Search

The objective of this study was to evaluate "biomathtutor" by (i) investigating the impact of "biomathtutor" on the mathematics skills competencies of bioscience undergraduates, and (ii) assessing students' and tutors' reactions to "biomathtutor", identifying whether and how tutors might integrate it into their curricula and blend it with more traditional teaching practices to enhance their students' learning experiences. A multi-method approach was adopted in which a quasi-experiment and non-experimental evaluation of "biomathtutor" were used to collect both quantitative and qualitative data, using mathematics tests, questionnaires, tutor interviews and student focus groups. Eighty-nine bioscience undergraduates and eight tutors participated in the study. A comparison of student performance in the quasi-experiment, which adopted a pre-test-intervention-post-test methodology, revealed no significant difference between pre-test and post-test scores for either the "control" group (no intervention) or for any of the mathematics learning support interventions used, including "biomathtutor". Despite the limitations of the quasi-experiment which are discussed, tutors' and their students' reactions towards "biomathtutor" were very positive, with both groups agreeing that "biomathtutor" represents a very well designed and useful learning resource that has a valuable role to play in supporting mathematics learning within bioscience curricula. Students felt that using "biomathtutor" had helped them acquire new biological and mathematical knowledge and had increased their competence and confidence in mathematics, with many students confirming that they would use "biomathtutor" again. Tutors felt it would be useful to embed "biomathtutor", where possible, into their curricula, perhaps linking it to assessment strategies or integrating it with their current more traditional teaching practices. Students indicated that they too would like to see "biomathtutor" embedded within their curricula, primarily because it would motivate them to use the resource. Modifications to "biomathtutor", which may need to be considered in light of any potential further development of this resource, are discussed. (Contains 10 tables.) [This evaluation was funded by the Higher Education Academy via its e-learning research grant scheme.]

This study extends the debate concerning the mathematical skills deficit of bioscience undergraduates towards a deeper understanding of their mathematics learning, since only through the latter can appropriate and effective explicit teaching be implemented. Three hundred and twenty-six first-year bioscience undergraduates, from three pre- and four post-1992 UK universities completed a basic mathematics test, comprising 10 pure abstract mathematical calculations and 10 brief word problems set within biological contexts. In addition to participants' overall performance in the test, the students' performances on individual test items were analysed and students' test scripts examined for the methods of calculation adopted as well as the types of errors and misconceptions students exhibited. The test proved challenging for many participants, with 60% of students achieving scores of [less than or equal to] 40% and only 6% of students scoring 70-90%; the mean score was 38.5%. Although students' scores on the abstract items correlated positively with their scores on the word problems, scores were significantly higher on the pure abstract mathematics questions (mean score 55%) than on the contextualized word problems (mean score 23%). A high proportion (52-95%) of students encountered difficulties with individual questions involving the calculation of volume or surface area, the conversion of units of measurement, working with ratios, proportions and powers of 10, and determining magnification or magnitude. Students also exhibited a greater reluctance to attempt the contextualized word problems (11-75% did not attempt individual items) than the pure abstract mathematics calculations (2-12% did not attempt individual questions). Many of the errors and misconceptions students exhibited were similar to those reported previously as made commonly by 13-14-year-old children. Factors potentially influencing the students' performance and the educational implications of the findings are discussed, with particular reference to contextualized mathematics learning and learning transfer in bioscience. (Contains 3 figures.)

Describes the development of a strategy for assessing undergraduate research projects by students and faculty at an Irish university. Its key elements include: (1) submission by students of three interim progress reports and provision of written and oral feedback by faculty; (2) a project logbook; and (3) a self-evaluation exercise to encourage students to reflect on their learning. (EV)

The ability of combinations of azlocillin and tobramycin to prevent or delay resistance development in eight Pseudomonas aeruginosa isolates from cystic fibrosis (CF) patients was studied using chequerboard titration and in-vitro serial subculture. No isolate had developed resistance to tobramycin after 12 treatments with the antibiotic combination. Azlocillin resistance had not developed in four isolates after 16 exposures, and was delayed in the other four isolates for at least eight exposures. β-Lactamase production was responsible for azlocillin resistance in two isolates and occurred to a lesser extent in a third. [ABSTRACT FROM PUBLISHER]

Nikkomycin Z inhibited colony radial extension (Kr) and hyphal density in Geotrichum candidum, Trichoderma koningii, Mucor plumbeus, and Fusarium oxysporum, although the level of inhibition varied with the fungal species and was influenced by the concentration of nutrients in the culture medium. While G. candidum and M. plumbeus were sensitive to the inhibitory effects of nikkomycin Z, T. koningii and F. oxysporum were relatively tolerant of concentrations of the antibiotic up to 100 mumol. Nikkomycin Z also caused significant decreases in rates of hyphal extension (Emax) and swelling and bursting of hyphal apices in G. candidum and M. plumbeus. The sensitivity of G. candidum and M. plumbeus to the effects of the antibiotic was due in part to their ability to remove nikkomycin from a liquid culture medium; the nikkomycin-tolerant species T. koningii and F. oxysporum were unable to transport this nucleoside dipeptide antibiotic. Although both G. candidum and F. oxysporum appeared capable of removing the di- and tripeptides, dialanine and trialanine, from a liquid medium, rate of dipeptide uptake was greater in F. oxysporum, while rate of tripeptide uptake was greater in G. candidum. However, overall rate of uptake of peptides was greater in G. candidum than in F. oxysporum.