Is virtuality close enough to reality? A comparison of the effectiveness of simulations with traditional laboratory activities in a high school biology class

Some schools do not have ideal access to laboratory space and supplies. Computer simulations of laboratory activities can be a cost-effective way of presenting experiences to students, but are those simulations as effective at supplementing content concepts? This study compared the use of traditional lab activities illustrating the principles of cell respiration and photosynthesis in an introductory high school biology class with virtual simulations of the same activities. Additionally student results were analyzed to assess if student conceptual understanding was affected by the complexity of the simulation. Although all student groups posted average gain increases between the pre and post-tests coupled with positive effect sizes, students who completed the wet lab version of the activity consistently outperformed the students who completed the virtual simulation of the same activity. There was no significant difference between the use of more or less complex simulations. Students also tended to rate the wet lab experience higher on a motivation and interest inventory.

Compensatory growth in moose and its relationship to sex, longevity, intraspecific competition, and senescence

Individual life history theory is largely focused on understanding the extent to which various phenotypes of an organism are adaptive and whether they represent life history trade-offs. Compensatory growth (CG) is increasingly appreciated as a phenotype of interest to evolutionary ecologists. CG or catch-up growth involves the ability of an organism to grow at a faster-than-normal rate following periods of under-nutrition once conditions subsequently improve. Here, I examine CG in a population of moose (Alces alces) living on Isle Royale, a remote island in Lake Superior, North America. I gained insights about CG from measurements of skeletal remains of 841 moose born throughout a 52-year period. In particular, I compared the length of the metatarsal bone (ML) with several skull measurements. While ML is an index of growth while the moose is in utero and during the first year or two of life, a moose skull continues to grow until a moose is approximately 5 years of age. Because of these differences, the strength of correlation between ML and skull measurements, for a group of moose (say female moose) is an indication of that group’s capacity for CG. Using this logic, I conducted analyses whose results suggest that the capacity for CG did not differ between sexes, between individuals born during periods of high and low population densities, or between individuals exhibiting signs of senescence and those that do not. The analysis did however suggest that long-lived individuals had a greater capacity for CG than short-lived individuals. These results suggest that CG in moose is an adaptive trait and might not be associated with life history trade-offs.