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And what did you learn in your PhD program?
112
Monitor CHARLES F A BRYCE
Department of Biological Sciences Napier Polytechnic Edinburgh, Scotland Laidlaw, J M Twelve Tips for the Users of the Overhead Projector. Medical Teacher 9, 247-251 (1987) As indicated by the title, this article deals with some tips which are intended to improve the performance of the use of the overhead projector. Whilst some of the twelve tips are glaringly obvious, we have all, I'm sure, witnessed the misuse of this teaching aid at some time or another. How often have we seen a transparency that is crammed full of information, most of which is illegible. The first tip, therefore, deals with the size of lettering and a guide to the maximum amount of text to be included. This is followed by suggestions as to how to make sure that the text is straight and even and how best to use typescript and/or lettering systems. Next, the use of colour is discussed with a recommendation to use colouring film for use in large areas on the transparency and to avoid the use of red-coloured pens since this colour does not project well. Additional tips relate to the use of cardboard mounts, the use of a pencil, pen or ruler to point to a particular part of the visual, the use of paper masks in revealing lines of text and the avoidance of OHP pens drying out and of leaving the projector on with no visual or with a previous visual still projected. The article is brief and would serve as a useful checklist to potential users of the overhead projector. [Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY, UK] Martin, S and Turner, S An Analysis of the Biology Content of GCSE Science Syllabuses. J Biological Education 22, 189-196 (1988) This report relates to a survey undertaken by members of the Education Division of the Institute of Biology in order to assess the biology content of a variety of GCSE science courses in light of the changes brought about by 'Science For All' and a move towards integrated, coordinated or modular science. Eleven syllabuses from six different Examination Boards were analysed in terms of the four headings specified by the National Criteria for Biology, these being diversity of organisms, relationship between organisms and their environment, organisation and maintenance of the individual and development of organisms and continuity of life. Each of these four themes was subdivided into a number of discrete topic areas and the syllabuses analysed for the presence or absence of each. In designing the analysis in this way it is possible to discern a consensus syllabus but this is only a qualitative approach and as such it is difficult to interpolate the relative weightings given to each topic. The latter could only be estimated by a parallel analysis of the relevant examination papers over a period of time. Notwithstanding this limitation, the survey is useful in noting specific core topics and also useful additional and/or novel topics such as biotechnology and health education. [ILEA Science Teachers' Centre: South, Wilson Road, Camberwell, London SE5 8PD, UK] Mohrig, J R And What Did You Learn in Your PhD Program? J Chemical Education 65, 588-590 (1988) It is all too easy to lose sight of some of the goals of PhD education. In an attempt to assess the extent of this, the author wrote to a number of past graduates requesting their views on a variety of issues including the importance of the selection of a
B I O C H E M I C A L E D U C A T I O N 17(2) 1989
research advisor, time management, effective function of research groups together with the role of formal courses, seminars, exams and lecture series. From the results of the questionnaire, it appeared that for about 90% of the students, the goals of their PhD program had never been outlined to them and as a consequence time and effort were wasted or misdirected. Almost all respondents felt that the choice of a research advisor was the single most important decision and consequently the author suggests that this area requires attention at the institutional level and in practice is a step which should not be rushed, thereby allowing the personalities involved to make sure they have a workable team. In the area of associated formal classes, impressions on their value varied widely from those who felt that it distracted from the thrust of research to those that felt it was vital to broaden the students' experience. [Department of Chemistry and Biochemistry, Carleton College, Northfield, MN 55057, USA]
Peterson, N S and Jungck, J R Problem-Posing, Problem-Solving and Persuasion in Biology Education. Academic Computing 2, 14-17 and 48-50 (1988) This article outlines the rationale for the BioQUEST Project based at Beloit College. The aim of the project is to develop a student workbook containing fifteen laboratory modules coordinated with computer programs. The educational philosophy underpinning this approach is described by the authors as the "three Ps", these being problem-posing, problem-solving and persuasion. Before considering each of these activities in turn, the authors attempt to highlight the inadequacies of a 'conventional' approach to teaching biology, ie the central importance given to the acquisition of facts. The arguments against adopting such an approach are cogent and persuasive and should be considered by all science educators, particularly so in the present era in which the half-life of scientific facts is relatively short, The authors argue that students can only begin to appreciate key issues in scientific disciplines if they are encouraged to pose problems themselves. They expand on this hypothesis and give an illustrative example in the area of Mendelian genetics. Having developed problem-posing attitudes/skills in the student, the authors go on to describe improving problem-solving abilities, this being illustrated by an example in binary classification. Lastly the encouraging role to be adopted by the teacher in persuading students to actively learn is highlighted. The article is well written and should be given very serious consideration by all science educators, particularly those in the biological sciences. [Biology Department, Beloit College, Beloit, WI 53511, USA]
Rowe, H A and Brown, M Practical Enzyme Kinetics J Chemical Education 65, 548-549 (1988) The aim of this study was to devise a robust and inexpensive practical to demonstrate the kinetics of an enzyme-catalysed reaction. The source of the enzyme was cleaning fluid for the cleansing of 'soft' contact lenses. In this case the particular enzyme was papain (from Allergan Softens): others contain pancreatin or subtilisin. The substrate was Azocoll, an insoluble powdered cowhide (collagen) to which a red azo-dye had been covalently attached. The progress of the reaction was monitored by measuring the absorbance of the solution (after allowing the insoluble collagen to settle) at 520 nm. It was clear from the results obtained on the effect of varying substrate concentration that the enzyme obeys simple Miehaelis-Menten kinetics. Suggestions for extending the study to include inhibitors, effect of pH, effect of temperature and sulphydryl reagents is included. [Department of Chemistry, Norfolk State University, Norfolk, V A 23504, USA]
Monitor CHARLES F A BRYCE
Department of Biological Sciences Napier Polytechnic Edinburgh, Scotland Laidlaw, J M Twelve Tips for the Users of the Overhead Projector. Medical Teacher 9, 247-251 (1987) As indicated by the title, this article deals with some tips which are intended to improve the performance of the use of the overhead projector. Whilst some of the twelve tips are glaringly obvious, we have all, I'm sure, witnessed the misuse of this teaching aid at some time or another. How often have we seen a transparency that is crammed full of information, most of which is illegible. The first tip, therefore, deals with the size of lettering and a guide to the maximum amount of text to be included. This is followed by suggestions as to how to make sure that the text is straight and even and how best to use typescript and/or lettering systems. Next, the use of colour is discussed with a recommendation to use colouring film for use in large areas on the transparency and to avoid the use of red-coloured pens since this colour does not project well. Additional tips relate to the use of cardboard mounts, the use of a pencil, pen or ruler to point to a particular part of the visual, the use of paper masks in revealing lines of text and the avoidance of OHP pens drying out and of leaving the projector on with no visual or with a previous visual still projected. The article is brief and would serve as a useful checklist to potential users of the overhead projector. [Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY, UK] Martin, S and Turner, S An Analysis of the Biology Content of GCSE Science Syllabuses. J Biological Education 22, 189-196 (1988) This report relates to a survey undertaken by members of the Education Division of the Institute of Biology in order to assess the biology content of a variety of GCSE science courses in light of the changes brought about by 'Science For All' and a move towards integrated, coordinated or modular science. Eleven syllabuses from six different Examination Boards were analysed in terms of the four headings specified by the National Criteria for Biology, these being diversity of organisms, relationship between organisms and their environment, organisation and maintenance of the individual and development of organisms and continuity of life. Each of these four themes was subdivided into a number of discrete topic areas and the syllabuses analysed for the presence or absence of each. In designing the analysis in this way it is possible to discern a consensus syllabus but this is only a qualitative approach and as such it is difficult to interpolate the relative weightings given to each topic. The latter could only be estimated by a parallel analysis of the relevant examination papers over a period of time. Notwithstanding this limitation, the survey is useful in noting specific core topics and also useful additional and/or novel topics such as biotechnology and health education. [ILEA Science Teachers' Centre: South, Wilson Road, Camberwell, London SE5 8PD, UK] Mohrig, J R And What Did You Learn in Your PhD Program? J Chemical Education 65, 588-590 (1988) It is all too easy to lose sight of some of the goals of PhD education. In an attempt to assess the extent of this, the author wrote to a number of past graduates requesting their views on a variety of issues including the importance of the selection of a
B I O C H E M I C A L E D U C A T I O N 17(2) 1989
research advisor, time management, effective function of research groups together with the role of formal courses, seminars, exams and lecture series. From the results of the questionnaire, it appeared that for about 90% of the students, the goals of their PhD program had never been outlined to them and as a consequence time and effort were wasted or misdirected. Almost all respondents felt that the choice of a research advisor was the single most important decision and consequently the author suggests that this area requires attention at the institutional level and in practice is a step which should not be rushed, thereby allowing the personalities involved to make sure they have a workable team. In the area of associated formal classes, impressions on their value varied widely from those who felt that it distracted from the thrust of research to those that felt it was vital to broaden the students' experience. [Department of Chemistry and Biochemistry, Carleton College, Northfield, MN 55057, USA]
Peterson, N S and Jungck, J R Problem-Posing, Problem-Solving and Persuasion in Biology Education. Academic Computing 2, 14-17 and 48-50 (1988) This article outlines the rationale for the BioQUEST Project based at Beloit College. The aim of the project is to develop a student workbook containing fifteen laboratory modules coordinated with computer programs. The educational philosophy underpinning this approach is described by the authors as the "three Ps", these being problem-posing, problem-solving and persuasion. Before considering each of these activities in turn, the authors attempt to highlight the inadequacies of a 'conventional' approach to teaching biology, ie the central importance given to the acquisition of facts. The arguments against adopting such an approach are cogent and persuasive and should be considered by all science educators, particularly so in the present era in which the half-life of scientific facts is relatively short, The authors argue that students can only begin to appreciate key issues in scientific disciplines if they are encouraged to pose problems themselves. They expand on this hypothesis and give an illustrative example in the area of Mendelian genetics. Having developed problem-posing attitudes/skills in the student, the authors go on to describe improving problem-solving abilities, this being illustrated by an example in binary classification. Lastly the encouraging role to be adopted by the teacher in persuading students to actively learn is highlighted. The article is well written and should be given very serious consideration by all science educators, particularly those in the biological sciences. [Biology Department, Beloit College, Beloit, WI 53511, USA]
Rowe, H A and Brown, M Practical Enzyme Kinetics J Chemical Education 65, 548-549 (1988) The aim of this study was to devise a robust and inexpensive practical to demonstrate the kinetics of an enzyme-catalysed reaction. The source of the enzyme was cleaning fluid for the cleansing of 'soft' contact lenses. In this case the particular enzyme was papain (from Allergan Softens): others contain pancreatin or subtilisin. The substrate was Azocoll, an insoluble powdered cowhide (collagen) to which a red azo-dye had been covalently attached. The progress of the reaction was monitored by measuring the absorbance of the solution (after allowing the insoluble collagen to settle) at 520 nm. It was clear from the results obtained on the effect of varying substrate concentration that the enzyme obeys simple Miehaelis-Menten kinetics. Suggestions for extending the study to include inhibitors, effect of pH, effect of temperature and sulphydryl reagents is included. [Department of Chemistry, Norfolk State University, Norfolk, V A 23504, USA]