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ARCHIVE ADDITIONS
Milk Secretion—A Transport Question (Learning Object #125). Dee U. Silverthorn PhD, Dept. of Integrative Biology, University of Texas at Austin, Austin, TX 78712.
One method for testing student understanding is to ask them to apply what they have learned to a new situation. For example, students who have memorized mechanisms by which molecules cross cell membranes can be asked to create a transporting epithelial cell that will absorb or secrete one or more substrates. This learning object in the Archive asks students to apply their understanding of basic transport processes to mammary gland epithelial cells. The activity consists of a text paragraph describing the process of milk secretion question, followed by questions that ask the student to draw and label a figure of the cell in question and to illustrate the processes described in the paragraph (synthesis and secretion of milk proteins, and secretion of immunoglobulins and calcium ions). The activity also tests student recall of cell biology, histology, and the steps of protein synthesis. The Archive learning object includes a brief discussion of the most common student mistakes.
Understanding Feedback Loops (Learning Object #381). Barbara E. Goodman PhD, Physiology/Pharmacology-Division of Basic Biomedical Science, University of South Dakota School of Medicine, Vermillion, SD 57069.
The learning object includes a flow chart that describes how feedback loops may contribute to homeostasis and two different think, pair, share activities that can be used sequentially to help students understand the differences between the results of negative and positive feedback loops on a more personal level. The activities appear to help undergraduates to remember the differences.
Temperature Regulation (Learning Objects #438–440). Thomas A. Pressley PhD, Dept. of Physiology, Texas Tech University Health Sciences Center, 3601 4th St., STOP 6551, Lubbock, TX 79430.
In the context of teaching physiology, a discussion of thermoregulation provides an opportunity to integrate many concepts introduced from earlier coverage of individual organ systems. Three learning objects have been developed to support a relatively self-contained presentation on the subject. To maintain the interest and enthusiasm of students, the lecture materials include references, posters, and stills from the cinema that illustrate key points. Topics covered include processes of heat transfer, mechanisms and hypothalamic control of thermoregulation, and various pathologies. The first learning object is a set of figures in Microsoft PowerPoint format. These are accompanied by a second object, a detailed outline for use by the instructor. Finally, there is an abbreviated handout for distribution to the students that includes copies of critical figures. These latter two objects are provided in Adobe Acrobat format, and minor changes can be made to them with appropriate software. Over the past 10 years, this material has been the basis of two 50-minute lectures for first-year medical students as part of their course in medical physiology. With the addition of representative research papers, the presentation could also be adapted for use with graduate students.
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