Advantages of using computer based simulation in science teaching
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Simulations are most valuable, many believe, when teamed with actual experiments. A program to build different amino acids by replacing R groups or to construct different protein primary sequences can supplement an electrophoresis experiment, for example. The “heart simulator,” which traces cardiac blood flow, is the physiological complement to a standard dissection lab. Health-oriented simulations allow students to integrate interventions without harming volunteer victims. A cardiopulmonary resuscitation simulation presents cardiac arrest scenarios, with the user selecting actions at various decision points. The screen shows what happens in the event of a wrong choice.
In genetics, simulations can compress time. Ernest Jackson, an engineer with a Ph.D. in genetics, developed software called “Mendel’s Computer Lab” when he taught a genetics lab course. The program was developed as a reaction to his frustration at not being able to keep pace with the lecture schedule, because the fruit flies he was using refused to appropriately tailor their sex lives. A mapping regimen that normally takes five weeks can be done on his software in two hours. The computer lab shows fly phenotypes so clearly, Jackson claims, that human error in misclassifying flies is eliminated. Jackson’s is one of sev eral available genetics progtams, with such colorful names as Heredity Dog, Flygen, and Mendelbugs.
But Jackson convincingly maintains that his lab gives students a very different perspective from that obtained by doing conventional experiments. “In a typical lab, students are told the basic rules of inheritance, and expected to memorize and use them. They are given genotypes of flies, and must predict results. They get very little experience in discovering basic principles.” But by setting up crosses on the computer and splitting the screen to display genotypes, students see how recessive traits are indeed “hidden”—and derive the rules by visu- alization and reasoning, not memorizing. The computer also transcends earthly constraints. “The student can pretend to go to Mars and encounter new kinds of fruit flies. They must determine the genetics. Unbeknownst to them, the males are tripbid and the females diploid, and the crosses yield crazy ratios,” Jackson says.
But if one takes away the preparation and messiness of experiments, and even human error, is it really science? “I think students should look at actual flies, simple things like distinguishing different mutations. They should make their own medium, watch the larvae grow. Students get concerned over the flies, and are genuinely unhappy when they die,” says Alice Jacklet who prepares flies and all their accoutrements for 270 budding biologists each semester at the State University of New York, Albany.
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In genetics, simulations can compress time. Ernest Jackson, an engineer with a Ph.D. in genetics, developed software called “Mendel’s Computer Lab” when he taught a genetics lab course. The program was developed as a reaction to his frustration at not being able to keep pace with the lecture schedule, because the fruit flies he was using refused to appropriately tailor their sex lives. A mapping regimen that normally takes five weeks can be done on his software in two hours. The computer lab shows fly phenotypes so clearly, Jackson claims, that human error in misclassifying flies is eliminated. Jackson’s is one of sev eral available genetics progtams, with such colorful names as Heredity Dog, Flygen, and Mendelbugs.
But Jackson convincingly maintains that his lab gives students a very different perspective from that obtained by doing conventional experiments. “In a typical lab, students are told the basic rules of inheritance, and expected to memorize and use them. They are given genotypes of flies, and must predict results. They get very little experience in discovering basic principles.” But by setting up crosses on the computer and splitting the screen to display genotypes, students see how recessive traits are indeed “hidden”—and derive the rules by visu- alization and reasoning, not memorizing. The computer also transcends earthly constraints. “The student can pretend to go to Mars and encounter new kinds of fruit flies. They must determine the genetics. Unbeknownst to them, the males are tripbid and the females diploid, and the crosses yield crazy ratios,” Jackson says.
But if one takes away the preparation and messiness of experiments, and even human error, is it really science? “I think students should look at actual flies, simple things like distinguishing different mutations. They should make their own medium, watch the larvae grow. Students get concerned over the flies, and are genuinely unhappy when they die,” says Alice Jacklet who prepares flies and all their accoutrements for 270 budding biologists each semester at the State University of New York, Albany.
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