How online learning in an engineering-physics course helped us flip the classroom

Distance education has developed in the past 25 years or so as a way of supplying education to people who would not have access to local college education facilities. This includes students who live in remote regions, students who lack mobility, and students with full-time jobs. More recently this has been renamed to "online learning". Deakin University in Australia has been teaching freshman engineering physics simultaneously to on-campus and online students since the late1990's. The course is part of an online Bachelor of Engineering major that is accredited by the Institution of Engineers Australia.* In this way Deakin answers the call to provide engineering education "anywhere, anytime."**The course has developed and improved with the available educational technology. Starting with printed study guides, a textbook, CD-ROMS, and snail-mail, and telephone/email correspondence with students, the course has seen the rise of websites, online course notes, discussion boards, streamed video lectures, web-conferencing classes and lab sessions, and online submission of student work. Most recently the on-campus version of the course has shifted from a traditional lecture/tutorial/lab format to a flipped-classroom format. The use of lectures has been reduced while the use of tutorials and practical exercises has increased. Primary learning is now accomplished by watching videos prepared by the lecturer and studying the textbook.Offering this course for several years by distance education made this process considerably easier. Most of the educational "infrastructure" was already in place, and the course's delivery to a non-classroom cohort was already established. Thus many elements of the new structure did not have to be produced from scratch. Improvements to the course website and all the course material has benefited all students, both online and on-campus.The new course structure was delivered for the first time in 2014, has run for two semesters, and will continue in 2015. Student learning and performance is being measured by assignment and exam marks for both on-campus and off-campus students. Students are also surveyed to gauge how well they received the new innovations, especially the video presentations on the lab experiments. It was found that student performance in the new structure was no worse than that in the older structure (average on-campus grades increased 10%), and students in general welcomed the changes. Similar transitions are being implemented in other courses in Deakin's engineering degree program.This presentation will show how physics is taught to online students, outline the changes made to support flipping the on-campus classroom, and how that process benefited the off-campus cohort.

Regulation of electrical transmission by protein kinase C in Aplysia bag cell neurons

Electrical synapses are composed of gap junctions, made from paired hemi-channels that allow for the transfer of current from one neuron to another. Gap junctions mediate electrical transmission in neurons, where they synchronize spiking and promote rapid transmission, thereby influencing the coordination, pattern, and frequency of firing. In the marine snail, Aplysia calfornica, two clusters of neuroendocrine bag cell neurons use electrical synapses to synchronize a 30-min burst of action potentials, known as the afterdischarge, which releases egg-laying hormone and induces reproduction. In culture, paired bag cell neurons present a junctional conductance that is non-rectifying and largely voltage-independent. During the afterdischarge, PKC is activated, which is known to increase voltage-gated Ca2+ current; yet, little is understood as to how this pathway impacts electrical transmission. The transfer of presynaptic spike-like waveforms (generated in voltage-clamp) to the postsynaptic cell (measured in current-clamp) was monitored with or without PKC activation. It was found that pretreatment with the PKC activator, phorbol-12-myristate-13-acetate (PMA), enhanced junctional conductance between bag cell neurons. Furthermore, in control, presynaptic action potential waveforms mainly evoked postsynaptic electrotonic potentials at both -60 and -40 mV. However, with PKC activation the presynaptic stimulus consistently elicited postsynaptic action potentials from resting potentials of -40 mV, and would occasionally result in firing from repetitive input at -60 mV. Moreover, to assess whether this enhanced electrical transmission genuinely reflects a greater junctional conductance or a change in postsynaptic responsiveness, a fast-phase junctional-like current was applied to single bag cell neurons. Neurons in PMA always fired action potentials in response to current injection as opposed to control, which were less likely to spike. This outcome did not change when the junctional-like current was artificially enhanced in control conditions. Also, in response to fast- and slow-phase electrotonic potential (ETP) waveforms, Ca2+ current was markedly larger in single PMA-treated neurons. These findings suggest that PKC activation may contribute to afterdischarge fidelity by recruiting postsynaptic Ca2+ current to promote synchronous network firing. Finally, Aplysia gap junction genes (innexins) were transfected into mouse N2A cells and characterized. This revealed a biophysical and pharmacological profile similar to native gap junctions.

Evaluación de bancos naturales de invertebrados marinos comerciales, Región La Libertad-Perú, 2012

En la Región la Libertad, la mayor producción pesquera artesanal descansa en tres pesquerías del ámbito costero: cangrejo violáceo, caracol negro y pulpo. La pesca de altura de la pota, es importante por los volúmenes que aporta a la pesquería. La evaluación, se realizó en el litoral de la Región La Libertad, desde Chérrepe (7°9’35,4”S – 79°41’8,2”W) hasta isla Corcovado (8°56’25,8”S - 78°41’49,4”W), del 8 al 28 de octubre 2012. El trabajo se efectuó en dos etapas: 16 días por mar y 5 días por mar somero, y comprendió los diversos tipos de muestreos en las estaciones, tanto biológicas como oceanográficas. El estudio se efectuó en treinta y nueve bancos de invertebrados marinos: siete de caracol negro, cuatro de pulpo, dos de concha de abanico, dos de almeja, dos de muy muy, cuatro de pepino de mar, y dieciocho de cangrejo violáceo.

Non-indigenous Japanese oyster drill Pteropurpura (Ocinebrellus) inornata (Récluz, 1851) (Gastropoda: Muricidae) on the south-west coast of Portugal

The Japanese oyster drill or rock snail Pteropurpura (Ocinebrellus) inornata (Récluz, 1851), a marine mollusc, belonging to the family Muricidae, is reported from Portugal for the first time. This non-indigenous species, most likely introduced accidentally from French oyster rearing areas into mainland Portugal, has been regularly sampled in shellfish-culture and nearby environments in Sagres, Algarve, Southwest Portugal since 2005–2008. Detailed studies are urgently needed in order to assess whether or not it has become an invasive species due to a range expansion beyond its point of initial introduction. Outputs should provide information to decision-makers to predict and limit further spread which might result in biodiversity loss and negative economical consequences in locally species-rich areas.