An Authentic RFLP Lab for High School or College Biology Students

1998 ◽  
Vol 60 (6) ◽  
pp. 448-452 ◽  
Author(s):  
Patrick G. Guilfoile ◽  
Stephen Plum
Keyword(s):  
High School ◽  
Biology Students ◽  
College Biology

Investigation of Essential Oils as Antibiotics

2010 ◽  
Vol 72 (8) ◽  
pp. 499-500
Author(s):  
Amy Morris
Keyword(s):  
High School ◽  
Essential Oils ◽  
Black Pepper ◽  
Medical Applications ◽  
Volatile Oils ◽  
Tea Tree ◽  
Biology Students ◽  
College Biology ◽  
Introductory College Biology ◽  
Introductory College

Many biology students are drawn to medically oriented topics. This lab activity engages students with medical interests in botany. I find that students are interested in how plants can have medical applications, for example in pharmaceuticals. Several volatile oils of plants, such as thyme, oregano, tea tree, and black pepper oils, have been found to have antibacterial, antifungal, or antiviral properties. To further their interest in the plant kingdom, teachers can have students test a variety of essential oils for effectiveness as antibiotics. This activity requires only minimal microbiology technique and is appropriate for high school through introductory college biology and botany courses.

Teaching Osmosis to Biology Students

2017 ◽  
Vol 79 (6) ◽  
pp. 473-479 ◽  
Author(s):  
Arthur Louis Odom ◽  
Lloyd H. Barrow ◽  
William L. Romine
Keyword(s):  
High School ◽  
Chemical Processes ◽  
Fundamental Concept ◽  
High School Biology ◽  
Teaching Activities ◽  
Biology Students ◽  
College Biology ◽  
Multiple Hypotheses ◽  
Tentative Explanation ◽  
Physical And Chemical

Osmosis is a fundamental concept of great importance to understanding natural biological, physical, and chemical processes. We provide an instructional guide to assist instructors of advanced high school biology and college biology students in defining questions that are central to deriving a highly developed understanding of osmosis. We present teaching activities that focus on advancing multiple hypotheses about the cause of osmosis, presenting a tentative explanation and model of osmosis, and drawing scientifically accepted conclusions about osmotic processes.

Special Speciation

2015 ◽  
Vol 77 (2) ◽  
pp. 145-147
Author(s):  
Lyn L. Countryman ◽  
Jill D. Maroo
Keyword(s):  
High School ◽  
Elementary Education ◽  
Anecdotal Evidence ◽  
Education Students ◽  
Biology Students ◽  
Entry Level ◽  
Speciation Model ◽  
Hands On ◽  
Elementary Education Students

Considerable anecdotal evidence indicates that some of the most difficult concepts that both high school and undergraduate elementary-education students struggle with are those surrounding evolutionary principles, especially speciation. It’s no wonder that entry-level biology students are confused, when biologists have multiple definitions of “species.” We developed this speciation activity to provide clarity and allow students a hands-on experience with a speciation model.

scholarly journals Influence of incentives on performance in a pre-college biology MOOC

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Suhang Jiang ◽  
Adrienne E. Williams ◽  
Mark Warschauer ◽  
Wenliang He ◽  
Diane K. O'Dowd
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Male Students ◽  
College Preparatory ◽  
Recent Discussion ◽  
Biology Students ◽  
College Biology ◽  
Science Technology ◽  
And Mathematics

<p>There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory MOOC were explored. University of California at Irvine (UCI) students of all preparation levels, defined by math Scholastic Aptitude Test (SAT) score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology. Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Our results demonstrate that, among course registrants, a higher percentage of UCI students (&gt;60%) completed the course than non-UCI registrants from the general population (&lt;9%). Female UCI students had a greater likelihood of enrolling in the MOOC, but were not different from male students in terms of performance. University students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, before they enter university and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM) courses.</p>

Implementation of a College Biology Course in High School

1979 ◽  
Vol 41 (7) ◽  
pp. 413-415 ◽  
Author(s):  
Marvin Druger ◽  
Barbara S. Spector
Keyword(s):  
High School ◽  
College Biology
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