Botany and Plant Biology Joint Congress
July 7, 2007 - July 11, 2007
Open Modeling and Simulation Resources for Problem Solving in Plant Biology.
Join us as we interactively explore the following freely downloadable modeling and simulation software from the BioQUEST Curriculum Consortium: Fractal Tree, Environmental Decision Making - Prairie Fire, Late Blight, Bee Visit, and Developmental Selection. We will participate in an online session at the Open Educational Resources site to discuss modeling and simulation in the classroom.
Integrating Photosynthesis, Respiration, and Growth: An Excel-based Simulation of Wisconsin Fast Plant Growth.
Beloit College students explored the linkages among photosynthesis, respiration, and plant growth by developing an Excel-based simulation model of plant growth. The model tests the hypothesis that the empirically determined daily organ growth potential (the daily maximum irreversible increase in organ dry mass), together with information about light availability, leaf-level photosynthetic rate, and organ respiration rates can be used to simulate plant growth. The model was parameterized using plants grown under 24 hour illumination for the first 12 days after planting. The pattern of simulated mass accumulation under 14 hours of light and 10 hours of darkness corresponded well to measured accumulation.
Seeing Plants: Visualization in Plant Biology.
Please join us as we explore the uses of visualization for scientific discovery and education in plant biology. How does being visually literate in plant biology today differ from fifty years ago? …ten years ago? …one year ago? How do we help our students see the plant data in the image? This session will introduce strategies for visual learning, visual datasets, biophilia, and insights from the June 2007 Gordon Conference on “Visualization in Science and Education: Seeing the Data … and Beyond!”
Using Investigative Cases for Problem Solving with Strategies, Tools, and Data from Plant Biology.
The National Research Council (2003) reported that while biology research is more interdisciplinary, quantitative, and collaborative than it was in the past, undergraduate biology education is not. Few of the laboratory and field experiences are true investigations (i.e., without known results), few invite collaboration among students, and fewer still are centered on interdisciplinary, contemporary problems. One solution is to incorporate investigative cases which shift the focus of student learning to being able to use scientific knowledge to frame questions and select strategies and tools to answer questions. Case-based learning helps reinforce the concept that a working knowledge of plant biology is requisite for successful problem solving in the learners’ personal and professional lives.
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