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Cell Biology Animation by John Kyrk

Cell Biology and Cancer Animations (Rediscovering Biology)

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275 Words

$19,50

Through the Virtual Cell (6:45) α, β

The Virtual Cell Animation Development project has been supported by funding from the United States National Science Foundation projects: 0086142, 0618766, and 0918955, and a grant from the United States Department of Education FIPSE program. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Virtual Cell Animation Collection

A depiction of some types of mutations that can occur to turn a proto-oncogene into an oncogene. Shows various roles that p53 plays in the cell to protect the genome of the organism. Shows the concept of how the ends of chromosomes, the telomeres, shorten each time the cell divides. A depiction of the cell cycle and role that cyclins play in the process; this animation also shows the role of checkpoints in regulating the cell cycle. A depiction of the signal transduction pathway that is involved with the growth process of the cell.

Welcome to the Virtual Cell Animation Collection

A cell is a minifactory in which structures and molecules are assembled, rearranged, disassembled, packaged, sorted, and transported. Because cellular structures and molecules are invisible to the human eye, students often have difficulty conceptualizing the dynamic nature of cells that function at multiple scales across time and space. To represent these dynamic cellular processes, the Virtual Cell Productions team at North Dakota State University develops freely available multimedia materials to support molecular and cellular biology learning inside and outside the high school and university classroom.

AB - The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom.

Virtual Cell Animations - Photosynthesis

The Virtual Cell Productions team began animation development in 2002, using 3-D models originally designed to guide the development of an immersive role-playing educational game []. Those models and the vast collection developed later were critical to the development of dynamic education media. The Virtual Cell animations () are designed to deliver comprehensive content related to core MCB topics appropriate for advanced high school or university introductory biology courses and are intended to help students learn the key structures and molecules of a MCB process and how these interact over time and space. For the most part, the animations illustrate whole processes (translation, mitosis, electron transport, etc.) rather than specific events or concepts within a process (conformational shape change of enzymes, microtubule assembly or disassembly, etc.). Because our animations provide a high level of scientific detail for each process, most students need to view the animations multiple times to fully understand and learn the content. These animations are available from the project site and a number of locations on the World Wide Web ().

N2 - The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom.

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  • PLOS Biology: The Virtual Cell Animation Collection: …

    03/03/2008 · The NDSU Virtual Cell Animation Project presents 'Photosynthesis - The Light Reactions'

  • 09/04/2015 · The Virtual Cell Animation Collection: ..

    Free app for iOSThe Virtual Cell Animations app includes an animation, still images, narrative, and content quiz

  • NDSU Virtual Cell Animations Project animation 'Photosynthesis'

    The Virtual Cell Productions team began animation development in 2002, ..

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Concepts at a Glance The Virtual Cell Animation Collection ..

The Virtual Cell Animation Collection currently contains 24 MCB animations including nine cellular processes, six molecular processes, eight cellular energy conversion topics, and an introductory animation fly-through tour of a cell []. The collection is targeted primarily toward advanced high school and college undergraduate biology courses. The duration of the animations is shown in parentheses and ranges from about 2–7 min.

Virtual Cell Animation Collection.

Use the navigation on the left hand side to choose between "Cellular Processes" and "Molecular Processes." Find descriptions for many of the animations on the front page along with a direct link.

Cell Biology Interactive Video Animations - Bio-Alive

Recognizing that learning can happen anywhere and at any time, we released the first version of the Virtual Cell application for devices using the iOS operating system in 2011 (). All of the topics available at the project web site were incorporated into the application. For each MCB topic, we have included the animation along with all of the learning materials available through our web site. As the user launches the application, they will find a series of higher-order MCB topics grouped into learning modules with the intent of highlighting how these topics are related to one another. The application also includes a self-guided quiz that provides feedback to student answers and directs them to the appropriate imagery and animation clips that address a quiz question.

Freeware Virtual Cell Animations at Download …

The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom.

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