Presentation on theme: "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,"— Presentation transcript:
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 The Solution Representation and explanation through food Laboratories YouTube videos Live demonstrations
11 New Laboratories
Scientific Methodology Strawberry DNA Lab 1. Show basic techniqueShow 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
YouTube Productions 11 Short (3-11 min.) videos to supplement lectures. Molecule to OrganismOrganism to Community Strawberry DNA quantificationRice Crispy Taste Evolution Fluffy eggsLactose Intolerance & Taste Electrolyte quantificationEvolution Genetically modified cornLittle River Biodiversity Onion root tip mitosisCades Cove Wildlife: Steak histologyReproductive seasonality Mozzarella cheese enzyme lab
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
Assessment Results are preliminary – First class August 31, 2011 – 16 classes – 4 labs – 1 examination
Conclusions 1.Mixing traditional and contemporary learning modes is more effective than exclusive use of either mode. 2.Use of a tangible topic throughout a course helps student learning. 3.Planning is of paramount importance.
Acknowledgements We are grateful for the financial support from the US Department of Education and Maryville College.
Questions “Sunrise on MC Campus” by student Elizabeth Dunn, Class of 2013