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Using Food and YouTube to Create an Engaging Non -Majors Biology Class

Using Food and YouTube to Create an Engaging Non -Majors Biology Class. Drew Crain 1 , Macey Holt 2 , Matthew Hale 2 1 Professor of Biology, MC 2 Biology major, MC class of 2013. The Problem. Topic conceptualization Small spatial scales Long time scales.

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Using Food and YouTube to Create an Engaging Non -Majors Biology Class

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  1. Using Food and YouTube to Create an Engaging Non-Majors Biology Class Drew Crain1, Macey Holt2, Matthew Hale2 1 Professor of Biology, MC 2 Biology major, MC class of 2013

  2. The Problem • Topic conceptualization • Small spatial scales • Long time scales The Solution • Representation and explanation through food • Laboratories • YouTube videos • Live demonstrations

  3. 11 New Laboratories

  4. Scientific MethodologyStrawberry DNA Lab 1. Show basic technique 2. Challenge to come up with a question 3. Challenge to design experiment 4. Conduct Experiment 5. Present results (charts & stats) 6. Interpret results/new questions

  5. Evolution LabSelection Pressure for…Pancakes Judges Pancake Producers Pancake + 2 ingredients (Parents) (offspring w/variation) (environment) If scores >7 (survives)

  6. Evolution LabSelection Pressure for…Pancakes

  7. YouTube Productions • 11 Short (3-11 min.) videos to supplement lectures. Molecule to OrganismOrganism to Community Strawberry DNA quantification Rice Crispy Taste Evolution Fluffy eggs Lactose Intolerance & Taste Electrolyte quantification Evolution Genetically modified corn Little River Biodiversity Onion root tip mitosis Cades Cove Wildlife: Steak histology Reproductive seasonality Mozzarella cheese enzyme lab www.youtube.com/MCBiology

  8. Live Demonstrations • Macromolecules = yeast + sugar/protein/oil • Osmosis = potato candy • Why cells are small = M&Ms • Meiosis = student skit • Cladistics = Great clade race • Plants = capillary action with celery

  9. Assessment • Results are preliminary • First class August 31, 2011 • 16 classes • 4 labs • 1 examination

  10. Results

  11. Highlights www.youtube.com/MCBiology

  12. Conclusions • Mixing traditional and contemporary learning modes is more effective than exclusive use of either mode. • Use of a tangible topic throughout a course helps student learning. • Planning is of paramount importance.

  13. Acknowledgements We are grateful for the financial support from the US Department of Education and Maryville College.

  14. Questions “Sunrise on MC Campus” by student Elizabeth Dunn, Class of 2013

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