National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and Approach
for Unit
Development
Unit Developers &
Contact Information
Context
Abstract
Learning Goals &
Outcomes/Objectives
Blood velocity in the human vascular system
7.11.13
Backwards design & scientific teaching
Mark Decker
Rob Brooker
Tristan Darland
Justin Fendos
Greg Heiberger
Alan Kay
Yen Lee Loh
Michael Meyer
Scott Pedersen
University of Minnesota
decker@umn.edu
University of Minnesota
brook005@umn.edu
University of North Dakota
tristan.darland@email.und.edu
University of Minnesota
jefendos@yahoo.com
South Dakota State University
greg.heiberger@sdstate.edu
University of Iowa
alan-kay@uiowa.edu
University of North Dakota
YenLeeLoh1@gmail.com
Michigan Technological University mrmeyer@mtu.edu
South Dakota State University
scott.pedersen@sdstate.edu
Introductory physics, animal physiology or Introductory biology
Brief description of the unit and overall teaching approaches.
Goal(s): what students will know,
Desired Outcome(s)/Objectives(s): specific
understand, and be able to do; includes student behaviors or performances that will
content knowledge, attitudes, & skills
indicate they have successfully accomplished
(i.e. “understand natural selection;”
the goal(s)
“appreciate the role of biology in
society;” “think like a scientist”
1. Students will use a model to
1. Students will be able to describe fluid
understand how total cross sectional
velocity change due to total cross sectional
area affects fluid velocity.
area.
2. Students will learn how to apply a
mathematical model to understand a
biological phenomenon.
2. Students will be able to predict how blood
velocity will change with changing cross
sectional area.
3. Students will understand how the
principles explored in Goal 1 and 2
apply to blood velocity through
vascular systems.
3. Students will graphically predict blood
velocity based on the model cover under
learning activity 2.
4. Students will revise their hypotheses to
account for new data.
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively in
learning the concepts
Activities outside of class:
 Prior reading regarding
continuity equation (physics)
& cardiovascular anatomy
(biology & physiology)
Activities in class:
 Clicker pre-test
 M&M (animation or hands
on)
 Clicker post-test
 Bifurcation M&M (animation
or hands on)
 Continuity clicker questions
 PhET simulation (hands on or
instructor demo)
 Clicker question re: continuity
(radius)
 Individual graph predictions
 Group Discussion
 Sharing with class
 Individual calculation of
effective capillary crosssectional area
 Sketch cross sectional area
 Clicker question about
multiple tubes (shower)
 Calculation of number of
capillaries
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Diversity
How the unit is designed to
include all participants
Pre-assessments:
 Pre-test clicker question
re: velocity

Post-tidbit assessments:
 Post-test clicker questions
 PhET simulation
 Clicker question
 Graph Predictions
 Individual calculation of
cross sectional area
 Clicker question about
multiple tubes
 Calculation of number of
capillaries
Summative assessment:
 Test questions using
continuity equation,
bifurcation and the human
circulatory system


Intro/hook (cardiovascular
disease), diverse
physicians, diverse
athletes
Variety of visual, video,
handouts, individual work,
group work, classroom
sharing, graphing, clicker
questions.
Closing with blood flow
for oxygen exchange,
heart attacks
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Sample Presentation Plan (detailed schedule with approximate timing for unit)
Session 1
Preclass Prior reading regarding continuity equation & cardiovascular anatomy
Enter approx. One or two 50-minute class periods (depending on the course)
class time for
learning activity
preparatory
material
presentation
Enter approx. 15-40 minutes
Introduce topic
class time for
M&M simulation (hands on = 40 minutes)
learning activity
#1
Enter approx. 10-15 minutes
class time for
learning activity
#2
Enter approx. 20-35 minutes
class time for
learning activity
#3
Enter 15 minutes
approximate time
for post-activity
summing up or
transition
Continuity equation
PhET simulation
Graphing
Calculating A
Sketch Cross sectional area
Shower head application
Formative assessment (n capillaries)
Lead in to next lesson (oxygen exchange, heart attacks and
additional variables like pressure, etc.)
Add additional activities information as needed for the unit.
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Resources for Teaching the Unit
1.
2.
3.
4.
5.
Handout (blank graph)
M&M’s & popsicle sticks or M&M’s stop-motion animation slides
Clickers and clicker questions
PowerPoint slides with data/graphs
White boards or other technology for student groups to graph and share data
Summary of Origin of the Idea
This idea was inspired by a common misperception students have regarding the velocity of blood through the
circulatory system, and misperceptions about the exponential relationship between radius change and velocity
change through a tube.
Effectiveness of unit components (if you have used it or part of it in your own teaching)
Mike and Tristan will be using this in the Fall of 2013.
Summary of Feedback
Derive equation on own (added instructor notes to slide 32: Learning Activity 2)
Bring back M&M’s later in presentation (added instructor notes)
Didn’t discuss summative assessment (added test questions)
Photo on graph slides/handout misrepresents actual situation (see new graphic)
Include r on handout (use slide 39 for handout)
Explain why we care about velocity earlier (see slide 3)
Acknowledgements
Rob Brooker and Mark Decker, the cell biology group who suggested the showerhead as an example, Michelle
Withers for her scrunchie, Stephanie Gardner for the circulatory system graphic, Robin Wright and HHMI for
funding/organizing/leading this amazing development opportunity (and for the M&M’s).