Curriculum Elements

Questions about elements? Please contact the author. For general general quetions, please contact Professor Isabel Lloyd (illoyd@umd.edu).

Biology and Biochemistry

Electrostatic Potential in Proteins

Author: Dr. Hailu Bantu, Montgomery College (hailu.bantu@montgomerycollege.edu)

Implementation Levels: General Physics courses. Examples: General Physics II: Electricity and Magnetism (PHYS 262) at Montgomery College; physics classes covering electricity and electric fields.

Short Description: Activity that helps students to identify practical applications for electric force. They use quantitative methods to visualize electric force as a function of distance between charges within protein molecules.

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Incorporating Systems Biology into the Introductory Biology Curriculum

Author: Dr. James Smith, Biology Department, Montgomery College (james.smith@montgomerycollege.edu)

Implementation Levels: Introductory biology courses. Examples: Principles of Biology I (BIOL 150) at Montgomery College; Principles of Biology (BSCI 105) at the University of Maryland.

Short Description: Activity to highlight the correlation between structure and function in enzymes and other macromolecules. Metabolic pathways are used as one of the tools to understand the unity and diversity in enzymes and metabolites across diverse groups of organisms.

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Teaching Diversity in Structure and Function of Cells Using 3D Model Puzzles

Author: Dr. Vedham Karpakakunjaram, Montgomery College (vedham.karpakakunajram@montgomerycollege.edu)

For Classes Such As: Principles of Biology I (BIOL 150) and Principles of Biology II (BIOL 151) at Montgomery College; Principles of Biology I (BSCI 105) and Principles of Biology II (BSCI 106) at the University of Maryland.

Description: This curriculum element uses 3-D models of cellular organelles in bacterial, plant and animal cells to highlight the diversity in the structures in various organisms and emphasize the strong correlation between these diverse structures and their unique functions.

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Engineering and Physics

Design Project to Solve Real Life Engineering Problems

Author: Mark Edelen, Howard Community College

Implementation Levels: Introductory Engineering Design courses. Examples: Statics (ENES 120) at Howard Community College; Mechanics I (ENES 102) at the University of Maryland.

Short Description: Students in this design course can work as a team to solve real life engineering problems, and in the process, get an insight into the limitations imposed by structure, cost and design.

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Design Process Example: Designing Dental Composites

Author: Professor Marjorie Rawhouser, Anne Arundel Community College (marawhouser@aacc.edu)

Implementation Levels: Introductary engineering courses. Examples: Introduction to Engineering Design (EGR 120) at Anne Arundel Community College; Introduction to Engineering Design (ENES 100) at the University of Maryland.

Short Description: Students in introductory engineering design courses get an opportunity to use dental composites as a model to understand the mechanical properties of materials in terms of stress and strain (modulus of elasticity).

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Applications of an Elastomer to Strain Gauges

Author: Professor Marjorie Rawhouser, Anne Arundel Community College (marawhouser@aacc.edu)

Implementation Levels: Classes focusing on electrical circuits in an Electrical Engineering or Electronics Technology curriculum. Example: Introduction to Electrical Circuits (EET 130) at Anne Arundel Community College.

Short Description: Students in electrical engineering or electronics technology courses where electrical circuits are discussed can be provided with strain gauges (with metal foils or elastomers) to understand their role in structural monitoring.

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Mechanical Properties of Materials

Author: Professor Beth Wyler, Anne Arundel Community College (eawyler@aacc.edu)

Implementation Levels: Mechanics of Materials (EGR 211) at Anne Arundel Community College; Mechanics II (ENES 220) at the University of Maryland; or a course that follows Statics in the engineering curriculum for mechanical, civil and aerospace engineers.

Short Description: The relationship between stress-strain and materials under certain conditions can be studied through experimentation. Working in groups, this curriculum element helps students learn about composite materials and enables them to apply the principles toward designing new and improved dental composites.

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Mathematics

A Hands-On Learning Approach to Solve Real-World Problems Using Linear Programming

Author: Professor Julie Gordon, Mathematics Department, Prince Georges Community College (gordonje@pgcc.edu)

Implementation Levels: Classes focusing on basic mathematics techniques for non-STEM students. Example: Finite Mathematics (MAT 1120) at Prince Georges Community College.

Short Description: Students solve real world Math problems individually and then as a team applying Linear programming, after a demonstration of methods to solve a problem by the instructor. Students get to pick problems from the textbook.

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Understanding the Concept of Rate of Change

Author: Professor Fary Sami, Harford Community College (fsami@harford.edu)

Implementation Levels: Calculus. Examples: Calculus I (MATH 203) at Harford Community College; Calculus I (MATH 140) at the University of Maryland.

Short Description: This activity helps students to visualize the differences between velocity and acceleration, using an applet to measure the rate of change of a dropping object. These simulations can be performed on Microsoft Excel, Matlab or Mathematica.

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