Construction of a model demonstrating cardiovascular principles.

1999 ◽  
Vol 277 (6) ◽  
pp. S67 ◽  
Author(s):  
D W Rodenbaugh ◽  
H L Collins ◽  
C Y Chen ◽  
S E DiCarlo
Keyword(s):  
Focal Point ◽  
Model Construction ◽  
Experimental Protocol ◽  
Improve Performance ◽  
Science Study ◽  
Inquiry Based Learning ◽  
Laboratory Exercise ◽  
Cardiovascular Mechanics ◽  
Hands On ◽  
Computer Students

We developed a laboratory exercise that involves the construction and subsequent manipulation of a model of the cardiovascular system. The laboratory was designed to engage students in interactive, inquiry-based learning and to stimulate interest for future science study. The model presents a concrete means by which cardiovascular mechanics can be understood as well as a focal point for student interaction and discussion of cardiovascular principles. The laboratory contains directions for the construction of an inexpensive, easy-to-build model as well as an experimental protocol. From this experience students may gain an appreciation fo science that cannot be obtained by reading a book or interacting with a computer. Students not only learn the significant physiological concepts but also appreciate the importance of laboratory experimentation for understanding complex concepts. Model construction provides a hands-on experience that may substantially improve performance in science processes. We believe that model construction is an appropriate method for teaching advanced concepts.

Using a Combined Approach of Guided Inquiry & Direct Instruction to Explore How Physiology Affects Behavior

2014 ◽  
Vol 76 (9) ◽  
pp. 595-600 ◽  
Author(s):  
Erika T. Machtinger
Keyword(s):  
Postsecondary Education ◽  
Direct Instruction ◽  
National Science Education Standards ◽  
Guided Inquiry ◽  
Education Standards ◽  
Inquiry Based Learning ◽  
Hands On ◽  
High School Classroom ◽  
And Behavior ◽  
Science Education Standards

Hands-on activities with live organisms allow students to actively explore scientific investigation. Here, I present activities that combine guided inquiry with direct instruction and relate how nutrition affects the physiology and behavior of the common housefly. These experiments encourage student involvement in the formulation of experimental design, promoting engagement in the learning process. These activities are suitable for both postsecondary education and high school classroom settings and highlight National Science Education Standards, particularly by promoting inquiry-based learning and communicating science explanations.

Does Hands-on Obstetric US Experience Improve Performance on the Radiology Oral Board Examination?

Radiology ◽  
2006 ◽  
Vol 239 (2) ◽  
pp. 529-532 ◽  
Author(s):  
Mary C. Frates ◽  
Carol B. Benson ◽  
Kelly H. Zou ◽  
Peter M. Doubilet ◽  
Anthony Gerdeman ◽  
...  
Keyword(s):  
Improve Performance ◽  
Board Examination ◽  
Hands On

Things you can try: A student-constructed game for drill with integers

1972 ◽  
Vol 19 (7) ◽  
pp. 587-589
Author(s):  
Merle Mae Cantlon ◽  
Doris Homan ◽  
Barbara Stone
Keyword(s):  
Motivational Factor ◽  
Laboratory Exercise ◽  
Hands On

In teaching a unit on integers, teachers are invariably faced with the age-old problem of how to provide interesting and meaningful drill. Popsicle sticks can be used to provide a motivating, “hands on” laboratory exercise in which the students build their own game. The anticipation of using what they are studying in a fun situation seems to be an added motivational factor for students. Tbe exercise shown in figure 1 is a suggestion for the first activity, in which the children make the materials and experiment with the “Popsicle-Stick Game.”

Glucose transport into everted sacs of the small intestine of mice

2013 ◽  
Vol 37 (4) ◽  
pp. 415-426 ◽  
Author(s):  
Kirk L. Hamilton ◽  
A. Grant Butt
Keyword(s):  
Small Intestine ◽  
Cell Model ◽  
Group Discussion ◽  
Glucose Absorption ◽  
Cellular Model ◽  
Basic Principles ◽  
Laboratory Exercise ◽  
Hands On ◽  
Second Year ◽  
Physiology Students

The Na+-glucose cotransporter is a key transport protein that is responsible for absorbing Na+ and glucose from the luminal contents of the small intestine and reabsorption by the proximal straight tubule of the nephron. Robert K. Crane originally described the cellular model of absorption of Na+ and glucose by a “cotransport process” in 1960. Over the past 50+ yr, numerous groups have tested and verified Crane's hypothesis. Eventually, Wright and colleagues cloned the Na+-glucose cotransporter (SGLT1; the product of the SLC5A1 gene) in 1987. This article provides a “hands-on” laboratory exercise using the everted mouse jejunal preparation (everted sac) that allows students to investigate various components of the Na+-glucose cotransport absorptive cell model (e.g., Na+ dependence of SGLT1, inhibition of SGLT1, and inhibition of Na+-K+-ATPase). Additionally, the laboratory exercise includes a case-based study of glucose-galactose malabsorption in which the students conduct an internet search and participate in a small-group discussion during the laboratory period to better understand the basic principles and functions of the Na+-glucose absorptive process of the small intestine. This laboratory exercise was introduced into the second-year undergraduate physiology curriculum in 2008, and >850 physiology students have participated in this laboratory exercise. The students have produced very robust and reproducible data that clearly illustrate the theory of the cellular model for Na+-glucose absorption by the jejunum.

scholarly journals A Systematic Evaluation of Single-cell RNA-sequencing Imputation Methods

2020 ◽  
Author(s):  
Wenpin Hou ◽  
Zhicheng Ji ◽  
Hongkai Ji ◽  
Stephanie C. Hicks
Keyword(s):  
Single Cell ◽  
Rna Sequencing ◽  
Rapid Development ◽  
Systematic Evaluation ◽  
Rna Seq ◽  
Experimental Protocol ◽  
Improve Performance ◽  
Imputation Methods ◽  
Single Cell Rna Sequencing ◽  
Experimental Protocols

ABSTRACTThe rapid development of single-cell RNA-sequencing (scRNA-seq) technology, with increased sparsity compared to bulk RNA-sequencing (RNA-seq), has led to the emergence of many methods for preprocessing, including imputation methods. Here, we systematically evaluate the performance of 18 state-of-the-art scRNA-seq imputation methods using cell line and tissue data measured across experimental protocols. Specifically, we assess the similarity of imputed cell profiles to bulk samples as well as investigate whether methods recover relevant biological signals or introduce spurious noise in three downstream analyses: differential expression, unsupervised clustering, and inferring pseudotemporal trajectories. Broadly, we found significant variability in the performance of the methods across evaluation settings. While most scRNA-seq imputation methods recover biological expression observed in bulk RNA-seq data, the majority of the methods do not improve performance in downstream analyses compared to no imputation, in particular for clustering and trajectory analysis, and thus should be used with caution. Furthermore, we find that the performance of scRNA-seq imputation methods depends on many factors including the experimental protocol, the sparsity of the data, the number of cells in the dataset, and the magnitude of the effect sizes. We summarize our results and provide a key set of recommendations for users and investigators to navigate the current space of scRNA-seq imputation methods.

An endocrinology laboratory exercise demonstrating the effect of confinement stress on the immune system of mice

2008 ◽  
Vol 32 (2) ◽  
pp. 157-160 ◽  
Author(s):  
Jacqueline Brehe ◽  
Amy L. Way
Keyword(s):  
Immune System ◽  
Laboratory Exercise ◽  
Cell Counts ◽  
Hands On ◽  
Confinement Stress ◽  
Basic Protocol ◽  
Response To Stress ◽  
Entire Experiment ◽  
White Blood Cell Counts ◽  
Differential White Blood Cell

This article describes a simple laboratory exercise for examining the effect of stress on the immune system in mice. Mice are subjected to confinement stress for 1 h, after which a sample of blood is collected via the caudal vein. Blood samples are smeared onto microscope slides, air dried, and stained with Wright's Giemsa stain. When differential white blood cell counts are performed, there are noticeable differences between the neutrophil and lymphocyte counts of stressed versus control mice. The protocol is simple enough for students to perform, and the entire experiment can be completed within 3 h. Examples of ways in which the basic protocol can be modified to accommodate a shorter laboratory class are provided. This hands-on laboratory experiment provides students with experience using the scientific method to investigate the interaction between the endocrine and immune systems in response to stress.

scholarly journals Hearing: An Inquiry-Based Learning Module Linking Biology & Physics

2019 ◽  
Vol 81 (7) ◽  
pp. 485-489
Author(s):  
Sarah Schmid ◽  
Franz X. Bogner
Keyword(s):  
Inner Ear ◽  
Gender Gap ◽  
Inquiry Based Learning ◽  
Learning And Teaching ◽  
Hands On ◽  
Long Term Retention ◽  
Level 1 ◽  
Human Hearing ◽  
Human Ear

We describe a structured inquiry-based lesson about the human ear and sound that can lead to long-term retention of content knowledge and reduce the gender gap in science subjects. The lesson integrates the subjects of biology and physics for students about 15 years of age and is suitable with high or low pre-knowledge and for both genders equally. Students learn in hands-on experiments about sound formation and properties; the human outer, middle, and inner ear; and limits to human hearing, both natural and resulting from damage to the inner ear. This lesson is suitable for beginners in inquiry-based learning and teaching. It is designed as structured/level 1 inquiry-based science. The topic and how it is analyzed is provided by the teacher in the lesson material, but students are strongly invited to actively think about why they expect certain results to happen and how the results can be interpreted.

scholarly journals An inquiry-based teaching tool for understanding arterial blood pressure regulation and cardiovascular function.

1999 ◽  
Vol 277 (6) ◽  
pp. S15 ◽  
Author(s):  
H L Collins ◽  
D W Rodenbaugh ◽  
T P Murphy ◽  
J M Kulics ◽  
C M Bailey ◽  
...  
Keyword(s):  
Active Learning ◽  
Arterial Pressure ◽  
Peripheral Resistance ◽  
Traditional Lecture ◽  
Inquiry Based Learning ◽  
Laboratory Exercise ◽  
Hemodynamic Variables ◽  
Arterial Blood ◽  
Level Of Understanding ◽  
Laboratory Experiences

Educators are placing a greater emphasis on the development of cooperative laboratory experiences that supplement the traditional lecture format. The new laboratory materials should encourage active learning, problem-solving, and inquiry-based approaches. To address these goals, we developed a laboratory exercise designed to introduce students to the hemodynamic variables (heart rate, stroke volume, total peripheral resistance, and compliance) that alter arterial pressure. For this experience, students are presented with "unknown" chart recordings illustrating pulsatile arterial pressure before and in response to several interventions. Students must analyze and interpret these unknown recordings and match each recording with the appropriate intervention. These active learning procedures help students understand and apply basic science concepts in a challenging and interactive format. Furthermore, laboratory experiences may enhance the students' level of understanding and ability to synthesize and apply information. In conducting this exercise, students are introduced to the joys and excitement of inquiry-based learning through experimentation.

scholarly journals A Laboratory Exercise on Dilution Ratio and Water Flow of a Venturi-type Proportioner

1992 ◽  
Vol 2 (1) ◽  
pp. 95-96
Author(s):  
David R. Hershey ◽  
Susan Sand
Keyword(s):  
Electrical Conductivity ◽  
Water Flow ◽  
Water Pressure ◽  
Solution Concentration ◽  
Dilution Ratio ◽  
Laboratory Exercise ◽  
Effect Of Water ◽  
Trade Name ◽  
Hands On ◽  
As Graph

A Venturi-type proportioner (VP), trade name Hozon, can be used for an inexpensive, hands-on laboratory exercise that demonstrates the effect of water pressure on dilution ratio and water flow. Using electrical conductivity (EC) meters to determine solution concentration allows students to discover that the dilution ratio increases with water pressure, from 1:10 at 15 psi to 1:15 at 55 psi. The greater dilution at higher pressure can be explained by measuring the water flow, which is 2.3 gal/min (8.7 litersžmin-1) at 15 psi but 3.5 gal/min (13.2 litersžmin-1) at 55 psi. Experiments relating water pressure to dilution ratio provide experience in use and calibration of VPs and EC meters, as well as graph preparation and interpretation.

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