They own many types of mines. The problems are specifically related to the previous lectures and text readings and frequently require the practical application of theories and ideas. This problem, for example, follows lectures and readings on oxidation reduction reactions and on how bacteria get energy from redox reactions. Many of the problems developed by Matthysee are based on actual situations confronted by colleagues and former students. In this process, students become responsible not only for their learning but also for the learning of other students in the group.
Most scientists now work in groups.
Medicine is also often practiced in groups, both in and out of hospital settings. And group discussions tend to aid the development of critical thinking and to foster the ability to design experiments and protocols. A secondary, but equally important, reason for using cooperative groups to address problems in a large class is that these groups provide the logistics for weekly interactive discussion and writing in a large lecture class. While the instructor can read eleven group papers each week, reading ninety individual papers each week would not be feasible. Although there is a TA assigned to the class, Matthysee reads and grades the papers herself because the problems are complex and may have many possible correct answers as well as different approaches and levels of interpretation.