Title of Unit Blood velocity in the human vascular system Date and Approach for Unit Development 7.11.13 Backwards design & scientific teaching Unit Developers & Contact Information Mark Decker University of Minnesota decker@umn.edu Rob Brooker University of Minnesota brook005@umn.edu Tristan Darland University of Dakota tristan.darland@email.und.edu Justin Fendos University of Minnesota jefendos@yahoo.com Greg Heiberger South Dakota State University greg.heiberger@sdstate.edu Alan Kay University of Iowa alan-kay@uiowa.edu Yen Lee Loh University of North Dakota YenLeeLoh1@gmail.com Michael Meyer Michigan Technological University mrmeyer@mtu.edu Pedersen South Dakota State University scott.pedersen@sdstate.edu Context Introductory physics, animal physiology or Introductory biology Abstract Brief description of the unit and overall teaching approaches. Learning Goals & Outcomes/Objectives Goal(s): what students will know, understand, and be able to do; includes content knowledge, attitudes, & skills (i.e. “understand natural selection;” “appreciate the role of biology in society;” “think like a scientist” Desired Outcome(s)/Objectives(s): specific student behaviors or performances that will indicate they have successfully accomplished the goal(s) 1. Students will use a model to understand how total cross sectional area affects fluid velocity. 2. Students will how to apply a mathematical model to understand a biological phenomenon. 3. Students will understand how the principles explored in Goal 1 and 2 apply to blood velocity through vascular systems. 1. Students will be able to describe fluid velocity change due to total cross sectional area. 2. Students will be able to predict how velocity will change with changing cross sectional area. 3. Students will graphically predict blood velocity based on the model cover under learning activity 2. 4. Students will revise their hypotheses to account for new data.
Incorporation of Scientific Teaching Themes Active Learning How students will engage actively in learning the concepts Assessment How teachers will measure learning; how students will learning Diversity How the unit is designed to include all participants Activities outside of Prior reading regarding continuity equation (physics) & cardiovascular anatomy (biology & physiology) Activities in class: Clicker pre-test M&M (animation or hands on) Clicker post-test Bifurcation M&M (animation or hands on) Continuity clicker questions PhET simulation (hands on or instructor demo) Clicker question re: continuity (radius) Individual predictions Group Discussion Sharing with Individual calculation of effective capillary area Sketch cross sectional area Clicker question about multiple tubes (shower) Calculation of number of capillaries Pre-assessments: Pre-test clicker question re: velocity Post-tidbit assessments: Post-test clicker questions PhET simulation Clicker question Graph Predictions Individual calculation of cross sectional area Clicker question about multiple tubes Calculation of number of capillaries Summative assessment: Test questions using continuity equation, bifurcation and the human circulatory system Intro/hook (cardiovascular disease), diverse physicians, diverse athletes Variety of visual, handouts, individual work, group work, classroom sharing, graphing, clicker questions. Closing with blood flow for oxygen exchange, heart attacks Sample Presentation Plan (detailed schedule with approximate timing for unit) Session 1 Preclass Prior reading regarding continuity equation & cardiovascular anatomy