Texas or Louisiana. In high school, both states require at least one science course to be taken and evolution to be taught at some level of understanding. Students show a fair understanding that science includes only naturalistic explanations . However, a greater number of science courses and maturity level of the student resulted in significant differences (P = 0.0001 and P = 0.002, respectively) in the understanding of science. Nevertheless, there was a general assertion that God should be included in the definition of science by the majority of students (64.4%), indicating a misunderstanding of the nature of science. Students responded that they would be most comfortable with being approached in the classroom about evolution through the presentation of the science supporting evolution (19.6%), and being shown how creationism and intelligent design are not science (29.8%). A number of students responded that the professor should accept creationism and intelligent design as science and teach them as such (38.2%). This paper will present methods to address students that respond to evolution in this manner.     

All Aboard! The Polar Express Is Traveling to Science—Understanding the States of Matter while Differentiating Instruction for Young Learners

This standards-based science lesson introduces young learners to scientific inquiry and critical thinking by using activities to demonstrate three phases of matter (solid, liquid, and gas). By learning about the states of matter through a 5E instructional approach, students are encouraged to observe changes in the states of matter and to discuss their understanding in both small and large group forums. Student participants will be involved in hands-on activities along with small and large group discourse while actively learning about the states of matter and enjoying a hot chocolate demonstration with sampling. Developmentally appropriate instructional approaches are emphasized throughout this lesson.     

The Habitat Project

The Habitat Project is a multiday, differentiated, interdisciplinary environmental science lesson that incorporates skill-building and motivational strategies to internalize ecosystem vocabulary. Middle school students research an animal, display its physical characteristics on a poster, build a three-dimensional habitat and present their work orally and through a gallery walk.     

Digging deep to open the white black box of snow root phenology

Snow roots are specialized structures recently discovered in the Caucasian alpine snow-bed plant Corydalis conorhiza. They form extensive networks that grow into snow packs against gravity, most probably to gather nitrogen from snow. Here we test the hypothesis that snow roots are true winter organs, i.e., they should already start growth early in winter to lay down the infrastructure for N capture from snow packs well before their melt-out. This would require winter surface and soil temperatures continuously close to or above freezing. Excavations of snow roots from snow packs in January and May, accompanied by temperature recordings and anatomical observations, supported our hypothesis. These findings complete the annual cycle of snow root phenology. They also emphasize the evolutionary and ecological significance of these specialized winter organs. Moreover, their likely association with a particular abiotic temperature and snow regime will facilitate the search for snow roots in other species.     

Consequences of declining snow accumulation for water balance of mid‐latitude dry regions

Widespread documentation of positive winter temperature anomalies, declining snowpack and earlier snow melt in the Northern Hemisphere have raised concerns about the consequences for regional water resources as well as wildfire. A topic that has not been addressed with respect to declining snowpack is effects on ecosystem water balance. Changes in water balance dynamics will be particularly pronounced at low elevations of mid‐latitude dry regions because these areas will be the first to be affected by declining snow as a result of rising temperatures. As a model system, we used simulation experiments to investigate big sagebrush ecosystems that dominate a large fraction of the semiarid western United States. Our results suggest that effects on future ecosystem water balance will increase along a climatic gradient from dry, warm and snow‐poor to wet, cold and snow‐rich. Beyond a threshold within this climatic gradient, predicted consequences for vegetation switched from no change to increasing transpiration. Responses were sensitive to uncertainties in climatic prediction; particularly, a shift of precipitation to the colder season could reduce impacts of a warmer and snow‐poorer future, depending on the degree to which ecosystem phenology tracks precipitation changes. Our results suggest that big sagebrush and other similar semiarid ecosystems could decrease in viability or disappear in dry to medium areas and likely increase only in the snow‐richest areas, i.e. higher elevations and higher latitudes. Unlike cold locations at high elevations or in the arctic, ecosystems at low elevations respond in a different and complex way to future conditions because of opposing effects of increasing water‐limitation and a longer snow‐free season. Outcomes of such nonlinear interactions for future ecosystems will likely include changes in plant composition and productivity, dynamics of water balance, and availability of water resources.     

浅议微生态学在植物病理学理论和实践教学中的应用

植物微生态学作为植物病理学相关的一门边缘学科,将微生态学的理论引入到植物病理学的理论和实践教学中,将有助于学生对植物病害的概念、发生的原因以及防治有更深入的理解和认识,有助于提高植物病理学课程的教学质量。     

《生物化学》作为通识课的教学实践

生物化学研究生命的化学组成和化学变化等生命基本属性,是阐述生命奥秘的基本语言,是生命科学的基础学科。生物化学能否作为公选课?如果其作为公选课,又应包含哪些生物化学知识,如何讲授这些专业知识?本文从课程内容,教材选取以及授课方式等方面介绍了笔者在向非健康科学专业的学生开设《生物化学》公选课的实践和体会。笔者联系身边的生物化学现象讲解其中的基本生物化学原理,关注疾病发生和临床治疗中涉及的生物化学,整合本校生命和健康相关学科和最前沿的科学进展中涉及到的生物化学知识,极大地增强了学生对生物化学和生命科学的兴趣,有效提高了教学效果;并且为学生理解其它生命科学选修课程打下了良好的基础。这些策略和教学方法对于公选课和通识课,甚至专业课的教学实践,具有一定的参考价值。     

Spatio-temporal variability of snow over sea ice in western Hudson Bay,with reference to ringed seal pup survival

Snow-covered sea ice plays a significant role in the ecology of the Arctic marine system and is a critical habitat for ice-adapted ringed seals; however, limited research has focused on the role of snow. The first two objectives of this study characterize the spatial and temporal variability in snow over the sea ice of western Hudson Bay measured from satellite (2002–2010) and how this variability relates to ringed seal pup demographic parameters. The final objective uses a regional circulation model (RCM) to estimate the future snow cover within the study area. Results indicated that the snow cover experienced interannual and interseasonal variability, however, typically increased in late spring. In addition, the Moran’s I statistics indicated clustering at small spatial lags for both seasons, suggesting similar snow depths (i.e., large-scale drifting) occurring at distances of 125 km. There was greater interannual variability in the clustering of snow during spring, compared to the winter season. These trends in snow depth were related to variability in seal pup survival; however, seal pup growth and body condition were not related to winter/spring snow conditions. The results from the RCM member runs suggest that snow will decrease by the end of this century, with a larger decrease occurring in the spring period. In addition, there will also be an increase in interannual and spatial variability during both seasons, which may have significant consequences to ringed seal population abundance through reduced pup survival within the study area.     

The Plate Tectonics Project

The Plate Tectonics Project is a multiday, inquiry-based unit that facilitates students as self-motivated learners. Reliable Web sites are offered to assist with lessons, and a summative rubric is used to facilitate the holistic nature of the project. After each topic (parts of the Earth, continental drift, etc.) is covered, the students will generate a portion of the summative assessment that will be set aside and later compiled into a booklet. This summative assessment creates the circumstance in which each student must develop literacy and organizational skills to master the concept that the Earth is a global, dynamic, lithospheric system.     

物理专业生物化学教学的探索与实践

生物化学是一门基础课程,其课程体系严谨,理论知识较难,更新速度很快,新知识、新技术层出不穷。对开设了生物化学课程的物理专业学生来讲,他们化学基础差,有机化学知识的相对缺乏,掌握好该课程还存在一定的难度。从教材的选择、教学内容的优化和更新、课堂研讨的开展、考试形式的优化等方面对物理专业《生物化学》选修课进行了教学改革探讨,将对拓宽学生专业视野、提升学生的综合素质及创新能力、培养跨学科综合性人才起到积极作用。     

The ability of A-level students to name plants

he ability of A level students to recognise and name common wild flowers was shown to be very poor. Traineeteachers performed little better and nearly a third of the practising A-level biology teachers tested were able toname only three or fewer wild flowers.

Although opportunities exist at primary level for children to learn about the environment, most enter sec-ondary school with a poor knowledge of the organisms around them, particularly plants. At secondary level thedecrease in the importance of whole organism biology in the curriculum, declining opportunities for fieldworkand the concentration of A-level fieldwork on techniques and course assessment allow little time for training inidentification skills. Many A-level students feel that being able to recognise and name organisms is not important. In teaching students to be responsible citizens and to care about their environment, a knowledge of atleast the common organisms around them is vital.Initiatives are needed to engage the interest of primaryschool children and to provide more opportunities for fieldwork at secondary level, including time to teach students to recognise organisms. Training for teachers would be valuable and the role of organisations outside formal education in educating the wider public is also recognised.     

The effect of teaching the nature of science on students’ acceptance and understanding of evolution: myth or reality?

The results of studies of the nature of science (NOS) as a factor that enhances students’ understanding of evolution have been inconclusive. Therefore, the main purpose of this study was to test the role of NOS instruction in enhancing students’ learning about evolution. We used a quasi-experimental design with pre- and post-tests to investigate the impact of teaching evolution with and without NOS in two classes with 15–16-year-old students, who were randomly assigned to these two classes. To measure their understanding of NOS and their acceptance and understanding of evolution, we used three different instruments that have been shown to generate reliable and valid inferences in comparable populations. The main results of this study were that, in the class in which the teaching of evolution included NOS instruction, the students’ understanding of NOS and their acceptance of evolution significantly improved. However, irrespective of the use of NOS instruction, both classes increased their understanding of evolution. These results support the claim that NOS instruction may influence students’ acceptance of evolution but not their understanding of evolution and natural selection.     

Is knowledge in various domains needed to understand bioethical issues?

Abstract

Researchers agree that an interdisciplinary approach should be taken to address bioethical issues at school. Little is known about the knowledge students need to be able to understand and take part in discussions about these issues. We investigate the relationship between 79 students’ prior knowledge in various domains and their ability to recall and produce arguments about a bioethical issue. Our results partially confirm theoretical assumptions presented in, and findings from, related studies. Knowledge in various domains facilitates understanding of bioethical issues and facilitates recall and development of related arguments. Addressing bioethical issues at school has numerous benefits for students, for example, it allows them to develop and employ knowledge in various domains and to see how it interconnects.     

High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach

In this study we designed, implemented, and evaluated an outreach programme for high-school biology students rooted in the ‘science as inquiry’ approach. Accordingly, students learn about science from experts in the field, as well as through in-class exposure to the history and philosophy of science. Our sample consisted of 11th graders (n?=?497), ages 16–17, attending advanced biology classes. Our goal was to determine whether this programme had a significant effect on students’ understanding of the ‘nature of science’ (NOS) and on their attitudes towards science. Using a controlled pre-post research design, we asked participants to complete a Likert-like questionnaire. Also, we conducted post-programme semi-structured interviews with 35 of the participants. Results show that completion of the programme significantly enhanced participants’ NOS understanding and improved their attitudes towards science. Participants expressed a deep level of NOS understanding and explicitly stated that the field visits to experts’ labs had changed their attitude towards science. We believe that our outreach programme can be adapted for teaching other sciences and for societies worldwide, as long as there is access to university laboratories and researchers willing to interact with young citizens and potential future scientists.     

Unification and coherence as methodological objectives in the biological sciences

In this paper I respond to Wim van der Steen's arguments against the supposed current overemphasis on norms ofcoherence andinterdisciplinary integration in biology. On the normative level, I argue that these aremiddle-range norms which, although they may be misapplied in short-term attempts to solve (temporarily?) intractable problems, play a guiding role in the longer-term treatment of biological problems. This stance is supported by a case study of apartial success story, the development of the one gene — one enzyme hypothesis. As that case shows, thegoal of coherent interdisciplinary integration not only provides guidance for research, but also provides the standard for recognizingfailed integrations of the sort that van der Steen criticizes.