1. Physiology Core Concepts: Teaching & Learning
Jenny McFarland, PhD
Edmonds Community College
Workshop at HAPS
27 May 2017, Salt Lake City, Utah
Supported by NSF grant DUE

2. Outline Background & Backwards Design
What are the Core Concepts in biology & physiology?
What are Conceptual Frameworks?
Three Conceptual Frameworks
Homeostasis
Cell-cell communications
Flow down gradients (Flux)
Using conceptual frameworks to frame learning opportunities.
Formative Assessment – for prior knowledge & misconceptions
Formative Assessment – for peer instruction & addressing sticky points
Active Learning activities
to apply frameworks to deepen conceptual understanding
apply the same frameworks in different systems
explore interactions among core concepts

3. Core Concepts in Physiology
This work has been done as part of our Conceptual Assessment for Physiology project. It has involved contributions by physiology and A&P faculty at community colleges, liberal arts institutions, research universities and medical schools.
The CAP (Conceptual Assessment for Physiology) project team physiologyconcepts.org has been working together for the past 6 years.
Bill Cliff (Niagara University)
Jenny McFarland (Edmonds Community College)
Harold Modell (Bastyr University)
Joel Michael (Rush Medical School)
Mary Pat Wenderoth (University of Washington – Seattle)
Jennifer Doherty  (University of Washington – Seattle)
the late Ann Wright (Canisius College)
We have been supported by NSF grant DUE
This work is aligned with the recommendations of Vision & Change and the work of PULSE (the Partnership for Undergraduate Life Science Education).

4. Core Concepts of Physiology: 2017 Book
The Core Concepts of Physiology
A New Paradigm for Teaching
Joel Michael, et al
Thanks to Dee Silverthorn
for suggesting &
supporting this project

5. Core Concepts in Biology (V&C)
Are you aware of the Vision & Change report?
Have you read the Vision & Change report?
What are the 5 core concepts described in this report?
AAAS 2011

6. Core Concepts in Biology (V&C)
The Vision & Change report identified 5 core concepts for undergraduate biology
Evolution
Structure and Function
Pathways and transformations of energy and matter
Information flow, exchange and storage
Systems: Living systems are interconnected and interacting
AAAS 2011

7. Physiology General Models
Harold Modell described 7 general models for analyzing physiological mechanisms in his 2000 paper in Advances in Physiology Education.
Control systems
Conservation of mass (or mass balance)
Mass & heat flow (Flux or “flow down gradients”)
Elastic properties of tissues
Transport across membranes
Cell-to-cell communication
Molecular interaction
Modell 2000

8. Physiology Core Concepts
What are some of the core concepts in physiology?
List– Pair - Share
Michael and McFarland 2011

9. Physiology Core Concepts
Physiology core concepts identified from physiology faculty surveys
Homeostasis
Cell-Cell Communications
Flow Down Gradients
Structure / Function
Mass Balance
Levels of Organization
Energy
Cell Membrane
& others … 15 total
Michael and McFarland 2011

10. Physiology Core Concepts
Physiology core concepts identified from physiology faculty surveys
Homeostasis
Scientific Reasoning
Cell Membrane
Cell Theory
Cell-Cell Communication
Physics/Chemistry
Interdependence
Genes to Proteins
Flow Down Gradients
Levels of Organization
Energy
Mass Balance
Structure/Function
Causality
Evolution
Michael and McFarland 2011

11. What is Backwards Design?
Think – Pair - Share
5 minutes

12. Backward Design What should your students be able to
DO at end of class?
LEARNING
OUTCOME
What evidence do you collect to show that they can DO it?
ASSESSMENT
What practice do you design to help them gain skill?
CLASS ACTIVITIES
Understanding by Design
Wiggins and McTighe 1998

13. Backward Design What should your students be able to
DO at end of class?
Core Concepts & Conceptual Framework
What evidence do you collect to show that they can DO it?
Summative
Assessments
What practice do you design to help them gain skill?
Learning Activities &
Formative Assessment
Wiggins and McTighe 1998

14. What are Conceptual Frameworks?
Define/Describe – Pair - Share
5 minutes

15. Conceptual Framework Conceptual Frameworks are
Hierarchical & Descriptive
Often in outline format
Can be used to scaffold ideas, by adding constituent ideas to critical components in the hierarchical framework
Describes an appropriate scope of understanding for a particular stage on the novice to expert progression
McFarland et al. 2016

16. Conceptual Framework Structure
A structure that scaffold ideas, by adding constituent ideas to critical components in the hierarchical framework.
Level
Example
CORE CONCEPT (BIG IDEA)
CELL-CELL COMMUNICATION
Critical components
CC4 binding of the messenger molecule to its receptor gives rise to signal transduction
Constituent ideas
CC4.3 there are two basic mechanisms for
transduction . . .
Elaborations
CC The speed of response of the two
systems is different
Amplifications
CC The speed of response in a
second messenger system is
fast
Michael et al. 2017

17. Conceptual Frameworks
We have developed 3 conceptual frameworks
Flow down gradients (Flux) – Michael & McFarland 2011
Homeostasis – McFarland et al. 2016
Cell-cell communications – Michael et al. 2017
Mass Balance – beginning this summer
physiologyconcepts.org
Steps:
“unpack” core concept
feedback from faculty on our team & via workshops & surveys
rewrite &
“validate” for content & importance using faculty surveys
McFarland et al. 2016

18. Homeostasis Conceptual Framework
Overview: Organisms maintain a relatively stable internal environment while living in a changing external environment. This process involves a negative feedback system that requires a sensor(s), a controller (integrator) and effector(s). H1. The organism maintains a stable internal environment in the face of fluctuating external environment. H2. A substantial change to a regulated variable (a perturbation) will result in a physiological response to restore it toward to its normal range. H3. Homeostatic processes require a sensor inside the body (“what can’t be measured can’t be regulated”) H4. Homeostatic processes require a control center (which includes an integrator). H5. Homeostatic processes require target organs or tissues, i.e. “effectors”.
McFarland et al. 2016

19. Conceptual Framework – negative feedback
H2. A substantial change to a regulated variable (a perturbation) will result in a physiological response to restore it toward to its normal range. H2.1 The regulated variable is held stable by a negative feedback system. H2.2 Not all negative feedback systems are homeostatic. H2.3 The process of responding to a perturbation requires an action by a sensor, a control center and an effector (the components of a negative feedback system). H2.4 The sensor, control center, and effectors may be physically far from or near to each other in the body, and can even exist in the same cell.
McFarland et al. 2016

20. Conceptual Framework – sensors
H3. Homeostatic processes require a sensor inside the body (“what can’t be measured can’t be regulated”) H3.1 Sensors detect the regulated variable and respond by transducing that stimulus into a different signal. H3.2 Sensors respond within a limited range of stimulus values. H3.3. Sensors generate an output whose value is proportional to the magnitude of the input to the sensor (i.e. the stimulus). H3.4 Sensors are constantly active (not just active when the regulated variable is not at the set point value). H3.5 An organ system may employ a variety of types of sensors (e.g. chemoreceptors, baroreceptors, mechanoreceptors, etc.) to regulate variables associated with that organ system.
McFarland et al. 2016

21. How can Conceptual Framework be useful
For student learning? What can students do?
For faculty in a course? What can faculty do?
For departments and curriculum &/or programs? What academics organizations (programs, depts) do?
Think – Pair - Share

22. A conceptual framework can
HELP DEFINE AND EXPLAIN THE DISCIPLINE
organizes ideas into a hierarchical structure
reveals connections between topics
provides a scaffold to make new connections for new ideas
integrates understanding of interactions among core concepts
HELP STUDENTS LEARN THE DISCIPLINE
provides an important teaching and learning tool
makes explicit the tacit knowledge, underlying assumptions of experts (faculty) so that novices (students) can make sense of them
HELP THE INSTRUCTOR ORGANIZE A COURSE
allows for development of a learning progression: a lower level or simpler framework for an introductory course,
inform and direct course, curriculum and program design
McFarland et al. 2016

23. “Alternative conceptions” or “Misconceptions”
Alternative conceptions, naïve conceptions, common-sense understanding or misconceptions that are obstacles to student learning.
a scientifically inaccurate belief about a scientific concept (homeostasis, in this case).
These scientifically inaccurate beliefs may occur before and persist after instruction.
Assessments to reveal misconceptions are can help address obstacles to students’ conceptual understanding.
Effective learning activities must address student’s alternative conceptions / misconceptions.

24. Sticky points – conceptual difficulties
The phenomenon in question is a complex one
There are aspects of the phenomenon that are counterintuitive.
The language or terminology used to describe the phenomenon or concept is inconsistent.
The disciplines understanding of the phenomenon is uncertain or incomplete.
There are a number of sticky points for Homeostasis on pages of Modell et al
Modell et al. 2015

25. Using conceptual frameworks to frame learning opportunities
How can we use the homeostasis conceptual framework (HCF) and knowledge of student misconceptions & sticky points to design effective active learning and formative assessment?

26. HCF & Homeostasis misconceptions
There are sensors for ‘everything’, i.e. sensory receptors for any variable in the body. “The body knows everything.” (HAPS 2012 workshop) Understanding which variables are homeostatically regulated and is “sticky” point for many students.
Michal et al (book – chapter 5)

27. Formative Assessment: Homeostasis
Using formative assessment as learning: The HCF & particular known sticky points led to a short in- class pre-quiz in A&P1:
1. Is bone calcium homeostatically regulated?
___ Yes or ___ No
2. Explain your answer to question 1 and describe the homeostatic process in which bone is actively involved.
Why might your students answer “Yes” to question 1?

28. Are you familiar with IF-AT Forms?
I have never seen IF-AT Form
I am familiar with IF-AT Forms
I have used IF-AT Forms for assessment a few times
I have used IF-AT Forms several times
I have no idea why I am here, but I would like to wave

29. Individual Quiz (~5 minutes)
Instructions:
Write your name at the top of the quiz quarter sheet.
Enter the letter of the correct response to each multiple choice question on your quarter sheet.
Do not refer to books and notes.
Do not talk to classmates.

30. Group Quiz (~5 minutes)
Each group should have : a penny, a scratch off answer card, a copy of the quiz
Discuss each question and reach group consensus about the correct answer.
One person will then scratch off the group’s choice.
The correct answer has a “star”.
Partial credit:
1 point: “star” revealed with one scratch off,
½ point: for correct answer on 2nd try,
0 points: for 3-5 answers revealed

31. Types of questions? What types of questions were on this quiz?
Bloom’s levels?
Difficulty level?
Sticky points or misconceptions?
What aspects of the HCF (Homeostasis Conceptual Framework) were assessed?
What types of learning objectives (from the instructor perspective) can be addressed with this assessment?

32. Immediate Feedback (IF-AT) forms
What are the potential learning opportunities using this IF-AT formative assessment?

33. Immediate Feedback (IF-AT) forms
Learning through formative assessment
Allows for group assessments and facilitate peer instruction
increases student engagement & facilitates peer instruction
Provides immediate affirmation and/or corrective feedback necessary for student learning &
Permits instructors to give partial credit for “proximate” knowledge
opportunity to give partial credit for multiple attempts
ensures that the last response is the correct one
provides students the opportunity to re-evaluate, re-read
allows for self-correction of mistakes
can reveal misconceptions as incorrect and provide validation of correct responses

34. Our group’s work on homeostasis
Other homeostasis projects:
A Physiologist’s View of Homeostasis: Modell et al Recommendations about how to teach homeostasis.
Recommended diagram / model for undergraduate physiology
Definition of terms (and recommendations)
List of homeostatically regulated variables
Homeostasis Conceptual Framework (HCF): McFarland et al. 2016
We have a Homeostasis Concept Inventory for (HCI) with 20 MCQs that assess aspects of our conceptual framework for homeostasis. (McFarland et al. paper in press, CBE-Life Science Education). You can use the HCI for pretest or post-test for your courses by contacting me

35. Cell-Cell Communication Conceptual Framework
Michael et al. (book) 2017
Michael et al. (paper) 2017

36. Neuromuscular Junction group activity
Groups of 3-4 have access to a white board, eraser & dry erase markers. (1) make an annotated drawing of the neuromuscular junction to summarize its structure and function and (2) discuss the assigned group problem and answer the following questions.
Will the concentration of acetylcholine (ACh) in the synapse increase, decrease or stay the same?
What, if anything will happen in the muscle fiber post-synaptic to this synapse? Give a physiological explanation.
What is the immediate consequence to the organism / human?
What is the cause of death due to this toxin or condition? What is the molecular/cellular/organ system explanation?
Example: The ‘nerve gas’ sarin was released in the Tokyo subway system March 20, Sarin is an acetylcholinesterase (AChE) inhibitor. The victims of this attach had normal ACh and normal ACh receptors.

37. Neuromuscular Junction activity
How can we use an activity in which students explore the actions of toxins on the neuromuscular junction to introduce or reinforce the core concept of cell-cell communication?

38. Applying the Core Concept across Systems
We can ask our students to apply simplified visual representation of the main elements of the Conceptual Framework for Cell-Cell Communication (the framework which is too long the 200-level A&P courses) to both the neuromuscular junction and parathyroid hormone and calcitonin signaling.

39. Interactions Among Core Concepts
We can use conceptual frameworks to help students understand that core concepts interact in physiological systems. Blood calcium homeostasis requires cell-cell communication. The flow of ions across membranes requires understanding of the core concept of flow down gradients and is essential to understand the cell-cell communication at the neuromuscular junction.

40. Acknowledgements
The CAP (Conceptual Assessment for Physiology) project team:
the late Ann Wright (Canisius College)
Mary Pat Wenderoth (University of Washington – Seattle)
Jennifer Doherty  (University of Washington – Seattle)
Harold Modell (Bastyr University)
Joel Michael (Rush Medical School)
Bill Cliff (Niagara University)
The many physiology faculty who have responded to our surveys, participated in our workshops, come to our posters and talks. We are grateful to your continued support for this project. Thanks HAPSters!
The students, who have responded to our questions, participated in interviews and who inspire us.
This work has been supported by NSF grant DUE

41. References
American Association for the Advancement of Science (AAAS) Vision and Change in Undergraduate Biology Education: A Call to Action, Washington, DC: AAAS.
Crowe , A., Dirks, C. and Wenderoth, M.P Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology, CBE Life Science Education 6(3): 243­
McFarland, J., Price, R.M., Wenderoth, M.P., Martinková, P., Cliff, W., Michael, J., Modell, H. and Wright, A. Development and Validation of the Homeostasis Concept Inventory. (in press) CBE Life Sciences Education
McFarland, J., Wenderoth, M.P., Michael, J., Cliff, W., Wright, A. and Modell, H A conceptual framework for homeostasis: development and validation. Advances in Physiology Education. 25:
Michael, J., Cliff, W., McFarland, J., Model, H. and Wright, A Core Concepts of Physiology: A New Paradigm for Teaching Physiology, edited by Joel Michael. ©American Physiological Society. Springer-Verlag New York.
Michael, J., Martinkova, P., McFarland, J., Wright, A. Cliff, W., Modell, H. and Wenderoth, M.P., Validating a conceptual framework for the core concept of “cell-cell communications”. Advances in Physiology Education 41(2):
Michael, J. and McFarland, J The core principles (“big ideas”) of physiology: results of faculty surveys. Advances in Physiology Education. 25:
Modell, H.I How to help students understand physiology? Emphasize general models. Biochemistry and Advances in Physiology Education. 23:
Modell, H, Cliff, W., Michael, J., McFarland, J., Wenderoth, M.P. and Wright, A A physiologist’s view of homeostasis. Advances in Physiology Education. 23:
National Research Council (NRC) How people learn: brain, mind, experience, and school, expanded edition. Bransford J. D., Brown A. L., Cocking R. R., editors. National Academies Press; Washington, DC.
Wiggins G, McTighe J Understanding by Design, Upper Saddle River NJ: Pearson Education, Inc.

42. Thank you for your time and participation.

44. Core concept
Intro
Intermed
Advanced
Homeostasis
Sensor (H3)
Control Center (H4)
Effector (H5)
Negative feedback (H2.1)
Reg vs contr variable (H5.3)
Integrator (H4.2, 4.3, 4.5)
Feedforward
Allostasis
Acclimatization
Flow down gradients
Flow
Energy gradient
Resistance
Determ of flow
Multi energy grads
Determ of resistance
Control of resistance
2nd active transp
Solvent drag
Ion selectivity
Gating behavior
Poiseuille’s Law
Starling equation
Cell-cell
Communica-
tions
Messenger molecules
Biochemistry
Cell release
Target cell
Receptor binding
Signal transduction
Cell response
Determ of cell release
Transport of mess. Moles
Determ of receptor binding
Determ of signal ampl
Signal integration
Determ of recell response
Mech of signal termination