Action Potentials Extended TA notes
Action Potentials Extended TA notes A) Sequence of events and approximate timing: 1. Students enter lab and put things on rack 2. Introduction to today’s lab 3. Students do Section 2 of simulation 4. Board work Exercise 1 5. Students do Section 3 of simulation 6. Board work Exercise 2 7. Tell students the post-assessment must be done before 8 am tomorrow
10 min 40 min 20 min 30 min 30 min 1 min Total ~2 hours 10 min
B) Introduction to today’s lab Show the PPT slide (levels of organization) and tell students they will be working with a simulation of the cell and ion level. Then ask, “What do you learn from Section 1?” Have students do a think-pair-share for this question. Take notes during the TA meeting on back of this sheet for main points you should bring out in discussion. C) Helpful information The simulation refers to Leaky-K+ and Na+ channels as K+ and Na+ channels (e.g., it does not provide the suffix Leaky). This is different than in class and needs to be brought to the students’ attention. The simulation does refer to Voltage gated-K+ and Na+ channels as Voltage gated. If a group finishes section 2 before everyone is done, have them go on to section 3. D) Board work After most/all pairs of students are done with section 2, tell them they will go to the board and work an application problem. Explain how this practice is an important part of Bio 220 lab. Tell them there are rules, and show the PPT slide. Tell them points in lab are given for participation in lab work and board work. Then send them in groups of four to the board to do Exercise 1 from their lab manuals. While students are at the board, you are circulating, asking questions and probing for more detail in their diagrams. When they are done, have students report out of the exercise. After most/all pairs of students are done with section 3, assign Exercise 2 from their lab manuals for board work. Each group of four will explain one “case” together, not all three cases. You may want to assign a case to a group right after both pairs in a group finish section 3, so they can get started early. Do not assign the case when only one pair is done as then all students will not get to participate, however, if there is a straggling pair, you will need to move on before they are done. Again, while students are at the board, you are circulating, asking questions and probing for more detail in their diagrams. When they are done, have students report out of the exercise.
© Jennifer Doherty, University of Washington, 2016
10 min 40 min 20 min 30 min 30 min 1 min Total ~2 hours 10 min
B) Introduction to today’s lab Show the PPT slide (levels of organization) and tell students they will be working with a simulation of the cell and ion level. Then ask, “What do you learn from Section 1?” Have students do a think-pair-share for this question. Take notes during the TA meeting on back of this sheet for main points you should bring out in discussion. C) Helpful information The simulation refers to Leaky-K+ and Na+ channels as K+ and Na+ channels (e.g., it does not provide the suffix Leaky). This is different than in class and needs to be brought to the students’ attention. The simulation does refer to Voltage gated-K+ and Na+ channels as Voltage gated. If a group finishes section 2 before everyone is done, have them go on to section 3. D) Board work After most/all pairs of students are done with section 2, tell them they will go to the board and work an application problem. Explain how this practice is an important part of Bio 220 lab. Tell them there are rules, and show the PPT slide. Tell them points in lab are given for participation in lab work and board work. Then send them in groups of four to the board to do Exercise 1 from their lab manuals. While students are at the board, you are circulating, asking questions and probing for more detail in their diagrams. When they are done, have students report out of the exercise. After most/all pairs of students are done with section 3, assign Exercise 2 from their lab manuals for board work. Each group of four will explain one “case” together, not all three cases. You may want to assign a case to a group right after both pairs in a group finish section 3, so they can get started early. Do not assign the case when only one pair is done as then all students will not get to participate, however, if there is a straggling pair, you will need to move on before they are done. Again, while students are at the board, you are circulating, asking questions and probing for more detail in their diagrams. When they are done, have students report out of the exercise.
© Jennifer Doherty, University of Washington, 2016
