Life Science Students Research Articles

New functionally dioecious bush tomato from northwestern Australia, Solanum ossicruentum, may utilize "trample burr" dispersal.

A new Australian species of functionally dioecious bush tomato of Solanum subgenus Leptostemonum is described. Solanum ossicruentum Martine & J.Cantley, sp. nov., is thought to be allied with members of the problematic “Dioicum Complex” lineage, but differs in its short silvery indumentum, long calyx lobes, larger stature, and an unusual fruit morphology that may represent “trample burr” seed dispersal. The species occurs in a range extending from the eastern Kimberley in Western Australia to far northwestern Northern Territory and has been recognized for decades as a variant of Solanum dioicum W.Fitzg. Specimens of this species were previously referred to by D.E. Symon and others as Solanum dioicum ‘Tanami.’ Ex situ crossing studies and SEM images of inaperturate pollen grains produced in morphologically hermaphrodite flowers indicate that this taxon is functionally dioecious. The scientific name was chosen with the help of 150 seventh grade life science students from Pennsylvania, USA.

The Future of Weak Ties

The Future of Weak Ties

Post-secondary Science Students’ Explanations of Randomness and Variation and Implications for Science Learning

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naive no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.

When Chinese Masks Meet Phylogenetics

Phylogenetics has a central role in the biological sciences. We suggest a hands-on exercise to demonstrate the task of character coding and its importance in phylogenetic systematics. This exercise is appropriate for undergraduate students in life sciences and related courses. The teacher must provide a single group of masks in which color patterns, textures, and formats provide the characters to fill the data matrix. (The masks could be replaced by a set of other complex objects.) In this case, because there is no actual phylogeny, students will not be concerned with recovering the correct topology. Character coding is the aim of the exercise. After the character matrix is completed, a phylogenetic tree is drawn and the students interpret the evolution of a single character, starting from the common ancestor, based on the topological pattern of the tree and on the data matrix. In sequence, the students name and provide a full diagnosis for the group of masks as revealed by the topological pattern. The comparison between group results is also educational: there will be some common patterns between trees, but others will differ as in biological systematics.

What do Life Science employers look for in graduates?

As part of an Australian Government Office for Learning and Teaching (OLT) grant to develop graduate employability through partnerships with industry and professional associations1, RMIT University invited industry representatives from Life Science (microbiology focused) professions to a focus group to discuss their views on desirable graduate traits and attitudes. Subsequently current Life Science students at RMIT were also invited to focus groups. Using an expanded framework for graduate employability2, their responses were coded and analysed and compared with responses from similar focus groups from other RMIT programs.

Flipping the calculus classroom: an evaluative study

Classroom flipping is the practice of moving new content instruction out of class time, usually packaging it as online videos and reading assignments for students to cover on their own, and devoting in-class time to interactive engagement activities. Flipping has garnered a large amount of hype from the popular education media and has been adopted in a variety of contexts. Despite this high amount of interest, few studies have evaluated the effectiveness of classroom flipping on student academic outcomes. Specifically, no rigorous studies of the effects of flipping a mathematics course on students’ mathematical understandings and achievement appear in the literature. This article reports results from a control group study of flipping a large (N = 690), first-year university calculus course for life sciences students. Students in the flipped course sections on average outperformed their counterparts in the traditional sections on the final exam, though only by approximately 8%. A more detailed analysis reveals the true beneficiaries in a flipped classroom—those with high basic mathematical ability and low initial calculus knowledge. Gains for this group are considerable: approximately 10% on the final, with an effect size of d = 0.56, and comparable gains on an independent measure of calculus concept mastery. This study positions classroom flipping as an effective practice in undergraduate mathematics and calls for further research into the mechanisms behind its effectiveness.

Life Science Students’ Expectations on the Importance and Impact of Education on Personal Development and Career

The aim of the study was to determine the students’ expectations before and after MSc and teachers’ perception of the educational process from the perspective of developing employment opportunities. Questionnaires were applied to master students and teachers from the Faculty of Biology. For master students, the results pointed out a statistically significant decrease of their expectations for the items Easiness in finding a job, Well-paid job, Need for Knowledge, Involvement in research and development, before and after MSc. The assessment of the teachers’ perception reveals that education has a small role regarding finding a job with an appropriate salary.

The Saccharomyces Genome Database: A Tool for Discovery.

The Saccharomyces Genome Database (SGD) is the main community repository of information for the budding yeast, Saccharomyces cerevisiae. The SGD has collected published results on chromosomal features, including genes and their products, and has become an encyclopedia of information on the biology of the yeast cell. This information includes gene and gene product function, phenotype, interactions, regulation, complexes, and pathways. All information has been integrated into a unique web resource, accessible via http://yeastgenome.org. The website also provides custom tools to allow useful searches and visualization of data. The experimentally defined functions of genes, mutant phenotypes, and sequence homologies archived in the SGD provide a platform for understanding many fields of biological research. The mission of SGD is to provide public access to all published experimental results on yeast to aid life science students, educators, and researchers. As such, the SGD has become an essential tool for the design of experiments and for the analysis of experimental results.

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-health Students

We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction.

Can we enhance amphibians' habitat restoration in the post-mining areas?

The study was aimed to evaluate the selected improvements of nature restoration in a depleted gravel pit. The study site consisted of four water reservoirs of different shapes and sizes, flooded after the gravel extraction ended. Ecological succession monitoring, conducted by the Warsaw University of Life Sciences students associated in the Student Scientific Association of Animal Sciences Faculty since the completion of mining, have focused on amphibians. A twofold approach upheld amphibian species population dynamics, as well as selected habitat elements. The restoration practices dedicated to habitat conditions enhancing have been proved to be definitely effective and useful for similar sites.

Knowledge, Attitudes Toward, and Acceptability of Genetic Modification among Western Balkan University Students of Life Sciences (AGREE Study)

Background: There are still no data on the attitudes and acceptance of genetic modification (GM) food in European developing countries, such as the Western Balkan countries. The aim of the study was to assess the knowledge, attitudes, and acceptance of GM but also to shed light on the multifactorial process leading to acceptance of genetic modifications among Western Balkan students of life sciences.Methods: In this cross-sectional study, the final study population sample was composed of 1251 university students. The instrument for data collection was a questionnaire consisting of 49 items composed of 5 sections taken from the literature. Attitudes toward GM were analyzed by using Q-mode factor analysis and principal component analysis was run for the assessment of perception of personal health risks. The acceptability of GM was analyzed in binary probit models assessing the acceptability of GM products in different areas of application with Q models, sociodemographic variables, perception of personal health risks factors, respondents' knowledge about biotechnology, gender, and age as explanatory variables.Results: This study demonstrated that students of life sciences supported the implementation of GM in industry and medicine production but not in food production. Their acceptance was most influenced by 3 out of 5 attitude models that were identified (p < 0.0001). Regarding the perception of personal health risks, the factor “credence risks” was seen as a negative predictor of acceptance of GM in industry and food production (p < 0.05). The main knowledge predictor of rejecting GM was misconception, whereas real knowledge had no impact (p < 0.0001).Conclusion: The AGREE study provided the first rough picture of the knowledge, attitudes, and acceptance of GM in this area. Given the target population, it could be expected that the general population's acceptance of all observed elements, especially knowledge, would be lower.

An Expanded Rubric for Assessing Molecular Visualization Literacy

A discussion of molecular visualization skills initiated at the 2013 ASBMB Education Symposium has led to an expanded rubric for biomacromolecular 3D literacy. The rubric is divided into twelve areas, including alternate renderings, molecular dynamics and structure‐function relationships. We are developing broad learning goals, learning objectives (what students will know or do), sample assessments (questions to be asked or problems to be resolved), and expected competencies for each area. The competencies also take levels of expertise into account. Novices are first year life science students; amateurs are upper division undergraduates; experts are advanced practitioners who may be graduate students, post‐doctoral fellows or faculty members. We will present our suggestions with the goal of building a learning community for face‐to‐face discussions at future meetings and joint participation in online resource development. Supported by NSF‐DUE #1323414.

Mathematics for the life sciences

The life sciences deal with a vast array of problems at different spatial, temporal, and organizational scales. The mathematics necessary to describe, model, and analyze these problems is similarly diverse, incorporating quantitative techniques that are rarely taught in standard undergraduate courses. This textbook provides an accessible introduction to these critical mathematical concepts, linking them to biological observation and theory while also presenting the computational tools needed to address problems not readily investigated using mathematics alone. Proven in the classroom and requiring only a background in high school math, Mathematics for the Life Sciences doesn't just focus on calculus as do most other textbooks on the subject. It covers deterministic methods and those that incorporate uncertainty, problems in discrete and continuous time, probability, graphing and data analysis, matrix modeling, difference equations, differential equations, and much more. The book uses MATLAB throughout, explaining how to use it, write code, and connect models to data in examples chosen from across the life sciences. * Provides undergraduate life science students with a succinct overview of major mathematical concepts that are essential for modern biology* Covers all the major quantitative concepts that national reports have identified as the ideal components of an entry-level course for life science students* Provides good background for the MCAT, which now includes data-based and statistical reasoning* Explicitly links data and math modeling* Includes end-of-chapter homework problems, end-of-unit student projects, and select answers to homework problems* Uses MATLAB throughout, and MATLAB m-files with an R supplement are available online* Prepares students to read with comprehension the growing quantitative literature across the life sciences* Forthcoming online answer key, solution guide, and illustration package (available to professors)

Infectious Chocolate Joy with a Side of Poissonian Statistics: An activity connecting life science students with subtle physics concepts

Infectious Chocolate Joy with a Side of Poissonian Statistics: An activity connecting life science students with subtle physics concepts

Computational thinking in life science education.

We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational “culture.” The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1) devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2) focus on discrete notions, rather than on continuous ones, and (3) have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others.

Teaching bioinformatics in concert.

Can biology students without programming skills solve problems that require computational solutions? They can if they learn to cooperate effectively with computer science students. The goal of the in-concert teaching approach is to introduce biology students to computational thinking by engaging them in collaborative projects structured around the software development process. Our approach emphasizes development of interdisciplinary communication and collaboration skills for both life science and computer science students.

Revision workshops in elementary mathematics enhance student performance in routine laboratory calculations

The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill equipped to reliably carry out such calculations. There are several factors that conspire against students' understanding of this topic, with the alien concept of the mole in relation to the mass of compounds and the engineering notation required when expressing the relatively small quantities typically involved being two key examples. In this report, we highlight teaching methods delivered via revision workshops to undergraduate Life Sciences students at the University of Nottingham. Workshops were designed to 1) expose student deficiencies in basic numeracy skills and remedy these deficiencies, 2) introduce molarity and dilution calculations and illustrate their workings in a step-by-step manner, and 3) allow students to appreciate the magnitude of numbers. Preworkshop to postworkshop comparisons demonstrated a considerable improvement in students' performance, which attenuated with time. The findings of our study suggest that an ability to carry out laboratory calculations cannot be assumed in students entering Life Sciences degrees in the United Kingdom but that explicit instruction in the form of workshops improves proficiency to a level of competence that allows students to prosper in the laboratory environment.

Developing entrepreneurial competences in students in the life sciences: the Lifetech Ad-Venture program

Purpose – The purpose of this paper is to identify how an entrepreneurship program in the life-sciences impacts the development of their entrepreneurial skills and values in undergraduate students. Design/methodology/approach – A quantitative study was conducted at Tecnologico de Monterrey, a private university in Mexico. Questionnaires were administered to life-sciences students before and after the entrepreneurship course to analyze and identify the development of pre-defined entrepreneurial characteristics. Findings – Results indicate a positive and significant impact on several of the 13 entrepreneurial characteristics evaluated in the study (negotiation skills, need of achievement and initiative). Empirical insights gained in the study suggest that gender does not yield to differences in the degree of involvement in activities, and that previous entrepreneurship experience may contribute to enhanced engagement in the program. Research limitations/implications – The paper reports on students from one university campus. Future research should include students from other locations in the country. Practical implications – It is evident that university entrepreneurship programs have an impact on students' skills and values; however, the challenge still remains in the design of those programs to include more activities and draw on the students' own competences. Originality/value – This paper contributes with evidence from an entrepreneurship program implemented in a Latin American university, a region for which documentation of the degree of success of entrepreneurship education is limited in the literature.

Vocabulary Learning Strategies of Japanese Life Science Students

This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24 females) were all first- and second-year students majoring in life sciences. The explicit vocabulary instruction focused on three cognitive, or shallower, strategies (vocalization, writing rehearsal, and word cards) and three memory strategies involving deeper processing (imagery strategies, association, and mnemonics). The aim of the study was to see which VLSs the learners were familiar with; their perceptions of VLSs for learning general academic vocabulary and for learning science words; and finally, after instruction, which strategy the learners preferred. Statistical analyses and qualitative data (student comments on each of the six strategies) were used to answer the questions. The results shed some light on the VLS preferences of life science students for studying both types of words. It also confirms the value of explicit VLS instruction for both lower and higher proficiency students and increased the researchers' understanding of the students' vocabulary learning behavior.

The role physics can play in a multi-disciplinary curriculum for non-physics scientists and engineers

At many physics departments a significant fraction of teaching is in support of engineers and scientists in other majors. These service courses are thus an automatic crucible of interdisciplinary interaction, and at times, strife. For example, the traditional algebra-based physics course is often considered by both biology faculty and students as having little relevance to their discipline. To address this issue, our multi-disciplinary multi-university team has been negotiating the role of a physics in the curriculum of life-science students; In NEXUS/Physics we have designed a class that stresses traditional physics skills but in contexts chosen to better meet the needs of life science students. Non-standard topics include chemical energy, diffusion and random motion, and thermodynamics with careful discussions of entropy, enthalpy, and Gibbs free energy. Explorations into how physics intertwines with an engineer's curriculum suggests places where analogous negotiations could lead to substantial modifications of physics courses for engineers that substantially enhance their value for engineering students.