• Lionfish as an Example of Invasive Species Ecology

      Gardinier, Jennifer; Morgan, Myra; Ramos, Carolina; The College at Brockport (2015-07-01)
      This computational model of lionfish ecology allows students to explore the effects of introducing an invasive species into a previously stable ecosystem. The stable ecosystem is represented by the coral reef habitat and clownfish population. When the lionfish are introduced, the students can graphically visualize the decline in clownfish population and subsequent destruction of the coral reef. By increasing the water temperature by 2 degrees, the students witness the increased reproductive fitness of the lionfish and resulting rapid decline in clownfish population and the coral reef environment. The model generates data which is displayed graphically and used for mathematical modeling of population biology.
    • Pathogen Transmission Rates

      Scipione, Nicole; Dubay, Joshua; Baxter, Bridget; Gardinier, Jennifer; The College at Brockport (2014-06-01)
      This model would be used in a classroom to demonstrate the different methods of pathogen transmission. The accompanying worksheet contains questions for pre-assessment, activity, and post-assessment. There are four different worksheets to represent the multiple modes of transmission. Each worksheet is designed to demonstrate a different mode of pathogen transmission and is will be utilized by a different group of students. Upon experimentation, students will export the data from the AgentSheets plots into Excel. Using Excel, students will be able to create graphs. After each group has created their graph and analyzed their data, they will present their findings to the class and compare their data. After presenting, there will be a discussion about the various graphs and their corresponding rates. Functions presented as expressions can model many important phenomena. Two important families of functions characterized by laws of growth are linear functions, which grow at a constant rate, and exponential functions, which grow at a constant percent rate. Using prior knowledge of graphing, functions, and rate of change, students will work as a class to determine which method of transmission results in the most rapid spread of pathogens. The primary file is a lesson plan, accompanied by supplemental files. In the supplemental zipped files, you will find: Student worksheets Lesson plan Powerpoint presentations
    • Technology-Enhanced Formative Assessment Question-Driven Instruction Using Student Response Systems in High School Life Science Classes

      Younkyeong, Nam; Gardinier, Jennifer; The College at Brockport (2015-12-13)
      The evaluation of student learning for the purpose of modifying teaching and learning activities to improve learning outcomes through formative assessment is widely considered to be a best practice for improving student learning. Effective secondary teaching includes measurable improvement of what students know and can do and student performance relies on opportunities to receive and apply feedback. Technology-enhanced formative assessment (TEFA) combines question-driven instruction with student response systems to create a discussion based classroom environment that invites continual feedback. Student-led discussions are the platform for learning with TEFA with the teacher facilitating TEFA also provides the flexibility to assess student learning and target instruction in real time during lesson relevant discussions. This project offers TEFA lessons aligned to the core ideas of the Next Generation Science Standards (NGSS) for high school life science that can be readily implemented in most classrooms with existing technology.