Classroom Activity
Classroom Activity - Related Videos
08:53
Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
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2018
The method presented here induced false memories using lists of related words and also assessed the effects of imagery instructions on the recall and recognition of those false memories. This protocol details a modified version of the Deese Roediger McDermott (DRM) paradigm.
07:32
Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Cited by 21 •
2016
Research on undergraduate students' academic achievement emotions have primarily relied on self-reports in laboratory settings. Studies rarely include bio-physiological measures to these self-reports. This protocol will describe a methodology that integrates self-reports with and bio-physiological measures to assess student response and performance during a laboratory examination activity.
09:30
Measurement of Larval Activity in the Drosophila Activity Monitor
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Cited by 10 •
2015
This report describes a method for measuring Drosophila larval activity using the TriKinetics Drosophila Activity Monitor. The device employs infrared beams to detect movements of up to 16 individual animals. Data can be analyzed to represent motion parameters including rates and the positions of the animals within the assay chambers.
04:35
Enzyme Activity - Concepts
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2019
Biological Catalysts All living organisms continuously perform numerous biochemical reactions to sustain their presence. Most of these reactions require an input of energy to start, which is called the activation energy. Catalysts are chemicals that lower the activation energy. Even though catalysts facilitate a chemical reaction, they are not consumed by it. This means a catalyst can facilitate a specific chemical reaction over and over in succession, increasing the rate of that reaction.
02:04
Co-activators and Co-repressors
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2020
Gene transcription is regulated by the synergistic action of several proteins that form a complex at a gene regulatory site. This is observed in eukaryotes, where the regulation of gene expression is a complex process. Regulatory proteins in eukaryotes can broadly be classified into two types – regulators that bind directly to specific DNA sequences and co-regulators that associate with regulatory proteins but cannot directly bind to the DNA. These co-regulators are further divided into...
FAQs
A well-designed activity links a biological question to observable evidence and requires students to explain how that evidence supports a conclusion. When learners record observations, analyze data, or manipulate variables, they practice distinguishing evidence from assumption. This reasoning process helps connect classroom concepts to measurable phenomena rather than relying only on memorized descriptions.
Manipulating variables gives students a way to investigate possible relationships between biological conditions and observed outcomes. They can identify what changes, record evidence, and compare results while connecting their findings to biological principles. This structure makes the activity more than an observation exercise by showing how controlled changes can support evidence-based explanations.
Models and data provide concrete ways for students to test their understanding of processes that may be difficult to observe directly, including cellular processes. Comparing a prediction with observations or analyzed results can reveal where reasoning conflicts with evidence. Instructors can then identify misconceptions and guide students toward explanations grounded in the activity’s findings.
Planning should begin with a biological concept or question, followed by a task that lets students observe specimens, build a model, analyze data, or investigate variables. Instructors should specify what evidence students will record and how they will connect it to the concept. The completed activity can also provide an opportunity to assess understanding and refine instruction.
Activities can support learning across ecology, genetics, physiology, and cellular biology when students connect observations or data with the relevant principles. The same structure can emphasize different skills, such as interpreting evidence, modeling a process, or explaining relationships among variables. This flexibility allows instruction to connect abstract concepts with phenomena students can examine.
By practicing observation, variable manipulation, evidence recording, data analysis, communication, and collaboration, students rehearse behaviors used in scientific investigation. They also learn to relate conclusions to available evidence instead of treating claims as isolated facts. These experiences can strengthen readiness for laboratory research and support more informed decision-making in biological contexts.