PSTL 1135 Essentials of Human Anatomy and Physiology

Summer 2009 - Assignments

Links and Resources

Backyard Film School

Promoting cooperative learning in high school anatomy and physiology courses through the use of student-produced video projects.

Just to clarify a little more about expectations--teachers are required to attend all CIS workshops, but although your schools do commit to providing transportation and subs for two field days, schools are not required to attend any of them.  Murray must schedule at least one field day a year, but schools don't need to come.  That is why it is especially important that we get RSVP's.

Video Project / Summer 09 / Summer 08 / Speaker Ideas / Lab Ideas

Field Days Archive / Moodle FAQ / SCST NSTA 09

U of M Student Learning Outcomes & Student Development Outcomes

NSTA / SCST Conf

SCST / NSTA : Friday, Oct 30
2-3PM CIS Presentation: An introduction to the college in the schools program at the U of M.

Teacher's: Tom S.,

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Field Days: Megan Kocher, Student Field Day Coordinator and Communication Assistant. Phone: 612-624-3873; E-mail: mkocher@umn.edu

Preparing and evaluating multimedia/poster projects


There is lots of information on the web that you can use to help your students produce good
capstone presentations and to help you evaluate them. Here are a few sites we found to get you
started.


http://www.ncsu.edu/midlink/rub.mm.st.htm
Criteria for judging multimedia projects submitted for a multimedia project competition. This
one is complex, but includes some dimensions that could be useful to us.


http://pblmm.k12.ca.us/PBLGuide/MMrubric.htm
Another contest rubric. This one is similar and has only three categories of evaluation; use of
multimedia, collaboration, and content.


http://teams.lacoe.edu/DOCUMENTATION/classrooms/gayle/multimedia/evaluation.html
This rubric was apparently developed for K-12. One of its elements in the preparation work
students do before they create the project – the storyboard. Instructors might want to require
storyboards for projects that are not based on a written paper.


http://people.eku.edu/ritchisong/posterpres.html
This webpage is a good "quick start" guide for designing a good poster. It also has examples
with commentary on what is good and what is bad with each.


http://www.ncsu.edu/project/posters/NewSite/
This is a comprehensive site with guidelines on designing and presenting posters. It also has
rubrics for assessing posters under the "Resources" link.


http://research.soe.purdue.edu/ackerman43/webquest1/posterrubric.pdf
This is another example of a rubric for assessing a poster.

Tom – do you have any additional information on a possible speaker?  The GI Guy?  I can go for two hours, but it would be best if we get some variety.

Summer Workshops:  July 20 – 24

Couple of notes:

College in the Schools : University of Minnesota: College of Ed and Human Development : Post Secondary Teaching and Learning

Stillwater HS- Student video production course

In service Workshop: Friday, October 24th 9 to 4 - at the U of M

Grant ideas - Project learning - APS Archive

Buffalo Case Studies: http://library.buffalo.edu/libraries/projects/cases/case.html

Here is a shot at my central question:  What is the educational value of student produced video projects in a entry-level human anatomy and physiology course.


Grant Idea: Medtronic grant due in early January – anatomy and physiology short videos – student projects

Each CIS school would have a contest within their schools for “best 1 minute video”  Students would work in teams to create a one minute video on topics such as sodium/potassium pump, muscle contraction, formation of gradients (membranes), neuromuscular junction, feedback loops, cardiac conduction — just to name a few.

Each school would have two topics — we want groups within schools competing with each other.

Key – cooperation within groups, competition between groups.  Group size??????

Then – during field days at the U of M, we would have a competition between schools. Instructors and U of M folks would evaluate the videos and have winners in each category (two categories per year?  Seems right)

Videos must have excellent content and excellent presentation.  Must be beyond good – they must be cool.  

Take a look at this site — not science — but very good home made movies:
http://edcommunity.apple.com/insomnia_fall07/contest.php

Winners would receive a prize – maybe a lab coat with “University of Minnesota” on it .. And winning videos will be used as part of our curriculum bank — will be posted on our web site for all the world to see and use.  Also – a trophy that would be passed between schools — winning school takes the trophy for that year.

We need robust evaluation — what do students learn by doing these projects?  We need professional evaluators here.  The bulk of the grant money would go to evaluation.  Site visits, student interviews, teacher interviews, surveys, the works.  This is where the research should be located.

We need to start with a list of expectations / objectives.  What do we want students to learn?

We’ll need support letters from the CIS instructors

Letter for Video Resources:

I think I have a great resource that will assist you.  We now have the some of the following resources listed on a link for instructors guides to multimedia integration on our new website: smart.umn.edu (http://smart.umn.edu/instructorsguide.html).  To help students with their production process, we also developed a media assignment

To answer your question specifically, Penn State has an excellent general guide for developing assignments with video: http://digitalcommons.psu.edu/node/418.
On this page, they also have a project that is very applicable to your request: http://www.d.umn.edu/~jiyoon/5415/imovievideodue.html.You will notice that they also included a quality rubric on this page.

You might also want to check out this page for more general learning objective writing: http://tlt.its.psu.edu/suggestions/research/Measure_dev.shtml, and I would pay attention to the sample rubrics on this site: http://www.ncsu.edu/midlink/ho.html, and in particulair this project rubric: http://www.ncsu.edu/midlink/rub.senst.htm.

I hope this helps.  Let me know if I can be of greater assistance, I am interested to see how these PSA's turn out!

Request a Moodle: (if you need a new site)

Moodle Help EMail: moodle@umn.edu

CIS / PSTL 1135 Instructor Moodle - https://moodle.umn.edu/course/view.php?id=2731

Moodle FAQs for 1135

Medtronic STAR Grant

Important Links:

MyU - login to Moodle and WebVista

Moodle

WebAnatomy

PsTL 1135 Web Site (Murray's Class)

American College of Sports Medicine

OneStop - Search U of M web sites

Google

Summer 2008 CIS Program - July 28 - 30 - PsTL 1135

Medtronic Foundation

BioPac - Data collection equipment

Main Idea

Have CIS PsTL 1135 students involved in a "capstone" project that they
show-off during their field day at the U of M. There would be a competition
between projects, with engineers, scientists, etc., from the U of M, and
local industry, serving as judges.

Key Terms: capstone projects, group work, research, creativity, final
product, real-life, authentic assessment.

I would like to get the teachers and students in PsTL 1135 involved with
project where students work together (group work) to develop a final
product that can be viewed and evaluated. The final product might involve,
for example, engineering (make a working knee, heart, muscle, etc.) art
(make a model of a brain, kidney), research (compare different peoples' VO2
maximum, body fat, etc.) or ??? For research, the final product would
probably be a poster that would communicate data, findings, research
design, etc..

Capstone projects are very new to education - we would have to bring in an
expert during the summer to help our teachers learn how to manage capstone
projects - what do the teachers do to help students with their projects?
Should also bring in a content expert or two during the summer to help
teachers learn a few basic data collection techniques - example, measuring
VO2 max, body fat, etc.

Evaluation is key. I would recommend brining in CAREI (sp?) for this
component of the project. Medtronic is interested in tracking data -- where
do the students go, or what do they do, after this program. Key - how do we
evaluate the effectiveness of capstone projects?

The goal (my goal) is to introduce "project learning" to my CIS
instructors.

Grants are usually between 15,000 and 50,000 per year.

Key questions from Kristine: How is this program / project new? Are there
other similar programs? Is it sustainable?

We would need a small advisory board -- who has the time for this?

That's enough for now.

Medtronic is very interested in undeserved / at - risk populations. We
would need expand our roster of schools to include more undeserved
students. (Sue has talked about this several times.)

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Murray,

Public schools cannot require students to purchase their own textbooks.  However, some high schools encourage students to purchase their own textbooks so they can keep them, mark them up, etc. -- just like students do in full-time college.

I don't believe public schools can require -- technically speaking -- students to purchase software either.  If schools routinely ask students to purchase software for other classes, then they could do so for the CIS Anat & Phys.

A few CIS schools send letters to parents asking for voluntary donations to support the CIS program, so schools could ask for voluntary donations for software and texts.  Other schools have had a student association raise funds for CIS.

That's all I know.

Sue

Susan Henderson, Ph.D.

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College in the Schools - People

Julie Williams juliew@umn.edu (612) 626-8179 Director of Communications, Research and Evaluation CIS staff liaison with math and science. Go to person for all questions

Cynthia Tidball tidba002@umn.edu 612-626-0214 Programs Associate handles student registrations.

Susan Henderson hende002@umn.edu Director 612-625-6361

Jan Erickson j-eric1@umn.edu Interviews

Post Secondary Teaching and Learning

Murary Jensen & Chas Somdahl (labs)

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Request a Moodle: (if you need a new site)

Moodle Help - moodle@umn.edu

Web Vista Help - WebCT@umn.edu

TO DO:

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http://www.topendsports.com/testing/tests/sit&reach.htm

Murray, See below for 3 different tests.

1. Sit and Reach test for stretching. You can build one of these boxes w/
carboard and a rule. You can examine the the impact of various
strecthing/warm up protocols on flexibility.

http://www.topendsports.com/testing/tests/sit&reach.htm

Sit and Reach Test

Sit and Reach flexibility testThis test measures the flexibility of the
lower back and hamstring muscles. This following describes the procedures as
used in the President's Challenge Fitness Awards.

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equipment required: sit and reach box (or alternatively a ruler can be
used, and held between the feet)
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description / procedure: This test involves sitting on the floor with
legs out straight ahead. Feet (shoes off) are placed with the soles flat
against the box, shoulder-width apart. Both knees are held flat against the
floor by the tester. With hands on top of each other and palms facing down,
the subject reaches forward along the measuring line as far as possible.
After three practice reaches, the fourth reach is held for at least two
seconds while the distance is recorded. Make sure there is no jerky
movements, and that the fingertips remain level and the legs flat.

2. An easy one is the margaria power test that one can perform with stairs
and a stop watch.

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purpose: this is a classic test of power of the lower extremities.
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equipment required: stopwatch, timing mats (optional), tape measure,
flight of 12 steps with a starting line of 6 meters in front of the first
step. Each step is approximately 17.5 cm high with the 3rd, 6th and 9th step
clearly marked. The vertical distance between the 3rd and 9th step must be
accurately measured for use in the results formula.
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description / procedure: The athlete's weight is determined in
kilograms. The athlete is given a few practice runs up the steps to warm up.
The athlete stands ready at the starting line 6 meters in front of the first
step. On the command "Go", the athlete sprints to and up the flight of
steps, taking three steps at a time (stepping on the 3rd, 6th and 9th
steps), attempting to go up the steps as fast as possible. The time to get
from the 3rd step to the 9th step is recorded (either using a stopwatch or
using switch mats placed on the 3rd and 9th steps), starting when the foot
was in first in contact with the 3rd step, and stopped when the foot
contacts the 9th step. Allow three trials of the test, with 2-3 minutes
recovery between each trial.

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scoring: Power (Watts) is calculated from the formula below, where P =
Power (Watts), M = Body mass (kg), D = Vertical distance, between steps 3 &
9 (meters), t = Time (seconds). 9.8 is the constant of gravity:

P = ( M x D ) x 9.8 / t

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disadvantages: the ability to successfully conduct this test requires
the availability of steps of the appropriate height and with a clear run up
area.
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reliability: the accuracy of this test will be reduced if a stopwatch
is used instead of timing mats for measurement of the time. If using a
stopwatch, you should have two people record simultaneously and use the
average of the two measurements. It is also important to give the subjects
adequate practice so that they can confidently run up the stairs with
maximum effort.
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comments: The test described here was introduced by Kalamen (1968),
and is a variation of the original Margaria Step Test developed by Margaria
et al. (1966).
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references:
o Margaria, R., Aghemo, P. and Rovelli, E. (1966) Measurement of
muscular power (anaerobic) in man. Journal of Applied Physiology 221,
1662-1664.
o Kalamen, J. (1968) Measurement of maximum muscular power in man.
Doctoral thesis, Ohio State University

3. Daily activity level w/ a pedometers. Okay these cost about $20 each but
they can be very helping in getting students to collect data on daily
activity levels. M vs F. Frosh vs senior. Faculty vs students. Etc.

Good luck hope this helps.

Terry Favero

ANOTHER IDEA:

Grant money for - on line presentations for entry level anatomy and physiology

The goal is to not lecture in class - to use class time for projects. The students would learn background material required for the projects by watching on-line presentation. For example, could have on line anatomy lecture for the respiratory system - have several short (3 to 5 min) presentations that are accompanied by power point, quizzes, etc., that would prep students for a project / lab activity - such as a VO2 Max activity. The key is that we would need these to be of good production value. Must have a instructional design involved, and not just lecture on tape -- a quality product.

Need money for talent and video production, quiz production, web site design, etc. Maybe start with ONE unit.

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Hi Murray,

sorry for the delay in response..i get busy and tend to ignore my email. I understand completely the no finace thing...I do a somewhat dated but useful lab that drives home BP and cardiac output. You don't need much..but you do need a BP cuff or such. Details below. Our classrooom is 6 flights up - so I often make my students run up the stairs as fast as possible during my lecture about cell respiration..drives home a few concepts - lactic acid for one, and later oxygen debt, and muscle fatigue. I also make them run down as fast as possible a few days before we discuss the concept of delayed onset muscle soreness. Some spirometry materials are fairly cheap these days - and sometimes reps will send out samples. You might look into some of the older texts for ideas..McArdle and Katch, Katch or Stuart Fox were popular when I was a exc.phys. student.

I looked online briefly and Mcgill has an interesting online tutorial - might be of help:
http://www.medicine.mcgill.ca/physio/vlab/exercise/vlabmenuexercise.htm

also - keep in mind that some of the equipment in the fitness center (is there one at your school?) may be able to keep track of mets and energy expenditure - it may not be 100% on target, but should be ok for academic exercises.

Here's the lab i do on cardiac output: it is extremely portable:

Students partner up.

1. take resting heart rate: measure pulse; record BPM

2. take resting BP (this can be awkward if using a cuff - but my students need to learn how to use a cuff): record resting
systolic and diastolic pressures

3. calculate resting pulse pressure: systolic - diastolic

4. estimate stroke volume: pulse pressure x 1.7 : report in ml

5. estimate cardiac output: BPM x Stroke Volume; report in ml.

Now have one partner exercise vigorously (interpretation of this is often highly variable - so again I suggest the stairs) -
then repeat all measures above.

Then have second partner do the same thing.

I find the BP cuff inexperience makes this a little frustrating as pulse and BP drop pretty quickly during recovery - so fumbling around tends to interfere.

I hope this helps a bit - EH

Speakers:

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Graphs and the CDC

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Fun? Demonstration

This is an exercise I cooked up years ago and it never fails to arouse a “wow” reaction from the students.

The only equipment you need is a stereo dissecting microscope set for about 30X mag with an epi-illuminator. It helps to prefocus the scope during setup about a cm above the stage.

The student places their hand palm up firmly on the stage so that a finger tip is clearly imaged. Focus carefully on the dermal ridges of the “fingerprint”. Now, trigger sympathetic activation by self-administration of pain, namely by biting down on the fingers of the OTHER hand. I always get a laugh when I caution them not to bite so hard as to bite off the end of their finger.

Within a few seconds latency, tiny beads of crystal-clear watery sweat will appear at the opening of each sweat gland along the dermal ridge! Have them estimate the latency in seconds, and then describe the steps of physiology that underpins the response they are witnessing. How many droplets do they see? How long does secretion persist after the stimulus is withdrawn. Encourage them to sketch their observations and record the values.

Each session can be completed in just a few minutes and so even a single instrument can handle all the members of a lab session.

ROSTER IT

2009 Images ...