ccc fdw fa2011

Cell models: a virtual Cell models: a virtual scavenger huntscavenger hunt

Presented by Presented by May CoulsonMay Coulson

Adjunct faculty, City colleges of ChicagoAdjunct faculty, City colleges of ChicagoAug 9, 2011Aug 9, 2011

An idea takes shapeAn idea takes shape

Initially in my traditional f2f course, Initially in my traditional f2f course, students were given an assignment students were given an assignment to come up with a cell model art to come up with a cell model art projectproject

Students learned the cell parts, as Students learned the cell parts, as well as public speaking skills, since well as public speaking skills, since their models were orally presented to their models were orally presented to the classthe class

My “cell” collectionMy “cell” collection

Clearly this needed Clearly this needed adjustments in the adjustments in the online courseonline course

Cell modelsCell models

Students are divided into 3 separate Students are divided into 3 separate groups to work on either a groups to work on either a prokaryotic, animal or plant cellprokaryotic, animal or plant cell


They use the group discussion board They use the group discussion board of Blackboard (BB)to work on their of Blackboard (BB)to work on their projectproject

A single final report is submitted by A single final report is submitted by the group to an open discussion the group to an open discussion boardboard


Students are asked to look for Students are asked to look for images that either structurally images that either structurally resemble parts of a cellresemble parts of a cell

Or they can look for images that Or they can look for images that describe visually the function of the describe visually the function of the cell parts or organellescell parts or organelles

How to post images using BB How to post images using BB discussion boarddiscussion board

http://www.screencast.com/users/MCoulson/folders/Default/media/7fcfb8c5-5284-4563-80d8-1bac90acfeaf


The final report must include a The final report must include a rational as to why they chose their rational as to why they chose their particular image, does the image particular image, does the image represent a structural similarity or a represent a structural similarity or a functional onefunctional one


students are encouraged to view students are encouraged to view each groups submissions and give each groups submissions and give feedbackfeedback

A scoring rubric is included to A scoring rubric is included to account for students individual account for students individual participation as well as group participation as well as group participationparticipation

Creativity and imagination are part of Creativity and imagination are part of the scoring rubricthe scoring rubric

Evaluation criteria Proficient Adequate Not there at all

Evidence of critical thinking

Provides superior documentation of the relevance of image to a component of the cell type. Clear evidence is demonstrated of the relationship of each cell component to the cell type (4pts)

Description of image relates somewhat to cell components and/or cell type (3pts)

Does not provide documentation of relevance of image to cell type or cell component(0pts)

Ideas Demonstrates use of creativity and imagination (4pts)

Some evidence of creativity and imagination is present (3pts)

Creativity and imagination not present (0 pts)

Appropriate web links and timeliness

Finds relevant and correct web sites (URL) and completed by deadline (2pts)

Web sites and links are somewhat relevant (1pt)

Does not provide web link (URL) and not completed by deadline (0pts)

Rubrics: individual Rubrics: individual participationparticipation

Rubrics: group participationRubrics: group participationEvaluation criteria Proficient Adequate Not there at all

Evidence of collaboration in group

Actively participates in group and collaborates with fellow group members (3pts)

Minimal participation, collaborates with fellow group members occasionally (2pts)

No interaction with fellow group members (0pts)

Frequency of group interactions

Frequent logins and group postings (2pts)

Minimal logins and group postings (1pt)

No logins and no group postings (0pts)

Student examplesStudent examples This picture of the Pentagon This picture of the Pentagon

represents the cell’s Nucleus, represents the cell’s Nucleus, because if the military would be a because if the military would be a cell than Pentagon would be its cell than Pentagon would be its Nucleus. The many guarded Nucleus. The many guarded doors to the Pentagon building doors to the Pentagon building represent the nuclear pores, the represent the nuclear pores, the officers sent by Pentagon to the officers sent by Pentagon to the field represent the ribosomes and field represent the ribosomes and the messenger RNA is the messenger RNA is represented by orders that the represented by orders that the officers are carrying out. The two officers are carrying out. The two outer layers of the building outer layers of the building represent the two membranes of represent the two membranes of the nuclear envelope. From the the nuclear envelope. From the air pentagons shape somewhat air pentagons shape somewhat resembles the Nucleus.resembles the Nucleus.

Student examplesStudent examples This picture of the shipping This picture of the shipping

depot (like Peapod depot (like Peapod company )represents the company )represents the Golgi apparatus. The Golgi apparatus. The picture that shows the picture that shows the goods being sorted, goods being sorted, packaged , loaded on the packaged , loaded on the trucks and sent to trucks and sent to customers represents how customers represents how the Golgi sorts, repackages the Golgi sorts, repackages and sends proteins in and sends proteins in vesicles all over the cell.vesicles all over the cell.

Student examplesStudent examples These toothbrush bristles These toothbrush bristles

represent the cilia. Cilia are represent the cilia. Cilia are short hair like extensions from short hair like extensions from the cell moves with a back-the cell moves with a back-and-forth motion. Like in the and-forth motion. Like in the respiratory tract they sweep respiratory tract they sweep debris trapped in mucus away debris trapped in mucus away from the lungs. In the case of from the lungs. In the case of the toothbrush bristles, they the toothbrush bristles, they move back and forth when move back and forth when moved across the teeth.moved across the teeth.

Student examplesStudent examples This solar powered mobile This solar powered mobile

home represents the home represents the mitochondria. This futuristic mitochondria. This futuristic mobile home takes the mobile home takes the energy from outside and energy from outside and transforms it into a different transforms it into a different form of energy to support its form of energy to support its inhabitants, just like the inhabitants, just like the mitochondria which produces mitochondria which produces energy to support the life of energy to support the life of the cell. This futuristic mobile the cell. This futuristic mobile home with its rounded bean-home with its rounded bean-like design also looks similarly like design also looks similarly to mitochondria. to mitochondria.

Outcomes and benefitsOutcomes and benefits

Students perform better on the unit Students perform better on the unit exam exam

Cell structure and function are more Cell structure and function are more clearly understood since students clearly understood since students find images that have more relevant find images that have more relevant meaning to themmeaning to them

Students learn to collaborate Students learn to collaborate Students are teaching each other Students are teaching each other

(peer learning)(peer learning)

Thank youThank youQuestions?Questions?

Power point slides available Power point slides available via Slideshare via Slideshare

Email: [email protected]: [email protected]

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Education