Curriculum Elements

Questions about elements? Please contact the author. For general general quetions, please contact Professor Isabel Lloyd.

 

Biology and Biochemistry

 

Author: Dr. Hailu Bantu, Montgomery College

Short Description: Activity that helps students to identify practical applications for electric force. They use quantitative methods to visualize electric force as a function of distance between charges within protein molecules.

Implementation Levels: General Physics courses. Examples: General Physics II: Electricity and Magnetism (PHYS 262) at Montgomery College; physics classes covering electricity and electric fields.

Description

Students majoring in engineering and have completed General Physics I (PHYS 161) typically enroll in General Physics II (PHYS 262). This course is calculus based and includes laboratory and discussion sessions. A lecture on electric force, electric field and electric potential is followed by an activity, where students learn practical applications of these concepts using proteins as candidate molecules. As part of the lecture access to the websites and use of software required for the activity were demonstrated. Following the lecture, students were assigned homework to identify a protein and its function. Students collected data on electric force and distance between charged particles in simpler systems (smaller molecules) and plotted a graph to visualize the electric force as a function of distance between charges. Eventually, they collected data on electrostatic potentials in the selected protein molecule to extend the learned concept to a larger molecule that plays important roles in supporting life. This activity gave an opportunity for students to apply physics concepts to biology. Student feedback was positive.

Materials

Author: Dr. James Smith, Biology Department, Montgomery College

Implementation Levels: Introductory biology courses. Examples: Principles of Biology I (BIOL 150) at Montgomery College; Principles of Biology (BSCI 105) at the University of Maryland.

Short Description: Activity to highlight the correlation between structure and function in enzymes and other macromolecules. Metabolic pathways are used as one of the tools to understand the unity and diversity in enzymes and metabolites across diverse groups of organisms.

Description

Students in introductory biology courses often fail to comprehend the unity and diversity in metabolic processes across diverse prokaryotic and eukaryotic species. They struggle to understand the chemical principles that regulate metabolic processes in energy production and utilization. This curriculum element uses a group project to help students discover how the structures of macromolecules/metabolites share common properties and at the same time retain uniqueness across diverse group of organisms. Each student group is assigned a species and asked to compare the glycolytic pathways of the assigned species with that of humans using the Biocycle.org website. This collaborative exercise trains them to critically analyze and synthesize the information on metabolic processes. Additionally, this activity also provided an opportunity to compare the evolutionary relationships among the organisms, based on the similarities and diversity in the metabolic pathways and in utilization of different enzymes and other macromolecules. It also provides them with an opportunity to learn teamwork and presentation skills. It replaced a traditional lecture and problem set. Student responses on the evaluation of the curriculum element indicated an increase in the ability to find and use scientific information on-line and a slight increase in interest in science and technology. The students also seemed to have a greater understanding of molecular structure and its relationship to function and the evolution of enzymes than students who were exposed to the material using a traditional lecture.

Materials

Author: Dr. Vedham Karpakakunjaram, Montgomery College

Short Description: Engaging biology students in active learning. Students use 3D cell model puzzles in introductory biology classes to learn unique and shared features of plant, animal and bacterial cells, and the correlation between structure and function.

Implementation Levels: Introductory Biology courses (science majors and non-science majors); if modified appropriately, can be implemented in high school Biology curriculum. Examples: Principles of Biology I (BIOL 150) and Principles of Biology II (BIOL 151) at Montgomery College; Principles of Biology I (BSCI 105) and Principles of Biology II (BSCI 106) at the University of Maryland.

Description

This curriculum element uses 3-D models of cellular organelles in bacterial, plant and animal cells to highlight the diversity in the structures in various organisms and emphasize the strong correlation between these diverse structures and their unique functions. It addresses a major learning objective in introductory biology, unity and diversity in cellular structures, with a hands-on activity where the students work in groups. The cell replicas are scale models with removable organelles. They are presented to the student groups as puzzle kits with one organelle missing and one organelle from a different organism. The student groups are asked to identify the type of cell assigned to them and then solve the puzzle by collaborating with other groups to exchange organelles to make complete cell models. The students are provided with videos and files describing the similarities and diversity among different types of cells before the activity. Students’ scores in test questions related to this material was almost two times better (69%) than those had access to the same files and videos and a lecture on cellular structures (36%).

The models were made using rapid prototype printer from a CAD/CAM (computer aided design/computer aided manufacturing) file developed by Dr. Karpakakunjaram as a part of the RET program. The CAD/CAM files can be accessed below.

Materials

 

Engineering and Physics

 

Author: Mark Edelen, Howard Community College

Short Description: Students in this design course can work as a team to solve real life engineering problems, and in the process, get an insight into the limitations imposed by structure, cost and design.

Implementation Levels: Introductory Engineering Design courses. Examples: Statics (ENES 120) at Howard Community College; Mechanics I (ENES 102) at the University of Maryland.

Description

Engineering design is one of the effective pathways to challenge students’ creativity and provide opportunity to develop their analytical/technical skills. Engineering students can be introduced to the concepts like each problem having more than one valid/feasible solution and uncertainty and assumptions in the design process. Students are given 6-7 weeks to design a truss bridge to satisfy requirements and constraints specified by the assignment. The assignment describes in detail the expectations in terms of design plan, process, constraints and costs involved. Student teams function as engineering design firm responding to a Request for Proposal (RFP) from a railroad company. The railroad needs a bridge to span a ravine (site drawing is provided to students). Working in groups, students are faced with the reality of limitations in terms of structure, funds and the designing process. Students have to submit a written report and also present their design to the “customers”. Students’ feedback was positive and most of them described the design experience as invaluable and that it helped them to better understand the design process, and to appreciate team work.

Materials

Author: Professor Marjorie Rawhouser, Anne Arundel Community College

Short Description: Students in introductory engineering design courses get an opportunity to use dental composites as a model to understand the mechanical properties of materials in terms of stress and strain (modulus of elasticity).

Implementation Levels: Introductary engineering courses. Examples: Introduction to Engineering Design (EGR 120) at Anne Arundel Community College; Introduction to Engineering Design (ENES 100) at the University of Maryland.

Description

All materials are characterized by the modulus of elasticity, which relates elastic stress and strain. This is one of the first mechanical properties engineers typically learn. Composite materials have specific characteristics that makes them ideal candidate for producing strong structures including those used in dental fillings. This curriculum element provides an opportunity for students to acquire and improve their collaborative, team-building and problem-solving skills. It is a group project and students experience the design process steps while designing composites for dental fillings as a model system. Dental composites are a good model system because students can relate to the application but it is unlikely that any students will have significant prior knowledge. The students are initially given sufficient background information related to modulus of elasticity, stress and strain of materials. Working in groups, helps students to learn about composite materials and also enables them to synthesize the information and apply the principles towards designing new and improved dental composites. Student groups also write a summary on one composite material and present it to the class. This curriculum element has components that evaluate the quantitative and scientific communication skills, in addition to their critical thinking skills and information literacy.

Materials

  • Student Survey (Word | PDF)
  • Students are asked to provide feedback on the activity.
  • Dental Composites Case Study: Instructor Notes (Word | PDF)
  • Description of the curriculum element based on Understanding by Design format. (Word)

Author: Professor Marjorie Rawhouser, Anne Arundel Community College

Short Description: Students in electrical engineering or electronics technology courses where electrical circuits are discussed can be provided with strain gauges (with metal foils or elastomers) to understand their role in structural monitoring.

Implementation Levels: Classes focusing on electrical circuits in an Electrical Engineering or Electronics Technology curriculum. Example: Introduction to Electrical Circuits (EET 130) at Anne Arundel Community College.

Description

When an object is stretched in an application, the strain (elongation or contraction) can be measured physically or by the change in resistance of a strain gauge (metal foil) that is attached to the object. The latter is very useful for monitoring the process remotely or in real time. This lesson plan was designed to introduce current and future strain gauges. Traditionally a foil strain gauge in a Wheatstone Bridge circuit is used as a real life example of how analyzing electrical circuits can provide useful information in non-electrical applications. During the activity, students also learn the significant role of strain gauges in structural monitoring. In the newly developed curriculum element, students were introduced to new materials, like elastomers (rubbers) that could potentially be used as strain gauges. So, after building and taking measurements in a Wheatstone Bridge, students were divided into groups and were asked to research, critically analyze and report their findings on potential use of elastomers in strain gauges. As part of their report, student groups discuss the advantages of using elastomers compared to foil strain gauges. Their report also included the challenges to be overcome before elastomer strain gauges could be used in a commercial scale. This curriculum element encourages the students to critically analyze scenarios, to evaluate and solve problems as a team, and to effectively communicate science and technology.

Materials

  • Handout: Instructions for the Curriculum Element (Word | PDF)
  • Homework Assignment (Word | PDF)
  • Presentation (PowerPoint | PDF)
  • Description of the curriculum element based on Understanding by Design format (Word)

Author: Professor Beth Wyler, Anne Arundel Community College

Short Description: The relationship between stress-strain and materials under certain conditions can be studied through experimentation. Working in groups, this curriculum element helps students learn about composite materials and enables them to apply the principles toward designing new and improved dental composites.

Implementation Levels: Mechanics of Materials (EGR 211) at Anne Arundel Community College; Mechanics II (ENES 220) at the University of Maryland; or a course that follows Statics in the engineering curriculum for mechanical, civil and aerospace engineers.

Description

The relationship between stress-strain and materials under certain conditions can be studied through experimentation. Composite materials have specific properties that makes them ideal candidate for producing strong structures–as fillings in dentistry, for example. This curriculum element provides an opportunity for students to acquire and improve their quantitative, communication and critical thinking skills. Students are provided with additional reading materials and an online source to complete the homework (web.mst.edu/~mecmovie). It is a group project and students experience the design process steps while designing dental composites. The students are initially given sufficient background information related to modulus of elasticity, stress and strain of materials. Working in groups, this curriculum element helps students learn about composite materials (information literacy) and also enable them to synthesize the information and apply the principles towards designing new and improved dental composites. Student groups also write a summary on one composite material and present to the class. This curriculum element has components that evaluate the quantitative and scientific communication skills, in addition to their critical thinking skills and information literacy.

Materials

  • Description of the curriculum element based on Understanding by Design format (Word)

 

Mathematics

 

Author: Professor Julie Gordon, Mathematics Department, Prince Georges Community College (gordonje@pgcc.edu)

Short Description: Students solve real world Math problems individually and then as a team applying Linear programming, after a demonstration of methods to solve a problem by the instructor. Students get to pick problems from the textbook.

Implementation Levels: Classes focusing on basic mathematics techniques for non-STEM students. Example: Finite Mathematics (MAT 1120) at Prince Georges Community College.

Description

Students enrolled in Finite Mathematics courses are often not motivated – largely due to fear of mathematics. Thus, many do poorly, or even fail the course. This curriculum element is aimed at mitigating the low success rate by implementing a hands-on learning approach. It employs an active demonstrate, practice and share approach to learning. Initially, the instructor picks a basic problem and demonstrates the strategy to solve it using Linear Programming. The instructor also indicates that Linear Programming will be used to solve the problems. Then the students get to pick other real world problems (from the text book) and work to solve them individually at first and then in groups. This strategy helped students to realize the significance of math skills in solving real world problems.

Note: Because all the problems picked by students for the activity were from the textbook, this approach can be adopted for many types of mathematical approaches in a variety of math class.

Materials

Author: Professor Fary Sami, Harford Community College

Short Description: This activity helps students to visualize the differences between velocity and acceleration, using an applet to measure the rate of change of a dropping object. These simulations can be performed on Microsoft Excel, Matlab or Mathematica.

Implementation Levels: Calculus. Examples: Calculus I (MATH 203) at Harford Community College; Calculus I (MATH 140) at the University of Maryland.

Description

Students often find it a challenge to visualize the relationship between position, velocity and acceleration, and differences between velocity and acceleration. This curriculum element provides an excellent opportunity for students to collect and analyze data and in the process understand how derivatives can be used to predict and understand the behavior of real systems. Students will use an applet to simulate a falling object, collect data on the position of the object at different time points and identify best fit curves for both position and velocity as a function of time. Furthermore, students can be asked to estimate the velocity and acceleration of the falling object over time and critically comment on the rates of changes, using the data. The use of applet and data analyses can be performed in Microsoft Excel, Matlab or Mathematica. This activity provides an opportunity to discuss applications of the concept of rate of change to real life scenarios. The students’ feedback was positive and largely commented on the advantage of working with data and critically analyzing it as a means to understand the concept of rate of change. The activity sheet and the student feedback form can be accessed below.

Materials


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