TOPICS
Thermo & Stat Mech > Kinetic and Diffusive Processes > Brownian Motion, Diffusion
Thermo & Stat Mech > Statistical Physics
Cross-cutting Biological Concepts > Causal Mechanisms > Physical Mechanisms
Cross-cutting Biological Concepts > Matter/energy Transfer & Transforms > Cross-membrane Transport
Cross-cutting Biological Concepts > The Cell > Cellular Structure
Medical Applications
Molecular and Cellular Biology > Cellular Dynamics
INSTRUCTOR GUIDE
IMPLEMENTATION
Equipment required: Computers / software; Standard physics equipment; Standard life sciences equipment; Specialized life sciences equipment
Specific equipment needed: For the laboratories: Microscopes, image capture software, spreadsheet, micron beads,... For some in-class activities: access to web-based simulations.
Basic implementation tips & tricks: See the documents.
How does this resource fit into the flow of your course? N/A
PEDAGOGY
Pedagogical approach: Peer Instruction / Think-Pair-Share; Collaborative problem-solving; Conceptually-oriented activities; Context-rich problems; Ranking tasks; Modeling Instruction; Mathematically-focused activities; Experimentally-focused activities; Tutorials
Skills / Competencies: Dimensional analysis; Estimation; Intuition building; Building models; Evaluating models; Interdisciplinarity
What insights or realizations do you hope students gain from this resource? Working with video data can help students learn to make the connection between "what's happening" - a mental picture of the physical mechanism - with the various abstract representations used in physics: tables of numbers, graphs, and equations.
Why is this resource useful to life sciences students? Using video data helps students build a mental picture of what's happening physically. In addition, this product is often used in biology research. Students moving on to internships sometimes find having a start on ImageJ very helpful.
DISCUSSION
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SUBMISSION DETAILS
Copyright: 2019 Edward Redish
Last Edit Date: January 25, 2019
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