Osmosis; ATP; Process-based approach

The teaching of r and K population strategies involves integrating biological, graphical, and mathematical concepts so that a complex ‘concept image’ is formed. This investigation identified the main problems encountered by students in studying this topic as being interpreting graphs, making links with biological processes, and drawing general conclusions from data. The use of a formal lecture and three approaches to using a spreadsheet are evaluated, and suggestions are made for effective teaching of these concepts.     

Problem-based learning within endocrine physiology lectures

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.     

Some Ecological Concepts and Their Implications ror Settlement Archaeology

Abstract

In the field of archaeology there has been an increasing concern for the standardization of terminology, units of measurement, and theoretical concepts. At the same time there has been a tremendous influx of new ideas, challenges to established concepts and theories, and a rethinking of the place of archaeology in the social sciences. Much of this re-evaluation has come about as a result of new insights into the nature of human society and, perhaps more importantly, a general opening up of the field in the sense that ideas, theories, and techniques developed in the social, biological, physical, and mathematical sciences are being introduced and tested for their application in the solution of anthropological and archaeological questions. One area which has become increasingly important as a source of concepts and theory is the field of biological ecology. This discussion considers two of these ecological concepts (seasonality, econiche) and proposes a sequence of socio-ecological units (individual, group, population, society, eco-community, eco-system) which it is believed are useful in the study of prehistoric social and settlement systems.     

Muscle fatigue - from motor units to clinical symptoms

Reductionist approaches have provided little insight on the fatigue experienced by humans during activities of daily living. Some of the reasons for this lack of progress include the persistence of outdated concepts, the misinterpretation of experimental recordings, and a failure to embrace a global perspective on fatigue. This paper summarizes the three examples of these limitations that were discussed in the 2011 Muybridge Award lecture: motor unit types and muscle fatigue, myoelectric manifestations of fatigue, and fatigue and fatigability. Although the motor units in a population do exhibit a range of fatigability values, there are not distinct groups of motor units and the concept that some motor units are resistant to fatigue emerged from protocols in which motor units were activated by electrical stimulation rather than voluntary activation. The concept of distinct motor unit types should be abandoned. The second example discussed in the lecture was the use of surface EMG signals to assess fatigue-related adjustments in motor unit activity. The critical assumption with this approach is that the association between surface EMG amplitude and muscle force remains constant during fatiguing contractions. Unfortunately, the relation does not remain constant and a series of computational studies demonstrate the magnitude of the discrepancy, including the absence of an association with the activation signal emerging from the spinal cord and that received by the muscle. The third example concerned the concepts of fatigue and fatigability. It has long been recognized that fatigue involves both sensations and impairments in motor function, and the final part of the lecture urged the integration of the two constructs into a single scheme in which fatigue can be modulated either independently or by interactions between perceptions of fatigue and the mechanisms that establish levels of fatigability. The expectation is that such critical evaluations of the concepts and approaches to the study of fatigue will provide a more effective foundation from which to identify the factors that contribute to fatigue in health and disease.     

Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood

This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic learning and to help increase their understanding and engagement during lecture. This activity uses simple inexpensive materials, provides an effective model for demonstrating related pathophysiology, and helps promote active learning. The activity protocol and its implementation are described here in detail. We also report data obtained from student surveys and assessment tools to determine the effectiveness of the activity on student conceptual learning and perceptions. A brief multiple-choice pretest showed that although students had already been introduced to the relevant concepts in lecture, they had not yet mastered these concepts before performing the activity. Two postactivity assessments showed that student performance was significantly improved on the posttest compared with the pretest and that information was largely retained at the end of the course. Survey data showed that one-half of the students stated kinesthetic learning as among their learning preferences, yet nearly all students enjoyed and were engaged in this hands-on kinesthetic activity regardless of their preferences. Most students would recommend it to their peers and expressed a desire for more kinesthetic learning opportunities in the lecture curriculum.     

Teaching critical thinking in a developmental biology course at an American liberal arts college

We all expect our students to learn facts and concepts, but more importantly, we want them to learn how to evaluate new information from an educated and skeptical perspective; that is, we want them to become critical thinkers. For many of us who are scientists and teachers, critical thought is either intuitive or we learned it so long ago that it is not at all obvious how to pass on the skills to our students. Explicitly discussing the logic that underlies the experimental basis of developmental biology is an easy and very successful way to teach critical thinking skills. Here, I describe some simple changes to a lecture course that turn the practice of critical thinking into the centerpiece of the learning process. My starting point is the "Evidence and Antibodies" sidelight in Gilbert's Developmental Biology (2000), which I use as an introduction to the ideas of correlation, necessity and sufficiency, and to the kinds of experiments required to gather each type of evidence: observation ("show it"), loss of function ("block it") and gain of function ("move it"). Thereafter, every experiment can be understood quickly by the class and discussed intelligently with a common vocabulary. Both verbal and written reinforcement of these ideas dramatically improve the students' ability to evaluate new information. In particular, they are able to evaluate claims about cause and effect; they become experts at distinguishing between correlation and causation. Because the intellectual techniques are so powerful and the logic so satisfying, the students come to view the critical assessment of knowledge as a fun puzzle and the rigorous thinking behind formulating a question as an exciting challenge.     

Ecological units: definitions and application

Concepts of ecological units, such as population, community, and ecosystem, are at the basis of ecological theory and research and have increasingly become the focus of conservation strategies. Concepts of these units still suffer from inconsistencies and confusions over terminology. The different concepts are treated here together as a common "conceptual cluster," with similar ecological functions (roles) and similar problems in their definition and use. An analysis of the multitude of existing terms and concepts that have been developed for these units reveals that they differ with respect to at least four basic criteria: (i) the questions as to whether they are defined statistically or via a network of interactions; (ii) if their boundaries are drawn by topographical or process-related criteria; (iii) how high the required internal relationships are; and (iv) if they are perceived as "real" entities or abstractions by an observer The various definitions cannot be easily sorted into just a few types, but they can be characterized by several independent criteria. I argue that serious problems arise if the different possibilities of defining ecological units are not recognized and if the concepts are perceived as self-evident. The different concepts of ecological units should be defined and used in a philosophically informed manner I propose a dual approach to the use of ecological units. Generic meanings of the main concepts (especially population, community, and ecosystem) should be retained only as heuristically useful perspectives, while specific and "operational" definitions of the concepts as units should be developed, depending on specific purposes of their use. Some thoughts on the basic requirements for such definitions and the domains of their uses are briefly explained.     

Teaching alveolar ventilation with simple, inexpensive models

When teaching and learning about alveolar ventilation with our class of 300 first-year medical students, we use four simple, inexpensive "models." The models, which encourage research-oriented learning and help our students to understand complex ideas, are distributed to the students before class. The students anticipate something new every day, and the models provide elements of surprise and physical examples and are designed to help students to understand 1) cohesive forces of the intrapleural space, 2) chest wall and lung dynamics, 3) alveolar volumes, and 4) regional differences in ventilation. Students are drawn into discussion by the power of learning that is associated with manipulating and thinking about objects. Specifically, the models encourage thinking about complex interactions, and the students appreciate manipulating objects and actually understanding how they work. Using models also allows us to show students how we think as well as what we know. Finally, students enjoy taking the models home to demonstrate to friends and family "how the body works" as well as use the models as future study aids.     

Increasing student involvement in lectures: (very) low tech innovations in a biochemistry lecture class

The inherent passivity of the traditional lecture format makes this a poor mode for learning. In this paper I outline a simple but effective approach for eliciting student participation in the intermediate size lecture course (50–100 students). Two types of question are employed to increase student involvement. Each lecture ends with a set of questions directly related to concepts that will be covered in the next session. At the following lecture, specific students, chosen at random from the class list, are called on to answer these questions. Classroom participation is also elicited by calling on students to answer questions which focus on the major points during each lecture. Finally, students are invited to submit questions for inclusion on each exam. These devices make the lecture a more active and participatory experience.     

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.     

Four decades of teaching developmental biology in Germany

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

Short sleep and late bedtimes are detrimental to educational learning and knowledge transfer: An investigation of individual differences in susceptibility

Good sleep hygiene practices, including consistent bedtimes and 7–9 h of sleep/night, are theorized to benefit educational learning. However, individuals differ in how much sleep they need, as well as in their chronotype preference. Therefore, some students may be more vulnerable to the cognitive effects of sleep loss, later bedtimes and nonpreferred times of learning than others. One prominent example is the debate regarding whether sleep loss and later bedtimes affect classroom learning more in female or male students. To inform this gender-and-sleep-loss debate, we developed a virtual college-level lecture to use in a controlled, laboratory setting. During Session 1, 78 undergraduate students were randomly assigned to take the lecture at 12:00 (noon condition) or 19:30 (evening condition). Then participants wore wristband actigraphy for 1 week to monitor average and intraindividual variability in sleep duration, bedtime and midpoint of sleep. During Session 2, participants completed a test at the same time of day as Session 1. The test included basic questions that were similar to trained concepts during the lecture (trained items) as well as integration questions that required application of learned concepts (knowledge-transfer items). Bayesian analyses supported the null hypothesis that time of learning did not affect test performance. Collapsed across time of testing, regression analyses showed that shorter sleep durations and later bedtimes explained 13% of the variance in test performance. Longer sleep durations and earlier bedtimes predicted better test performance primarily in females, younger students and morning-types. Interestingly, students with above-median fluid intelligence scores were resilient to short sleep and late bedtimes. Our findings indicate that both sleep and circadian factors should be addressed to optimize educational learning, particularly in the students who are most susceptible to sleep loss.     

Assessing formal teaching of ethics in physiology: an empirical survey, patterns, and recommendations

Ethics should be an important component of physiological education. In this report, we examined to what extent teaching of ethics is formally being incorporated into the physiology curriculum. We carried out an e-mail survey in which we asked the e-mail recipients whether their institution offered a course or lecture on ethics as part of the physiology teaching process at their institution, using the following query: "We are now doing an online survey in which we would like to know whether you offer a course or a lecture on ethics as part of your physiology teaching curriculum." The response rate was 53.3%: we received 104 responses of a total of 195 sent out. Our responses came from 45 countries. While all of our responders confirmed that there was a need for ethics during medical education and scientific training, the degree of inclusion of formal ethics in the physiology curriculum varied widely. Our survey showed that, in most cases (69%), including at our Medical University of Graz, ethics in physiology is not incorporated into the physiology curriculum. Given this result, we suggest specific topics related to ethics and ethical considerations that could be integrated into the physiology curriculum. We present here a template example of a lecture "Teaching Ethics in Physiology" (structure, content, examples, and references), which was based on guidelines and case reports provided by experts in this area (e.g., Benos DJ. Ethics revisited. Adv Physiol Educ 25: 189-190, 2001). This lecture, which we are presently using in Graz, could be used as a base that could lead to greater awareness of important ethical issues in students at an early point in the educational process.     

Clinical Direction in Evolutionary Physiology

In May 2002, there was the 85-anniversary of Lev Yakovlevich Balonov, a prominent Russian physiologist who worked in the field of functional evolution of human higher nervous functions. In this connection, our Journal publishes for the first time the lecture of Lev Yakovlevich delivered in 1976 at the Session of the Research Council of Sechenov Institute of Evolutionary Physiology and Biochemistry and kept up to now only as tape recording. The lecture exposed result of the almost 30-year-long clinical-experimental studies of the Laboratory of Functional Specialization of Cerebral Hemispheres founded in 1948 by Natal'ya Nikolaevna Traugott on initiative of Leon Abgarovich Orbeli. L.Ya. Balonov was working at this Laboratory since its foundation till 1983 (since 1973, as its head). This lecture formulates some not yet out-dated principles, conclusions, and concepts on many problems of functional evolution of human higher nervous functions. The text of the lecture is slightly revised, as the figures mentioned in it have not been retained.     

Genetic model for longitudinal studies of aging, health, and longevity and its potential application to incomplete data

Many longitudinal studies of aging collect genetic information only for a sub-sample of participants of the study. These data also do not include recent findings, new ideas and methodological concepts developed by distinct groups of researchers. The formal statistical analyses of genetic data ignore this additional information and therefore cannot utilize the entire research potential of the data. In this paper, we present a stochastic model for studying such longitudinal data in joint analyses of genetic and non-genetic sub-samples. The model incorporates several major concepts of aging known to date and usually studied independently. These include age-specific physiological norms, allostasis and allostatic load, stochasticity, and decline in stress resistance and adaptive capacity with age. The approach allows for studying all these concepts in their mutual connection, even if respective mechanisms are not directly measured in data (which is typical for longitudinal data available to date). The model takes into account dependence of longitudinal indices and hazard rates on genetic markers and permits evaluation of all these characteristics for carriers of different alleles (genotypes) to address questions concerning genetic influence on aging-related characteristics. The method is based on extracting genetic information from the entire sample of longitudinal data consisting of genetic and non-genetic sub-samples. Thus it results in a substantial increase in the accuracy of statistical estimates of genetic parameters compared to methods that use only information from a genetic sub-sample. Such an increase is achieved without collecting additional genetic data. Simulation studies illustrate the increase in the accuracy in different scenarios for datasets structurally similar to the Framingham Heart Study. Possible applications of the model and its further generalizations are discussed.     

Growth factor-dependent signaling and cell cycle progression

There are three central ideas contained within this review. Firstly, growth factor-stimulated signaling is not restricted to a 30–60 min window, but occurs at a much later time as well. Secondly, the second wave of signaling overlaps temporally with the cell cycle program and may be directly responsible for engaging it. Thirdly, the G1 to S interval appears to encompass two distinct phases of the cell cycle, during which the coordinated activation of distinct sets of signaling enzymes drives cell cycle progression. Each of these concepts is likely to initiate new investigation and hence provide additional insight into the fundamental question of how growth factors drive cell proliferation.     

Evaluating Maclaurin and Sterelny’s conception of biodiversity in cases of frequent,promiscuous lateral gene transfer

The recent conception of biodiversity proposed by James Maclaurin and Sterelny was developed mostly with macrobiological life in mind. They suggest that we measure biodiversity by dividing life into natural units (typically species) and quantifying the differences among units using phenetic rather than phylogenetic measures of distance. They identify problems in implementing quantitative phylogenetic notions of difference for non-prokaryotic species. I suggest that if we focus on microbiological life forms that engage in frequent, promiscuous lateral gene transfer (LGT), and their associated reticulated phylogenies, we need to rethink the notion of species as the natural unit, and we discover additional problems with phylogenetic notions of distance. These problems suggest that a phenetic approach based on morphospaces has just as much appeal, if not more, for microbes as they do for multi-cellular life. Facts about LGT, however, offer no new insight into the additional challenge of reconciling units and differences into a single measure of biodiversity.     

PBL与图表相结合的教学法在《基础生物化学》课程教学中的初步实践

针对生物化学课程的特点,以改革当前传统的课堂讲授式教学模式作为突破口,采用基于问题学习（PBL）与图表结合的教学模式在《基础生物化学》中进行教学尝试。初步教学实践表明,通过PBL与图表教学法的互补结合,基本能克服《基础生物化学》教学活动中存在的两类矛盾,使传统的以＂教＂为主的教学模式,转变为以＂学＂与＂教＂相互平衡和促进的教学模式,使学生在掌握所学课程核心内容的同时又能获得学习方法、提高学习兴趣和学习主动性。     

Toward functional proteomics of alveolar macrophages

Alveolar macrophages (AM) belong to a phenotype of macrophages with distinct biological functions and important pathophysiological roles in lung health and disease. The molecular details determining AM differentiation from blood monocytes and AM roles in lung homeostasis are largely unknown. With the use of different technological platforms, advances in the field of proteomics have made it possible to search for differences in protein expression between AM and their precursor monocytes. Proteome features of each cell type provide new clues into understanding mononuclear phagocyte biology. In-depth analyses using subproteomics and subcellular proteomics offer additional information by providing greater protein resolution and detection sensitivity. With the use of proteomic techniques, large-scale mapping of phosphorylation differences between the cell types have become possible. Furthermore, two-dimensional gel proteomics can detect germline protein variants and evaluate the impact of protein polymorphisms on an individual's susceptibility to disease. Finally, surface-enhanced laser desorption and ionization (SELDI) time-of-flight mass spectrometry offers an alternative method to recognizing differences in protein patterns between AM and monocytes or between AM under different pathological conditions. This review details the current status of this field and outlines future directions in functional proteomic analyses of AM and monocytes. Furthermore, this review presents viewpoints of integrating proteomics with translational topics in lung diseases to define the mechanisms of disease and to uncover new diagnostic and therapeutic targets.