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Using data gathered from all of the students using the program, Mastering offers wrong-answer feedback that is specific to you. Created by. If you continue browsing the site, you agree to the use of cookies on this website. Here is a timeline Iraq Best Gore 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Bookmark File PDF Mastering Biology Solutions Mastering Biology Solutions As recognized, adventure as well as experience more or less lesson, amusement, as with ease as covenant can be gotten by just checking out a ebook mastering biology solutions moreover it is not directly done, you could agree to even more a propos this life, almost the world. Mastering Bio Chapter 7. Sheena L. Define osmosis. Define diffusion. Biology Forums - Study Force is the leading provider of online homework help for college and high school students.
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Join our mailing list to receive news and to keep up to date on new releases and product updates. Course Hero No answers are given for exercises with oral responses and for exercises that will elicit varying responses. In order to navigate out of this carousel please use your heading shortcut key to navigate Sarikas is the author of Laboratory Investigations in AP, Second Edition, a two-semester AP lab manual published by Pearson.
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With the exception of third party images, video content, and case studies, this courseware content is licensed under a Creative Commons Attribution-NonCommercial 4. Pearson retains sole editorial control and responsibility for the content in this case study. MasteringMicrobiology educator study reports on implementation of a pre- and post-test at Shoreline Community College Key Findings Students who scored less than 50 percent on the MasteringMicrobiology pre-test had a pre-test average score of 34 percent, an average increase of 26 percentage points on the post-test, and a final exam average of 75 percent.
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Students who scored 50 percent or higher on the pre-test had an average pre-test score of 58 percent, an average increase of 17 percentage points on the post-test, and a final exam average of 82 percent. Correlations between pre-test and final exam scores were weak, but correlations between post-test and final exam scores were strong. The instructor identified best practices for implementing a pre- and post-test to collect diagnostic data which included communicating with students so they understand how the results will be used. Penn has an interest in both teaching a flipped classroom and in promoting online instruction and resources.
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Penn teaches the Microbiology course, taken primarily by nursing and allied health majors. Students generally are a mix of returning adult students and recent high school graduates, representing a wide range of ages, cultures, skills, and life experiences. The introductory Microbiology course is a survey of microorganisms with a focus on healthcare applications. The emphasis is on disease process, microbial control and immunology. Laboratory techniques include isolation and identification of bacteria. This is a five-credit lecture and lab course. At the end of the course, students should be able to: Summarize the early history of microbiology, noting especially the major contributors to the development of the germ theory of disease and the problems presented by the belief in the theory of spontaneous generation.
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Describe the major developments in technology and microscopy leading to our current understanding of the nature of microorganisms and immunology. Demonstrate a comprehensive understanding of the structure, growth processes, metabolism and genetics of prokaryotic and eukaryotic microorganisms, as well as viruses. Use this knowledge to explain the mechanisms of action of antibiotics and other antimicrobial agents, as well as the implications of microbial activities in industry and the ecosystem. Understand and demonstrate the techniques involved in the culture of bacteria, including the properties and applications of various media and diagnostic reagents. Demonstrate aseptic technique. Understand the importance of those procedures in prevention of nosocomial diseases in a healthcare setting. Demonstrate a working knowledge of basic biotechnology procedures.
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Select appropriate, efficient strategies for isolation and identification of an unknown bacterium. Correctly interpret the results of these procedures. Describe how microorganisms cause disease, as well as how the innate and adaptive defense mechanisms of the human body combat disease agents includes basic principles of immunology, and immunological procedures. Challenges and Goals Penn has used MasteringMicrobiology for several years and has continued to evaluate and adjust her implementation to address course and student learning needs.
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In , she published an educator case study after redesigning her course to incorporate more active learning, moving from a mostly traditional lecture format to a fully-flipped format. She used Mastering to facilitate pre-lecture homework to prepare students for in-class activities, and she saw assessment scores and As and Bs in the course increase. Penn has constantly tried to stay informed about research in Microbiology education, including staying updated with improved learning technologies so she could design the course to both teach the required concepts and to enhance critical thinking skills. A few years ago, Penn was interested in developing a course pre- and post-test for Microbiology so she could better track learning outcomes.
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She partnered with two instructors at other colleges to develop questions based on the American Society of Microbiology ASM learning objectives. Penn started administering the pre- and post-tests in her course to test the questions. She believed that the pre-test would be useful to understand what her students already knew coming into the course, and the post-test would help her evaluate improvement with their general knowledge of ASM objectives.
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Beginning with the Winter quarter, Penn redesigned the Microbiology course to a fully-flipped classroom. Before each class, students received the information needed for class by reading, viewing a video lecture, and completing a MasteringMicrobiology assignment. During class time, students participated in group activities, such as working on application questions including case studies, pairing up with a student to practice explaining a process, and making models or diagrams that illustrate concepts. Penn monitored the activities and answered questions or provided feedback as needed to guide the learning. In , Penn began working with two other instructors to develop a pre- and post-test based on the ASM outcomes. Penn began administering a pre- and post-test to her students in Fall When Penn developed her course pre- and post-tests from the available questions, she said she chose the questions which best fit her course outcomes.
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She reviewed the pre-test results to better understand what her students knew coming into the course, and said she finds that occasionally there is a pre-test item that most students already seem to know so she can minimize time spent on that concept during the term. The post-test results provided information on student learning and identified any trends where particular learning objectives were not being met. That helped her determine where she may need to make changes with concept coverage in future terms. All MMB assignments were due at 7 a. Each assignment item was typically 1—2 points, with a total of about 60 points available; however, students earned a maximum of 50 points. Because of the excess points available, no make-ups or late submissions were permitted. Penn told students not to stress about the point total, but rather to use these exercises as a way to check progress in learning. Quizzes: There were eight in-class paper-and-pencil quizzes, with the lowest score dropped.
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At the beginning of each unit, students saw a learning objective document that covered lecture, lab, and a set of diseases to help them study. The quizzes included objective multiple choice, true-false, matching , practicum, and short-answer questions. Students had an opportunity to earn up to 10 extra credit points for the course, which was added to their quiz score. Final exam: There was a required comprehensive final exam covering all learning outcomes LO from the quarter. The LOs for the final exam were separate, and each required students to integrate concepts from several units. For example, students would be required to connect the structure of bacterial cells with anti-microbial agents or with pathogenicity. The final was a two hour, paper-and-pencil exam administered in class. The same question types as those used in the quizzes were used for the final exam.
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Laboratory assignments: Lab assignments included a pre-lab assignment, due before each lab, which required students to: Read an exercise, prepare a flow diagram of the procedure, and a place to record results in a lab notebook. Take a MMB pre-lab quiz due at 7 a. No late flow diagrams or pre-lab quizzes were accepted. However, the lowest score for a 5-point pre-lab item was dropped, thus accommodating one late day. In addition, Penn provided optional MMB questions to help students review concepts after each lab. MasteringMicrobiology pre-test: The MMB pre-test was required to be completed within the first three days of the quarter. It was a timed minute test with only one attempt allowed, and contained 22 questions. Penn did not expect students to know much about Microbiology entering the course, so she did not expect high scores. The primary goal of the pre-test was to obtain a baseline score to evaluate learning during the course.
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The questions she selected were based on her course outcomes. Once the pre-test was completed, students were not able to see the correct answers, thus eliminating the possibility of using it as an answer-key for the post-test. Penn did not tell students in advance that the post-test would be the same as the pre-test. The post-test was due a few days before the final exam. It was timed and formatted the same as the pre-test, and the results were primarily for Penn to compare to the pre-test scores. Students could also use it as a review tool for the final because they saw topics on which they might need more review. There were also two optional, not-for-credit MasteringMicrobiology assignments. Those included a practice quiz objective questions to practice for the graded quiz , and lab study questions study questions to help test their understanding of course content and the applications from lab that were provided after lab.
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For other instructors looking to implement a MMB pre- and post-test, Penn recommends the following best practices: Limit the number of questions and time spent on these tests, particularly the pre-test so as not to overwhelm students. Explain the rationale for the pre-test thoroughly. To avoid that type of discouragement at the start of the semester, she advised talking with the students before administering the pre-test. Provide a reward of a few bonus points for students who increase their pre- to post-test scores by a certain percentage. Select questions which match what you are teaching in the course. Edit questions, if necessary, to make sure they fit your course outcomes and content. Analyze the data from the pre- and post-tests. In , she evaluated the results from the Fall and Winter quarters when she implemented the pre- and post-tests.
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This analysis focused on the findings from the pre- and post-tests. The Fall and Winter data were combined for the initial analysis, and results showed: The average increase from the pre- to post-test was 22 percentage points. Students who scored less than 50 percent on the pre-test had an average increase of 26 percentage points on the post-test and a final exam average of 75 percent. Students who scored 50 percent or higher on the pre-test had an average increase of 17 percentage points on the post-test and a final exam average of 82 percent.
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One student who did not take the post-test was not included in this analysis. Figures 1 and 2 show the correlations by quarter for the pre-test to final exam scores orange and the correlations for the post-test to final exam scores blue. Correlations do not imply causation but instead measure the strength of a relationship between two variables, where r is the correlation coefficient. The closer the r value is to 1. The weak pre-test correlations provided evidence that these students did not come into the course with an understanding of the concepts the course covers. The increase in pre- to post-test scores noted above, along with the strong post-test to final exam score correlations provided evidence that students developed a better understanding and comprehension of the concepts during the course.
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This information helped Penn understand the level of learning that took place and allowed her to monitor how well the outcomes were being addressed. Penn felt that, while there was a strong correlation between the post-test and the final exam,she would like to see student scores on the post-test reach a higher range. However, she feels that the performance on the post-test could be, in part, due to the fact that it is timed, since some students do not do well with timed assessments. Correlation between MasteringMicrobiology pre-test and post-test scores to final exam scores showing the semester change, fall Figure 1.
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Having trouble watching the video? Fully accessible on all mobile devices, IP 2. New - IP 2. Watch a video Updated - PhysioEx The 12 Exercises contain more than 60 easy-to-use laboratory simulation activities that complement or replace wet labs, including those that are expensive or time-consuming to perform in class. PhysioEx Personalize learning for each student Continuously Adaptive Learning Do you want to meet your students where they are in the learning process? Thanks to advances in adaptive learning technology, you no longer have to teach as if every student learns in the same way and at the same rate. Help students study better Using the latest developments in cognitive science, Dynamic Study Modules help students study course topics by adapting to their performance in real time.
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As a result, students build the confidence they need to deepen their understanding, participate meaningfully, and perform better — in and out of class. Available for select titles. Target gaps in student understanding Adaptive Follow-Ups provide targeted practice and coaching to help students master the material. Relying on findings from cognitive psychology studies, Adaptive Follow-Ups incorporate spacing — the practice of repeatedly presenting information over spaced intervals — to help students retain information.
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Each assignment is broken into sets of questions that target gaps in understanding based on the student's past performance on course work to date, including homework, tests, and quizzes. New - PAL 3. And, PAL 3. Give students access to their textbook anytime, anywhere New - Pearson eText optimized for mobile Pearson eText is a simple-to-use, personalized reading experience available within Mastering. Students can use their computer or the mobile app to easily highlight, take notes, and review key vocabulary all in one place — even when offline.
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You can also share your own notes with students so they see the connection between their reading and what they learn in class. You pose a variety of questions that help students recall ideas, apply concepts, and develop critical-thinking skills. Your students respond using their own smartphones, tablets, or laptops. Then, you can adjust your teaching accordingly, and even facilitate peer-to-peer learning, helping students stay motivated and engaged. Contact your rep to learn more. The problems instructors select for an assignment in Mastering are tagged to publisher-provided learning outcomes.
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Instructors can also add their own course-specific, department-wide, or institution-wide learning outcomes and associate those with the assignment content. Student performance can be tracked against specified learning outcomes at both the individual student and class level. Administrators can also track performance across sections. This insight enables instructors to provide informed feedback and support at the moment students need it so they can stay—and succeed—in the course. For students, single sign-on provides access to all the personalized learning resources that make studying more efficient and effective. Additional Features Everything you need in an easy-to-use format Mastering provides a rich and flexible set of pre-built courses and assignments to get you started quickly. These assets can be used as is or customized to fit your specific teaching needs.
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The Calendar View on the course home page displays upcoming assignments and due dates, so you can easily stay organized. Questions are now easy to edit and delete for assignments and courses. A powerful gradebook The Mastering gradebook records all scores for automatically graded assignments. Struggling students and challenging assignments are highlighted in red, giving you an at-a-glance view of potential hurdles in the course. Diagnostics and insights that help you guide the class Diagnostics within Mastering provide unique insight into class and student performance. With a single click, you can view charts that summarize the most difficult problems, identify vulnerable students, and indicate grade distribution and score improvement over the duration of the course. Wrong-answer feedback personalized for each student Using data gathered from all of the students using the program, Mastering offers wrong-answer feedback that is specific to each student.
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