ED 338 503 TITLE Computers in Life Science Education ...

DOCUMENT RESUME

ED 338 503 SE 052 430

TITLE Computers in Life Science Education, Volume 7,Numbers 1-12.

INSTITUTION National Resource for Computers in Life ScienceEducation, Seattle, WA.

REPORT NO ISSN-0742-3233PUB DATE 90NOTE 97p.PUB TYPE Collected Works - Serials (022)JOURNAL CIT Computers in Life Science Education; v7 nl-12 Jan-Dec

1990

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS Biology; *Computer Assisted Instruction; *Computer

Software; *Computer Uses in Education; HigherEducation; Interactive Video; *Resource Materials;Science Education; Technology; Thinking Skills

ABSTRACTThe 12 digests of Computers in Life Science Education

from 1990 are presented. The articles found in chronological sequenceare as follows: "The Computer as a Teaching Tool--How Far Have WeCome? Where Are We Going?" (Modell); "Where's the Software--Part 1";"Keeping Abreast of the Literature" (which appears quarterly);"Where's the Software--Part 2"; "Computer Assisted Instruction in anHistology Course" (Jensh); "Where's the Software--Part 3"; "BiologyCourseware for College Freshmen" (Ralph) "Where Are the Videodiscs?";"CLSE 1990 Colleague Directory--Part 1"; "CLSE 1990 ColleagueDirectory--Part 2"; "Designing Computer Based Tutorials to ReinforceReasoning Skills" (Modell); "CLSE 1990 Colleague Directory- Tart 3";"Integrated Systems for Testing and Grading" (Lombardi); "AComparison, for Teaching Purposes, of Three Data-Acquisition Systemsfor the Macintosh" (Swanson); "A Computer-Based Approach toReinforcing Common Principles in Biology" (Modell); and "Summary ofLiquid Crystal Display Projection Pad Vendors." "Keeping Abreast ofthe Literature" is designed to help readers become aware of currentliterature pertinent to computer applications in the life sciences bylisting citations. "Where's the Software" and "Where are theVideodiscs?" include listings of science software sources andprograms available through them. Each listing contains a descriptionand identifies the needec omputer and a contact company, person, orphone number. (KR)

***************************X*********************************A********Reproductions supplied by EDRS are the best that can be made

from tae original document.*************************************X*********************************

VOLUME 7 NUMBER 1, JANUARY 1989

COMPUTERSIN LIFESCIENCE'EDUCATION

HAROLD I. MODELLNRCLSBSeattle, Washington

NELS C. ANDERSONDepartment of Cell BiologyDuke University Medical CenterDurham, North Carolina

CHRISTINE BOLWELLDiakovery, Computer.Auisted

Healthcare EducationSaratoga, California

RICHARD EISENBERGDepartment of PharmacologyUniversity of Minnesota - DuluthDuluth, Minnesota

ROBERT H. GILES, JR.Dept of Fisheries and Wildlife SciencesVirginia Polytnchnic Institute and State

UniversityBlacksburg, Virginia

LEWIS J. KLEINSMITHDepamneru of BiologyUniversity af NEchiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifornia Luthern UniversityThousand Oaks, California

DONNA LARSONSchool of NursingGrand Valley 3tatc UniversityAllendale, Michigan

ROY S. MEYERSDepartment of BiologySkidmore CollegeSaratoga Springs, New York

JOEL A. MICHAELDepartmem of PhysiologyRush Medical CollegeClicago, Illinois

CHARLES L RALPHDepartment of BiologyColorado State Un;versityFort Collins, Colorado

CATHERINE J. SCIIAAPI3epartment of Anstumy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince Edward IslandCharlottetown, Prince Edward Island

CLSEE3 7(1)1-8, 1990 ISSN 0742-3233

I I"PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION

Ofbce ol EducatiOnal Research and improvementMATERIAL IN MICROFICHE ONLY EDUCATIONAL RESOURCES INFORMATIONHAS BEEN GRANTED BY CENTER (Epic)

This document has been reproduced as

Haralliiiadel 1 eCeived from the person or organizationCuicanating it

C' Minor changes nave been made to improveruproductiOn Quality

Points of view or opinions Staled in this dOCumeni do not necessarily represent officialOE RI position or policy

CONTENTS

THE COMPUTER AS A TEACHING TOOL HOW FARHAVE WE COME? WHERE ARE WE GOING?

Harold I. Modell

NRCLSE ANNUAL REPORT FOR 1989

NRCLSE QUESTIONNAIRE

1

5

7

THE COMPUTER AS A TEACHINGTOOL HOW FAR HAVE WECOME? WHERE ARE WE GOING?Harold I. ModellNational Resource for Computers in Life Science Education, Seattle, Washington

It seems appropriate when making a tran-sition between decades to reflect on theprogress that has been made during thedecade just ending and project whatmight lie ahead in the new decade.The progress made in the decade just

ending has been considerable. The topicscovered by articles appearing in Comput-ers in Life Science Education reflect thisprogress As we entered the 1980s, use ofthe computer as an instructional tool waslargely limited to environments that sup-ported mainframe computers or mini-computers offering timeshare capabil-ities. Terminals were generally restrictedto text output and were reserved for inde-pendent study environments. The major-

ity of applications were tutorial and fol-lowed the traditional Computer-AssistedInstruction (CAI) question and answerformat. The introduction of the micro-computer, however, changed the way inwhich educators viewed the utility ofcomputer technology.

MOVING TECHNOLOGY TO THECLASSROOM

The technology was no longer restrict-ed to rooms that provided "hard-wired"or modem connections between tc y. minaland computer. The microcomputerscould easily be moved to whcre the stu-dents were. Furthermore, these ma-chines could be easily programed to in-

0742-3233/901S0.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

2 BEST COPY AVAILABLE

2 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 1, JANUARY 1990

elude graphic displays and animations.In addition to pursuing the traditionalapplications of computer-assisted in-struction,23.2348-31.".39 educators movedthe technology into the classroom. Ap-plications ranged from using simulationsin small group".32 and lecture' settings tofoster active learning to using the com-puter as a "slide projector" to incorpo-rate animation and provide a "buildingblock" approach to developing conceptswith students.18.36 The technology alsoprovided a communication vehicle in theform of an electronic blackboard thatcould be used during teleconferencing ofinstructors and students who were sepa-rated geographically.26 Introduction ofvideo projection devices34.36 providedlarge screen displays of the computeroutput so that the class and instructorcould work together while viewing thesame screen.

The microcomputer also made an im-pact in enhancing the active learningexperience of the student laboratory."The technology provided a relativelyinexpensive means of acquiringdata2.9.12-30.49 as well as a tool for analyzingdata within the time frame of the studentlaboratory period." Furthermore, byusing simulations, students could per-form "experiments" that were previouslynot possible either because of cost ofnecessary equipment, time available, orrisk to the student."33.21.24.37

QUESTIONS TO BE ANSWEREDImplementation of this technology raisednew questions related to delivery of in-struction. Is this technology cost effec-tive?32 Are programs intended for use inone educational environment useful inother environments?4.37.4' What designcriteria should be considered when usinggraphics in instructional softwarerWhat factors should be considered whendesigning simulations?".62 What consti-tutes "good" educational software?27How does one evaluate software?33,35

The question of evaluation is a signifi-cant issue that has yet to be resolved.

NRCLSE addressed this issue," andestablished a peer critique mechanismfor software review." EDUCOM andNCRIPTAL established a national com-petition as a mechanism for evaluatilsoftware and curriculum innovationsincorporating computer app1ications.31However, many authors have yet to availthemselves of these mechanisms, and, asa result, much of the available softwarehas not been subjected to a rigorous eval-uation process.

INTERACTIVE VIDEOAlthough optical videodisc technologywas available at beginning of thedecade, the cost of mastering videodiscsand software support for this meeium hadnot developed to the point where generalapplication of this methodology waspractical. By the mid-1980s, however,significant improvements had been madein both areas, and interactive videoemerged as a viable mode of deliveringinstruction where a significant portion ofthe content was visually oriented.3.6.".U4761 Intemetive video did not requireimages to be stored on a videodisc, how-ever. Some educators used existingimages stored on videotape and were ableto couple these images with computerbased interactive programs to produceacceptable interactive video instruc-tion.'.46 Perhaps one of the more intrigu-ing applications of interactive videodisctechnology was a series of case studiesdesigned for use in a group setting thatincorporated a voice-driven microproc-essor. In this system, the user interactswith the program through a series ofvoice commands."

SOFTWARE DEVELOPMENTSThe tools available for faculty wanting todevelop educational software improvedsignificantly during the 1980s. Early inthe decade, authoring software wasaimed helping educators develop pro-grams that adhered to the tradition CAItutorial formats.'6,33 Many of these sys-tems did not include arithmetic capabili-

ties necessary for supporting mathemati-cal models. If faculty wished to developsuch simulations, it was necessary forthem to know how to rtrogram using ageneral purpose computer language (eg,BASIC, FORTR AN, PASCAL).

The introduction of mouse technologyand the user interface strategy at the heartof the Macintosh computer fostered de-velopment of new authoring tools thatprovided faculty not familiar with pro-gramming techniques the opportunity toauthor educaO z. nal software. Some pack-ages offered digitjed sound and sophis-ticated graphics capabilities that allowedmovie-like animation.° Others, not spe-cifically aimed at, but certainly appli-cable in the educational arena, were de-signed to provide a simulation environ-ment to non-programmers.10.29.36

Perhaps the single software advance-ment that has made the biggest impact ineducational computing is the implemen-tation of the hypertext concept.20° Thecrux of the hypertext concept is the ideathat users of a database should be able tomove through that database in a nonse-quential fashion. This has led to com-puterized versions of syllabi and othertextual material with links to associatedmaterial so that the student need onlychoose highlighted words to retrieve re-lated information. The graphics capa-bilities of this software and the option ofaccessing information on other media(eg, videodisc, CD.ROM) har extendedthis organization mode to a wide varietyof options." The software also providesauthors with a "friendly" developmentenvironment in which a variety of inter-active modes may be used for tutorii:iapplications.'5

PROJECTIONS FOR THE 1990sThe hardware and software advancesmade in the 1980s offer considerablepotential for the 1990s. New user inter-face modalities (eg, the mouse and touchscreen), easier graphics generation (eg,"draw" and "paint" programs), the abilityto incorporate multimedia resources

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 07423233/90/SO.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 1, JANUARY 1990 3

through hypermedia or other applica-tions, and the growing resources avail-able to generate or access visual andaudio data have opened new vistas forfaculty who are interlsted in developinginstructional materials.

Incorporating these resources withtechnology designed to foster communi-cation between students and the instruc-tor" can result in an active learning class-room environment in which teachers candiagnose and address the progress of in-dividual students during each classroomperiod.

Hence, the 1990s may see the emer-gence of classrooms in which instructorshave ready access a broad scope of vi-sual, audio, and textual databases withwhich to encourage active learning expe-riences within a group or independentstudy setting.

Real progr 'ss will depend, however, onseveral related factors that are indepen-dent of hardware and system softwaredevelopments. These factors includecommitment by faculty to develop highquality, versatile materials, establishingfaculty rewards for such efforts, andidentifying funding sources to supportsuch efforts.

Developing creative, effective softwarerequires a considerable time investment.If the past decade is any indication, fac-ulty who have developed software havedone so with a specific application inmind, usually directed toward a specificcourse and specific student population.They have not attempted to subject theirsoftware to rigorous peer evaluation, norhave they taken advantage of attemi ts toimprove good communication channelsto share development ideas r. i exiStingsoftware. This has led to urn 'cessaryduplication of software covering con-cepts in some areas and virtually no sr ft-ware in other, equally important, contentareas within the same discipline. To becompletely successful, a critical mass ofhigh quality software covering all as-pects of a given discipline must be avail-able. This pool must contain software

that is versatile enough to be used indifferent curricula and at different levelsof sophistication. To reach this level, fac-ulty must submit their software to peerevaluation, and they must establish col-laborative efforts with colleagues so thatthe time invested may yield maximumbenefit.

Peer critique and establishing collabo-rative efhrts go hand-in-hand with re-structuring faculty evaluation criteria.Currently, faculty involved in develop-ing computer-based materials do not of-ten receive rewards consistent with theirtime investment or the impact of theirefforts on student learning. Conse-quently, faculty are not willing to under-take such projects. This situation must beremedied if significant progress is to bemade. Part of the reason for the inequityin thc reward structure trny be that mostof these efforts do not extend beyond asingle institution. As a result, the bodydetermining faculty rewards (eg, theAppointments and Promotions Commit-tee) are unable to fully evaluate suchcontributions. If. however, results ofpeer critique of these efforts were avail-able, and the efforts had a national focus,criteria similar to evaluation of scientificbench research could be applied.

Another criterion often used for facultypromotion is the level of external fundingobtained for support of research anddevelopment efforts. This is a criticalissue for the 1990s. In the past, fundingagencies have not supported researc h anddevelopment efforts aimed at applyingcomputer technology to life science edu-cation. A concerted effort must be madeto help these agencies realize that fund-ing research and development of tec hnol -ogy-based applications to life scienceeducation is critical to progress in thisarea.

REFERENCES

I. AZBF1L, JANET W. Conversion of instruc-tional videotapes to computer controlledformats for continuing medical edu-cation. Computers in Life Scitnce

Education 3:27-30, 1986.2. BARR, LLOYD AM') RANDALL &WEL Com-

puter-aided data acquisition in an under-graduate physiology laboratory. Com-puters in Life Science Education1:19.22,1984.

3. B [AMA% LARRY. First steps using personalcomputers in a plant physiology COUTSE.Computers in Life Science Education5:1-4, 1988.

4. BiANCHAER, M.C. AND F.C. Smvy..Ns Micro-

computer-led clinical case tutorials inbasic science education. Computers inLife Science Education 3:25-27, 1986.

5. Boum, JoNN R. Generic videodiscs: aneducational resource. Computers in LifeScience Education 2:73-76, 1985.

6. BRANCH, CHARLES E., M. Sump, R.I.ROBERTSON, S.D. BEcKr.-rr, M.M. LEwis,AND AMY L. FAWYER. Intelactive video-disc simulated physiology laboratories.Computers ir Science Education6:81-86, 1989.

7. BRECKLER, JENNIFER L. Microcomputerworkstations for human physiology lab-oratories. Computers in Life ScienceEducation 6:49-50, 1989.

8. CHURL1-111L, LYNN 1). Instructional designissues and the effective use of graphics incomputer-assisted instruction. Com-puters in Life Science Education 2:45-47,1985.

9. CLARK, CARL 0. Compuu-r interfacing forscience experiments. Computers in LifeScience Education 2:59-61. 1985.

10. COON, THOMAS G. Using STELLA simula-

uon software in life science education.Computers in Life Science Education5:65-71, 1988.

11. COOPER, ELVABETH H. Simulated experi-

ments in biology classes. Computers inLife Science Education 3:57-59, 1986.

12. COYNE, MARY D. Substitution of applecomputers for storage oscilloscopes andpolygraphs. Computers in Life ScienceEducation 2:81-86, 1985.

13. ECKBIAD, JAMES W. Experimental datasimulations in biology. Computers inLife Science Education 4:60-63, 1987.

14. NNE. JAmEs S. Adaptation of interactivevideodisc in medical education. Comput-ers in Life Science Education 4:12-15,1987.

15. FRKONiA. k.Fv. Hypertext options for theeducational software developer.Computers in Life Science Education

0742-3233/90a0.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION


6:65-72, 1989.16. Gil AttAm, STEPHEN N. Tools for creating

lessons on a computer. Computers in LifeScience Education 2:1-5, 1985.

17. HAmss, WILLIAM G. Technology in med-ical education - a case study approach.Computers in Life Science Education2:92-94, 1985.

18. HECIMAN, JAmas, MICHAEL B. WANG, MI-

CHAEL HARRIS, MICHAEL GORDON, AND AN-

ITIONY CARDELL. The US of computer ani-

mations during lectures in physiology.Computers in Life Science Education4:73-76, 1987.

19. 11:Ant, R.B. Course of Actionl": CAIsoftware tool for macintosh course au-thors. Computers in Life ScienceEducation 6:41-43, 1989.

20. HMDCAMP, WILLIAM H. Computers andundergraduate comparative physiology.Computers in Life Science Education1:54-55, 1984.

21. HownAy, CHAtaxs W. Using "HUMAN,"a comprehensive physiological model, inteaching undergraduate physiologycourses. Computers in Life Science Edu-cation 2:41-43, 1985.

22. JENSH, RONALD P. Use of computer assistedinstruction - interactive video in basicmedical education. Computers in LifeScience Education 4:65-68, 1987.

23. JONES, M.E., J.W. Motror, AND M. ALICONE.

Factors influencing the success of CAIprograms. Computers in Life ScienceEducation 2: 61-63, 1985.

24. Jorms. M.E., J.W. MANN, AND M. AucoNN.

Simulatedlaboratory experiments. Com-puters in Life Science Education 2:76-77,1985.

25. Jons, M.E., J.W. MANN, AND M. AUCONE.The use of drivers in computer-assistedinstruction. Computers in Life ScienceEducation 2:86-87, 1985.

26. KASTELLA K. ANL, Auipx.r GoaDoN. Use of

electronic blackboard teleconferenceteaching at a remote side. Computers inLife Science Education 4:33-35, 1987.

27. KEARSLEY. GREG. Good versus bad soft-ware: what makes the difference? Com-puters in Life Science Education 6:1-3,1989.

28. Kmum-v, LARay. Linkway: hypermediafor IBM personal computers. Computerin Life Science Education 6:9-11. 1989.

29. KIEL, J.W. AND A.P. SHEPHERD. A graphic

computer language for physiology

simulations. Computers in Life ScienceEducation 5:49-56, 1988.

30. KOLIISKY, Micsasi A. Apple //e mediatedworkstations in the undergraduate physi-ology laboratory. Comf uters in Life Sci-ence Education 5:25-28, 1988.

31. Kona& ROBERT B. AND STEYRN W. GILBERT.

Letter to the editor EDUCOM/NCRIP-TAL higher education software awardsprogram. Computers in Life ScienceEducation 92-93, 1989.

32. LARSON, DONNA E. Using computer-assisted instruction in the education ofhealth care professionals: what the deanneeds to know. Computers in Life Sci-ence Education 1:65 -67, 1984.

33. LAsmat, Jaw C., RAL.141 BLUNE-IARDT, AND

JACK L. LANCASTER. Teaching radiologicprinciples by microcomputer in smallgroup conferences. Computers in LifeScience Education 1:29-32, 19S4.

34. LEVINE, StriutmAN D. Microcomputergraphics as a substitute for lecture slides.Computers in Life Science Education1:33-36. 1984.

35. LOCATLS, CRAIG AND VICrOR CARR. Factors

to consider when choosing an authoringsystem. Computers in Life Science Edu-cation 2:5-7, 1985.

36. MANDEL, Jaw E. A comparison of threegraphically oriented simulation environ-ments for the macintosh. Computers inLife Science Education 6:57-63, 1989.

37. MEYERS, ROY S. AND ROBERT PARSONS.Creative educational use of softwarewritten by others. Computers in LifeScience Education 2:25-32, 1985.

38. MICHAEL, JOEL A. AND HAROLD I. MODELL.

Computer simulations in life science edu-cation: some design issues. Computers inLife Science Education 3:73-76, 1986.

39. MICHAEL, JOEL. A. Letter to the editor:comment on peer review or peer critiqueof software. Computers in Life ScienceEducation 4:91-92, 1987.

40. MatrraN, Timm, M. Enhancing lectureswith P ,-...icrocomputer. Computers in LifeScience Education 1:9-11, 1984.

41. MODEIL, HAROLD!. Input/output design fordifferent educational settings. Comput-ers in Life Science Education 1:57-62,1984.

42. MODELL, HAROLD I. Approaches to simula-

tions for teaching. Computers in LifeScience Education 3:41-45, 1986.

43. MODELL, HAROLD I. How shall we evaluate

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDI ICATION

software - peer review or peer critique?Computers in Life Science Education4:68-69, 1987.

44. MODELL, HAROLD I. NRCLSE begins soft.ware evaluation program. Computers inLife Science Education 5:73-75, 1988.

45. MODELL, HAROLD I. Hypertext as an au-thoring environment. Computers in LifeScience Education 6:73-79, 1989.

46. MOORE, JOHN F. An entry-level approachto interactive video program develop.ment. Computers in Life ScienceEducation 3:9-12, 1986.

47. MOSLEY, MARY LOU, NAOMI 0. STORY, AND

JIM WALTERS. Solving an instructionalproblem with interactive v ideo. Comput-ers in Life Science Education 1:49-50,1984.

48. Mtrapirr, Baum J. Developing computerassisted instruction for anatomical sci-ence education. Computers in Life Sci.ence Education 3:65-67, 1986.

49. Ouvo, RICHARD F. Selecting an analog-digital interface: a tutorial. Computers inLife Science Education 3:89-93, 1986.

50. ROBINSON, STNvEN L. DISCOURSE - atechnology based alternative for groupinstruction. Computers in Life ScienceEducation 4:17-20, 1987.

51. ROvICK, A. AND JOEL A. MICHAFJ.. Thecomputer lesson. Computers in Life Sci-ence Education 1:6-7, 1984.

52. Scatcamuus, BYRON A. Teaching physiol-ogy by microcomputer in small groupconferences. Computers in Life ScienceEducation 1:4-6, 1984.

53. SKJBA, DIANE J Evaluation of computer-assisted instruction courseware. Com-puters in Life Science Education 2:11-14,1985.

54. &rm., RicitAao E. AND K. RICHARD KN011.

Projecting computer displays. Comput-ers in Life Science Education 4:76-77,1987.

55. TUCKER, CLYDE. How can you determinewhich educational software is best foryour applications? Computers in LifeScience Education 1:51-52, 1984.

56. ViNcENzt, FRANK F. Projecting microcom-p)Aer images in thc classroom: a com-ment on two projection monitors. Com-puters in Life Science Education1:17-19,1984.

57. WANG, MICHAEL AND JAMES HECKN1AN.

Computer-based laboratory exercises.Computers in Life Science Education

1111

U742-3233/9040 00 + 2.00

t)


4.57-60, 1987.58. WASHINCTION, DANY J. Designing com-

puter assisted instruction materials for re-medial freshman biology curriculum.Computers in Life Science Education2:17-22, 1985.

59. WOOLRY-MCKAY, DOROTHY. USC Of com-

puter tutorials in community collegehuman anatomy and physiology classes.Computers in Life Science Education1:36-37, 1984.

60. WOOLEY-MCKAY, DOROTHY. Hypercard

NRCLSE ANNUAL REPORT FOR 1989

The overall purpose of NRCLSE is tocultivate collaborative efforts amongfaculty with expertise in using computersin life science education. The broad goalof the Resource is fourfold:

1) to educate faculty in effective usesof computers in the curriculum;

2) to promote research aimed at eval-uating new applications of thecomputer to life science education;

3) to promote development of a criti-:ai mass of high quality, versatilesoftware, and

4) to serve in a consultant capacity forlife science faculty currently activeor interested in becoming active inthis area.

This year's activities continued our ef-forts to serve the life sci.'nee community.A statement of NRC.,SE's financialstatus is presented in Table 1.

GENERAL OVERVIEW OFA CTI VITIES

During 1989, NRCLSE moved its oper-ation from the University of Washingtonto larger quarters. The new space ar-rangement has helped to improve the op-eration of the Resource by allowing con-solidation of our computer, office, andnewsletter/software warehousing capa-bilities into one location.

Publication of Computers in Life Sci-ence Education continued to beNRCLSE's primary activay in 1989.However, during the past year, we con-tinued to provide information to col-leagues throughout the world concerning

what is it? Computers in Life ScienceEducation 5:33-34, 1988.

61. WOODS, JAMES W. Optical videodiscs andcomputers in life science education.Computers in Life Science Education1:25-28, 1984.

Table I. NRCLSE Financial Report for year ending December, 1989.

Fund Balance, December J1, 1988

Revenues

$13,702

Cash donations 1,000Subscriptions/Reprints 5,540Software/Manual sales 2A22

Total Revenues 9,422

4

ExpensesCLSE production 3,541Postage/Shipping 1,963Operating expenses

supplies, phone, etc. 725Travel 591Equipment 1.124

Total Expenses 7,944

Increase in fund balance 1,478

Fund balance, December 31, 1989 $15,180

use of computers in life science curricula,participate in national meetings, conductdemonstrations at several institutions,and distribute our Simulations in Physi-ology software. We have also embarkedon a software development project utiliz-ing the hypertext environment.

Computers in Life Science EducationSubscriptions to CLSE continue at thesame level as in previous years, withabout 30% of the subscriptions beingheld by libraries. About half of the sub-scribing institutions focus on under-graduate education, and about one fourth

focus on medical education. The geo-graphic distribution of subscribcrs con-tinues to be broad. In addition to the U.S.and Canada, subscribers for 1989 in-cluded institutions in Denmark, the Fed-eral Republic of Germany, France, GreatBritain, Hungary, Israel, Japan, Norway,the Philippines, and Sweden.

Software distributionIn 1989, eighteen sets of our simulationswere distributed to institutions in theU.S., Belgium, Italy, Scotland, and Swe-den. Currently, over seventy-five institu-tions representing twelve countries on

0742.3233/90/MO + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

6

IMNI6 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 1, JANUARY 1990

four continents have purchased one of themicrocomputer versions of Simulationsin Physiology - The Respiratory System.

Resource InformationDuring 1989, NRCLSE again respondedto 50 requests for information concern-ing use of the computer as an educationaltool. As in previous years, the geograph-ic origin of the requests continues toreflect our goal of providing worldwideservice. Requests in 1989 were receivedfrom fourteen counuies in addition to theUnited States.

Presentations/ConsultationDr. Modell served as the keynote speakerfor a computer assistcd teaching work-shop sponsored by the InternationalFoundation for Ethical Research (IFER)held in Denver in March, 1989. IFER,recognizing the need for use of li prep-arations in research and teaching, is con-cerned with the discovery, developmentand implementation of viable, scientif-ically valid alternatives to the use of liveanimals in research, testing, and teachingwhere such alternatives are feasible.

NRCLSE was instrumental in organiz-ing a tutorial session entitled "Using themicrocomputer in the classroom" thatwas co-sponsored by the Teaching ofPhysiology Section of the AmericanPhysiological Society and held on March21, 1989 at the 73'd annual meeting of theFederation of American Societies forExperimental Biology (FASEB) held inNew Orleans.

NRCLSE also visited four medicalschools in 1989 to demonstrate the use ofthe computer to foster active learning inthe classroom and discuss uses of com-puters in the basic science cuniculum.

Peer critique of softwareOur program for peer critique of soft-ware initiated in October, 1988 receiveda boost this year. The description of the

program (see CLSE, October 1988) wasreprinted this year in Collegiate Micro-computer (VII(2):181-183, 1989) andScience Software (5(3):211-213, 1989).

New software initiativeNRCLSE began work on a new softwarepackage this year. The package will usethe hypertext environment to incorporatetutorial screens (see CLSE, October1989) with the Simulations in Physiol-ogy models. The package will be in-tended to serve as resource material forclassroom interaction and as a course inrespiratory physiology concepts for in-dependent study.

Special thanksNRCLSE extends a very special "Thankyou" to the following people, organiza-tions, and institutions for their support in1989.

American Physiological Society9650 Rockville PikeBethesda, MD 20814

Michael J. BelloInternational Foundation for EthicalResearch79 West Monroe, Suite 514Chicago, IL 60603

Marcel BlanchaerDepartment of BiochemistryFaculty of MedicineUniversity of ManitobaWinnipeg, Manitoba R3E 0W3

Theodore J. CrovelloGraduate Studies and ResearchCalifornia State University, Los AngelesLos Angeles, CA 90032

James W. Eckb ladDepartment of BiologyLuther CollegeDecorah, IA 52101

Diana J. GabaldonEditor, Science SoftwareCe er for Environmental StudiesAnzona State UniversityTempe, AZ 85287

Tsegaye HabtemariamSchool of Veterinary MedicineTuskegee UniversityTuskegee, AL 36088

Donna LarsonSchool of NursingGrand Valley State UniversityAllend2.1e, MI 49401

Terry M. MikltenGraduate School of Biomedical SciencesUniversity of Texas Health Science CtrSan Antonio, TX 78284

James E. RandallDepartment of PhysiologyIndiana UniversityBloomington, IN 47405

Patricia SchwlrianCollege of NursingOhio State UniversityColumbus, OH 43210

Rkhard StullCollege of PharmacyUniversity of ArkansasLittle Rock, AR 72205

!Irian J. WinkelEditor, Collegiate MicrocomputerRose-Hulman Institute of TechnologyTerre Haute, IN 47803

Dorothy Wooley-McKay2215 West Eugie Ave.Phoenix, AZ 85029

Glen YoshidaDepartment of Life SciencesLos Angeles Southwest CoregeLos Angeles, CA 90047

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/9040.00 + 2.00


NATIONAL RESOURCE FOR COMPUTERS IN LIFESCIENCE EDUCATION QUESTIONNAIREIt is time once again to update our CLSE colleague directory. Please help ensure that we provide accurate information. Take a fewminutes to complete the questionnaire below and return it to the followini, address:

Name:

Address:

Harold Modell, Ph.D.NRCLSiP.O. Box 51187Seattle, Wa.tington 98115

Phone:BITNET:

State Zip-What content areas do you teach?

What student population(s) do you serve? (Please check appropriate categories)

Undergradu....e Graduate Nursing Medical

Allied Health Dental Veterinary

Other (please specify)

Are you currently using the computer as an educational tooP Yes No

If !.es:

How many years have you used the computer in this way?

What kirld of equipment are you using?

Have you written any software for use in your teaching efforts? Yes No

What commercially available software have you fouPd useful?

Would you be willing to help critique software for peers" Yes No

0742-3233190/SO.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUMRS IN LIFE SCIENCE. EDUCATION


AIMS AND SCOPE The goal of Computers in Life Science Educationis to provide a means of communication among

life science educators who anticipate or are currently employing the computer as an educational

tool. The range of content includes, but is not limited to, articles focusing on computer appli-

cations and their r.nderlying philosophy, reports on faculty/student experiences with computers

in teaching environments, and software/hardware reviews in both basic science and clinical

education settings.

INVITATION T6 CONTRIBUTORS Articles consistent with the goals ofComputers in Life Science Education areinvited for possible

publication in the newsletter.a

PREPARATION AND SUBMISSION OF MATERIAL

Articles submitted for publication should be typewritten, double spaced, with wide margins. The

original and two copies including two sets of figures and tables should be sent to the Editor:

Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187.

Title page should include full title, list of authors, academic or professional affiliations, and

complete address and phone number of the corresponding author.

Illustrations should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser printer output is acceptable). The lettering should be such

that it can be legible after reduction (width of one column = 5.7 cm).

Reference style and form should follow the "number system with references alphabetized"described in the Council of Biology Editors Style Manual. References should be listed inalphabetical order by the first author's last name, numbered consecutively, and cited in the text

by these numbers.

RESPONSIBILITY AND COPYRIGHTAuthors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed form

must be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computers

in Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00

for 12 issues, including postage and handling m the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with tb, vright Clearance Center, Inc. Consent is given

for coNing of articles for personal or Mu for the personal or internal use of specific

clients. This consent is given on the condi tivi. te copier pay through the enter the per-copyfee stated in the code on the first page le-, beymd that permitted by the US Copyright Law.

If no cede appears on an article, the :a .hor has "%fit given broad consent tn copy and permission

to copy must be obtained directly from tnhe,r. This consent does not extend to other kinds

of copying, such as for general distrib : 301. sale, advertising and promotional purposes, or for

creating new collective works.

Address orders, changes of address, and claims for missirg issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months for

do,nestic addresses and six months for foreign addresses. Duplicate copies will not be sent torepl. ice ones undelivered due to failure to notify NRCLSE.of change of address.

Addres; editorial correspondence to Harold 1. Modell, PhD, NRCLSE, P.O. Box 51187, Seattle,

WA 98115-1187. (BITNET MODELL@UWALOCKE)

POS f MASTER: Send address changes to Computers inLife Science Education, NRCLSE, P.O.

Box 51187, Seattle, WA 98115-1187.

01990 BY NATIONAL RE.SOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/9030.00 + 2.00

I I I

VOLUME 7 NUMBER 2, FEBRUARY 1989 CLSEE3 7(2)9-16, 1990 ISSN (1742-3233

EDUCATIO 111111111111111111111110

COMPUTERSIN LIFESCIENCE

N

HAROLD I. MODELLNRCLSESeau le, Washington

NELS C. ANDERSONDepaiment of Cell BiologyDuke University Medical CenterDurham, Nonh Carolina

CHRISTINE BOLWELLDiskovery, Cornputer.Auisted


RICHARD EISENBERGDepartment of Phat.nacologyUniversity of Minnesota - DuluthDuluth, Minnesota

ROBERT H. GILES, JRDept of Msheries and Wildlife ScialcesViripnia Polytechnic Institute and State


LEWIS J. KLELNSM1THDepartman of BiologyUniversity of MichiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifor.tia Luthem UniversityThousand Oaks. Ca amnia

DONNA LARSONSchool of NursingGrand Valley State UniversityAllendale, Michigan

ROY S. MEYERSDepartment of BiologySkidmore CollegeSaratoga Springs. New York

JOEL A. MICHAELDepartment of PhysiologyRush Medical CollegeChicago. Illinois'

CHARLES L RALPHDeparunan of BiologyColorado State UniversityFort Collins, Colorado

CATHERINE J. SCHAAFDepattment of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince Edward Islar.dChar louctown. Prince Edward Island

CONTENTS

WHERE'S THE SOFTWARE PART I 9

WHERE'S THE SOFTWARE?- PART 1

In the past, we have published lists of lifescience software sources and programsavailable through them. The followinglist is presented as the latest in a continu-ing effort to make colleagues aware ofpotential resources. As in the past, noattempt has been made by NRCLSE toreview these materials.

The listings are arranged by contentarea. Each item includes a vendor namerelating the software to the vendors listappearing on page 15.

If you have found specific softwarehelpful in your teaching efforts, pleaseshare your good fortune by letting usknow about the program(s) and sup-plier;s) so that we can make this informa-tion available through future software

Send pertinent information to Dr.Harold Modell, NRCLSE, P.O. Box51187, Seattle, WA 98115 or send us anote on BITnet. Our BITnet address isMODELL@ UW ALOCKE.

ANATOMYANATOMY OF A F1Sh

Tutorial/game presenting informationon the external, internal, and skeletalstructures of a bony fish. Available forApple II compatible equipment.VENTURA EDUCATIONAL SYSTEMS

ANATOMY OF THE PERIPHERAL

NERVOUS SYSTEMTutorial covering upper extremity,head, neck and thorax, abdomen, andlowerextremity. Available for Apple IIand IBM-PC compatible equipment.WILLIAMS & WILKINS

iNATOMY OF A SIA LAMPREYTutorial/game presenting informationon the life cycle and anatomy of a sealamprey. Available for Apple II com-patible equipment.VENTURA EDUCATIONAL SYSTEMS

BODY LANGUAGE 1, 11, 111, IV

A series of drill and practice reviews ofanatomical terms. Available for AppleII and IBM-PC compatible equipment.EDUCATIONAL SOFTWARE PRODUCTS

GROSS ANATOMY TUTORIALTutorial for gross anatomy review byregion and for self-test in NationalBoard format. Program available forApple II equipment.LIVE SCIENCE ASSOCIATES

HEART LABAnimated graphics simulation of hu-man heart. Program available for AppleII, TRS -80 Models I and III, PET, andAtari 800/800XL equipment.EDUCATIONAL ACTIVITIES. INC.

HUMAN ANATOMY PICTURE FILEHi-Res diagrams of heart, brain, eye,ear, respiratory system, kidney, endo-

0742-3233/90/$0.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

1 0

10 COMPUTERS IN LIFE SCIENCE EDUCKVION, VOLUME 7, NUMBER 2, FEBRUARY 1990MMINEM11711.

crine system, neurons, circulatory sys-tern schematic, and digestive system.Program available for Apple 11 equip-ment. DArivrticn SOFTWARE SY.TTEMS

LOCOMOTIONTutorial reviewing types and functionsof bones and muscles. Program avail-able for Apple II and IRS-80 Model IIIequipment. J &S SOFTWAR!

BIOCHEMISTRYANIMATED PABIWAYS OFBIOCHEMISTRY

Simu!ation of molecules colliding andreacting. Available for IBM-PC com-patible equipment. WILLIAMS & WILKINS

ANIMATIONSContains animations for demonstratingDNA structure and synthesis, RNAstructure and synthesis, and proteinsynthesis. Program available for AppleIl equipment. ALBION

BIOCIIEAHSTRYTutorial covering basic atomic struc-ture, balancing equations, and proper-ties of proteins and carbohydrates.Program available for Apple II andTRS-80 Model III equipment.

& S SOFTWARE

BIOCHEMISTRY EXAMPi UTORIALCovers basic fuel metabolism. Avail-able for Apple II and IBM-PC compat-ible equipment. WILLIAMS & WalurIs

CONCENTRATED CHEMICALCONCEPTS: BIOWGICAL CHEMIST

Drill and practice program covering anentire introductory course in organicchemistry for health science majors.WILEY PROFESSIONAL SOITWARE

DNA STRI 7CTURE AND SYNTHESIS

Tutorial dealing with nucleotide struc-ture and linkage between nucleotide,base complementarity and hydrogenbonding. Program available for AppleII equipment. EntrrEcn.

DNA-THE BASICSBuilding the DNA molecule from sug-ars, phosphates and bases; types ofmutations and simulation of their ef-fects. Available for Apple //e (en-hanced) and 1B M-PC compatibleequipment. UCAT10NAL MATERIALS &EQUIPMENT CO

ENZKIN: Enume KineticsSimulation of enzyme-catalyzed reac-tions. Program available for Apple IIequipment. CONDUIT

ENZLABSimulations for designing and carryingout enzyme kinetics experiments. Pro-gram available for Apple II and IBM-PC compatible equipment.mown (UX)

ENZPACKAn enzyme kinetics teaching and cal-culation program. Program availablefor Apple 11 and 1BM-PC compatibleequipment. IIIOSOFT (UK)

ENZYME ACTIONTutorial on the basic nature and func-tion of enzymes. Program available forApple II equipment. 11mm:1.a:to

ENZYME-SIMULATION, ENZYMEACTION

Simulation of enzyme action and theeffects of inhibitors using acetylcholin -

esterase. Program available for AppleII, TRS-80 Models 1 and ill, IBM-PC,and Commodore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

GENE MACHINETutorial/Simulation dealing with DNAreplication and protein synthesis. Pro-gram available for Apple II equipment.!not SOFTWARE

MOLECULAR BIOLOGY SERIESPrograms demonstrating central proc-esses of RNA and protein synthesis andDNA synthesis and repair. Programavailable for App1.; II and IBM-PCcompatible equipment. atosoFr (UK)

MOLGRAF

Molecular graphics package. Programavailable for Apple II and IBM-PCcompatible equipment. BIOSOFT (UK)

THE NUCLEIC ACIDS

Tutorial/Simulation dealing with prin-cipal nucleotides and synthesis ofRNA. Program available for Apple IIequipment. EDUCATIONAL MATERIALS &

EQUIPMENT CO.

PROTEIN SYNTHESISTutorial dealing with the general struc-ture of the amino acids and formation orpeptide bonds. Program avcilable forApple II equipment. EDUTECIL INC.

RNA STRUCTURE AND SYNTHESISTutorial extending the concept of hy-drogen bonding between complemen-tary bases to show the synthesis of RNAon the DNA template and the analogiesin structure between DNA and RNA.Program available for Apple IIequipment. EDU TECH, INC.

BIOLOGYADAPTWN AND IDENTIFICATION

Tutorial covering animal adaptation todifferent environments and animalidentification. MT= available forApple II equipment.scorr, FORESMAN & CO.

ANIMAL REPRODUCTIONTutorial reviewing sperm develop-ment, egg and fertilized egg. Programavailable for Apple II and TRS-80Model III equipment. I & s sot:iv/ARE

ASEXUAL REPRODUCTIONTutorial reviewing cell division. Pro-gram available for Apple II and IRS-80Model III equipment. J & S SOITWARE

BIOLOGY IIBIOLOGY 2Tutorials covering a wide range of top-ics in biology. Available for IBM- PCcompatible equipment. INIE1.1.ECTUALSOFTWARE

BIOLOGY COMPUTER STIMUIATWNSTutorial covering various biologicalconcepts and experimental areas in-cluding enzymes, photosynthesis, res-piration, diffusion, meiosis, muscles,nerves, and genetics. Program avail-able for Apple II and TRS-80 Models 1and III equipment_LLFE SCIENCE ASSOCIATES

BIOLOGY DISSECTION FROGDissection guide that teaches studentshow to dissect a frog. Available forApple II compatible equipment. CROSSEDUCATIONAI. sorrwARE

BIOLOGY LAB DISSECTIONSSeven dissection guides teach studentsabout seven different animals: Frog,Earthworm, Grasshopper, Crayfish,Starfish, Clam and Perch. Availablefor Apple II compatible equipment.CROSS EDUCATIONAL SOFTWARE

BIOLOGY SIMULATIONS PACKAGE IIIThree collections of simulations cover-ing aspects of genetics, natural selec-tion, and predator-prey interaction.Available for Apple //e (enhanced)ego ipmen t. AI.BION

CREATE A TESTICREATE A TESTQUESTION FILES-BIOLOGY

Test creation program and 48(X) ques-tion bank in biology. Available forCommodore 64, Apple II and IBM-PCcompatible equipment.CROSS EDUCATIONAL SOFTWARE

DIFFUSION AND ACTIVE TRANSPORTTutorial covering diffusion, osmosis,

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742.3233/9050.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 2, MIRUARY.1MIMIMIIII1001MIOININ

and active transwrt in biological sys-tems. Program ay.. 'able for Apple 11equipment, SIMPAC EmcATIONALSYSTEMS

ENERGETICS AND METABOLISM,GAIWEN OF BIOLOGY: VOLUME 1

Data base illustrating reactions of me-tabolism and interaction.; between theseveral metabolic compartments of acell. Program available for Macintoshequipment. KINKO'S

EVOLUTION, GARDEN OF BIOLOGY :VOLUME 2

Data base illustrating relations amongorganisms of many kinds, emphasi 4ingthe histor) and mechanics of their evo-lutionary change. Program availablefor Macintosh equipment. K1NKO'S

FASCINATING STORY OF CELLGROWTH

Tutorial covers surface area/cell vol-ume, experimenting with cell siz.c

chromosomes in cell division andstages of mitosis. Available tbr IB M-PC compatible equipment.THOROUGHIIRED liDUCATIONAL sonwARE

HOW'S AND WHI"S OF MIGRATINGMOLECULES

Tutorial covering transport through amembrane, osmosis and diffusion.Available for 1BM-PC compatibleequipment. TIIOROUOIHIREDI:MC/MONA!. SOETwARE

ittrwiNGTON 1 SIM PROG - 1310i.OGYSeven simulations for use in intmduc-tory level biology courses. Availablefor DEC equipment. IIUNTINGToNCOMPUTER PROJECT

KNOWLEDGE MASTER - BIOLOGY 2Test-item database for test generation.Content covers coelenterates, arthm-po s, insects, fish, amphibians, andreptiles. Part of a 5-program Biologyseries for Apple II equipment,ACADEMIC HALLMARKS

KNOWLEDGE MASTER - BIOLOGY .3Test-item database for test generation.Content covers birds, mammals, pri-mates, protists, bacteria and taxonomiczoology. Parr of a 5-program Biologyseries for Apple II equipmer,.ACADEMIC ILALLMARKS

MARINE INVERIEBRATESTutorial covering animals from theThylums Porifera, Mollusca. Coelen-

ata, and Echinodermata. Avaialablefor Apple II equipment, vENTURA

EDUCATIONAL SYS'EFMS

OSMO- OSMOSIti IN RED BLOODCELLS

Simulation 01 red blood cells in hyperIonic, hypotonic, and isotonic solu-Lions, Program available for Apple II,IRS-80 Model Ill, 1BM-PC, and Com -modore 64/128 equipment.DIVERSIVIED EDUCATION ENTERPRISES

OSMOSIS AND DIFFUSIONTutorial/Simulation covering effects oftemperature, concentration, solubility,molecule size and charge, and mem-brane pore size on flow of matter acrosssemi-permeable membranes. Programavailable for Apple 11, 1RS-80 Models

and Ill equipment. EDUCATIONALMATERIALS & EQUIPMENT co.

OSMOTIC PRESSURESimulation of thistle tube experimeinsand animation of a molecular model forosmosis. Program available for AppleII equipment. CONDurT

PASSIVE 'TRANSPORTTutorial-simulation covering diffusionand osmosi,. t'rogram for MS-DOScornpatibk cLASSROOM

CONSORTIA MEDIA, INC

PLANT AND ANamt. CELLSTutorial covering the general structureof plant cells, photosynthesis, the gen-rid stucturc of animal cells, and mitosis.Available for Apple II compatibleequipment. VENTURA EDUCATIONALsys-l'EMs

SIMULATION OF HEMOGLOBINFUNCTION

Simulations of hemoglobin and myog-lobin functions. Program for Apple IIequipment. QUTUE. 1M'

THE INSECT WORLDSimulation/tutorial covering insecttypes, body parts, and survival. Avail-able for Apple II compatibleequipment. vENTI:RA EDUcATIONAISYSTEMS

BOTANYALGAL GROWTH

Simulation of the effeAls o" eight vari-ables on growth of algae. Programavailable for Apple II and IBM-PCcompatible equipmeut.onkr.rim, sys-ruxis

BIOLOGY FRUIT KEYIdentifies 125 trees and shrubs. Pro-gram availabic for Atari 400/800equip-

0742.1.13/90/S0_00 + 2 00

IfSaIt 101111..1111MWIMIDM. ESINHOR.M...1.11M1M-.11016.1..

MOIL DYNACOMP. INCCOMPETE:Mant competition

Simulation of experiivents involvinginteraction between flowering plants.Program available for Apple '1 etiaip.11C.M. CONDUIT

I. I ?LI' ANGIOSPEIcMS; A FOSSILVIEW

Tutorial utilizing the fossil record toexplain the develepment of floweringplants. Available for Apple 11 compat-ible SIMPAC DI cATIONAIsYS ITMS

EXPLORING THAT 1 AtAZIM; FOODFACTORY , THE LEAF

Tutorial covers transport in the kat.,structure of the leaf arid stomate actionin gas exchange, Available for IBM-PCcompatible eq.1;pment. THOROCCIIIIREDEDUCATIONAL SOVI WARE

FAMILY IDENUFICATIONData retrieval program to review thecharacteristics of 74 North Americanflowering p'ant families. Programavailable for Apple II equipment.CONDUIT

110w pEAN1.s GRDW: flaw INSIDESIDRY

Tutorial covers growth of the plant,stein cross section, terminal bud andplant hormones. Available for IBM-PC'compatible equipment.THOROUGH,: RED EDUCA DONAL solivARF

LEAF: STRUCTURE AND FIIN('l IONTutor -siniulation covering the anat-omy and physiology of the leaf withrespect to its role as thc "chemk-al fac-tom)," of ill: plant. Program for IBM-PC(PC- r)OS i, Cl .AsSROOSI CONSOR-1 IA

MEDIA, INC

PHO'l'OSYNTHESIS AND LIGHTENERGY

Simulation focuses on ('haracteiof light and its role as an energy source.Program for IBM-PC (PC-DOS).CIASSIUM CONSORTIA MEDIA, INC

PHOTOSYNTHESIS ANDRESPIRAlioN

Demonstration and simulation.: focus-ing with light and dark reactions ol pho.tosynthesis, respiration, and ATPcycle. Program available for Apple 11equipment. scow, FORESMAN & co

PHOTOSYNTHESIS & TRANSPORTTutorial dealing with photosynthesisand transport in plants. Program avail-able for Apple lland IRS-80 Model 111

.11(s:1990 In NATIONAL RESOURCE FOR COMPI;TERS IN III+ SCIENCE EDUCATION

I 2

12 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 2, FEBRUARY 1990

equipment. i & s SOVIVAREPHOTOSYNTHESIS: UNLOCKING THEPOWER OF THE SUN

Tutorial includes light as energy, lightcharacteristics, wave length of lightused by chromoplasts, variables andcontrols. Available fo: IBM- PC com-patible equipment. THOROUGHBREDEDUCATIONAL SOFIWARE

PIANT ANATOMY PICTURE FILEHi-Res diagrams of roots, stem cross-section, leaf cross-section, photosyn-thesis, flowers, seeds, and germination.Program available for Apple II equip-ment. DATAIICH S(WIVARE SYSTEMS

PLANT CELL CYCLEHypercard stack illustrating plant celldivision. Available for Macintoshequipment. KINKOS

PLANT GROWTHTutorial-simulation covering physiol-ogy of growth beginning with the seed.Covers hormone control, feedbackmechanisms, transport, and differentia-tion. Program for IBM-PC (PC-DOS).CLASSROOM CONSORTIA MEDIA. INC.

PLANT PAINTA set of 36 graphics images illustratingconcepts in plant b iology. Available forMachtosh equipment. KINKOS

PLANT-PIANT GROWTH SIMUIATIONSimulation of the effects of light inten-sity and duration on growth and devel-opment of green plants. Program avail-able for Apple II, TRS-80 Models I andIII, IBM-PC, and Commodore 64/128eqUipMent. DIVERSIFIED EDUCATION

ENTERPRISES

REPRODUCTION IN PMNTSTutorial reviewing asexual and sexualreproduction in plants. Program avail-able for Apple II and TRS-80 Model IIIequipment. .1 & s SOFTWARE

SEXUAL REPRODUCTION IN NANTSTutorial covering plant reproductionincluding meiosis, gamete formation,reproduction cycles, and alternation ofgenerations. Available for Apple IIcompatible equipment.SIMPAC EDUCATIONAI. SYSTEMS

SOLAR FOODTutorial/Simulation dealing with pho-tosynthesis. Program available forApple II equipment. IIRM SOFTWARE

THE PIANT - NATURE'S FOODFACTORY

Tutorial/simulation covering flowers,

leaves, stems, roots, and cells. Avail-able for Apple II compatibleequipment. VENTURA EDUaNTIONALSYSTEMS

CLINICAL MEDICINEABG PRACT:CEITHE ABG TPACHER

Drill and practice and tutorial program a sdealing with acid/base evaluation.Available for Apple II and IBM- PCcompatible equipment. mosoirr

ALCOHOL ABUSE AND ALCOHOLISMSet of eight patient-management prob-lems simulating the treatment of pa-tients with alcohol related problems.Available for Apple II and IBM- PCcompatible equipment.UMKC SOFTWARE SERIES

ARRHYTIIMIAS: CASE STUDIES INMANAGEMENT

Simulated patients with various cardiacarrhythm ias. Available for Apple II andIBM- PC compatible equipment.WILLIAMS & WILKINS

ARRHYTHMIAS TUTORIAL IITUTORIAL II

Tutorial dealing with all major cardiacarrhythm ias. Available for Apple II andIBM- PC compatible equipment.WILLIAMS & WILKINS

ARTERIAL BLOOD GASESTutorial dealing with the interpretationof arterial blood gases. Available forApple II and IBM- PC compatibleequipment. WILLIAMS & WILKINS

BLANCHAER CLINICAL CASESTUDIES

Eight simulations of clinical syn-dromes. Program available for Apple IIequipment. BIOSOFT (UK)

BLOOD COUNTS & DIFFERENTIALEVALUATION TEACHING MODULE

Test proficiency in the interpretation ofblood counts. Available for IBM- PCcompatible equipment. LEA& FEBIGER

BUILDING A MEDICAL VOCAB -COURSE

Tutoria/drill covering basic word partsfrom which medical terms are built.Available for Apple II and IBM-PCcompatible equipment.W.B. SAUNDERS CO.

BUILDING MEDICAL VOCAB -REV COURSE

Tutorial/drill reviewing medical terms.Available for Apple 11 and IBM-PCcompatible equipment.

W.B. SAUNDERS CO.

CARDIOLOGYStudy/review package dealing withvarious aspects of cardiovascular dis-ease. Available for Apple II and IBM-PC compatible equipment.UMKC SOFTWARE SERIES

CHEST PAIN: AN EXERCISE INCLINICAL PROBLEM SOLVING

Patient management problems dealingwith chest pain. Available for Apple IIand IBM-PC compatible equipment.WILLIAMS & WILKINS

CLINICAL SCIENCES1;elf-assessment package covering in-ternal medicine, ob/gyn, pediatrics,preventive medicine and public health,psychiatry, and surgery. Available forApple II and IBM-PC compatibleequipment. UMKC SOFTWARi SERIES

DOSE CALCTutorial covering basic math skills anddrug dosage calculations. Available forApple II compatible equipment.Wm. SAUNDERS CO.

DRUG INTERACTIONSComputer tool providing access toclinically significant interactions be-tween 600 generic and 1,400 brand-name drugs. Available for IBM-PCcompaihle equipment.W.B. SAUNDERS CO.

ECG TUTORTutorial presenting basic cardiac dice-trophysiology. Available for IBM-PCcompatible equipment. NEW JERSEY

MEDICAL SCIRX)1.

GAS MANS imulation of uptake and distribution ofinhalation anesthetics in a 70 kg sub-ject. Available for Apple II compatibleequipment. MI:DMAN simuLATIONS

GASMANSimulation dealing with the principlesof inhalation gas uptake. Available forApple II compatible equipment.ADDISON-WESLEY P1 JBLISHINO CO

MANAGING PATIENTS WITHNEUROLOGICAL PROBLEMS

Simulation of 6 cases providing prac-tice and experience in diagnostic rea-soning skills by demonstrating theneeds of patients and the effects ofnursing intervention. Available forApple II and IBM-PC compatibleequipment. W.B SAUNDERS CO.

MED-CAPS DIAGNOSTIC PROBLEM

©1990 HY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90/SO.00 2.(X)

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 2, FEBRUARY 1990 13

SOLVING CASESIMANAGERCase simulations covering a wide rangeof clinical problems. The managerconsists of a set of programs for moni-toring student use aad performance onthe diagnostic problems. Available for

Apple II and IBM-PC compatibleequipment. I IF.ALTII SCIENCES

CONSORTIUMSTEDMAN'S MEDICAI. DICTIONARY

Tool containing a main dictionary andtwo supplemental dictionaries. AppleII compatible equipment. SENSIBLE SOF

WARE. INC.

THE SURGEONSimulation of surgical correction of anaortic aneurysm. Available for Macin-tosh equipment. INFORMATION SYSTEMS

FOR MEDICINE. INC.

CYTOLOGYCELL CHEMISTRY ITutorial covering various chemicalstructures. Program available for AppleII and IBM-PC compatible equipment.SLIWA EDUCATIONAL SYSTEMS

CELL CHEMISTRY IITutorial covering the chemical andphysical processes that occur withincells. Program available for Apple 11and IBM-PC compatible equipment.SHWA MUCATIONAL SYSTEMS

CELLGROWSimulation of cell kinetics. Programavailable for Apple II equipment.uNwERsrre OF TEXAS SYSTEM CANCER CTR

CELL GROWTH AND MITOSISInteractive simulation covering surfacearea-volume ratio, chromosome num-ber, chromosome replication, and cyto-plasmic division. Program for IBM-PC(PC-DOS). CLASSROOM CONSORTIA

MEDIA. INC.

CELLS: STRUCTURE AND FUNCTIONSimulation reinforces basic concepts ofcell structure, cell functions, watcrmovement and concentration gradients,and diffusion and active transport. Pro-gram available for Apple II equipment.SCUIT. FORES MAN & CO

ECOLOGYAIR PO LI.UTION

Simulation of carbon monoxide pol-lution in an urban environment. Pro-gram available for Apple II and TRS-80Model I and III equipment.

EDUCATIONAL MATERIALS & EQUIPMENT CO.

AQUATIC ECOLOGYUtilities to perform many of the calcu-lations common to aquatic ecology.Program available for Apple II andIBM-PC equipment. OAKLEAF SYSTEMS

AQUATIC ECOLOGY DATA

SIMULATION25 simulations covering aquatic sys-tems. Program available for Apple IIand IBM-PC equipment.OAKI.EAF SYSTEMS

ECOLOGICAI. DATA SIMULATION25 simulations covering ecologicalsystems. Program available for AppleII and 1BM-PC equipment. OAKLEAF

SYSTEMS

ECOLOGYRote drill reviews and reinforces con-cepts of general terrestrial, and aquaticecology. Available for Apple II andIBM-PC compatible equipment.SLIWA ENTERPRISES. INC.

ECOLOGYSimulation dealing with plant popula-tion sizes and growth pattern. Avail-able for Apple II equipment. scumFORESMAN & CO.

ECOLOGICAL ANALYSIS - PCUtilities that perform life table analysis,interspecific association indices, com-munity similarity, diversity indices,descriptive statistics, mark-release re-capture analysis, plus regression andcorrelation analysis. Program availablefor IBM-PC compatible equipment.OAKUM: SYSTEMS

ECOLOGICAL ANALYSIS VOL. 2 -

Utilities that perform community sim-ilarity analysis, indices of dispersion,species-area curve, and step-wise mult-iple regression. Program available forIBM-PC compatible equipment.OAKLEAF SYSTEMS

ECOLOGICAL ANALYSIS PROGRAMSPLUS

Utilities that perform life table analysis,community similarity indices, diversityindices, predator-prey modeling, mark-recapture analysis, descriptive statis-tics, plus regression and correlationanalysis. Program available for AppleII equipment. OAKLEAF SYSTEMS

ECOLOGICAL MODELINGSeries of 7 programs dealing with avariety of techniques for modeling eco-logical systems and processes. Pro-

gram available for Apple II and IBM-PC compatible equipment. coNnurr

NICHE-ECt"LOGICAL GAMEISIMUIATION

Game in which students attempt toplace an organism in its proper ecologi-cal niche correctly by specifying envi-ronment, range, and competitor. Pro-gram available for Apple II, TRS-80Models I and III, IBM-PC, and Com-modore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

POLLUTESimulation of factors affecting waterquality. Includes temperature, amountand type of pollutant, and water treat-ment. Program available for Apple II,PET/CBM, and TRS-80 Model IIIequipment. COMPUWARE

POLLUTE:IMPACTIWATERPOLLUTANTS

Simulation of the impact of variouspollutants on typical bodies of water.Program available for Apple TRS-80Models I and III, IBM-PC, and Com-modore 64/128 equipment.DIVERSWIED EDUCATION ENTERPRISES

WATER POLLUTIONSimulation of the effects of tempera-turc, type of waste, dumping rate, andmethod of treatment on the impact ofpollution on aquatic life. Programavailable for Apple II, TRS-80 ModelsI and III equipment. EDUCATIONAL

MATERIALS & EQUIPMENT CO.

EVOLUTIONEVOLUT: Evolution and Natural Selection

Simulation of fluctuations in gene fre-quencies of wild populations. Programavailable for Apple II equipment.CONDUIT

EVOLUTIONSimulations covering mutation, geneflow, natural selection, and genetic drifton populations. Program available forApple II and IBM-PC compatibleequipment. OAKLEAF SYMMS

EVOLVESimulation of evolution using theHardy-Weinberg formula and thepopulation model that has evolved fromits application. Available for Apple IIequipment. CONDU/T

SIMULATED EVOLUTIONSimulation using animation to providea graphic illustration of the origin of

0742 -3233/90/S0.00 + 2.00 V990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

14 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 2, FEBRUARY 19904=sOaMONII

biological species by natural selection.Available for IBM-PC compatibleequipment. LIFE SCIENCE ASSOCIATES

FORESTRYFOREST FIRE DISPATCHER

Simulation dealing with a ranger dis-trict during the forest fire season.Available for TRS-80 III equipment.DUANE BRISTOW

FOREST SAMPLE DATABASETwo program set that allows develop-ment of a database from either variableradius plots or fixed radius plots. Avail-able for TRS-80 I and TRS-80 IIIequipment. DUANE BRISTOW

GENETICSADVANCED GENETICS

Tutorial/Simulation pirsented as anine-part program covering dominanceand recessiveness, partial dominance,lethality, mechanism of inheritance,multiple alleles, sex linkage, multi-traitinheritance, crossing over, and genemapping. Program available for AppleII equipment. EDUCATIONAL MATERIALS& EQUIPMENT CO.

BIRDEREEDSimulation providing 16 breedinggroups of birds with defined pheno-types for exploring genetic principles.Available for Apple II compatibleequipment. EDLTECII, INC.

CATGENSimulation allowing students to matedomestic cats of known genotypes.Program available for Apple II andIBM-PC compatible equipment.CONDUIT

CATIAB (Second Edition)Simulation in introductory genetics.Program available for Apple II andIBM-PC compatible equipment.CONDUIT

CELLS AND GENETICS PICTURE FILEHi-Res diagrams of animal cell, plantcell, mitosis, mciosis, Punnett Square,sex linked traits, DNA replication, pro-tozoa, energy reactions, and pedigree.Program available for Apple II equip-ment. DATATECI I SOFTWARE SYMMS

DICROSS-DI HYBR ID CROSSESSimulation of various types of dihybridcrosses. Program available for Apple

TRS-80 Models I and III, IBM-PC,and Commodore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

DNAGEN-DNAIGENETIC CODESIMULATION

Jimulation of genetic code to produceprotein sequences. Program availablefor Apple II, TRS-80 Models I and III,IBM-PC, and Commodore 64/128Nuipment. DIVERSIFIED EDUCATIONENTERPRISES

DNA-THE BASICSBuilding the DNA molecule from sug-ars, phosphates and bases; types ofmutations and simulation of their ef-fects. Available for Apple //c (en-hanced) and 1BM-PC compatibleequipment. EDUCATIONAL MATERIALS &EQUIPMENT CO.

DNA - THE MASTER MOLECULE

Simulation dealing with DNA struc-ture. Programs available for Apple IIequipment. EDUCATIONAL MATERIALS &

EQUIPMENT CO.

FLYGENSimulation of monohybrid or dihybridcrosses with 25 varieties of Drosophila.Program available fur Apple II, TRS-80Models I and III, IBM-PC, and Com-modore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

GENESIM

Simulations of experminents in bac-terial and molecular genetics. Programavailable for Apple II and IBM-PCcompatible equipment.BIOSO IT (UK)

GENETIC ENGINEERINGContains two gene base sequences plusan option to enter a custom gene, com-paring changes to the normal gene.Available for Apple He (enhanced) andIBM-PC compatible equipment.EDUCATIONAL MATERIALS & EQUIPMENT CO.

GENETIC ENGINEER'S TOOLBOXTutorial intmducing the principles andtechniques of genetic engineering.Available for Apple Il compatibleequipment. IIRM SOFTWARE

GENETICS

Tutorial/simulation in which the imagi-nary planet Gensim is a "microworld"in which genetic variation in a nativespecies is determined by patterns of in-heritance similar to those of humans.Available for Apple II compatibleequipment. AGENCY FOR INSTRUCTIONALnensoum

GENETICSTutorial covering various crosses inplants and fruit fly populations. Pro-

gram available for Apple II and TRS -80Model III and IV equipment.& S SOFTWARE

GENETICSTutorial that allows students to exploreMendel's experiments, PunnettSquares, sex linkage in fruit flies, andmultiple alleles. Program available forApple II equipment.SCOTT, FORESMAN & CO.

GENETICSTutorial examines DNA mole;ale andprogresses to applied genetics. Pro-gram available for Apple II and IBM-PC compatible equipment. stivinENTRPRISFS, LNC.

GENTIC DRIFTTutorial-simulation focusing on ran-dom changes with time in the distribu-tion of individuals in small populations.Program for Apple II equipment.QUEUE. INC.

HEREDITY DOGTutorial covering various genetic top-ics. Program available for Apple 11 andCommodore 64/128 equipment.I IRM SOFTWARE

HUMAN GENETIC DISORDERSSimulation investigating inherited dis-orders. Program available for Apple IIequipment. IIRM SOFTWARE

INTRODUCTORY GENETICSThree part tutorial covering a variety oftopics. Program available for Apple II,TRS-80 Models I and III equipment.EDUCATIONAL MATERIALS & EQUIPMENT CO

LIFEEducational game dealing with chang-ing distributions of individuals. Pro-gram for Apple II equipment.QUEUE. INC.

LINKOVER: Genetk MappingSimulation of genetic mapping experi-ments. Program available for Apple IIequipment. CoNourr

MEIOSIS

Tutorial/Simulation providing an inter-active portrayal of gamete formation.Program available for Apple II andIBM-PC equipment. EDUCATIONALMATERIALS & EQUIPMENT CO

MEIOSIS, MITOSIS, PROTEINSYNTHESIS

Simulation demonstrating mitosis,mciosis, DNA replication, and proteinsynthesis. Program available for AppleII equipment.scurf EORESMAN & CO.

1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

1-50742 -3233N050.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 2, FEBRUARY 1990 15

VENDORS

Academic HallmarksP.O. Box 998Durango, CO 81301(303) 247-8738

Addison-Wesley Publishing Co390 Bridge ParkwayRedwood City, CA 94061(415) 594-4400

Agency for Instructional Technology1111 West 17th StreetBloomington, IN 47402-0120(812) 339-2203(800) 457-4509

AlbionDivision of Queue Inc562 Boston AvenueBridgeport, CT 06610(203) 335-0908

IIIOSOFT (UK)22 Hills RoadCambridge CB2 1JP, United Kingdom

P.O. Box 580Milltown, NJ 08850

Classroom Consortia Media, Inc.57 Bay StreetStaten Island, NY 10301(800) 237-1113(800) 522.

Compuware15 Center RoadRandolph, NJ 07869(201) 366-8540

CONDUITThe University of IowaOakdale CampusIowa City, IA 52242(319) 335-4100

Cross Educational Software1802 N. Trenton St.P.O. Box 1536Ruston, LA 71270(318) 255-8921

Datatech Software Systems19312 East Eldorado DriveAurora, CO 90013

Diversified Education Enterprises725 Main StreetLafayette, IN 47901(317) 742-2690

Duane Bri.stowRt 3, Box 722Albany, KY 42602(606) 387-5884

Educational Materials atidEquipment Co.

P.O. Box 2805Danbury, CT 06813-2805(203) 798-2050

Educational Software Products12 Bella Vista PlaceIowa City, IA 52240(319) 354-3095

EduTech, Inc.303 Lamatine StreetJamaica Plain, MA 02130(617) 524-1774

Health Sciences Consortium201 Silver Cedar CourtChapel Hill, NC 27514(919) 942-8731

HRM Software175 Tompkins AvenuePleasantville, NY 10570(914) 769-7496(800) 431-2050

Huntington Computer ProjectState University of New YorkStonybrook, NY 11794

Information Systems forMedicine, Inc

P.O. Box 247Ph .x, MD 21131(30.,, 666-2672

Intellectual SoftwareDivision of Queue, Inc562 Boston AvenueBridgeport, CT 06610(800) 232-2224

J & S Software14 Vanderventer AvenuePort Washington, NY 11050(516) 944-9304

Kinko's Service Corporation4141 State StreetSanta Barabara, CA 93110(800) 235-6919in CA (800) 292-6640outside USA (800) 967-0192

Lea & Febiger600 S. Washington Square

Philadelphia, PA 19106(215) 922.1330

Life Science ,ociates1 Fennirnore RoadBayport, NY 11705(516) 472-2111

Medman SimulationsP.O. Box 160Chestnut Hill, MA 02167(617) 732-7330

MedSoft1;35 Arondale DriveFircrest, 'A 98466(206) 565-5068

New Jersey Medical SchoolJoseph Boyle, MDDepartment of Physiology100 Bergen StreetNewark, NJ 07103(201) 456-4464

Oakleaf SystemsP.O. Box 472Decorah, IA 52101(319) 382-4320

Queue, Inc562 Boston AvenueBridgeport, CT 06610(800) 232-2224

Scott, Foresman and Company1900 East Lake Ave.Glenview, IL 60025(312) 729-3000

Sensible Software, Inc.335 East Big BeaverSuite 207Troy, MI 48083(313) 528-1950

Simpac Educational Systems1105 North Main St.Suite 11CGainesville, FL 32601(904) 376-2049

Sliwa Enterprises, Inc.2360-1 George Washington HwyYorktown, VA 23666(804) 898-8386

Thoroughbred Educational SoftwareDivision of Queue Inc562 Boston AvenueBridgeport, CT' 06610(800) 232-2224

0742-3233/9030.00 + 2.(X) 01990 BY NAllONAL RESOURCE FOR fX)MPUTERS IN LIFE SCIENCE EDUCATION

16 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 2, FEBRUARY 1990

UMKC Software Series2411 Holmes StreetKansas City, MO 64108.2792(816) 276-1891

University of Texas System CancerCenterMDAHBox 66723 BennerHouston, TX 77030

(713) 792-2581

Ventura Educational Systems3440 Brokenhill StreetNewbury Park, CA 91320(805) 499-1407

W. B. Saunders CompanyWest Washington SquarePhiladelphia, PA 19105(215) 750-1330

(215) 574-3066

Wiley Professional Software605 Third AvenueNow York, NY 10158(212) 850-6009

Williams & Wilkins428 East Preston StreetBaltimore, MD 21202(800) 638-0672

AIMS AND SCOPE The goal of Computers in Life Science Educationis to provide a means of communication amonglife science educators who anticipate or arc currently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computer applications and their underlying philosophy, reports on faculty/student experiences with computersin teaching invironments, and software/hardware reviews in both basic science and clinicaleducation setungs.

SUBSCRIPTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1 187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying beyond that permitted by the US Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must be obtained directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not he sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Modell, PhD, NRCLSE, P.O.13ox 51187, Seattle,WA 98115-1187. (BITNET MODELL(UWALOCKE)

IN)STM ASTER: Send address changes to Computers in Life Science Education. NRCLSE, P.O.Box 51187, Seattle, WA 98115-1187.

01990 BY NATIONAL RE-SOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/9050.00 + 2.00

VOLUME 7 NUMBER 3, MARCH 1990

HAROLD I. MODELLNRCLSESeattle, Wuhington

NEIS C. ANDERSONDe/unman of Cell BiologyDuke Univessity Medical CenterDurham, North Carolina

CHRISTINE 130LWELLDiskovery, Computer-Assisted


RICHARD EISENBERGDepartment of PhamtacologyUniversity of Minnesota DuluthDuluth, Minnesota

ROBERT H. GILES, IRDept of Fisheries and Wildlife ScimcesVirginia Polytechnic Institute and State


LEWIS J. KLEINSMITHDepartment of BiologyUniversity of NlichiganAnn Arbor, Michigan

MICHAEL A. KOUTSKYDept of Biological ScimcesCalifornia Luthern UniversityThousand Gab, California



JOEL A. MICHAELDepartrnern of PhysiologyRush Medical CollegeChicago. Illinois

CHARLES L. RALPHDepanmmt of BiologyColorado State UniversityFort Collins, Colorado

CATHERINE I. SCHAAPDepartment of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince Edward IslandCharlottetown. Prince Edward Island

CLSEE3 7(3)17-24, 1990 ISSN 0742-3233

1111111111111111111111111111111

CONTENTS

KEEPING ABREAST OF THE LITERATURE

WHERE'S THE SOFTWARE PART 2

1117

18

KEEPING ABREAST OF THELITERATURE

The following citations are presented aspart of a quarterly feature in CLSE de-signed to help readers become aware ofcurrent literature pertinent to computerapplications in life science education.

Anderson-Inman L: Electronic studying:information organizers to help stu-dents study 'better' not 'harder' partII. Computing Teacher 16(9):21-23,25-29, 53, 1989.

Coaxum CB et al: Planning for the acqui-sition of information resources at thesmall college level. EducationalTechnology 29(7):30-32, 1989.

Florini BM: Teaching styles and tech-nology. New Directions for Continu-ing Education 43:41-53, 1989.

Franklin C: Hypertext defined and ap-plied. Online 13(3):37-49, 1989,

Friedlander L: Moving images into theclassroom: multimedia in higher edu-cation. Laserdisk Professional

2(4):33-38, 1989.Gredler MB: A further analysis of com-

puter-based simulations. Sira&ation/Games for Learning 19(2):76-81,1989.

Maddux CD: The harmful effects ofexcessive optimism in educationalcomputing. Educational Technology29(7):23-29, 1989.

Margolis N: Making the manual work:techniques for validating computerdocumentation. Performance andInstruction 28(6):1-9, 1989.

McCarthy R: Multimedia: What theexcitement's all about. ElectronicLearning 8(8):26-31, 1989.

McCaskey M.] et al: Assessing the effectof computer assisted instruction.Journal of Studies in Technical Ca-reers 11(2):119-130, 1989.

Pritchard WH, Jr. et al: A review ofcomputer-based training materials:current state of the art (instruction andinteraction). Educational Technology

0742-3233/9030.00 + 2.00 Cl990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

S

18 COMPUTERS IN LIFE SCIENCE EDUCATION, i;OLUME 7, NUMBER 3, MARCH 1990

29(7):16-22, 1989.Ralph CL: A computer applications

course for biology students. Colle-giate Microcomputer 7(2):123-126,1989.

Sales GC: Applications of videodiscs ineducation. Computing Teacher16(8):27-29, 1989.

Sales GC: Repurposing: authoring toolsfor videodisc. Computing Teacher16(9):12-14, 1989.

Shuell TJ et al: Toward evaluating soft-

Va011.,

ware according to principles of learn-ing and teaching. Journal of Educa-tional Computing Raearch 5(2):135-149, 1989.

Smal len DL: Infusing computing intothe curriculum: challenges for thenext decade. Academic Computing3(8):8-12, 32-35, 1989.

Stuessy CL: Advantages of micro-basedlabs: electronic data acquisition, com-puterized graphing, or both? Journalof Computers in Mathematics and

Science Teaching 8(3):18-21, 1989.Tucker SA: Welcome to the HyperCard

corner: TechTrends 34(2):30-34,1989.

Verbeek HA: Interactive clinical teach-ing with computers combined with alaser vision disc. CLIO Medica(Amsterdam)21(1-4):169-174, 1987-88.

Wainer H: The future of item analysis.Journal of Educational Measurement26(2):191-208, 1989.

WHERE'S THE SOFTWARE? - PART 2

In the past, we have published lists oflife science software sources and pro-grams or program areas availablethrough them. The following list is pre-sented as the latest in a continuing effortto make colleagues aware of potentialresources. As in the past, no attempt hasbeen made by NRCLSE to review thesematerials.This month's listings continue last

month's and arc arranged by content area.Each item includes a vendor name relat-ing the software to the vendors list ap-pearing on page 22.If you have found specific software

helpful in your teaching efforts, pleaseshare your good fortune by letting uski.ow about the program(s) endsupplier(s) so that we can make this infor-mation available through future softwarelists. Send pertinent information to Dr.Harold Modell, NRCLSE, P.O. Box51187, Seattle, WA 98115 or send us anote on BITnet. Our BITnet address isMODELL@UWALOCKE.

GENETICS (CONTINUED)MENDELIAN GENETICS

Simulation covering dominance, par-tial dominance, lethality, linkage, andsex linkage. Program for Apple IIequipment. QUEUE, INC.

MONOCROS-MONOHYBR!D CROSSESSimulation of various monohybrid ge-netic crosses. Program available forApple II, TRS-80 models I and III, IBM-PC, and Commodore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

NATURAL SELECTIONTutorial/Simulation dealing with gene-tics and evolution to populations. Avail-able for Apple II equipment.EDUCATIONAL MATERIAIS r* QUIP MENT CO.

POPGEN-POPU! ATION NETICSS imulation of the effects of Hardy-Wein-berg Law conditions on gene, genotype,and phenotype frequencies of a popula-tion over time. Program available forApple II, TRS-80 Models I and III, IBM-PC, and Commodore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

MICROBIOLOGYDILUTE-MICROBIAL DILUTIONSERIES

Simulation covering design and testingof microbial dilution series to determineconcentration of a bacterial solution.Program available for Apple II, TRS-80Model III, IBM-PC, Commodore 64/128equipment.DIVERSIFIED EDUCATION ENTERPRISES

MICROBIOLOGY TECHNIQUESTutorial/Simulation covering variouslaboratory procedures. Available forApple II equipment. EDUCATIONALMATERIALS & EQUIPMENI CC.

NEUROSCIENCEANATOMY OF THE PERIPHERALNERVOUS SYSTEM

Tutorial covering upper extremity,head, neck and thorax, abdomen, andlower extremity. Available for Apple IIand IBM-PC compatible equipment.WILLIAMS & WILKINS

HUMAN BRAIN: NEURONSTutorial covering neuronal structure,types of neurons, electrical potentials,synaptic transmission, and neurotrans-mitters. Available for Apple II compat-ible equipment. BIOSOURCESOFIWARE

LOLIGO ELECTRONICUSSimulation that allows students to runexperiments on an electronic squidaxon. Program available for IBM-PCcompatible equipment. atosoFT (SD)

MODEL NEURONSimulation of the behavior of an iso-lated neuron. Program available forMacintosh equipment. KINKOS

NERVE PHYSIOLOGYSimulation of experiments that can beperformed on the isolated frog sciaticnerve to illustrate some of the physio-logical properties of mixed nerves.Available for 1BM-PC compatible,Macintosh, and Acorn (BBC) equip-ment.SHEFFIELD BIOSCIENCE PROGRAMS

NEUROMUSCULAR CONCEPTSTutorial covering muscle action poten-

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90/S0.00 + 2.00

1 )

COMPUTERS 1N LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 3, MARCH 1990 19

tials, use of electromyograph, con-traction, muscle action and movementdisorders. Program for Apple II equip-ment. BIOSOURCE SOFTWARE

NEUROSIMPackage of four simulations dealingwith passive conduction in along lengthof axon, the Hodgkin-Huxley equation,post-synaptic potentials, and rhythmicproperties of a simple neural network.Available for Apple II and 1BM-PCcompatible equipment. Available forIBM-PC compatible equipment.Blower (UK)

NEURO-SYS

Tutorial that teaches the basics of nett-roanatomical techniques that are com-monly used to trace nerve fibers andtheir interconnections. Available forIBM-PC compatible equipment.1310SOFT (UK)

NURSINGFor an extensive list of educational soft-ware for nursing, consult the Directoryof Educational Software for Nursingpublished annually by the NationalLeague of Nursing, 10 ColumbusCircle, New York, NY 10019. (800)847-8480 and Annual software ex-change published in Computers inNursing (March/April, 1989 Supple-ment)

PHARMACOLOGYCARDIAC PHARMACOLOGY

Simulation of cardiac activity in re-sponse to a variety of pharmacologicalagents. Available for IBM-PC compat-ible equipment. WAUChlk. DR J.R.

CARDIOLAB

Simulation of cardiovascular pharma-cology experiments. Available forBBC, Apple II, and IBM-PC compat-ible equipment. BIOSOFT (UK)

EFFECTS OF DRUGS ON THE UTERUSAND THE INTESTINE

Simulation of uterine activity and intes-tinal smooth muscle. Available forIBM-PC compatible equipment.WALKER, DR. J.R..

ILEUMSimulates laboratory experiments in-vestigating effect.s of drugs on the invitro guinea pig ileum. Program avail-

able for Apple II and IBM-PC compat-ible equipment. moson (UK)

LVP: LEFT VENTRICUIARPERFORMANCE

Simulation of left ventricular perform-ance. Available .or IBM-PC compat-ible equipment. Anson CORPORATION

MACDOPESimulation dealing with absorption,distribution, metabolism, and elimina-tion of drugs. Available for IBM-PCcompatible equipment. IRL PRESS

MACPHARMACOLOGYTutorial/review of various aspects ofpharmacology. Available for Macin-tosh equipment. UNIVEFISTTY OFMINNESOTA - DULUTH

PHARMACOKINETICSSimulation for one-compartment andtwo-compartment models. Availablefor IBM-PC compatible equipment.COOKE, DR WILLIAM

PHARMATUTORFive short class exercises that includepharmacokinetic simulations, effects ofagents on the cardiovascular system,and regulators of smooth muscle func-tion and neuromuscular transmission.Available of Macintosh equipment.FUND FOR RESEARCH IN ALTERNATIVES TO

ANIMAL EXPERIMENTAI1ONPRINCIPLES OF PHARMACOLOGY

Tutorial covering history, drug absorp-tion and distribution, biotransformationand elimination, mechanisms of action,rad drug safety and efficacy. Programfor Apple Il equipment.BIOSOURCE SOFTWARE

REGULATION OF THECARDIOVASCULAR SYSTEM

Review of reflex regulation of bloodpressure, effects of neurotransmittersand pharmacologic agents. Demon-strates interactions of various elementsof the cardiovascular system. Availablefor IBM-PC compatible equipment.WALKER. DR. J.R.

PH YSIOLOGYABGAME

Tut( ' and game providing practice inaci, :e principles. Program avail-abl r IBM-PC compatible equip-ITN JEW JERSEY MIMICAL SCHOOL

ACIL ASE BALANCE

Graphical analysis of Henderson-Hasselbalch equations. Available forApple II compatible and Macintoshequipment. HEMPLING, DR. HAROLD G.

AC1D-BASE PHYSIOLOGYSIMULATION

Simulation of acid-base disturbancesbased on Davenport Diagram. Programavailable for IBM-PC compatibleequipment. INDIANA UNIVERSITY scnom

MEDICINE

ARTWAVE: THE RADIAL ARTERYPRESSURE WAVEFORM

Simulation dealing with factors influ-encing the shape of the radial arterialpressure waveform. Available forIBM-PC compatible equipment.ANESOFT CORPORATION

BALANCE: MYOCARDIAL OXYGENSUPPLY AND DEMAND

Simulation of the cardiovascular sys-tem predicting myocardial oxygen sup-ply and demand. Available for IBM-PCcompatible equipment. ANESOFTCORPORATION

BASIC HUMANIntegrated systems model of humanphysiology. Program available for1BM-PC compatible equipment.RANDAU., DR. JAMES

BIOFEEDBACKPart of 10 program package Experi-ments in Human Physiology. Experi-ments include biofeedback, condi-tioning, and perception measurements.Program available for Apple II equip-ment. Ham SOFIVARE

BIOFEEDBACK MICROLABPackage includes a pulse rate sensorthat measures EMG, a thermistor probeto measure skin temperature, and aninterface circuit that enables student toconnect the sensors to the computer.Program available for Apple II andCommodore 64/128 equipment. HRMSOFTWARE

CALIBRATIONPart of 10 program package Experi-ments in Human Physiology. Tempera-ture and timing functions are calibratedagainst standards. Program availablefor Apple II equipment. IIRM SOETWARE

CAPEXCHSimulation dealing with exchange atthe capillary level. Available for IBM-

0742-3233/9050.00 + 2.03 ©1990 HY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

20

20 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 3, MARCH 1900

PC compatible equipment. NEW JERSEYMEDICAL SCHOOL

CARDIAC MUSCLE MECHANICSSimulation of heart muscle behavior inresponse to changes in length, load, andcontractility. Available for IBM-PCcompatible equipment. QUEUE, INC.

CARDIOCOMPECO/EMO data acquisition and analy-sis system. Available for IBM-PC com-patible equipment. INTEUTOOL INC

CARDIOVASCULAR FITNESS IABProvides students with everything theyneed in order to use the microcomputerto monitor cardiovascular activity.Program available for Apple II andCommodore 64/128 equipment. HRM!,OFTWARE

CARDIOVASCULAR FUNCTIONLABORATORY I PHYSIOLOGYLABORATORY TUTOR

Programs developed to provide prob-lem-based learning in cardiovascularphysiology. Available for IBM-PCcompatible and Macintosh equipment.FROM THE HEART SOFTWARE

CARDIOVASCULAR INTERACTIONSCardiovascular Physiology simulation.Program available for IBM-PC com-patible equipment. INDIANA UNI VE12SITYSCHOOL OF MEDICINE

CARDIOVASCULAR PHYSIOLOGYPART I: PRESUREIFLOW RELATIONS

Tutorial dealing with a variety of calcu-lations in the area of hemostatics/hern o-dynamics. Program available for IB M-PC compatible equipment. RUSHMEDICAL COLLEGE

CARDIOVASCULAR PHYSIOLOGYPART II: REFLEX

Tutorial dealing with carotid sinusregulation of blood pressure, and reflexresponses in hemorrhage and exercise.Program available for 1BM-PC com-patible equipment. RUSH MEDICALCOLLEGE

CARDIOVASCULAR SYSTEMS ANDDYNAMICS

Simulation of aspects of cardiovascularphysiology. Includes an isolated heartlaboratory, heart-lung laboratory, sys-temic circulation laboratory, and a fullcirculatory system. Available for IBM-PC compatible equipment. COMMANDAPPLIED TECHNOLOGY

CIRCSIM: A TEACHING EXERCISE ON

BLOOD PRESSURE REGULATIONSimulated experiment based on a modelof the bamreceptor reflex loop. Pro-gram available for IBM-PC compatibleequipment. RUSH MEDICAL COLLEGE

CIRCSYSTSimulation of hemodynamics. Avail-able for IBM-PC compaable equip-ment. NEW JERSEY MEDICAL SCHOOL

CONCEPTS IN THERMOGRAPHYTutorial covering basic DC concepts,peripheral vascular physiology, detect-ing skin temperature, amplifiers, andprocessing DC signals. Program forApple II equipment. BIOSOURCESOFTWARE

DIGESTIONTutorial covering digestion in simpleorganisms and humans. Program avail-able for Apple II and TRS-80 Model IIIequipment. I & S SOFTWARE

ECG TUTORTutorial presenting basic cardiac elec-trophysiology. Available for IBM-PCcompatible equipment. NEosom INC.

ENDOCRINE SYSTEMTutorial covering hormones, effectsand problems. Program available forApple II and TRS-80 Model III equip-ment. I & s SOFTWARE

EXCRETIONTutorial reviewing metabolic wastes,waste removal, and kidney function.Program available for Apple II andTRS-80 Model HI equipment. I & SOFT-WARE

EXERCISE EXPERIMENTSPart of 10 program package Experi-ments in Human Physiology. The ef-fect of exercise and physical conditionon heart rate, breathing rate, and skintemperature is investigated. Programavailable for Apple II equipment. HRMSOFTWARE

FLEXICOMPData acquisition and analysis systemfor studying the reflex arc. Availablefor Apple II and IBM-PC compatibleequipment. INTEUTOOL, INC.

FROG HEARTSimulation of experiments that can beperformed on the in situ frog heart.Available for IBM-PC compatible andAcorn (BBC) equipment. sHEFFIELDBIOSCIENCE PROGRA t.'S

GAS DIFFUSION II THE LUNG

Simulation of oxygen and CO2 transferbetween alveolar air and blood. Pro-gram available for 1BM-PC compatibleequipment. INDIANA UNIVERSITY SCHOOLOF MEDICINE

GLOMERULAR FILTRATION,CONCENTRATION-DILUTION, Tm

Package of three renal physiologyteaching programs. Available for IBM-PC compatible equipment. DIETZ, DR.

JOHN R.

GUINEA PIG ILEUMSimulation of the isolated, transmurallystimulated guinea pig ileum prepara-tion to investigate the effects of drugson neurotransmitter release in the en-teric nervous system. Available forIBM-PC compatible equipment.SHEFFIELD BIOSC1ENCE PROGRAMS

HEART RATEPart of 10 program package Experi-ments in Human Physiology. Light andlight sensor for measuring and record-ing heart rate. Program available forApple II equipment. Ham SOFIWARE

HOMEOSTASIS-THERMOREGUIATION

Part of 10 program package Experi-ments in Human Physiology. Studentsinvestigate the body's ability to main-tain a constant internal temperature bysubjecting a volunteer to mild tempera-ture excursion while recording and dis-playing skin and body temperature.Program available for Apple II equip-ment. HRM SOFTWARE

HUMAN BODY-STRUCTURE ANDFUNCTION

Simulation covering joint movement,movement of food through digestivesystem, and enzyme activity. Programavailable for Apple H equipment.SCOTT, FORES MAN & COMPANY

HUMAN CIRCULATORY SYSTEMHigh resolution pictorial simulation.Available for Apple fie (enhanced) andIBM-PC compatible equipment.EDUCATIONAL MATERIALS & EQUIPMENT CO.

LOLIGO ELECTRONICUSSimulation that allows students to runexperiments on an electronic squidaxon. Program available for IBM-PCcompatible equipment. atosorr (SD)

LVP: LEFT VENTRICULARPERFORMANCE

Simulation of left ventricular perfomi-

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION M42-3233/9050.00 + 2.00

21

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 3, MARCH 1990 21

ance. Available for IBM-PC compat-ible equipment. ANESOFF CORPORATION

MACMANSimulation of circulatory system.Available for IBM-PC compatibleequipment. nu. PRESS

HACPEESimulation of interactions of renalphysiology. Available for and IBM-PCcompatible equipment. IRL PRESS

MACPUFSimulation of cardiopulmonary physi-ology. Available for IBM-PC compat-ible equipment. nu. miss

MECHANICAL PROPERTIES OFACTIVE MUSCLE

Set of six programs concerned withskeletal muscle contraction. Availablefor 1BM-PC compatible equipment.QUEUE. INC; TRINITY SOFTWARE

MODEL NEURONSimulation of the behavior of an iso-lated neuron. Program available forMacintosh equipment. KINKO'S

MUSCLE MECHANICS: A COMPUTER-SIMULATED EXPERIMENT

Simulated experiment that permits theuser to determine either the length-tension or the force-velocity relation-ship of a skeletal muscle. Programavailable for IBM-PC compatibleequipment. RUSH MEDICAL COLLEGE

MUSCLE PHYSIOLOGYSimulation of experiments that can beperformed on the isolated frog sciaticnerve-gastrocnemius muscle to illus-trate some of the physiological proper-ties of skeletal muscle. Available forIBM-PC compatible and Acorn (BBC)equipment. SHEFFIELD BIOSCIENCEPROGRAMS

NERVE PHYSIOLOGYSimulation of experiments that can beperformed on the isolated frog sciaticnerve to illustrate some of the physio-logical properties of mixed nerves.Available for IBM-PC compatible,Macintosh, and Acorn (BBC) equip-ment. SHEFFIELD BIOSCIENCE PROGRAMS

NERVOUS SYSTEMTutorial covering nerves, reflexes, andchemical transfer of impulses. Programavailable for Apple H and TRS-80Model HI equipment. j & S SOFTWARE

NEUROSIMPackage of four simulations dealing

with passive conduction in along lengthof axon, the Hodgkin-Huxley equation,post-synaptic potentials, and rhythmicproperties of a simple neural network.Available for Apple II and IBM-PCcompatible equipment. Available forIBM-PC compatible equipment.BIOSOFT (UK)

PHYSIOLOGICAL DATA SIMULATION25 simulations covering aspects ofphysiology. Program available forApple II and IBM-PC compatibleequipment. oAxi EAF SYSTEMS

PROBLEMS IN FLUID COMPARTMENTRE-D1STRIBUTION

Tutorial covering solution of simpleproblems of fluid compartmentchanges in the face of perturbations.Program available for IBM-PC com-patible equipment. RUSH MEDICALCOLLEGE

PSYCHOLOGICAL STRESS-LIEDETECTOR

Part of 10 program package Experi-ments in Human Physiology. Thephysiological response to the stress of afrustrating and abusive quiz is meas-ured. Program available for Apple IIequipment, mast SOFIWARE

PULMONARY MECHANICSTutorial and simulation dealing withpulmonary mechanics. Available forIBM-PC compatible equipment. NEWJERSEY MEMICAL SCHOOL

REGULATION OF THECARDIOVASCULAR SYSTEM

Review of reflex regulation of bloodpressure, effects of neurotransmittersand pharmacologic agents. Demon-strates interactions of various elementsof the cardiovascular system. Availablefor IBM-PC compatible equipment.WALKFA, DR J. R.

PERMEABILITYSimulation of osmotic phenomena incells. Available for Apple II compat-ible and Macintosh equipment.HEMPLING, DR. HAROLD G.

PHYSIOGRIPData acquisition and analysis systemfor the muscle physiology lab. Avail-able for Apple II and IBM-PC com-pitble equipment. uvrarroot. INC.

RENAL GLOMERULAR DYNAMICSSimulation of human glomerulus andfactors that affect glomerular filtration

rate. Program available for IBM-PCcompatible equipment. INDIANA UNIVERsrrv SCHOOL OF MFDICINE

RESPIRATION RATEPart of 10 program package Experi-ments in Human Physiology. A nap-ping subject is monitored for heart andbreathing rate. Results are compared tothe data acquired when the subject isawake. Program available for Apple IIequipment. inua son-WARE

RESPONSE-TIMEPart of 10 program package Experi-ments in Human Physiology. Usersmeasure finger reaction times with abright light stimulus (sensor included).Program available for Apple II equip-ment. HRM SOFTWARE

RESPONSE-TIME INVESTIGATIONSPart of a 10 program package Experi-ments in Human Physiology. The ef-fects on reaction times of stimulus typeand response location are studied. Pro-gram available for Apple II equipment.ITRM SOFTWARE

RESPSYST, GASEXCHSimulations dealing with pulmonarygas exchange. Available for IBM-PCcompatible equipment. NEW JERSEYMEDICAL SCHOOL

SIMULATIONS IN PITYSIOLOGY - THERESPIRATORY SYSTEM

Series of 12 simulations dealing withrespiratory mechanics, gas exchange,chemoregulation and acid-base balance. Program available for Apple II,IBM-PC compatible, and Macintoshequipment. NRCLSE

SKELETAL MUSCLE ANATOMY/PHYSIOLOGY

Tutorial covering three muscle catego-ries, skeletal muscle microstructure,sliding filament theory, motor units,and lever systems. Program for Apple IIequipment. MOSOURCE SOFTWARE

SKELETAL MUSCLE CONTRACTIONSTutorial/Simulation of muscle mechan-ics. Available for IBM-PC compatibleequipment. SIEGMAN, DR. MARION 1

SKILLS IN ELECTROMYOGRAPHYTutorial covering skin preparation,reducing EMG artifact, testing amyograph's operation, electrode loca-tion, and preventin;.. shock hazards.Program for Apple 11 equipment.BIOSOURCE SOFTWARE

0742-3233/90/50.00 + 2.00 ©1990 BY NATIONAL RESOURCE MR COMPUTERS TN LIFE SCIENCE EDUCATION

22IMEMPM11111111T

22 COMPUTI3RS ;NI LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 3, MARCH 1990

SKIN TEMPERATUREPart of a 10 program package Experi-ments in Human Physiology, Tempera-ture probe (included) senses body andskin temperatures. Program availablefor Apple II equipment. IIRM SOFIVARE

SPIROCOMPData acquisition and analysis systemfor measuring lung volumes and ca-pacities. Available for Apple H andIBM-PC compatible equipment.INTELITOOL, INC

THE BODY IN FOCUSTutorial for investigating body systemsincluding skeletal, muscular, respira-tory, cardiovascular, gastrointestinal,endocrine, and integumentary. Avail-able for Apple II and IBM-PC compat-ible equipment. NEosoyr. INC.

POPULATION DYNAMICSBALANCE-PREDATOR-PREY SIMULA-TION

Simulation of the effects of food sup-ply, carrying capacity, environmentalconditions, and external pressures orpredator/prey relationships. Programavailable For Apple II, TRS-80 ModelsI and III, IBM-PC, and Commodore 64/128 equipr tent. DIVERSIFIED EDUCATIONF.NTERPRIF .S

COEXIST:Population DynamicsSimulation of the growth of two popula-tions either independently or in compe-tition for the same limited resources.Program available for Apple II equip-ment. coNDurr

COMMUNITY DYNAMICSTutorial/simulation dealing with inter-action of predator and prey systems.Available for Apple //e equipment.EDUCATION MATERIALS & EQUIPMENT CO.

ISLAND BIOGEOGRAPHYThree simulations of island communi-ties dealing with the relationship be-tween island area and number of spe-cies, colonization of a new island, andisland immigration and extinction. Pro-gram availlble for Apple II equipment.CONDUIT

LIMITSSimulation of the effects of growth onworld population, pollution, food sup-ply, industrial output, and natural re-sources. Program available for AppleU. PET/CBM and TRS-80 Model III

equipment. COMPUWAREMARK & RECAPTURE

Simulation of mark and recapture ex-reriments to exploie three models forestimating population sins. Programavailable for Apple II equipment.CONDUIT

POPSimulation of three growth models(exponential, logistical, and logisticalwith low density). Program availablefor Apple II, PET/CBM, and TRS-80Model III equipment. COMPUWARE

POPGRO-POPULATION GROWTHSIMULATION

Simulation of unlimited growth (J-curve), limited growth (S-curve) andlimited grIwth with response lag time(S-curve with oscillations) models ofpopulation growth. Program availablefor Apple II, TRS-80 Models I and HI,IBM-PC, and Commodore 64/128equipment. DIVERSIFIED EDUCATIONENTERPRISES

POPULATION CONCEPTSSimulation dealing with factors influ-encing population growth. Availablefor Apple //e, TRS -80 4, and TRS -80 HIequipment. EDUCATIONAL MATERIALS &EQUIPMENT CO,

POPULATION FLUCTUATIONSTutorial covering factors influencingpopulation growth. Program availablefor Apple II, TRS-80 Models I and IIIequipment. EDUCATIONAL MATERIALS &EQUIPMENT CO.

POPULATION GROWTHSimulation dealing with exponentialand density-dependent gowth. Pro-gram for Apple II equipment. QUEUE.INC.

POPULATION GROWTHSimulation of population wowth. Thepackage compares and contrasts thegeometric or exponential growth modelwith the logistic or Verhulst-Pearlgrowth model. Program available forApple II equipment. CONDUIT

POPULATON SIZESSimulation dealing with a dynamicpopulation. Program for Apple IIequipment, QUEUE, INC.

PREDATIONSimulation of predator-prey interac-tions. Program available for Apple IIequipment. coNDurr

PREDATION EQUILIBRIASimulations of equilibrium models ofpredator-prey interaction. Programavailable for Apple II equipment.am=

RABBITSWildlife population simulation. Avail-able for TRS-80 III equipment. DUANEBRISTOW

VENDORS

AneSoft Corporation13051 SE 47th PlaceBellevue, WA 98006(206) 644-7488

Biosoft (SD)P.O. Box 192Whitewood, SD 57793

BIOSOFF (UK)22 Hills RoadCambridge CB2 LIP, United Kingdom

P.O. Box 580Milltown, NJ 08850

Blosource Software2105 S. Franklin, Suite BKirksville, MO 63501(816) 665-3678

Command Applied TechnologyWest 400 Main StreetPullman, WA 99163-0511(5091 334-6145

Compuware15 Center RoadRandolph, NI 07869(201' 366-8540


Cooke, Dr. WilliamEastern Virginia Medical SchoolDept. of PharmacologyP.O. Box 1980Norfolk, VA 23501(804) 446-5635

Dietz, Dr. John R.Department of Physiology and BiophysicsCollege of MedicineUniversity of South Florida

01990 BY NATIONAL RFSO.IRCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90/SO.00 + 2.00

23

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 3, MARCH 1990 23

Tampa, FL 336124799(813) 974-2.527

Diversified Education Enterprises725 Main StreetLafayette, IN 47901(317) 742-2690

Duane BristowRt 3, Box 722Albany, KY 42602(606) 387-5884

Educational Materials andEquipment Co.

P.O. Box 2805Danbury, CT 06813-2805(203) 798-2050

From the Heart SoftwareP.O. Box 3158Eugene, OR 97403(503) 345-7749

Fund for Research In Alternatives toAnimal ExperimentationBiberlinstr. 58032 ZurichSwitzerland

Hempling, Dr. Harold G.Department of PhysiologyMedical University of South CarolinaCharlestown, SC 2N125-2258(803) 792-2005

HRM Software175 Tompkins AvenuePleasantville, NY 10570(914) 769-7496(800) 431-2050

Indiana University School of MedicineDepartment of Physiology and Biophysics635 Barnhill DriveIndianapolis, IN 46223

Intelitool IncorporatedP.O. Box 459Batavia, IL 60510-0459(708) 406-1041(800) 227-3805

IRL PressP.O. Box QMcLean, VA 22101-0850(703) 437-3334

P.O. Box 1Eynsham, Oxford 0X8 1JJUnited Kingdom

J & S Software14 Vanderventer AvenuePort Washington, NY 11050(516) 944-9304

Kinko's Service Corporation4141 State StreetSanta Barabara, CA 93110(800) 235-6919in CA (800) 292-6640outside USA (800) 967-0192

Neosoft, Inc.CBS Interactive LearningOnw Fawcett PlaceGreenwich, cr 06836(800) 227-2574

New Jersey Medical SchoolJoseph Boyle, MDDepartment of Physiology100 Bergen StreetNewark, NJ 07103(201) 456-4464

NRCLSENational Resource fur Computers inLife Science EducationP.O. Box 51187Seaule, WA 98115(206) 522-6045


Queue, Inc562 Boston AvenueBridgeport, CT 06610(800) 232-2224

Randall, Dr. James

609 S. JordanBloomington, IN 47401(812) 335-1574

Rush Medical CollegeDrs. Joel Michael and Alan RovickDepartment of Physiology1750 West Havison StreetChicago, IL 60612(312) 942-6426(312) 942-6567

Scott, Foresman and Company1900 East Lake Ave.Glenview, IL 60025(312) 729-3000

Sheffleld BioScience ProgramsDr. David DewhurstDepartment of Applied ScienceLeeds PolytechnicCalverley StreetLeeds LS1 3HE United Kingdom

Siegman, Dr. Marion J.Department of PhysiologyJefferson Medical College1020 Locust St.Philadelphia, PA 19107

Trinity SoftwareP.O. Box 960Campton, NH 03223(603) 726-4641

University of Minnesota DuluthDr. Richard EisenbergDepartment of PharmacologyUniversity of Miar esota DuluthSchool of Medicint.Duluth, MN 55812-2487(218) 726-8512

Walker, Dr. J,R.University of Texas Medical BranchGalveston, TX 7 /550(409) 761-2966

Williams & Wilkins428 East Preston StreetBaltimore, MD 21202(800) 638-0672

0742-3233/9030.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

24MOW .

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 3, MARCH 1990

AIMS AND SCOPE The goal of Computers in Lit e Science Education is to provide a means of communication ai longlife science educators who anticipate or are currently employing the computer as an educational

tool. The range of content includes, but is not limited to, articles focusing on computer appli-

cations and their underlying philosophy, reports on faculty/student experiences with computers

in teaching environments, and software/hardware reviews in both basic science and clinical

education settings.

INVITATION TO CONTRIBUTORS Articles consistent with the goals of Computers in Life Science Educationare invited for possible

puNieation in the newsletter.

PREPARATION AND SUBMLSSION OF MATERIAL

Articles submitted for publication should be typewritten, double spaced, with wide margins. The

original and two copies including two sets of figures and tables should be sem to the Editor:

Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187.

Title page should include full title, list of authors, academic or professional affiliations, and

complete address and phone number of the corresponding author.

Illustrations should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser printer output is acceptable). The lettering should be such

that it can be legible after reduction (width of one column = 5.7 cm),

Reference style and form should follow the "number system with references alphabetized"described in the Council of Biology Editors Style Manual. References should be listed inalphabetical order by the fast author's last name, numbered consecutively, and cited in the text

by these numbers.

RESPONSIBIUTY AND COPYRIGHTAuthors are responsible for accuracy of statements and opinions expressed in articles. All authors

submitting manuscripts will be sent a copyright transfer fonn to complete. The completed form

must be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computers

in Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00

for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add

$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with theCopyright Clearance Center, Inc. Consent is given

for copying of articles for personal or internal use, or for the personal or internal use of specific

clients. This consent is given on the condition that the copier pay through the Center the per-copy

fee stated in the code on the first page for copying beyond that permitted by the US Copyright Law.

If no code appears on an article, the author has not given broad consent to copy and permission

to copy must be obtained directly from the author. This consent does not extend to other kinds

of copying, such as for general distribution, resale, advertising and promotional purposes, or for


Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115-1187. Claims for missing issues canbe honored only up to three months for

domestic addresses and six months for foreign addresses. Duplicate copies will not bc sent to

replace ones undelivered due to failure to notify NRCLSE of change of address.

Address telitorial correspondence to Harold I. Modell, PhD, NRCLSE, ?.0. Box 51187, Seattle,

WA 98115-1187. (BITNET MODELI.4UWALOCKE)

POSTM ASTER: Send address changes to Computers in Life Science Education, NRCLSE, P.O.

Box 51187, Seattle, WA 98115-1187.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0142-3233/90/30.00 + 2.00

VOLUME 7 NUMBER 4, APRIL 1990 CLAW 7(4)25.32, 1990 ISSN 07421233

HAROLD I. MODELL

Send., Washington


CIIRISTINE HOLWELLDudovery, Ccanputer.Auisted

Ilealthcam EducationSaratoga, California

RICHARD EISF.NBERGDepartment of PharmacologyUniversity of Minnesota - DuluthDuluth, Minnesota

ROBEICI' H. GILES, JRDept of Fisheries and Wildlife SciencesVirginia Polytechnic Institute and State


LEWIS 3. KLEINSMITIIDepartment of BiologyUnivervity of MichiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifornia Luthern UniversityThousand OW, California

DONNA I.ARSONSchool of NursingGrand Valley State UniversityAllendale, Michigan

ROY S. MEYERSDepartment of BiologySkidmore I ,llegeSaratoga Spnngs, New York

JOEL A. MICHAELDepartment of PhysiologyRush Medical CollegeChicago, Illinois

CHARLES L. RALPHDepartment of BiologyColorado State UniveivityFort Collins, Colorado

CATHERINE J. SCHAAPDepamait of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince Edward IslandCharlonetown, Prince Edward Island

11111111111111111101111CONTENTS

COMPUTER ASSISTED INSTRUCTION INAN HISTOLOG Y COURSE

Ronald P. Jensh

WHERE'S THE SOFTWARE PART 3

NRCLSE SOFTWARE EVALUATIONSUBMISSION FORM

4111111111111111.1111111111N

25

29

30

COMPUTER ASSISTEDINSTRUCTION IN ANHISTOLOGY COURSERonald P. JenshDepartment of Anatomy, Jefferson Medical College, Tho-..as Jefferso i University,Philadelphia, Pennsylvania

Computer assisted instruction (CAI) is a

valuable addition to methodologies cur-rently available for medical educators.The effectiveness of CAI, however, de-pends to a great extent on creative plan-ning, effective programming, appropri-ate content, and an understanding of thenature and background of the users. Atthe outset, one must be able to clearlyidentify the needs of the user, the envi-ronment in which CAA is to be used, andthe goal of CAI programs within theeducational environment. Often therehas been too much emphasis on the

computer as the endpoint instead of as ameans te facilitate educational needs.2

In 1983, it became evident to us thatCAI could be a useful teaching tool in his-tology. Although there were numerousprograms available or being developed atthe public sc hool and undergraduate col-lege and univeristy levels, and someprograms were being designed for stu-dents in the upper two years (clinical) ofmedical school, there was a paucity ofbasic science CAI programs for studentuse during the first two years of medicalschool. Programs that were available

0742-3233/9030.00 + 2.00 01990 HY NA110NAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCAUON

26 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 4, APRIL 1990

were of variable quality and often did notaddress the needs of schools duc to differ-ences in curricula.

During the summer of 1984, the firstCAI program was complete at JeffersonMedical College for one topic in medicalhistology using a commercially availableauthoring system. Three programs inhistology were created in 1985. It be-came evident, however, that these pro-grams were limited, as computer gener-ated graphics did not adequately addressthc needs of a morphologic scicnce suchas histology. With the advent of vide-odisc technology and the ability to inter-face videodisc players easily and inex-pensively to computers, CAI becamc anappropriate educational tool for the mor-phologic sciences.

Three years ago, an experimental vide-odisc was produced containing over1000 photographs that could be used tocreate computer assisted instruction, in-teractive video programs (CAI-IV). Atthat time, thc following three commoncrrors wcrc identified and addressed.

Although commercially available au-thoring systems were very sophisti-cated and impressive, they were toot.lmplex for faculty who might wanttu produce programs but did not havethe time to learn such complicatedsy stems.The cost of many computer system

was too high, resulting in limitedhardware availability to schools.Technology changes so fast that sys-tems and software became "obsolete"in months.

Many people changed systems in order tokeep up, the net result often being thatprojects never could be taken to comple-tion. Therefore, in 1986, decisions weremade to a) design an inexpensive work-cation and stay with that technology,

and, b) instead of concentrating on pro-ducing individual programs, create asimple, easy to use authoring system that,although more restrictive, would permitfaculty with minimal computer knowl-

Table I. Order of topic presentation in the first year histology course.

EpitheliumConnective tissueAdipose tissueCartilageBoneMuscleNerveQuiz #1Peripheral bloodHemopoiesisCirculatory system (vascular)Lymphatics

IntegumentGlandsDigestive systemQuiz #2Respiratory systemEndocrine systemMale reproductive systemQuiz #3Urinary systemFemale reproductive systemSpecial senses (eye, car)Final quiz

edge to produce a tutorial or quiz withina few hours. By the end of the summer of1987, the authoring system was com-pleted, and two tutorials wcre created andevaluated.5 The objective of the presentstudy was to produce a complete set ofprograms for use by first year medicalstudents in the medical histology coursefor the fall of 1988 and to solicit studentevaluations.

METHODS AND MATERIALSA workstation was crcated which con-sisted of an Apple //e computer with anaccelerator card, two 5.25" disk drives, aZenith Data System 12" monochromemonitor (Model ZVM-121), a SonyTrinitron 13" color monitor (Model KV-1311CR), a Pioneer LD-V1000 VideoDisc Player, and a Video MicrocomputerInterface card (Allen Communications,Inc.). The first three items were readilyavailable in the medical college, so theadditional cost to complete the worksta-tion was under $1200. The hardware wasplaced on a mobile card that allowedtransport of the workstation to studentlaboratories, faculty offices, and studyareas, as needed. The workstation andsoftwarc were made available to the 236first year students at Jefferson MedicalCollege during the fall, 1988, when themedical histology course was offered.

During the summer of 1988, twentytutorials and four quizzes were createdcovering the entire first year medical

histology course. The tutorials consistedof written text for each subject in histol-ogy with some applicable gross anatomy,biochemistry, physiology, and someclinical information included. Text ma-terial was presented on the monochromemonitor paired with a photograph fromthe videodisc displayed on the colormonitor. Sources included textbooks,atlases, lecture notes, and published ar-ticles. The ordcr of presentation of thetwenty-four programs in the histologycourse is shown in Table 1. &cause upto 40% of the students had little or nocomputer expertise, the workstation andprograms were designed so students onlyneeded to be shown how to insert thevideodisk and floppy disk into the drit.esand turn on the unit.

During the final week of the course, theentire class was asked to complete anevaluation of the CAI-IV program. Thequestions asked on the evaluation arepresented in Table 2.

An objective evaluation of changes instudent grades duc to exposure to CAI-IVwas not done because on y one worksta-tion was available for the class, severelylimiting the time for students to accessthe computers. In addition, the medicalstudent population is very homogeneousacademically, and, therefore, a majorchange in test results would not be ex-pected, given the logistical constraintpreviously mentioned. It was felt thatstudent perception of the effect of CAI-

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCL EDUCATION 0742-3233/90/S0.00 + 2.00

2"

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 4, APRIL 1990 27

IV on their learning ability and efficiencywas a valid parameter to measure at thistime.

RESULTSStudent reaction was uniformly positive,and the workstation was in constant usethroughout the teaching block. In manyinstances, the workstation had to bemoved into a hallway to accommodateeight to ten student at a time. Whengroups used the workstations, the pro-grams became the focus for informativediscussions among students.

Ninety students representing 39% ofthe class, responded to the questionnaire.Forty-five percent used more than nineprograms, and 48% used between oneand eight programs. S ix ty-seven percentfound the programs to be helpful, whilethree percent did not. Twenty-sevenpercent of the students estimated an in-crease of five or more points to theirgrade as a result of exposure to the CA1-IV programs; 31% felt there would belittle or no effect on grades. Over 96% ofthe students responding found the pro-grams informative, personable, and en-joyable. Seventy-four percent felt thatthe programs inhanced their educationalexperience, and over 98% believed thatmore workstations should be built andmore programs should be created; 90%affirming that such an activity shouldtake place as a college-wide commit-ment. Although students felt that CAI-I Vshould not replace human interaction,almost 75% felt such programs couldreplace certain lectures that were per-ceived to be of low quality by the stu-dents. All criteria listed, concerningeducational activities, were consideredextremely to very important with twoexceptions. Of moderate importance tostudents was the form of the content andindividualization of programs. Of theresponses to questions 21-22, the major-ity indicated that the students partici-pated in the CAI-IV educational experi-ence to obtain additional help with thesubject matter and that their expectationswere fulfilled. The only major criticism

was the lack of additional workstations.

DISCUSSIONComputer assisted instructional materi-als are a new and potentially valuableaddition to the medical education arma-mentarium. Today's medical studentshave been raised in a era in which com-puter technology has become an everincreasing part of e ;eryday personal andprofessional life.1.3.4 Therefore, they feel

comfortable with computer pi ogramsand are beginning to expect that suchprograms should be available to them aspart of what they consider to be qualityeducation. The workstation with as5oci-ated software is a step toward providingstudents with the most up-to-date educa-tional techniques.There are a number of advantages re-

lated to the use of CAI-IV. First, one hascontrol over the content and emphasis of

Table 2. Evaluation survey presented to students following use of CALIV.

1. Did you use any of the 24 programs?

2. Do you believe that these programs aided in your understanding of the material?

3. What grade do you expect to receive?

4. By how many points do you estimate your grade increased by use of these CAI-IVprograms?

5. Were the programs informative?

6. Were the programs enjoyable and personable?

7. Do you believe more workstations should be built?

8. Do you believe more CAI-IV programs should be developed?

9. Do you believe computer programs in general enhanced you educational experience?

10. Do you believe Jefferson should commit more resources to the development of suchtechnology at the departmental/college level?

11. Should CAI-IV techniques replace lectures?

12 20. Evaluate the importance of the following criteria in evaluating educationalactivities:

Informational contentForm in which content is presented (brief/non-redundant)Learner activeIndividualizedUtilization of graphic imagesConnections across different topics emphasizedActivities enjoyable and personableNon-judgmental approach

21. Why did you participate in this activity (reasons/objectives)?

22. To what extent were your expectations fulfilled?

23. What effects, if any, did participation in CAI-IV have on your other study behavior?

0742-3233/9050.00 + 2.00 ©1490 BY NATIONAI. RESOURCE. FOR COMPUTF.RS IN LIFE SCIENCE EDUCATION


the material being presented. For ex-ample, the respiratory system chapterspresented in four of the histology text-books most commonly used by medicalschools were compared. Text lengthvaried from about 5,000 to over 13,000words. Second, the number and qualityof illustrations can be planned. Third, theorientation, emphasis, and quality ofphotographs can be precisely controlled.Light microscopic photographs as a per-cent of total illustrations in the four textsvaries from 21% to 62%, electron photo-micrographs from 10% to 58%, and dia-grams and drawings from 28% to 66%.Another advantage concerns the elimina-tion of lead time associated with textproduction, which may be several yearsbehind current concepts. It is importantto emphasize, however, that writtenmaterial cannot be totally eliminated.CAI is a valuable educational addition toexisting educational modalities withstrengths and limitations, advantages anddisadvantages, that must be recognized ifit is to be und properly and effectively.Each student has his or her own individ-ual way of using the various educationaltools available to maximize his or herlearning experience. CAI-IV is a methodthat students readily accept and that theyperceive as being very helpful in assist-ing them to understand complex mate-rial. Ninety-seven percent of the studentswho used these programs felt that moreresources should be committed to de-velop additional materials.

The process of creating the 24 programswas accelerated by using a very simple,straightforward authoring system. Al-though the system had to be limited in itsoptions in order to maintain simplicity,the programs were very effective fromthe user's standpoint. The ojection has

often been raised that tutorials are simplypageturners. However, the validity ofsuch programs rests with the nature of thematerial, the objectives that are to beachieved, and the environment in whichthe programs will be used. The success ofthe CAI-1V tutorials amply justifies theformat that was used in the design of theauthoring system. A second f...riticism hasbeen that programs that run on oldercomputers are too slow. The presentprograms have a cycle time (the timeLiken to present successive pairs of textand photograph on the two monitors) ofabout five seconds. This was not a prob-lem for the students, and they were gen-erally unaware of the time interval, sincethey were involved in discussions amongthemselves.

Computer technology will continue tomake an ever increasing impact on thefield of medicine and will greatly influ-ence the way students are taught, patientsare cared for, and research is conducted.It is important, therefore, that medicaleducators use this technology and sensi-tize students and faculty to the advan-tages that computers offer to the medicalcommunity.6 During the histology teach-ing block, students were constantly usingand reviewing the CAI-IV programs tothe extent that it was difficult to find timewhen the computer could be used forother activities. Clearly, our experiencehas indicated that students enjoy this typeof educational exposure, and the majorityfeel the use of CAI-IV assisted in theirbetter understanding of the material.This study has indicated, therefore, thatCAI-IV is a valuable addition to educa-tional technology. Additional worksta-tions are being assembled, and the con-tent material is being redesigned andupdated. The two programs have re-

cently been redesigned using a Macin-tosh computer and Hypercard®! Theseprograms are currently being evaluatedas part of our commitment to meet thecontinuing needs of today's medical stu-dents.

The author wishes to acknowledge the contribu-tion: made by the following individuals: DavidBattaglia, M.D.; Francis Gentile, M.D.; Robert C.Weber, III, M.D.; Timothy J. O'Brien; MichelleVichnin; J. Jon Veloski; and F. Scott Beadenkopf.Special thanks is also given to the Office of theDean and to the Center for Research in MedicalEducation and Health Care. This research was sup-ported through the Summer Fellowship Programfor Research in Medical Eclur.stion and the Mr. andMrs. Gabriel Lavine Clinical Scholarship Programof Jefferson Medical College of Thomas JeffersonUniversity.

REFERENCES

. CHALMERS, T A. A computer-driven shift inthe practice of medicine. pp7-11 InJavitt,J. (ed), Computers in Medicine: Applica-tions and Possibilities. Philadelphia, PA,WB Saunders Co., 1986.

2. HOLDEN, C. Computers make slow progressin class. Science 244:906-912, 1989.

3. JENsit, R.P. Use of computer assisted in-struction interactive video in basicmedical education. Computers in LifeScience Educcaion 4:65-72, 1987.

4. Medical Education in the Information Age:Proceedings of the Symposium on Medi-cal Informatics. Washington, DC, Asso-ciation of American Medical Colleges,1986.

5. Physicians for the Twenty-First Century:The GPEP Report. Washington, DC,Association of American Medical Col-leges, 1984.

6. VELOSKl, J.J . and S. BLAricow. The integra-tion of the computer into medical educa-tion. ppl 34-155 InJavitt,J.(ed), Comput-ers in Medicine: Applications and Possi-bilities. Philadelphia, PA, W.R. SaundersCo., 1986.

- NOTICE -NRCLSE announces a new version of Simulations in Physiology The Respiratory System for Macintosh computers.Unlike the older version that required Microsoft BASIC, the programs in the new version run as independent applications

\and, therefore, require no special support software.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN UFE SCIENCE EDUCATION 0742-3233/90/S0.00 + 2.00


WHERE'S THE SOFTWARE? - PART 3In the past, we have published lists of lifescience software sources and programsor program areas available through them.The following list is presented as thelatest in a continuing effort to make col-leagues aware of potential resources. Asin the past, no attempt has been made byNRCLSE to review these materials.This month's listings continue last

month's and are arranged by coment area.Each item includes a vendor name relat-ing the software to the vendor list thatft:lows the software list.If you have found specific software

helpful in your teaching efforts, pleaseshare your good fortune by letting usknow about the program(s) andsupplier(s) so that we can make this infor-mation available through future softwarelists. Send pertinent information to Dr.Harold Modell, NRCLSE, P.O. Box51187, Seattle, WA 98115 or send us anote on BITnet. Our BITnet address isMODELL@UWALOCKE.

SUBSTANCE ABUSEDRINKING AND NOT DRINKING

Tutorial designed to augment strategiesfor the prevention of substance abuse.Includes facts about drinking and theeffects of alcohol. Program availablefor Apple II equipment. Kiracos

INTRODUCTION TO PSYCHOACTIVEDRUGS

Tutorial designed to augment strategiesfor the prevention of psychoactive drugabuse. Program available for Apple IIequipment. Knows

KEEP OFF THE GRASSTutorial designed to augment strategiesfor the prevention of marijuana abuse.Program available for Apple II equip-ment. turviclas

SIX CLASSES OF PSYCHOACTIVEDRUGS

Tutorial designed to augment strategiesfor the prevention of psychoactivedrug

abuse. Program available for Apple IIequipment. 'maws

SUBSTANCE ABUSE DATA BASEDatabase containing contact informa-tion on substance abuse organizations.Program available for Apple II equip-ment. maws

ZOOLOG YZOOLOGY I

Tutorial covering the general charactis-tics, structures, and functions that de-fine the major invertebrate phyla. Pro-gram available for Apple II and IBM-PC compatible equipment. SLIWA

ENTRPRISES, INC.

ZOOLOGY 11

Tutorial covering physiology in thePhylum Chordata. Program availablefor Apple II and IBM-PC compatibleequipment. SLIWA ENIT.RPRISES, INC.

MISCE, .'EOUSBAFFLES, BAFFLES II

Game to help students develop deduc-tive reasoning and problem solvingskills. Program available for Apple II(BAFFLES) and IBM-PC compatible(BAFFLES n) equipment. coNnurr

BASIC SCIENCESSelf-assessment package coveringanatomy, behavioral science, biochem-istry, microbiology, pathology, phar-macology, and physiology. Availablefor CP/M and IBM- PC compatibleequipment. UMKC SOFTWARE SERIF.S

CLASSIFY-CLASSIFICATION KEYPROGRAM

Presents an unclassified set of char-acteristics and labels for classificationat various levels. Program available forApple II, TRS-80 Model III, IBM-PC,and Commodore 64/128 equipment.DIVERSIFIED EDUCATION ENTERPRISES

GRADE KEEPER - PCGrade book manager that handlesclasses up to 300 students, up to 25

grades per student. Program availablefor IBM-PC compatible equipment.OAKIZAE SYSTEMS

GRADEBK

Program for the analysis ofa large set ofgrades. Program available for IBM-PCcompatible equipment. INDIANAUNIVERSITY SCHOOL OF MEDICINE

LABPLOTAllows the Apple II with any A/D con-verter card to be used as a multipenchart recorder or as an X/Y plotter.BIOSOFr (UK)

LIFE TABLES AND TIIE LESLIEMATRIX

Tutorial-simulation dealing with thebasic life table and Leslie Matrix. Pro-gram available for Apple II equipment.CONDUIT

MAIARIASimulation of the effects of varioustypes of malaria epidemic controls.Program available for Apple II, PET/CBM, and TRS-80 Model III equip-ment. COMPUWARE

MULTI-QA general purpose question creationand presentation system. Programavailable for Apple II and IBM-PCcompatible equipment. BIOSOFF (UK)

"Q" EDUCATIONAL AUTHORINGSYSTEM

Authoring system for tutorial and as-sessment material. Allows incorpora-tion of graphics and videodisc material.Program available for IBM-PC com-patible equipment. aiosoirr (Unc)

RATS

Simulation of rat control in city orapartment by sanitation and variouspoisons. Program for Apple II, PET/CBM, and TRS-80 Model IN equip-ment. COMPUWARE

STERL

Simulation exploring effectiveness ofpest control methods. Program avail-able for Apple II, PET/CB M, and TRS-

0742-3233/90/50.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION


80 Model III equipment. COMPUWARETRACER AUTHORING SYSTEM

Designed for faculty use to develop di-agnostic case simulations in any branchof medicine. Available for IBM-PCcompatible equipment. REAMSCIENCES CONSORTIUM

TRIBBLES, TRIBBLES RevisitedSimulation to introduce students to thescientific method. Programs availablefor Apple II (Tribbles) and IBM-PCcompatible (Tribbles revisited) equip-ment. CONDUIT

VENDORS

BIOSOFT (UK)22 Hills RoadCambridge CB2 1JP, United Kingdom

P.O. Box 580Milhown, NJ 08850

Compuware15 Center RoadRandolph, NJ 07869(201) 366-8540


Diversified Education EnterprLses725 Main StreetLafayette. IN 47901(317) 742-2690

Indiana University School of MedicineDepartment of Physiology and Biophysics635 Barnhill DriveIndianapolis, IN 46223

Health Sciences Consortium201 Silver Cedar Court

NRCLSE SOFTWARE EVALUATIONSUBMISSION FORM

Chapel Hill, NC 27514(919) 942-8731

Kinko's Service Corporation4141 State StreetSanta Barabara, CA 93110(800) 235-6919in CA (800) 292-6640


Sliwa Enterprises, Inc.2360.J George Washington HwyYorktown, VA 23666(804) 898-8386

UMKC Software Series2411 Holmes StreetKansas City, MO 64108-2792(816) 276-1891

The NRCLSE software evaluation program has been initiated (see October, 1988 CLS:1) to promote development of high quality,

versatile educational software in the life sciences by providing authors with feedback from critiques by life science educators and

instructional designers. To ensure that software is reviewed in an appropriate fashion, it is essential that reviewers fully understand

the rationale underlying the design criteria chosen by the author and the environment for which the software is intendeu. Please pro-

vide the following information concerning each software package to be evaluated.

Submit 3 complete copies of the software and all supporting documentation along with $25 (to cover handling, mailing, and

follow-up costs) to Software Evaluation Program, NRCLSE, P.O. Box 51187, Seattle, WA 98115.

Author's name:

Author's address:

Title of software: Content area:

01990 BY NATIONAL RESOURCE I:OR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90/S0.00 + 2.00


Minimum hardware requirements:

Optimal hardware configuration:

Software requirements (operating system, etc):

Student population for which software was written:

Environment for which software is primarily intended (independent study, classroom discussion, lecture enhancement, etc):

How long has this software been used by students?

Can reviewers keep the review copy of this software?

Use additional pages to describe the underlying philosophy of this software. What need prompted the development of thissoftware? Why was the specific format of the software chosen? What goals did the input/output scheme (or screen design)address? Is documentation an integral part of the package? How is it intended to be used?

Has the software been evaluated by students?

Briefly describe the format and results of any student evaluation.

What attempts have been made to evaluate the impact of the software on student progress?

What were the results of the impact evaluation?

0742-3233190150.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCM1ON

3 2


AIMS AND SCOPE The goal of Compigess in Life Science Educationis to provide a means of communication amonglife science educators who anticipate or are currently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computer appli-cations and their tmderlying philosophy, reports on faculty/student experiences with computersin teaching environments, and software/hardware reviews in both basic science and clinicaleducation settings.

INVITATIC TO CONTRIBUTORS Articles consistcnt with the goals ef Computers in Life Science Educationareinvited for possiblepublication in the newsletter.

PREPARATION AND SUBMISSION OF MATERIAL,

Articles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal and two copies including two sets of figures and tables should be sent to the Edite,Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187.

Title page should include full title, list of authors, academic or professional affiliations, andcomplete address and phone number of the corresponding author.

Illustrations should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser printer output is acceptable). The lettering should be suchthat it can be legible after reduction (width of one colunm = 5.7 cm).

Reference style and form should follow the "number system with references alphabetized"described in the Council of Biology Edito.s Style Manual. References should be listed inalphabetical order by the fust author's last name, numbered consecutively, and cited in the textby these numbers.

RESPONSIBILITY AND COPYRIGHTAuthors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed formmust be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying beyond that permitted by the US Copyright Law.If no code appears on an article, the author has not given broad consent to Lt,py and permissionto copy must be obtained directly from thr author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not bc sent torepine ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Modell, PhD, NRCLSE, P.O. Box 51187, Seattle,WA 98115-1187. (BITNET MODELL@UWALOCKE)

POSTM ASTER: Send address changes to Comptaers in Life Science Education. NRCLSE, P.O.Box 51187, Seattle, WA 98115-1187.

CI490 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90150.00 + 2.00

VOLUME 7 NUMBER 5, MAY 1990 CLSEE3 7(5)33-40, .990 ISSN 0742-3233

111011111111111111110

..'COMKTERSIN LIFE

11

SCIENCEEDUCATION

HAROLD I. MODELLNRCLSEScenic, Washington

NELS C. ANDERSONDepartment of Cell BiologyDuke University Medical CenterDurham. North Carolina

CHRISTINE BOLWELLDiskovery, Computer-Assisted

Healthcare EducationSaratoga. California

RICHARD EISENBERGDepartment of PhannacologyUniversity of Minnesota - DuluthDuluth, Minnesota

ROBERT H. GILES. JRDept of Fisheries and Wildlife SciencesVirginia Polytechnic Institute and State


LEWIS J. KLE.INSMITHDer merit of BiologyUniversity of MichiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifornia Loth= UniversityThousand Oaks, California


ROY S. MEYERSDepanment of BiologySkidmom CollegeSaratoga Spring;s, New York

JOEL A. MICHAELDepartment of PhysiologyIli's)! Medical CollegeOncago, Illinois

CHARLES L. RALPHDepanment of BiologyColorado State UniversityFort Collins, Colorado

CATHERINE J. SCHAAPDepartment of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince FAward IslandCharlottetown, Prince Edward Island

CONTENTSBIOLOGY COURSEWARE FOR COLLEGE FRESHMEN

Charles L. Ralph

WHERE ARE ThE V:DEOVISCS?

BIOLOGY COURSEWARE FOCOLLEGE FRESHMENCharles L. RalphDepartment of Biology, Colorado State University. Ft. Collins, Colorado

This article is an account of my use ofcomputer software (courseware) infreshman biology courses and recent de-velopment of a large, uniform set of biol-ogy courseware. In the evolution of aformat for employing computerized in-struction, I have formed some pragmaticviews on coursewaie as instructionaltools. There are interesting discrepanciesbetween what is perceived as needed andwhat actually works. Additionally, thereis considerable whimsy ill the dispensingof accolades for and funding of course-ware development.

If one asks college faculty what kind ofcourseware they would like to see devel-oped, chances are their response will be"simulations." If you ask college stu-dents what they find most interesting anduseful, after they have experienced a fewsamples of courseware, they will mostlikely say "tutorials." Alperson andO'Neil have addressed this issue.'

33

37

My experience in seeking funding forcourseware development suggests thatthoge agencies dispensing such monies,both private and government, are havingdifficulty defining what they want to seeproduced. There are shifting emphasesand ephemeral interests, due undoubt-edly to not knowing what college levelcourseware really should be, for there areno well tested examples extant. My per-ception is that funded projects are com-monly ones that will result in a piece or afew pieces of comparatively spectacularlooking software with little potential forwidespread, practical use.The award and recognition organiza-

tions, such as the commendable one ofthe EDUCOM consortium, likewiseappear to commonly select items withmuch panache but small likelihood ofbeing broadly disseminated. 44 That is, afew pieces of courseware, scatteredamong various disciplines, are not likely

0742-1233/90/SO.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

3 4

34 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 5, MAY 1990

to fuel a revolution in instruction, nomatter how good they are, for unlessthere is a critical mass of programs thatcan be assembled to make a functionatpackage, potential users are unlikely tobother tooling up to use them.6

What we are now witnessing is the trial-and-error phase of a still relatively newrevoluflor in educational technology.Our acceptance aid use of this technol-ogy within colleges and universities hasbeen rau er fumbling and is apprtirriatelyviewed internally with cons( rvatism orev P:-. suspicion by many. Whilc the busi-ness commum.y has clearly ai-ticulatedhow compute s can serve them, educa-tors do not ,ind it easy to voice anycollective or majority opinion on whatthe role of computers might be in theirdomain.

RATIONA LE.In 1984, I became intrigued with thepossibility of using courseware as acomponent of the laboratory with thefreshman biology classes I was teaching.My basic assumptions or premises werethe following.

1) Much of the understanding of biol-ogy depends on grasping the com-plexities of physical structure orimagining submicroscopic, abstractevents. The pictorial and animationcapabilities of the computer screenshould aid such comprehension.'

2) Biological information grows evermore voluminous, and the time allo-cated for its study has not increased.Indeed, the allucated time has de-creased in most schools. I ne poten-tial efficiencies of comriter simula-tions of long-term events are evi-dent. In some cases, the computercan provide an active learning expe-r',ince that addresses the same goalsas the traditional student labora-tory.5

3) The cost of materials, equipment,and personnel are increasing, whilethe relative cost of cumputers (on acapability basis) is decreasing, so

that use cf courseware is now, orsoon will be, cost effective in in-struction.

4) Increasing awareness ethical con-cerns about the uses ni niiimals instudent laboratories enc3vrage con-servation as well as concern aboutthe preparedness of students to em-ploy animals. Appropriate course-ware can reduce some uses of ani-mals and better prepare the studentsfor the occasions when they do useanimals.

HISTORY OF BICEPIn January, 1985, I modified the labora-tory with my freshman biology class toincorporate a few proprietary coursewareprograms. These were mounted onApple //c computers. The av:..ilable ap-propriate courseware was li mited, butselected what appeared to be the bestfrom some br..lf dozen sources. The for-mat that developed over the ric yearswas to have the 2-hour per week labora-tory be a mix of traditional, haads-onexercises and courseware study. Therewere two students for each of 10 Applecomputers (the //es were replaced byIIGSs with RGB monitors in the thirdyear). On average, over tte course of thesemester, the students spent a )out half oftheir time on each two components.

peated, anonymous questioning of thestu tents revealed a very favorable accep .tanc e of this mix. The design was triedwith both the first and second semesterbiology courses, with a non-majorscour ;e and with summer courses for highsciuol teachers. In all cases, studentact eptance of the format was very posi-tive.

By the third year, this design was wellimplemented, our courseware libraryconsisted of 10 copies each of 43 titles.The project came to be known as BICEPfor Biological Instruction ComputerEnhanced Project.'

The major problems with using an as-sortment of courseware from variousproviders arc non-uniformity of the inter-facs, necessitating the use of documen-

tation to know how to control eachprogram's unique features, and the inter-mixing of color and monochrome pro-grams; many of thel monochrome pro-grams thr.t are not Pipdated are very di ffi-cuh to Nad ea color monitors (especiallycomposite video monitors`.; switchingbetween color and monochrome moni-tors is feasiblc.: if one has a dual set but isinconvenient. Additimall'/, there isgreat variance in scholastic level. Manyprograms are designed to appeal to aswidc an audience as possible (secondaryto college), which sometimes results insome unusual mixes of cuteness andrather sophisticated information. Alsothe run times vary widely among pro-grams. Nevertheless, this phase of myexplorations into computer-enhancedinstruction was a necessary, useful, andencouraging beginning. Tt gave me valu-able insight and practical understandingabout students as they relate to and inter-act with computers and courseware. In1988, through a grant from the ColoradoCommission on Higher Education, wesecured a set of 14 Macintosh Plus com-puters and began developing plans forcreating, in-house, a set of courseware toexploit them. Subsequent donationsfrom Apple Computer, Inc. have added toow set of student computer bringing thelaboratory set t;) 20.

I became interested in the Macintosh asan instnictional computer the first time Isaw one. Its crisp screen and graphicscapability provided, for the first time, apictorial environment suitable for dis-playing the visual metaphors tl.at aid inunderstanding biology. I them begancastiag about for a framework in whi.-hcreate courseware for the Macintosh.While despairing of ever producing a sig-nificant set of products in my lifetimethrough coding, my attention was calledto an early version of the on-screen,iconographic authoring program that hascome to be called Authorware. I recog-nized that this was the very tool I wasseeking, for a non-programmer can cre-ate with it dynamic courseware at a pacepreviously impossible.

01990 BY NATIONAL RESOURCE FOR COMPUTERS EN LIFE SCIENCE EDUCATION 0742-323319030.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 5, MAY 1990 35

BICEP COURSEWAREBy the summer of 1988, I had resolved toproduce, using the Authorware frame-work, a set of complementary course-ware for use in the freshman biologyyear. To date, there, are 40 titles in the set,created over the past two years. Theseprograms cover topics typically taught inbasic biology courses (see Table 1).

What remains to be created arc pro-grams in plant biology. These are to bedone in the coming summer. Twelvetitles will be added, bringing the total settl 52. This number allows running twotitles per week in each of the 13 labora-tory sessions held in each of two semes-ters.

The success of the project in creating somany programs in a remarkably brieftime is largely e to the efficiencies ofcreation with the iconographic authoringprogram aud the splendid creativity ofthe underwaduate students who authoredmost of the programs. I created one-fourth of the programs :4.,t1 edited theremainder, but many of the best featuresof our programs must be credited to theseven talent:d undergraduates who hsveworked in the project. This statementmay draw skepticism from some readers.(The use of undergraduate authors hasbeen viewed with doubt by funding agen-cies, as I will note later.) Nevertheless,I remain convinced that selected, well-trained .andergraduates can be the veryben hope for the production of t..xe.el lent,fl,nction al courseware in quantities elffi-zient to be significant. Neither facultynor graduate students are likely to be thesource of any great quantity of softwarevery soon, due to the nature of our aca-demic awaal structure and traditions.

From the hundreds of students in intro-ductory biology, I encourag.; a few thatare interested to enroll in my one creditapplications course. This course for-merly used Appleworks with the Apple//es8 but w uses Microsoft Works onthe MacintoAs. The students produce apaper on a biological topic as the finalproduct, having learned some interestinginformation on a subject and how to pres-

Table 1. Titles of biology courseware developed to date.

BiochemistryCellsMembrane PermeabilityEnzyme KineticsOxidation-ReductionATP SynthesisPhotosynthesis IPhotosynthesis IIMitosisMeiosisGenetic ExperimentsMolecular GeneticsProtein synthesisViral and Bacterial GeneticsEukaryotic Gene ExpressionGenetic EngineeringMicroevolutionMarroevolutionAnimal ReproductionAnimal Development

AdaptationsBiomesPopulation GrowthCominunitiesEcosystemsBehaviorClassification of AnimalsInvertebratesChordatesAnimal StructureDigestive EnzymesCountercurrent ExchangeRespirationImmune SystemOsmoregulati onKidney FunctionHormonal RegulationBlood GlucoseNeural TransmissionMuscles

ent it in good form. At the next level, aone credit drawing, painting, and model-ing course, they learn the graphic capa-bilities of the Macintosh. Then a twocredit authoring comse instructs in theuse of Authorwaro. From the latter class(usually six to eight students), I selectthree or four to be paid interns for thesummer authoring project. Through thissequence I identify the best candidatesfor the task. The prime factor to be.telected for is creativity. Subject know l-e/ige is essential, but secondary to crea-tivity.

The BICE ?programs have a run time ofabout 40 minutes. Typically there arefour topic plus a multiple choice quiz.The prog-ams are mainly tutorial, withgeneral', used of graphics, animations,and a few sounds. The fourth topiccommonly is a simulation. All programshave the same style and appeance.Each has a pull-down glossary that de-fines the arcane words in the program.There is much student interaction, in-cluding click-and-drag arrangements,typing of re:. 3onses to questions, and

selection of progam sequences.

UTILIZATION AND TESTINGIn the 1988-89 academic year, the 20programs then available were used by thestudents as optional sources of informa-tion. A Macintosh facility was availablefor several hours daily for student to runthe courseware. We asked them to reporterrors and complete an evaluation formon each program to help shape and im-prove the programs.

In the fall of 1989, a formal test with 26of the programs was conducted. Mylecture section of almost 200 studentswas subdivided by labor..atory sectionsinto half that did traditional two hourlaboratory exercises and half that ran twocourseware programs in their assignedtwo hour periods. This design was ap-proved by the university's Human Re-search Committee, with the proviso that astudent's final grade would not be disad-vantaged by either set of conditions. Theresults of this matched-sample study,with pre- and post-test comparisons, aswell as computer attitude surveys, are in

0742-3233/90/$0.0C 2.00 .990 BY NATIONAL RESMRCE MR COMPUTERS IN APE SCIENCE EDUCA11ON

3 6


analysis and will be published at a laterdate. In brief, both groups of students didequally well on the lecture examinations,and the courseware was viewed veryfavorably as a trade-off for traditionallaboratories.

In the present semester, with the secondbiology course, a format is being triedthat I find very satisfactory so far. Thereare the customary three lectures perweek, but the required two hour, weeklylaboratory period is devoted to the run-ning of two relevant courseware pro-grams. A written quiz i. administered bythe supervising teaching assistant at theend of the session. Additionally, there isa one hour, weekly, optional practicum(no attendance check, no exams), inwhich most of the traditional laboratoryactivities are done. Only about half thestudents attend practicums. Presumably,these self-selected students are the betteror more motivated ones.

END NOTESFunding from within my university forBICEP has been generous and unwaver-ing, for which I am most grateful. Be-cause I am a senior faculty member, I wassafely able to make a major investment inthis project. As it became a consumingactivity, I deliberately phased out of anestablished research career, to the dismayof some of my colleagues. I have foundthe transition to a more teaching orientedcareer revitalizing and recommend it toothers. However, anyone making a ma-jor commitment to implementing com-puter enhanced instruction should be in aposition where such efforts do not requirerecognition for academic success. Mostuniversity communities, especially oneswith a research emphasis, are not likelyto regard courseware creation as a schol-arly activity.6

There is considerable resistance to di-minishing the traditional student labora-tory experience. I understand the con-cerns of my colleagues in protecting thistime honored activity, and I will never

claim that computer programs canadequately replace real laboratories.However, I view our educational di-lemma as one of how to optimally uselimited time to educate a generally illiter-ate and ill prepared population of stu-dents in the intricacies of a complex sci-ence. My bias is toward exposure to thecomparatively information rich environ-ment of courseware, even at the expenseof laboratoty time. After all, for thesuccessful student, the first year labora-tory will not be the last one unlessthere is no second or subsequent year insc ience, which may well bc the case if thestudent fails to learn a great deal in a brieftime.

If one were to emulate the BICEP de-sign and attempt to obtain funding fromevernal sources, the applicant should b-aware that the the use of undergraduatesas courseware authors is likely to beregarded negatively. I have tried forthree years to obtain funding from theU.S. Department of Education Fund forthe Improvement of PostsecondaryEducation (FIPSE). I quote from theirmost recent rejection: "In your proposal,you describe plans for using undergradu-ate students to create new biology soft-ware ... . This could certainly be a valu-able learning experience for the studentsinvolved, and it may generate plenty ofuseable material. Although students cancertainly play valuable roles in tasks suchas programming or providing feedback,FIPSE staff is nevertheless concernedthat in th is projec t, conceptual innovationand pedagogical sophistication would belimited by their lack of teaching experi-ence and disciplinary knowledge. FIPSEonly wishes to support software develop-ment ... that will lead to curricular inno-vation."To the best of my knowledge, our

courseware set is the most comprehen-sive for basic biology in existence.Teachers who have seen the programsusually commend them for attractiveappearance, standardization of oper-

ation, quality and quantity of graphics,and the high degree of student interac-tion. By making available a large pack-age of un iform, prac tical courseware at areasonable cost, we hope to persuadeothers to incorporate computer enhancedinstruction in their basic biology courses.

The form in which the courseware willbe available and the costs for it should bedecided by the end of the coming sum-mer. The programs require minimally a1 MB Macintosh Plus or a 640K IBM-PCequipped with a mouse. Those wishingto obtain samples of the programs shouldcontact me at the following address:Charles L. Ralph, Department of Biol-ogy, Colorado State University, Ft.Collins, CO 80523.

Re-FERENCES1. AlPERSON, J.R. and D.H. O'Ntm.. The

boxscore: tutorials 2, simulations 0. Aca-demic Computing 4:18-19, 47 -49,1990.

2. JourisroN, J., R.B. KCIMA, E. ViNix and K.A.HART. Quality, diversity, and new media:The 1989 EDUCOM/NCRIPTALawards. Academic Computing 4:22-25,46-51, 1989.

3. KiNF.Ny, J.G. Micros enrich the teachingexperience. Collegiate Microcomputer5:9-14, 1987.

4. KOM4A, R.B. and J. JOHNSTON.. Enhancinglearning: The 1988 software awardsprogram. EDUCOM Bulletin 23:25-33,1988.

5. MODEM. H.I. The role of computers in thestudent laboratory. Computers in LifeScience Education 4:25.30. 1987.

6. MODEI.I., HI The computer as a teachingtool How far have we come? Where arewe going? Computers in Life ScienceEducation 7:1-5, 1989.

7. RAIPH, C.L. Computer-enhanced instruc-tion in introductory biology courses.Journal ofComputers in Mat hematics andScience Teaching 7:21-22, 1988.

8. RALPH, C.L. A compute- applicationscourse for biology stud:7,Y; CollegiateMicrocomputer 7:123-126, 1989.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/9040.00 + 2.00


WHERE ARE THE VIDEODISCS?

Applications of interactive video in lifescience education continues to grow. Asthe cost of the technology necessary toimplement interactive video falls withinthe feasibility range of institutions andthe interest in Hypermedia continues togrow, more educators are looking ":rrsources of video images or interactivevideo courseware to use in their teachingefforts. Perhaps the best resource forlearning what videodisc material is avail-able on the market is The Videodisc Com-pendium for Education and Trainingpublished by Emerging TechnologiesConsultants, Inc. The videodisc infor-mation that follows was drawn from thatpublication and it updates. Each entry inour listing includes the title, a briefover-view of the content, the vendor, and thevendor's telephone number. The Com-pendium contains a more dctailed de-scription of the material. For informationconcerning the Compendium or for assis-tance in locating appropriate videodiscmaterial, contact Richard Pollak, Emerg-ing Technology Consultants, Inc., P.O.Box 12444, St. Paul, MN 55112, tele-phone: (612) 639-3973.

ANATOMY AND PHYSIOLOGY

Anatomy and Physiology of the Heart 24modules covering various aspects ofnormal and abnormal cardiac anatomyandphysiology.. Compatible with: I B M

InfoWindow Vendor: British Colum-bia Institute of Technology(604) 432-8376

Cardiovascular Lab Simulation Simula-tion of experiments in cardiovascularphysiology. Covers experimental prep-aration, autonomic control, cardiaccatheterization, positive pressure venti-lation, fibrillation, manometer experi-ments, tne normal and abnormal car-diac cycle, and euthanasia. Compatiblewith: IBM InfoWindow or MatroxVGO-AT overlay board; Pioneer LD-V4200 or LD-V6000 Vendor: Dr.

Charles Branch, Auburn University(205) 844-5414

Life Sciences Sides 5-6: The Frog Containsanatomy and physiology of the .og aswell as comparative human anatomy.Compatible with: Pioneer LDV-2000or 4200 Vendor: Optical Data Corpo-ration (800)524-2481 (201)668-0022

The Living Textbook - The Frog Interac-tive MuittMedia Library Containsslides and movie clips covering allbasic concepts in the anatomy andphysiology of the frog as well as com-parative human anatomy. Compatiblewith: Pioneer LDV-2000 or 4200Vendor: Optical Data Corporation(800) 524-2481 (201) 668-0022

Regulating Body Temperature (2nd Ed.)/Digestive System (2nd Ed.) Deals withtemperature regulation in vertebratesand the mechanical and chemical proc-esses of digestion. Compatible with:Any player Vendor: EncyclopaediaBritannica Educational Corp.(800) 554-9862 Ext 6554

Work of the Heart (2nd Ed.)/Muscles:Structure and Function Animated foot-age illustrates the parts of the heart andhow they relate to the work of the lungs,arteries and veins. Muscle portion dealswith the three types of muscles. Com-patible with: Any player Vendor: En-cyclopaeoia Britannica EducationalCorp. (8(X)) 554-9862 Ext 6554

BIOLOGY - GENERAL

Blo Sci Videodisc A visual presentationon the broad scope of biology. Compat-ible with: Any player Vendor: Vide-odiscovery (800) 548-3472(206) 285-5400

Life Cycles Visual record in both motionpicture and still frame images of howlife begins. Compatible with: Anyplayer Vendor: Videodiscovery(800) 548-3472 (206) 285-5400

Life Science Biology I and II Deals witheffects of temperature and pressure onrespiration rates of a series of organ--isms and examines the influence of cli-matic environments on the characteris-tics of plants and animals. Compatible

0742-3233/90I50.00 + 2.00

with: 1BM-PC; Pioneer LDV-6000 se-ries Vendor: GPN (800) 228-4630(402) 472-2007

Life Science Sides 1-4: Molecular, Cell,Human, Plant and Animal Biology Pro-vides broad basic coverage of all topicsin life science/biology. Compatiblewith: Pioneer LDV-2000 or 4020Vendor: Optical Data Corporation(800) 524-2481 (201) 668-0022

The Rio Ube Encyclopedia Contains 6000color frames of over 5000 plant andanimal species accessible by Genusspecies names. Compatible with: Anyplayer Vendor: Image PremasteringServices, Ltd. (612) 644-7802

The Living Textbook - Life Science Inter-active MultiMedia Library Containsmore than 2,700 slides and 164 movieclips covering all basic concepts in lifescience/biology taught at the secondaryand college levels. Compatible with:Apple IIGS or Macintosh; PioneerLDV-2000 or 4200 Vendor: OpticalData Corporation (800) 524-2481(201) 668-0022

Relationships Covers relationshipsamong organisms including parasitescolonies, social insects, predators, preyand competition. Compatible with:Any player Vendor: Ency lopaediaBritannica Educational Corp.(800) 554-9862 Ext 6554

BIOTECHNOLOGY

Biotechnology: Learning the TechniquesStep-by-step presentations of 33 stan-dard laboratory protocols. Compatiblewith Any player Vendor: GPN (800)228-4630 (402) 472-2007

BOTANY

Exotic Plants: A Videodisc CompendiumContains over 2,000 high quality colorphotographs of tropical, subtropicaland other e,.otic plants. Compatiblewith: Any player Vendor: VT Produc-tions (408) 438-3100

Landscape Plants Over 7,400 views ofover 900 species or varieties of culti-vated woody plants. Compatible with:

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIM SCIENCE EDUCATION

38 COMPUTERS IN LWE SCIENCE EDUCATION, VOLUME 7, NUMBER 5, MAY 1990

Any player Vendor: Videodiscovery(800) 548-3472 (206) 285-5400

Pollination Biology Doctunentary dealingwith all facets of flower pollination.Compatible with: Any player Vendor:Videodiscovery (800) 548-3472(206) 285-5400

CELL BIOLOGY

Cell Biology I: Motion and Function of theLiving Cell Includes film sequences andstill images covering cell types, cellconstituents, mitosis and cytokinesis,fission and cellCompatible with: playerVendor: Videodiscovery(800) 548-3472 (206) 285-5400

MelosLs (2nd Ed)/Mitosis (2nd Ed) Mic ro-scopic footage and animation dealingwith the processes of meiosis and mito-sis. Compatible with: Any playerVendor: Encyclopaedia BritannicaEducational Corp.(800) 554-9862 Ext 6554

CLINICAL MEDICINE

Abdominal Stab Wound-, Simulationdesigned to teach the initial assessmentprocess. Compatible with: IBM In-foWit I.ow; any player Vendor: Intel-ligent images (800) 733-1010(619) 457-5505

Active Knee Series A library of programsexamining the diagnosis of knee inju-ries by any person who is first to re-spond. Compatible with: IBM InfoW-indow, Sony and other players Vendor:The Alive Centers of America, Inc.(216) 869-9623

American Heart Association: AirwayManegement Basic non-invasive andspecialized invasive procedures of air-way management. Compatible with:AHA CPR/ACLS Learning SystemVendor: Actronics, Inc.(800) 851-3780 (412) 231-6200

American Heart Assodatlon: ArrhythmiaRem), nition Material from AmericanHeart Association ACLS text, ECGlessons, ECG static and dynamic ex-amples. Compatible with: AHA CPR/ACLS Learning SystemVendor: Actronics, Inc.(800) 851-3780 (412) 231-6200

American Heart Association: Cardlopul-

mimary Resu.scitation Teaches and testsin CPR and Basic Life Support Com-patible with: AHA CPR/ACLS Learn-ing System Vendor: Actronics, Inc.(800) 851-3780 (412) 211-62(X)

American Heart Association: CirculatoryAdjuncts and Resuscitation Phaemacol-ogy Teaches basic techniques of start-ing IVs, patient defibrillation and cardi-oversion, and external and transvenouspacin. Compatible with: AHA CPR/ACLS Learning SystemVendor: Actronics, Inc.(800) 851-3780 (412) 231-6200

American Heart Association: MegacodeTrains individuals in organizing andmanaging cardiac emergencies throughsimulations. Compatible with: AHACPR/ACLS Learning SystetnVendor: Actronics, Inc.(800) 851-3780 (412) 231-6200

A Patient with Diarrhea and VomitingPresents a patient in the emergencydepartment with flu-like complaints ofvomiting and diarrhea. Compatiblewith: IBM InfoWindow; any RS-232player Vendor: Intelligent Images(800) 733-1010 (619) 457-5505

Auscultation of Normal Breath SoundsReviews standard procedures to ausc ul-tate the posterior and anterior chest,patient positions, breathing techniquesand stethoscope placement. It alsoreviews intr-.thoracic dynamics and thephysical dynamics of chest tubes.Compatible with: IBM InfoWindow;any player Vendor: Intelligent Images(800) 733-1010 (619) 457-5505

Balancing for Diabetic Control Designedto teach students principles of diabeticmanagement. Two case studies arepresented. Compatible with: IBM-PCcompatible and Pioneer LDV-6000series vendor: Stewart Publishing, Inc.(703) 354-8155

Cardiovascular Resources VideodiscContains a large collection of materialsthat may be used to teach cardiovascu-lar nursing and medicine. Compatiblewith: any player Vendor: University ctWashington (206) 545-1186

Care Basics for Nursing Assistants Intro-ductory course to meet training needs ofnursing assistants working in longtermcare. Compatible with: IBM InfoWin-dow or PTS ProNision systems, On-line GL512, VAL Vendor: Profes-

sional Training Systems, Inc.(404) 872-97(X)

Chest Trauma Presents a patient withrespiratory distress and hypovolemicshock resulting from multiple injuriessustained in a car accident, Compatiblewith: IBM InfoWindow; any playerVendor: Intelligent Images(800) 733-1010 (619) 457-5505

Dysrhythmia Training and EvaluationDesigned u) train students in electrocar-diography with a focus on dysrhythmiarecognition. Compatible with: IBMInfoWindow, Sony VIEW 5000, Vis-age System, FITNE Workstation, Ma-trox Vendor: Training InformationCenters, Inc. (403) 462-6365

Emergency Simulation designed forparamedics, emergency medical tech-nicians, emergency physicians, nurses,and others with a background in emer-gency training. Compatible with: 113MInfoWindow, Sony VIEW 5000, Vis-age System, FITNE Workstation, Ma-trox Vendor: Training informationCenters Inc. (403) 462-6365

Emergency Cardiac Maneuvers: ARescuer's Handbook Covers generalinformation, anatomy and physiology,rhythm problems, and rescue maneu-vers. Compatible with: any player

Vendor: The Alive Centers of America,Inc. (216) 869-9623

Estrogen Replacement Therapy Coversthe reasons for the therapy, details onthe therapy, medical evaluation proce-dures, and the side effects and risks ofusing this therapy. Compatible with:IBM InfoWindow Vendor: The AliveCenters of America, Inc.(216) 869-9623

Health History/Physical Exam of the Dia-betic Clinical simulation :311owed byan examination. Compatible with:IBM-PC, Pioneer LDV-6000 SeriesVendor: Stewart Publishing, Inc.(703) 354-8155

Initial Assessment of Respiratory Diffi-culty Preents a patient involved in amotor vehicle accident. Compatiblewuh: IBM InfoWindow; any playerVendor: Intelligent Images(800) 733-1010 (619) 457-5505

Intravenous Therapy Teaches intrave-nous therapy principles and techniques.Compatible with: FITNE InteractiveSystem or IBM InfoWindow Vendor:

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCA*110N 0742-3233/9040AX) + 2.00

f") (I) Li


Fuld Institute for Teanology in Nurs-ing Education (614) 592-2511

IV Therapy/IV Solutions Reviews overallgoals of IV therapy and the major typesof I V solutions. Compatible with: IBMInfoWindow; any player Vendor:lmelligent Images (800) 733-10 I()(619) 457-5505

Managing the Experience of Labor andDelivery Simulates normal labor anddelivery process beginning with admit-tance to the hospital of the laboringpatient and her husband. Compatiblewith: IBM In foWindow Vendor:kalth Sciences Consortium

(919) 942-8731Mechanical Ventilators Provides brief

overview of 10 mechanical ventilatorsCompatible with: IBM InfoWindow,Sony VIEW, Visage System, FITNEWorkstation, Matrox Vendor: Train-ing Information Centers, Inc.(403) 462-6365

Motor Vehicle Trauma Simulation takesplace in an emergency department,beginning with admit ion of a multipletrauma patient in hypovolemic shock.Compatible with: IBM InfoWindow;any player Vendor: Intelligent Images(800) '33-1010 (619) 457-5505

Nursing Cure of the Elderly Patient withCOPD A case study simulation about a73-year old man with COPD and pneu-monia. Compatible with: IBM InfoW-indow, FITNE, Sony VIEW, VisageVendor: American Jounml of Nursing(8(X)) 223-2282 (212) 582-8820 X541

Nursing of the Cancer Patient with Com-promised Immunity: The Nursing Proc.ess Simulates the five steps in the nurs-ing process. Compatible with: IBMInfoWindow Vendor: Health SciencesConsortium (919) 942-8731

Obstetrics Simulation of the delivery ofa baby in a rural community hospital.Compiaible with: IBM InfoWindow,Sony VIEW 5000, V ge System,FITNE Workstation, Matrox Vendor..

Training Information Centers, Inc.(403) 462-6365

Premenstrual Syndrome: A ClinicalManual Covers various arecs of PMSfrom diagnosis and examination to dietand various drug therapies to assist incoping with it. Compatible with: Anyplayer Vendor: The Alive Centers ofAmerica, Inc. (216) 869-9623

Prevention of Jecupational Exposure tothe AIDS Virus Explains cause ofAIDS, how HIV is transmitted, andhow health care workers should protectthemselves from exposure to the virus.Compatible with: IBM InfoWindow orPTS Pro-Vision systems, OnlineGL512, VAL Vendor: ProfessionalTraining Systems, Inc. (404) 872-9700

Shotgun Wounds to the Abdomen Pres-ents opportunity to assess and manage apatient with shotgun wounds to theabdomen. Compatible with: IBM In-foW indow; any player Vendor: Intel-ligent Images (800) 733-1010(619) 457-5505

Sterile Technique at the Bedside Instructshealth-care professionals in the stepsfor preparing and applying dressingsarid maintaining sterile techniques inpatient :aie. Compatible with: SonyLDP-1000, 1(X)1A or 2000 Vendor..

Access Network (800) 352-8293(403) 256-1100

Urinary Catheterizaaon Instructs health-cm professionals in the preparation ofthe patient and the tray and propercatheterization techniques. Compw-ible wA: Sony LDP-1000, 1000A or2000 Vendor: ACCCNS Network (800)352-8293 (403) 256-1100

HEALTH SCIENCE

AIDS - At. Educational Program Providesthe essential facts about AIDS and howto avoid contracting the disease. Com-patible with: IBM InfoWindowVendor: Health Edutech, Inc.(612) 881-1926

The Birth Disc A visual database withover 9,000 images of childbirth fromhospitals, birth centers, and home envi-ronments. Compatible with: Anyplayer Vendor: Image PremasteringServices, L.td. (612) 644-7802

Hormonal Contraceptions: Pills, Nee-tkms and Implants Covers various as-pects of hormonal contraceptivesCompatible with: Any player Vendor:

The Alive Centers of America, Inc,(216) 869-9623

Infection Control Provides basic infor-mation on how an infection is transmit-ted, how to isolate an infection, and howto prevent an infection from spreading.Compatible with: IBM InfoWindow or

PTS Pro-Vision systems; OnlineGO 12, VAL. Vendor: Health Edutech,Inc. (612) 831-0445

Slice of Life III Over 26,(XX) sti:1 imagesdrawn from various areas of medicine,dentistry and allied health education.Compatible with: IBM, Macintosh;Any player Vendor: University ofUtah (801) 581-8052

STD: Sexually Transmitted Diseases In-formation Program ?rovides the factsabout the eight most common sexuallytransmitted diseases. Compatible with:IBM InfoWindowVendor: Health Edutech, Inc.(612) 831-0445

II EMATOLOG Y

Basic Hematology Tutorial, drill andpractice, and simulation program thatutilizes the "Medical ApplicationsVideodisc: Hematology 2nd Ed. (Uni-versity of Washington) Cqmpatiblewith: IBM InfoWindow, Sony VIEW5000, Visage System, FITNE Worksta-tion, Matrox Vendor: Training Infor-mation Centers Inc. (403) 462-6365

Introduction to Case Studies inHematology A se:ies of 20 case studiesdesigned to acquaint students with ba-sic problem-solving techniques Mvolv-ing cell identification and clinical cor-relations_ Computible with: Macin-tosh; Pioneer or Sony playerVendor: Edudisc, Inc (615) 373-2506

Laboratory Medicine Video Library: At-las of Hematology Contains over 6,(()0images forming a comprehensk li-brary of hematologic findings whichcan be used for education, testing andreference. Compatible with: Anyplayer Vendor: University of Wash-ington (206) 545-1186

Medical Applications Videodisc: Hema-tology, 2nd Editiori Contains the entireAmerican Society of 1 lematology mor-phology collection, the World HealthOrganization International HistologicCiassification of Tumors, frames fromthe Western Universities' PhysicalDiagnosis Slide Bank, and extensivemorphological study of acute leuke-mias, and the film "Red Cell Shapes"Compatible with: Any playerVendor: University of Washington(206) 545-1186

111

0742-323319050M + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCA110N


PATHOLOGY ANDFATHOPHYSIOLOGY

Acute Leukemia Morphology II Containsnumerous exemplary peripheral bloodsmears, bone marrows and specialstains for instruction and reference inthe differentiation of acute leukemias.Compatible with: Any playerVendor: University of Washington(206) 545-1186

Cardiology Series A 12 disc course de-signed to develop in a logical way theconsequences following the creation orestablishment of heart defects. Com-patible with: IBM Info Window, SonyVIEW 5000, Visage System, FITNEWorkstation, Matrox Vendor: Train-ing Information Centers, Inc.(403) 462-6365

Disorders of the Nervous System:Mentation Six patients are shown whodemonstrate a variety of disorders ofmentati on . Compatible with: Anyplayer Vendor:University of Washing-ton (206) 545-1186

Disorders of the Nervous System: Motor

I=M1

A compilation of material from a "vis-ual glossary" collection of neurologicaldysfunction. Compatible with: Anyplayer Vendor: University of Wash-ington (206) 545-1186

International Veterinary Pathology SlideBank, Ed. 4 Contains still frames oflesions from domestic, laboratory andwild animals from contributors in theU.S., Canada, and Europe. Compatiblewith: IBM-PC; Pioneer LDV-4200Vendor: University of Georgia(.104) 542-5837

Management of Heart Failure Covers thedefinitions and causes of heart failure,the signs and symptoms, pathophysiol-ogy and therapy. Compatible with:Any player Vendor: The Alive Centersof America, Inc. (216) 869-9623

Pathophysiology of Shock/Pathophysiol-ogy of Cardiac Tamponade Looks atphysiologic effects of shock and thebody's compensatory responses to thesyndrome. Provides 3 cases that dem-onstrate how cardiac tamponade pres-ents itself and when to suspect tampo-nade. Compatible with: IBM InfoW-

indow; any RS-232 player Vendor:Intelligent Images (800) 733-1010(619) 457-5505

WILDLIFE MANAGEMENT

Yellowstone in Winter Provides insightinto the work of Yellowstone's rangersin their management of wildlife. Com-patible with: Any player Vendor:Encyclopaedia Britannica EducationalCorp. (800) 554-9862 Ext 6554

ZOOLOGY

Encyclopedia of Animals Eight discscovering mammals, birds, reptiles, in-sects, and marine life. Compatiblewith: Any player Vendor: PioneerLDCA, Inc. (213) 835-6177

Whales Motion footage and still picturesto take students into the underwaterworld of whales. Compatible with:Pioneer LDV-6000 series Level II, Anyplayer Level 1 Vendor: NationalGeographic (800) 368-2728(301) 921-1330

SUBSCRIPTION INFORMATION Computers in Life Science Education is publislied monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying beyond that permitted by the US Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must be obtained directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not be sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Modell, PhD, NRCLSE, P.O. Box 51187, Seattle,WA 98115-1187. (BITNET MODELL@UW ALOCKE)

POSTMASTER: Send address changes to Computers in Life Science Education, NRCLSE, P.O.Box 51187, Seattle, WA 98115-1187.

01990 BY N NTIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90/S0.00 + 2.00

VOLUME 7 NUMBER 6, JUNE 1990 CLSEE3 7(6)41-48, 1990 ISSN 0742-3233

111110111110111110111

COMPUTERSIN LIFESCIENCEEDUCATIQN

HAROLD I. MODELLNRCLSESeattle. Washington

NELS C. ANDERSONDepanman of Cell BiologyDuke University Modica] CenterDurham, North Carolina



RICHARD EISENBERGDepamnent of PhamiacologyUniversity of Minnesota - DuluthDuluth, Minnesota

ROBERT H. GILES, JRDept of Fisheries and Wildlife SciencesVirginia Polytechnic Institute and State

UniversityBlacksburg. Virginia

LEWIS J. KLEINSMITHDcpanment of BiologyUniversity of MichiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDcpt of Biological SciencesCalifornia Luthern UniversityThousand Oaks, California

DONNA LARSONSchool of NursingGrand Valley State UruversityAllendale, Michigan


JOEL A. MICHAELDepartment of PhysiologyRush Medical CollegeChicago. Illinois

CHARLES L. RALPHDepartment of BiologyColorado State UniversityFort Collins, Colorado

CATHERINE J. SCHAAFDepattrnent of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince FA ward IslandQualouctown. Prince Edward Island

CONTENTS


CLSE 1990 COLLEAGUE DIRECTORY - PART 1

41

42

KEEPING ABREAST OF THELITERATURE


Bergeron BP et al: Clinical skill-buildingsimulations in cardiology: Heart Laband EkgLab. Comput Methods Pro-grams Biomed 30(2-3):111-126,1989.

Booth AG et al: The microcomputer inbiomedical education. Progress inMedicinal Chemistry 26:323-354,1989.

Cane los J et al: The effect of embeddedlearning strategies in microcomputer-based instruction. Journal of Experi-mental Education 57(4):301-318,1989.

Chin HL et al: Case-based tutoring froma medical knowledge base. ComputMethods Programs Biomed 30(2-3):185-198, 1989,

de La Passardierc B: CAL and tools for

the instructor-user (The features ofSPEL EO). Computers and Education13(3):313-318, 1989.

Faiola T: Improving courseware devel-opment efficiency: The effects of au-thoring systems on team roles andcommunication. Educational Tech-nology 29(8):16-19, 1989.

Franklin C et al: Two approaches tohypertext: Mapping hypertext struc-tures with ArchiText [and] Hypertexton the PC: Guide, Version 2.0. Data-base 12(4):50-66, 1989.

Friedman CP et al: Computer databasesas an educational tool in the basic sci-ences. Academic Medicine 65(1):15-16, 1990.

Frisse ME: The case for hypermedia.Academic Medicine 65(1):17-19,1990.

Goodstein RK: Down-to-earth medicaleducation. New Jersey Medicine86(9):709-711, 1989.

Grabe M et al: An evaluation ofcomputerassisted study in controlled and free

0742-3233/901S0.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS LN LIFE SCIENCE EDUCATION

4 2

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 6, JUNE 1990

access settings. Journal ofComputer-Based Instruction 16(3):110-116,1989.

Grabinger RS: Screen layout design:Research into the overall appearanceof the screen. Computers in HumanBehavior 5(3):175-183, 1989.

Grabinger RS et al: The effectiveness ofinternally-generated feedback with aninstructional expert system. Journalof Educational Comi Aing Research5(3):299-309, 1989.

Hall W eta!: Using Hypercard and inter-active video in education: An applica-tion in cell biology. Educational andTraining Technology International26(3):207-14, 1989.

Hannafin M et al: An integrated frame-work for CBI screen design and lay-out. Computers in Human Behavior5(3):155-165, 1989.

Hounshell PB et al: The microcomputerand achievement and attitudes in highschool biology. Journal of Researchin Science Teaching 26(6):543-549,1989.

Hulse SF: Is computer assisted instruc-tion for you? Radiol Technol61(3):227-229, 1990.

Jonassen DH: Functions, applications,and design guidelines for multiplewindow environments. Computer inHuman Behavior 5(3):185-194 , 1989.

Koslowsky M et al: Students' computeractivity as a function of prior experi-ence. Educational Technology29(9):44-46, 1989.

Mercer J et al: The laser videodisc forinteractive CAL in pathology. Com-puters and Education 13(3):245-250,1989.

Morrison GR et al: Learner preferencesfor varying screcn densities using re-alistic stimulus materials with singleand multiple designs. EducationalTechnology, Research and Develop-ment 37(3):53-60, 1989.

Morrison GR et al: Implications for thedesign of computer-based instructionscreens. Computers in Human Be-havior 5(3):167-173, 1989.

Neuman D: Naturalistic inquiry andcomputer-based instruction: ration-ale, procedures, and potential. Educa-tional Technology, Research and De-velopment 37(3):39-51, 1989.

Paz N et al: Using graphical study trees topresent HELP knowledge. Micro-computers for Information Manage-ment 6(l):47-67, 1989.

Ranzijn MA: The effect of the superordi-nate concept and presentation form ofexamples on concept learning. Com-puters in Human Behavior 5(2):95-105, 1989.

Roid OH: Item writing and item banking

by microcomputer: An update. Edu-cational Measurement: Issues andPractice 8(3):17-20, 1989.

Slotnick RS: Computer enhanced prob-lem solving skill acquisition. Colle-giate Microcomputer 7(3):193-202,1989.

Stevens RH et al: Evaluating preclinicalmedical students by using computer-based problem-solving examinations.Academic Medicine 64(11):685-687,1989.

Texley, J: New technologies expand sci-ence curriculum and classroom intonew frontiers. NASSP Bulletin73(519):11-15, 1989.

Vockell EL: Group size for computer-ized instruction. Educational Tech-nology 29(9):30-32, 1989.

Ward TJ Jr et al: The effects of computer-lied tests on the performance and atti-tudes of college students. Journal ofEducational Computing Research5(3):327-333, 1989.

Whiting J: An evaluation of some com-mon CAL and CBT authoring styles.Educational and Training Technol-ogy International 26(3):186-200,1989.

Xakellis GC et al: Evaluation by second-year medical students of their com-puter-aided instruction. AcademicMedicine 65(1):23-26, 1990.

CLSE 1990 COLLEAGUE DIRECTORY - PART 1

The primary goal of the National Re-source for Computers in Life ScienceEducation (NRCLSE) is to cultivate col-laborative efforts among life sciencefaculty interested in using the computeras a teaching tool.

The listing that follows is updated fromthe 1988-89 directory and was drawn pri-marily from respondents to question-naires printed in CLSE (see page 8 in theJanuary CLSE). It is inter.ded to helpreaders identify colleagues with commoninterest areas.

Th^ ngs are arranged by the contentareas .ntified in response to the ques-tion, "What content areas do you teach?"As a resuit, entries may appear undermore than cn.. heading.

Although every attempt has been madeto ensure that the information is currentand correct, it is likely that some errorsappear in this list. We apologize in ad-vance for any inconveniences that mayarise due to such oversights. Part 2 of thedirectory will appear next month.

If you are aware of other colleagues that

should be listed, please encourage themto return the questionnaire that appearedon page 8 of the January issue of CLSE,or send their names, addresses, phonenumbers, BITNET addresses, and teach .ing content areas to:

NRCLSEP.O. Box 51187Seattle, WA 98115-1187

or let us know via BITNET. NRCLS E'sBITNET address is MODELL@UW ALOCKE.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-323300/$0.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 6, JUNE 1990 43

AGRONOMYARNESON, PHIL ADEPT OF PLANT PATTIOI.OGYCORNELL UNIV334 PLANT SCI BLDGITHACA, NY 14853(607) 255-7871

CARITIIERS, JANINEDEPT OF VET ANATOMYIOWA STATE UNIVAMES, IA 50011(515) 294-7875

DICKINSON. WINIFREDDEPT OF BIOLOGY

DEPT OF BIOLOGYBALDWIN-WALLACE COLLBEREA, OH 44017(216) 826-2265

HOUSE, EDWIN wDEFT OP BIOLOGYIDAHO STATE UNIV

BOX 443CENTRAL, SC 29630(803) 639-2453 EXT 356

SMALL, JAMES WDEPT OF BIOLOGYROLLINS COLLEGEBOX 2643

DAVIS, THOMAS M U OF STEUBENVILLE PO BOX 8007 WINTER PARK, FL 32789DEPTS OF PLANT SCIENCE AND STEUBENVILLE, 011 43952 POCATELLO, ID 83209 (305) 646-2433

GENETICS (614) 283-3771 (208) 236-3765UNIV oF NEW HAMPSHIRE SPRAGUE, RUM MDURHAM, NH 03824 DRUEXICER, JAY DEE HoUSE, DR HERBERT w DEITS OF ANATOMY &(603) 862-3217 CHADRON STATE COLLEGE ELAN COLLEGE NEUROBIOLOGY

CHADRON, NE 69337 BOX 2270 uNni OF vr COLI. OF MEDESTES, GEoRGE 0 (308) 432-6298 ELON COLLEGE, NC 27244-2010 GIVEN BLDGDEvr OF PLANT SCIENCE (919) 584-5359 BURLINGTON, VT 05405UNIV oF NEW HAMPSHIRE DUGGAN, ELEANOR L (802) 6564)416DURHAM, NH 03824 BIOLOGY DEPT JONES, MICHAEL E(603) 862-3220 UNIV NC - GREENSBORO DEPTS OF ANAT & HIST WALL, KATHLEEN

ROOM 309, EBERHART BLDG FLINDERS UNIV OF SOUTH HUSSON COLLEGEHELSEL, ZANE R GREENSBORO, NC 27412-5001 AUSTRALIA BANGOR, ME 04401DEFT OF AGRONOMY (919) 379-5839 SCHOOL OF MEDICINE (207) 947-1121UNIV OF MISSOURI214 WATERS HALL ELDER, DR BEITY

BEDFORD PARK,AUSTRALIA 5042 wILHELM. DALLAS

COLUMBIA, MO 65211 DEPT OF BIOLoGY DEPT OF BIOLOGY(314) 882-2001 GEORGIA SOUTHWESTERN KEETE, I RICHARD HASTINGS COLLEGE

COLLEGE DEPT OF ANATOMY HASTINGS, NE 68901ANATOMY AMERICUS, GA 31709 CASE WESTERN RESERVE UNTV (402) 461-7382

ADAMS, DON (912) 928-1250 CLEVELAND, OH 44106DEFT OF VET ANATOMY (216) 368-2656 WILLIAMS, ALBERT AIOWA STATE UNIV FERNER, JOHN W BIOLOGY DEPTAMES, IA 50011 DEPT OF BIOLOGY MEYERS, PAUL E MANCHESTER COLLEGE(515) 294-7710 THOMAS MORE COLLEGE DEPT OF BIOLOGICAL DIEM'S- NORTH MANCHESTER, IN h 162

CRESTVIEW HILLS, KY 41017 TRY & STRUCIIIRE (219) 982-5308AROGYASAML JOSEPHINE (606) 344-3374 THE CHICAGO MED SCHoOl.DEPT OF BIOLOGY 3333 GREEN BAY RD WILLIAMS, STANLEY CWESTMAR COI LEGE FINKELSTEIN, MICHAEL NORM CHICAGO, 11. 60064 DEPT OF BIOL SCIENCESLE MARS, IA 5 131 DEFT OE ORAL PATHOLOGY (312) 578-3000 EXT 458 SAN FRANCISCO STATE uNIV(712) 546-7081 COLLEGE OF DENTISTRY 1600 HOLLOWAY AVE

UNIV OF IOWA MICKUS, JoHN SAN FRANCISCO, CA 94132BASHOR, DAVID P IOWA CITY, IA 52242 DEPT OF BIOLOGYDEPT OF BIOLOGY (319) 353-7370 ILLINOIS BENEDICTINE COLI. WILSON, MARLENE MooREUNIV N CAROLINA- 5700 COLLEGE ROAD UNIV OF PORTLAND

CHARLOTTE FREED, JAMES M LISLE, IL 60532-0900 5000 N WILLAMETTE BLVDCHARLOTTE, NC 28223 DEPT OF 2DOLOGY (312) 960-1500 EXT 509 PORTLAND, OR 97203(704) 597-4047 oHIO WESLEYAN UNIV (503) 283-7123

DEIAWARE, OH 43015 MILLER, TAMES SBAUR, JOHN M (614) 369-4431 EXT 400 BIOLOGY DEPT 7EITTER, SHIRLEYDEPT OF BIOLOGY GOSI1EN COLLEGE DAVENPORT COILEGEBRESCIA COLLEGE GOOCH, VAN D GOSHEN, IN 46526 415 EAST FULTON120 WEST SEVENTH ST DEPT OF SCI & MATH (219) 535-7308 GRAND RAPIDS, MI 49503OWENSBORO, KY 42301 UNIV OF MENNESOTA (616) 451-3511(502) 685-3131 EXT 276 MORRIS, MN 56267 POSEY, ALAN F

(612) 589-2211 BIOLOGY DEPT ANIMAL BEHAVIORBELLMER, SISTES EIIIABETH UNIV OF ARKANSAS AT AMLANIat, CHARLES I. JRTRINITY COLLEGE GWINN, JOHN F PINE BLUFF DEPT OF ZOOLOGYWASHINGTON, DC 20017 DEPT OF BIOLOGY NORTH UNTV AVE UNIV OF ARKANSAS(202) 939-5190 UNIVERSITY oF AKRON PINE BLUFF, AR 71601 632 SC1ENCE-ENG

AKRON, oH 44325 (501) 541-6880 FAYETTEVILLE, AR 72701BEROQUIST, BART (216) 375-7160DEPT OF BIOLOGY RALSTON. IU ASHTON, GEOFFREY CUNIV NORTHERN IOWA GWYN, DG DEPT OF ANATOMY 5-1334 DEPT OF GENETICSCEDAR FALLs, IA 50614 DEPT OF ANATOMY UNIV CALIFORNIA, SAN UNIV OF HAWAII(319) 273-2723 DALHOUSIE UNIV FRANCISoo 1960 EAST-WEST ROAD

HALIFAX, N S B311 4117 3RD & PARNASSUS AVES HONOLULU, HI 96822BROWN, LES CANADA SAN FRANCISCO, CA 94143 (808) 948-8552DEFT OF NATURAI. SCIENCES (902) 424-2051 (415) 476-1861GARDNER-WEBB ool,LEGE GAMS, ROGERBOILING SPRINGS, NC 28017 HERRON, MARY A RoBBINS, HBtBERT C DEPT OF BIOLO:ACAL ScI(704) 434-2361 EXT 247 BIOMED LEARNING RES urR DALLAS BAPTIST UN1V CAL POLYTECII STATE UNIV

COLLEGE OF VET MEDICINE 7777 wEST KIEST B1 .13 SAN LUIS OBISPO, CA 93407BU SHBY. PIMP A TEXAS A&M UNIV DALLAS TX 75211-9800 (805) 546-2551COLLEGE OF VE1 MEDICINE COLLEGE STAY ON, TX 77843 (214) 333-5302DRAWER V (409) 845-1780 HECKENLIM.Y, DONALD BMISS STATE UNIV, MS 39762 SINNA MON, WALT DEPT oF BIOLOGY(601) 325-1127 HILLIARD, STEPHEN CENTRAL WESLEYAN cOLL HILLSDALE COLLEGE

0742-3233190/S0.00 + 100 ©1990 HY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

4 4

44 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 6, JUNE 1990

HTI 1SDALE, MI 49242(517) 4377341

KESLER, DAVID HDEPT OF BIOLOGYRHODES COLLEGE

DEPT OF BIOCHEMISTRYUNIV OF MISSOURIM121 MED SCI BLDGCOLUMBIA, MO 65212(314) 882-8795

(613) 545.2997

STRA'rTON, LEWIS PDEPT OF BIOLOGYFURMAN UNIVGREENVILLE, SC 2961 3

(319) 273-2770

vE, GEORGE CBIOLOGY DEPTSUSQUEHANNA UNIVSELINSGROVE, PA 17870

2000 NORTH PARKWAY GENNIS, ROBERT B (803) 294.3249 (717) 372-4208

MEMPHIS, TN 38112 DEPT OF CHEMISTRY(901) 726-3557 UNIV OF ILLINOIS SUELTER, CURE?... . BOWKER, LESLIE S

505 S MATHEWS ST DEPT OF BIOCHEMISTRY DEPT OF BIOL SCIENCE

LA BAR, MARTIN URBANA, IL 61801 MICHIGAN STATE UNIV CAL POLYTECH STAIT UNIV

CENTRAL WESLEYAN COLL (217) 333-9075 EAST LANSING, MI 48824 SAN LUIS OBISPO, CA 93407

CENTRAL, SC 29630 (517) 355.1708 (805) 546-2788

(803) 639-2453 HOUSE, DR HERBERT WELON COLLEGE, BOX 2270 TESKEY, SISTER NANCY BROADWAY, RUBY L

ODE, PHILIP ELON COLLEGE, NC 2'7244-2010 HOLY NAMES COLLEGE DEPT OF NATURAL SCIENCE

DEPT OF BIOLOGY (919) 584-5359 3500 MOUNTAIN BLVD DILLARD UNIVERSITY

THIEL COLLEGE OAKLAND, CA 94619 NEW ORLEANS, LA 70122

GREENVILE, PA 16125 JOHNSON, WALTER (415) 436-0111 (504) 283-8822 EXT 246

(412) 588-7700 NW COLL OF CHIROPRACTIC2501 W 84TH ST TREBLE, DONALD II BROWN, LES

STOUT, JOHN BLOOMINGION, MN 55431 DEPT OF BIOCHEMISTRY DEVI OF NATURAL SCIENCES

DEPT OF BIOLOGY (612) 888-4777 EXT 290 ALBANY MED COLLEGE GARDNER-WEBB COLLEGE

ANDREWS UNIV ALBAKY, NY 12208 BOILING SPRINGS, NC 28017

BERRIEN SPRINGS, MI 49104 KELLEN, JOHN (518) 445-5 364 (704) 434-2361 EXT 247

(616) 471-3243 DEPT BIOL CHEM & STRUCTCHICAGO MEDICAL SCHOOL WAGNER, MARTIN J CARICO, JAMES E

ANIMAL SCIENCE 3333 GREEN BAY ROAD DEPT OF BIOCHEMISTRY DEPT OF BIOLOGY

KENNELLY, DR JOHN J NORTH CHICAGO, IL 60064 BAYLOR COLL OF DENTISTRY LYNCHBURG COLLEGE

DEFT OF ANIMAL SCI (708) 578-3221 3302 GASTON AVE LYNCHBURG, VA 24501

UNIV OF ALBERTA DALLAS, TX 75246 (804) 522-8366

310 AGRIC/FORESTRY BLDG KIRBY, DR EDWARD (214) 828-8261EDMONTON, ALBERTA DEPT OF BIOCHEMISTRY CHEW, FS

CANADA T60 2P5 TEMPLE UNIV HEALTH WINTER, CHARLES G DEPT OF BIOLOGY

(403) 432-2133 SCIIINCE CENTER DEPT OF BIOCHEMISTRY TUFTS UNIV3420 N BROAD ST UNIV OF ARKANSAS MEDFORD, MA 02155

BIOCHEMISTRY PHILADELPHIA, PA 19140 COLLEGE OF MEDICINE (617) 381-3189 EXT 3195

BATES, WILLIAM KDEPT OF BIOLOGY

(215) 221-4180 4301 W MARKHAM ST,SLOT 516 CHIEN, PAUL K

UNIV N CAROIINA KRUSE, ANNA C LITTLE ROCK, AR 72205 DEVI OF BIOLOGYGREENSBORO, NC 27412 CABRINI COLLEGE (501) 651-5190 UNIV OF SAN FRANCISCO(919) 379-5391 RADNOR, PA 19087 SAN FRANCISCO, CA 94117

(215) 687-2100 BIOLOGY (415) 666-6345

BLANCHAER, MARCEL BARLOW, SARAH FDEPT OF BIOCHEMISTRY NORRIS, THOMAS E BOX 357 COCKERHAM, BILLFACULTY OF MEDICINE SENIOR ASSOC DEAN MIDDLE TENNESSEE STATE FRESNO PACIFIC COLLEGE

UNIV OF MANITOBA MOREHOUSE SCHOOL OF UNIVERSITY 1717 S CHESTNUT700 BANNATYNE AVE MEDICINE MURFREESBORO, TN 37132 FRESNO, CA 93702WINNIPEG, MANITOBA 720 WESTVIEW DR SW (615) 898-2041 (209) 453-2045CANADA R3E 0W3 ATLANTA, GA 30310(204) 788-6570 BASHOR, DAVID P COLLINS, MICHAEL Al

PETERSON, JULIAN A DEPT OF BIOLOGY DEPT OF BIOLOGYCOOK, DAVID E nEpr OF BIOCHEM UNIV N CAROLINA AT MEMORIAL UNIV OF NEW -DIV SCI & MATH UNIV TEXAS HEALTH SO CTR CHARLOTTE FOUNDLkNDDAKOTA STATE COLLEGE 5323 HARRY HINES BLVD CHARLOTTE, NC 28223 ST JOHN'S, NEWFOUNDLAND

MADISON, SD 57042 DALLAS, TX 75235-9038 (704) 597-4047 CANADA AIR 3X9(605) 252-5194 (214) 688-2361 (709) 737.8031

BAUR, JOHN MCREUTZ, CHARLES RAWITCH, ALLEN B DEPT OF BIOLOGY DILLEHAY, DR JANEDEPT OF BIOLOGY DEPT OF BIOCIIEM BRESCIA COLLEGE DEPT OF BIOLOGYUNIV TOLEDO UNIV KANSAS MED CTR 120 WEST SEVENTH ST GALLAUDET COLLEGE2801 W BANCROFT ST RAINBOW BLVD AT 59Th OWENSBORO, KY 42301 800 FLORIDA AVE NETOLEDO, OH 43606 KANSAS CITY, KS 66103 (502) 685-3131 EXT 276 WASHINGTON, DC 20002(419) 537-4159 (913) 5 88-6957 (202) 651-5531

BELL TIMOTHYDICKINSON, WINIFRED SOLL, DIETER DEPT BIOLOGICAL SCIENCES DOVE, LEWISDEPT OF BIOLOGY DEPT OF MOLEC BIOPHYSICS CHICAGO STATE UNIV DEPT OF BIOLOGICAL SeIUNIV OF STEUBENVILLE AND BIOCHEMESTRY CHICAGO, IL 60628 WESTERN ILLINOIS UNIVSTEUBENVILLE, OH 43952 YALE UNIV MACOMB, IL 61455(614) 283-3771 260 WHITNEY AVE BENDER, GARY (309) 298.1166

NEW HAVEN, CT 06511 PO BOX 82858FERNER, JOHN W (203) 436-3611 FAIRBANKS, AK 99708 DUGGAN, ELEANOR LDEPT OF BIOLOGY (907) 452-8145 BIOLOGY DEPTMOMAS MORE COLLEGE SPENCER, TREVOR UNIV N CAROLINA ATCRESTVIEW HILLS, KY 41017 DEPT OF BIOCHEMISTRY BERG, VIRGINIA GREENSB ORO(606) 344-3374 QUEEN'S UNIVERSITY DEPT OF BIOLOGY ROOM 309, EBERHART BLDG

KINGSTON, ONTARIO UNIV NORTHERN IOWA GREENSBORO, NC 27412-5001FORRESTER, JOE CANADA K7L 3N6 CEDAR FALLS, IA 50614 (919) 379-5839

01990 HY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-323319030.00 + 2.00

4 5

COMPUTERS IN LWE SCIENCE EDUCATION, VOLUME 7, NUMBER 6, JUNE 1990

EILEUS, LAWRENCE J (6(15) 222-2432 2039 KENNEDY BLVD (415) 476-1861DEPT OF BIOLOGY JERSEY CITY, NJ 07305UNIV NORTHERN IOWA HOUSE, EDWIN W (201) 547.3054 RENISH, ALMA JEANCEDAR FALLS, IA 50614 DEPT OF BIOLOGY UNIV OF WISCONSIN(319) 273-2218 IDAHO STATE UNIV MILLER, HAMES S PARKSIDE

PO BOX 8007 BIOLOGY DEPT BOX 2000FANNING, MARSHA E POCATELLO, ID 83209 GOSHEN COLLEGE KENOSHA, WI 53141DEPT OF BIOLOGY (208) 236.3765 GOSHEN, IN 46526 (414) 553-2213LENOIRRHYNE COLLEGE (219) 535-7308HICKORY, NC 28603 HOUSE, DR HERBERT W ROBBINS, HERBERT C(704) 328.7270 ELON COLLEGE NICHOLSON, ROBERT DALLAS BAPTIST UNIV

BOX 2270 SCH OF HEALTH & LIFE SCI 7777 WEST KIEST BLVDFFIZNER, JOHN W ELON COLLEGE, NC 27244-2010 FORT HAYS STATE UNIV DALLAS, TX 75211-9800DEPT OF BIOLOGY (919) 584-5359 HAYS, KS 67601 (214) 333-5302THOMAS MORE COLLEGE (913) 628-5820CRESTVIEW HILLS, KY 41017 HUMORA, PAUL RUNYAN, MICHAEL E(606) 344-3374 DEFT OF BIOLOGY ODE PHIIIP DEPT OF BIOLOGY

NORTH ADAMS STATE COLL DEPT OP BIOLOGY LANDER COLLEGEFONTANE, DR AR NORTH ADAMS, MA 01267 THIEL COLLEGE GREENWOOD, SC 29646DEPT OF BIOLOGY (413) 664-4511 EXT 343 GREENVILE, PA 16125 (803) 229-8385UNIV OF VICTORIA (412) 588-7700PO BOX 1700 JANKAY, PETEA SAVAGE, WAYNEVICTORIA, BC V8W 2Y2 DEPT OF BIOL SCIENCE ORR, ALAN DEPT OF BIOLOGYCANADA CAL POLYTECH STATE UNIV DEFT OF BIOLOGY SAN JOSE STATE UNIV(604) 721.7131 . LUIS OBISPO, CA 93401 UNIV NORTHERN IOWA SAN JOSE, CA 95192

(805) 546-2860 CEDAR FALLS, IA 50614 (408) 277-2355FREY, DENNIS (319) 273-2150DEPT OF BIOL SCIENCE JENSEN, RICHARD SCHNEIWEISS, JEANNETTE WCAL POLYTECH STATE UNIV DEPT OF BIOLOGY ORR, CLIFTON DEPT OF BIOLOGYSAN LUIS OBISPO, CA 93401 SAINT MARY'S COLLEGE BIOLOGY DEPT HOFSTRA UNIV(805) 546-2802 NOTRE DAME, IN 46556 UNIV OF ARKANSAS AT PINE HEMPSTEAD, NY 11550

(219) 284.4674 BLUFF (516) 560-5521GIBSON, LINDA PINE BLUFF, AR 71601DEPT OF BIOLOGY JOHNSON, I RONALD (501) 541-6880 SCHWARTZ, ORLANDO AEASTERN WASH UNIV DEPT OF BIOLOGY DEPT OF BIOLOGY260 HALL OF SCIENCES MIDLAND COLLEGE OWEN, LAWION UNIV NORTHERN IOWACHENEY, WA 99004 FREMONT, NE 68015 KANSAS WESLEYAN CEDAR FALLS, IA 50614(509) 359-2845 100 E CLAFLIN (319) 273-2106

KESSLER, SISTER IRMA SALINA, KS 67401GORMAN, MARK DEPT OF BIOLOGY (913) 827-5541 SHOLES, 03VEN DVI3ALDWIN-WALLACE COLLEGE OF ST ELIZABETH DEPT OF NATURAL SCIENCESCOLLEGE CONVENT STATION, NJ 07961 PETERS, RALPH ASSUMPTION COLLEGELIFE SCIENCE BLDG (201) 539-1600 DEPT OF BIOLOGY 500 SAUSBURY STBEREA, OH 44017 LYNCHBURG COLLEGE WORCESTEP, MA 01609(216) 826-2217 KLEINSMITH, LEWIS J LYNCHBURG, VA 24501 (617) 752-5615 EXT 257DEPT OF BIOLOGY (804) 522-8367HAMAN, AC UNIV OF MICHIGAN

SINGLETARY, ROBERTDEPT OF BIOLOGY 2056 NATURAL SCIENCES PIPERBERG, JOEL B DEPT OF BIOLOGYUNIV NORTHERN IOWA ANN ARBOR, MI 48109 DEPT OF BIOLOGY UNIV OF BRIDGEPORTCEDAR FALLS, IA 50614 (313) 763-3290 SIMMONS COLLEGE BRIDGEPORT, cr 06601(319) 273-2726 300 111E FENWAY (203) 576-4265KONISKY, JORrIAN BOSTON, MA 02115

HECKENLIVELY, DONALD B SCHOOL OF LIFE SCIENCES (617) 738-2196 SINNAMON, WALTDEPT OF BIOLOGY UNIV OF ILLINOISCENTRAL WESLEYAN COLLHILLSDALE COLLEGE CHAMPAIGN, IL 61801 POLLOCK, LW BOX 443HILLSDALE, MI 49242 (211) 333-3044 DEPT OF BIOLOGY CENTRAL, SC 29630(517) 437-7341 DREW UNIVERSITY (803) 639-2453 EXT 356

KRUSE, ANNA C MADISON, NJ 07940REDMAN, STEPHEN C CABRINI COLLEGE (201) 377-3000 EXT 358 SKAVARIL, RUSSELL VDEPT OF BIOLOGY RADNOR, PA 19087 DEPT OF GENETICS221 LIFE SCI BLDG (215) 687-2100 QUINN, DAVID L OHIO STATE UNIVUNIV OF MINNESOTA AT DEPT OF BIOLOGY 961 BIOL SCI BLDGDULUTH LEISMAN, GILBERT A MUSKINGUM COLLEGE COLUMBUS, OH 432102400 OAKLAND AVE DEPT OF BIOLOGY NEW CONCORD, OH 43762-1199 (614) 422-1310DULUTH, MN 55812 EMPORIA STATE UNIV (614) 826-8225(218) 726-8172 1200 COMMERCIAL SMALL, JAMES WEMPORIA, KS 66801 RALPH, CHARLES L DEPT OF BIOLOGYHEIMBROOK, MARGARET E (316) 343-1200 EXT 5617 DEPT OF ZOOLOGY ROLLINS COLLEGEDEVI OF BIOLOGICAL SC COLORADO STATE UN1V BOX 2643UNIV OF NORTHERN McCALLEY, DAVID V FT COLLINS, CO 80523 WINTER PARK, FL 32789COLORADO DEPT OF BIP'',OGY (303) 491-6105 (305) 646-2433GREELEY, CO 80639 UNIV NORTHERN IOWA(303) 351-2644 CEDAR FALLS, IA 50614 RALSTON, HI SOBIESKI, ROD

(319) 273-2581 DEPT OF ANAT OMY S-1334 DEPT OF BIOLOGYHODGSON, DR LYNN M UNIV CALIFORNIA, SAN EMPORIA STATE UNIVNORTHERN STATE COLLEGE MELE, FRANK M FRANCISCO 1200 COMMERCIALBOX 673 DEPT OF BIOLOGY 3RD & PARNASSUS AVES EMPORIA, KS 66801ABERDEEN, SD 57401 JERSEY CITY STATE COLLEGE SAN FRANCISCO, CA 94143 (316) 343-1203 EXT 5620

0742-323319040.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

4 6


STANSFIELD, WILLIAM RIPON COL I FOE DEPT OE PHYSIOLOGY DEPT OF BIOLOGY

PO BOX 248DEPT OF BIOL SCIENCE WAYNE STATE UNIV AQUINAS COLLEGE

CAL POLY TECH STATE UNIV RIPON, WI 54971 SCII0OL OF MEDICINE. (IRANI) RAPIDS, MI 49506

SAN LUIS OBISPO, CA 93407 (414) 748-8122 540 EAST CANFIELD AVE (616) 459-8281 EXT 387

(805) 546-2875 DETROIT, MI 48201WALTERS, DIRK R (313) 571-1558 GIBSON, LINDA

STANTON, GEORGE E DEPT OF BIOLOGY DEPT OF BIOLOGY

DEPT OF BIOLOGY CAL POLYTECH STATE UN1V SACHS, DR FREDERICK EASTI/IN WASH UNIV

COLUMBUS COLLEGE SAN LUIS OBISPO, CA 93406 DEFT OE BIOPHYSICAL SCI 260 HALL OF SCIENCES

COLUMBUS, GA 31993 (805) 546-2721 SUNY AT BUFFALO CHENEY, WA 99004

(404) 568-2065 118 CARY HALL (509) 359-2845

WEISS, DR IMWARD BUFFALO, NY 14214

VEIN, PAUL CHRISTOPHER NEWPORT COLL (716) 831-3289 HODGSON, DR LYNN M

DEPT OF BIOLOGY 50 SHOE LANE NORTHERN STATE COIL

WASHINGTON UNIV - BOX 1137 NEWPORT NEWS, VA 23606 SLAYMAN, CL BOX 673

ST LOUIS, MO 63130 (804) 599-7044 DEPT OF PHYSIOLOGY ABERDEEN, SD 57401

(314) 889-6824 YALE SCHOOL OF MEDICINE (605) 222-2/._2WHALLS, MARVIN I 333 CEDAR ST

STEUCEK, DR GUY L DEPT OF BIOL SCIENCE NEW HAVEN, CT 06510 HOLLAND, VL

DEPT OF BIOLOGY CAL POLYTECH STATE UNIV (203) 788-4478 DEFT OF BIOL SCIENCE

MIILERSVIILE UNIV SAN LUIS OBISPO, CA 93407 CAL POLYTECII STATE UNIV

MILLERSVILLE, PA 17551 (805) 546-1357 9/UNDER, CHARLES C SAN LUIS 01115 P0, CA 93401

(717) 872-3339 DEPT OE PHYSIOLOGY (805) 546-2789

WILHELM, DALLAS RESEARCH IAB

STONE, IARRIE DEPT OF BIOLOGY UN1V OF IOWA HOLM, FA

DANA COLLEGE HASTINGS COLLEGE OAKDALE CAMPUS DEPT OF CROP SCI

BLAIR, NE 68008 HASTINGS, NE 68901 OAKDALE, TA 52319 PLANT ECOLOGY

(402) 426-4.01 EXT 229 (402) 461.7382 (319) 353-4704 UN1V SASKATCHEWANSASKATOON, SASK S7N OWO

STRATTON, LEWIS P BIOMETRICS BIOSTATISTICS CANADA

DEPT OF BIOLOGY BEAVER, JAMES S HECKENLIVELY, DONALD B (306) 966-5006

FURMAN UNIV DEFT OF AGRONOMY DEPT OF BIOLOGY

GREENVILLE, SC 29613 AND SOILS HILLSDALE COLLEGE JANKAY, PETER

(803) 294-3249 COLLEGE OF AGRIC SCI HILLSDALE. MI 49242 DEvr OF BIOL SCIENCE

SWEET, HAVENUNIV OF PUERTO RICO,MAYAGUEZ CAMPUS

(517) 437-7341 CAI. POLYTECH STATE MISAN LUIS OBISPO, CA 93401

DEPT OF BIOLOGY MAYAGULL, PR 00708 PETERSON, MARGARET (805) 546-2860

UNIV OF CENTRAL FLORIDA (809) 834-4040 EXT 2380 B1OSTAT RES CTR

ORLANDO, EL 32816 UNIV OF CONNECTICUT KEIL, DAVID I

(305) 275-2922 BOYNTON, DR I0I1N E HEALTH CENTER AM034 DEP'T OF MOE SCIENCES

ST JOSEPH'S COLLEGE FA RMINGTON, cr 06062 CAI. POLYTECH STATE UN1V

TAUB, STEPHAN R 155 ROE BI.VD (203) 674-3834 SAN LUIS OBISPO, CA 93407

DEPT OF BIOLOGY PATCHOGUE., NY 1 I 772 (805) 546-2043

GEORGE MASON UNIV (516) 654-3200 SAKTI. IANAFAIRFAX, VA 22030 DEPT OF CROP SCIENCE LA BAR, MARTIN

(703) 323-2181 STF.UCEX, DR GUY L UNIV OF SASKATCHEWAN CENTRAL WESLEYAN COILDEPT OF BIOLOGY SASKATOON, SASK S7N OWO CENTRAL, SC 29630

TESKEY, SISTER NANCY MILLEESVILLE UN1V CANADA (803) 639-2453

HOLY NAMES COLLEGE MILLEI1SVILLE, PA 17551 (306) 966-4952

3500 MOUNTAIN BLVD (717) 872-3339 ROBBINS, HERBERT C

OAKLAND, CA 94619 BOTANY DALLAS BAPTIST UNIV

(415) 436-0111 WATROUS, JAMES BELL, TIMOTHY 7777 WEST KIESTBIVD

DEPT OF BIOLOGY DEPT BIOLOGICAL SCIENCES DALLAS, TX 75211-9800

TURNELL, MI ST JOSEPH'S UNIV CMCAGO STATE UNIV (214) 333-5302

DEPT OF ZOOLOGY PIELADELPHIA, PA 19131 CMCAGO, IL 60628

UNIV OF ALBlilITA (215) 879-7342 RUNYAN, MICIIA1 I. E

CW312 B1OL SCI BLDG BLACK, JOE B DEPT OF B1OLOG

EDMONTON, ALBERTA WESSEL-BEAVER, 1INDA DEPT OF BIOLOGY LANDER COLLEGE

CANADA T60 2E9 DEvr OF AGRONOMY LOUISIANA COLLEGE GREENWOOD, SC 29646

(403) 432-0665 AND SOILS LOUISIANA COLL STATERN (803) 229-8385

COLLEGE OF AGR1C SCI PINEVILLE, LA 71359

VERCH, RICHARD MAYAGUEZ, PR 00708 (318) 487-7611 SAVAGE, WAYNE

DEPT OF BIOIAXIY (809) 834-4040 EXT 2566 DEPT OF 13101.0GY

NORTHLAND COLLEGE CASTANER, DAV ID SAN JOSE. STATE UNIV

ASIELAND, WI 54806 WILLIAMS, STANLEY C DEPT OF BIOLOGY SAN JOSE, CA 95192

(715) 682-4531 EXT 335 min OF BIOLOGICAL SCI CENTRAL MISSOURI (408) 277-2355SAN FRANCISCO STATE UNIV STATE UNIV

VOORIIEES, FRANK RAY SAN FRANCISCO. CA 94132 WARRENSBURG, MO 64093 SHAH , M

DEPT OF BIOLOGY (816) 429-4933 DEPT OF SCI & MATII

CENTRAI. MISSOURI STA-FE BIOPHYSICS RUST COLLEGE

UNIVERSITY AW.ANER, CHARLES J, IR DICKINSON, WINIFRED HOLLY SPRINGS, MS 38635

WCM 306 DEFT OF ZOOLOGY DEPT OF BIOLOGY (601) 252-4661

WARRENSBURG, MO 64093 UNIV OF ARKANSAS UNIV OF STEUBENVILLE

(816) 429-4933 632 SCIENCE-ENG STEUBENVILLE, OP 43952 SNOW, MICHAEL DFAYEITEVIILE, AR 72701 (614) 283-3771 DF.PT OF PHYSICAL &

WAILACE, ROBERTI. LIFE SCIENCES

DEM- OF BIOLOGY RAM, III-TREY I. DOYLE, JAMES UN1V OF PORTLAND

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 07421233190/S0.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 6, JUNE 1990 47

500 N WILLAMETTE BLVD (703) 362-6543 UNIV OF SAN DIEGO SEATTLE WA 98195PORT1 AND', OR 97203 SAN DIEGO, CA 92110 (206) 543-9320(503) 283-7175 KELLEN, JOHN (619) 260-4600 EXT 4459

DEN OF B1OL CHEM & STRUCT SESSLER, AMYUIRICH, KARI, CHICAGO MED SCHOOL DUGGAN, ELEANOR L CURRICULAR SFTWR STUDIOWESTERN MONTANA COLLEGE 3333 GREEN BAY ROAD BIOLOGY DEPT ruFrs UNIVERSITYUNIV OF MONTANA NORTH CHICAGO, IL 60064 UNIV N CAROLINA AT MEMFORD, MA 02155DILLON, MT 59725 (708) 578-3221 GREENSBORO (617) 628-5000 EXT 2009(406) 683-7358 ROOM 309, EBERHART BLDGPRESCOTT, LANSING M GREENSBORO, NC 27412-5001 SKAVAR1L, DR RUSSELL VVLIICH, RICHARD DEPT OF BIOLOGY (919) 379-5839 DEPT OF GENETICSDEPT OF BIOLOGY AUGUSTANA COLLEGE OHIO STATE UN1VNORTHLAND COLLEGE SIOUX FALLS, SD 57197 DURY, CARL G 961 BIOL sa BLDGASHLAND, WI 54806 (605) 336-4719 OFFICE OF COMP & INFO SERV COLUMBUS, Oil 43210(715) 682-4531 EXT 335 TEMPLE UNIV HUH SCI CTR (614) 422-1310RALSTON, HJ 3333 NO BROAD ST, RM 327

WULFF, BARRY DEPT OF ANAT S -1334 PHILADELPHIA, PA 19140 STRINGFELLOW, HART RDEPT OF BIOLOGY UNIV CALIFORNIA, SAN (215) 221-3479 DEPT OF DENTAL EDUCATIONEASTERN CONN STATE UNIV FRANCISCO UNIV OF FLORIDAWILUMANTIC, CT 06226 3RD & PARNASSUS AVES HOFMANN, WALLACE C COLLEGE OF DENTISTRY(203) 456-2231 SAN FRANCISCO, CA 94143 DEPT OF PLANT SCIENCE BOX J-406 11-1MHC(415) 476.1861 UN1V OF ARIZONA GAINESVILLE, FL 32610YOSHIMURA, MICHAEL A BUILDING M36 (904) 392-2674DEPT OF BIOL SCIDICE SAVAGE, WAYNE TUCSON, AZ 85721

CAL POLYTECH STATE UNIV DEPT OF BIOLOGY (602) 621-1257 WETSTONE, SCOTTSAN LUIS OBISPO, CA 93407 SAN JOSE STATE UNIV UN1V OF CONNECTICUT(805) 546-2466 SAN JOSE, CA 95192 KREIDER, DR DAVID L HEALTH CTR AM033(408) 277-2355 DEFT OF ANIMAL SCIENCES FARMINGTON, CT 06032CELL BIOLOGY UNIV OF ARKANSAS (203) 674-3836BATES, WILLIAM K SHUTIELD, JOEL B 104 ANIMAL sa BLDG

DEPT OF BIOLOGY DEFT OF BIOLOGY FAYETTEVILLE, AR 72701 CYTOGENETICSUNIV NORTH CAROLINA TEMPLE UNIV (501) 575-4870 GRANT. WILLIA M FGREENSBORO, NC 27412 PHILADELPHIA, PA 19122 GENETICS LABORATORY(919) 379-5391 (215) 787-8854 KRULL, DR SARA PO BOX 4000SCHOOL OF NURSING MACDONALD CAMPUS OFBERNSTEIN, MAURICE H STONE, LARRIE E ST LOUIS UNIV MED crR McGILL UNIVDEPT OF ANATOMY & DANA COLLEGE ST LOUIS, MO 63104 QUEBEC, CANADA II9X 1COCELL BIOLOGY BLAIR, NE 68008 (314) 577-8903

WAYNE STATE UNIV (402) 426-4101 EXT 229 crroLoGYSCHOOL OF MEDICINE LEONG, KINGSTON GRANT, WILLIAM I:540 E CANFIEID TOWLE, DAVID W. DEPT OF BIOLOGICAL SCI GENETICS LABORATORYDETROIT, MI 48201 DEPT OF BIOLOGY CAL POLYTECH STATE UNIV PO BOX 4000(313) 577-1029 LAKE FOREST COLLEGE SAN LUIS OBISPO, CA 93407 MACDONALD CAMPUS OFLAKE FOREST, IL 60045 (805) 546-2788 MCGILL UN1VtIRAWNER. THOMAS A (708) 234-3100 EXT 347

QUEBEC, CANADA H9X 1CODEPT OF BIOLOGY UBEY, TERRYCARTHAGE COLLEGE WILLIAMS, WE DEPT OF HEALTH CAREERS KEETE, 3 RICHARDKENOSHA, WI 53141 DEPT OF BIOLOGY LANSING COMMUNTTY COLL DEM OF ANATOMY(414) 551-8500 EXT 373 TRINITY COLLEGE LANSING, MI 48901-7211 CASE WESTIMN RESERVE

HARTFORD, CT 06106 UNIVFXSTTYCHISLER, JOIN A (203) 527-3151 EXT 570 OLTJEN, SW CLEVELAND, 011 44106GLENVILLE STATE COLLEGE DEPT OF ANIMAL SCIENCE (216) 368-2656GLENVELE, WV 26351 CHEMISTRY OKLAHOMA STATE UNIV(304) 462-7361 HESTON, WM STILLWATER, OK 74078 DENTISTRY

CTR FOR NATURAL SCIF,NCES (405) 624-6670 TOWNSEND, DeWAYNECOHN, STANLEY NEW YORK INST TECH SCHOOL OF DENTISTRYDEPT OF BIOLOGY OLD WESTBURY, NY11568 OWEN, WILUS L UNIVERSITY OF MINNESOTAIMPAUL UNIV (516) 686-7665 3224 N ROFF MINNEAPOLIS, MN 55455CHICAGO, IL 60614OK1AHOMA CITY, OK 73112 (612) 625-7467(312) 341-5243 COMPUTERS/COMPUTER (405) 271-2229

LITERACY DEVELOPMENTAL BIOLOGYCREUTZ CHARLES CHARDINE, DR JOIN W PARISI, ANTHONY J DAVID, JOHNDEPT OF BIOLOGY DEPT OF BIOL SCIENCES WRIGHT STATE UNIV UNIV OF MISSOURIUNIV OF TOLEDO BROCK UNIVERSITY SCHOOL OF MEDICINE 105 TUCKER HALL2801 W BANCROFT ST ST CATHARINES, ONT L2S 3A1 PO BOX 977 COLUMBIA, MO 65211TOLEDO, OH 43606 CANADA DAYTON, 011 45401.0927 (314) 882-0120(419) 5374159 (416) 688-5550 (513) 376-6711

DRUECKER, JAY DEEDRUECKER, JAY DEE CODY, RONALD POTTINGER, JAN CHARDRON STATE COLLEGECHADRON STATE COLLEGE DEPT OF ENVIRON & RM2050 MSC OIADRON, NE 69337CHADRON, NE 69337 COMMUNITY MED UNIV OF WISCONSIN (308) 432-6298(308) 432-6298 RUTGERS MED SCHOOL MADISON, WI 53706PISCATAWAY, NJ 08854 (608) 263-1595 HEIDCAMP, WILLIAMGRAY, F HARRIET (201) 463-4490

BIOLOGY DEPARTMENTHOLLINS COLLEGE SCHAAD, DOUGLAS C GUSTAVUS ADOLPHUS COLLBOX 9616 CORBFIL, ROBERT R DEPT RESEARCH IN MED EDUC ST PETER, MN 56082HOLLINS COLLEGE, VA 74020 DEPTS OF MATH & COMPUT SCI UNIV OF WASHINGTON SC-45 (507) 931-7325

0742-3233/90/S0.00 + 2.00 4)1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

4 S


AIMS AND SCOPE The goal o f Computers in Life Science Educationis toprovide a means of communication amonglife science educators who anticipate or are currently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computer appli-

cations and their underlying philosophy, reports on faculty/student experiences with computeis

in teaching environments, and software/hardware reviews in both basic science and clinicaleducation settings.

INVITATION TO CONTRIBUTORS Articles consistent with the goals of Computers in Life Science Education are invited for possible

publication in the newsletter.


Articles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal and two copies including two sets of figures and tables should be sent to the EditorDr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187,

Title page should include full title, list of authors, academic or professional affiliations, andcomplete address and phone number of the corresponding autlior.

Iliustratlons should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser pruiter output is acceptable). The lettering should be suchthat it can be legible after reduction (width of one column = 5.7 cm).

Reference style and form should follow the "number system with references alphabetized"described in the Council of Biology Editors Style Manual. References should be listed in0.phabetica1 order by the first author's last name, numbered consecutively, ar. :lied in the text

by these numbers.

RESPONSIBILITY AND COPIRIGHTAuthors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed formmust be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the firs t page for copying beyond that permitted by theUS Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must be obtained directly from the author. This wnsent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or for


Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187.Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not be sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Modell, PhD, NRCLSE, P.O. Box 51187, Seattle,

WA ri8ll 5-1187. (BITNET MODELL)UWALOCKE)

POSTMASTER: Send address changes to Computers in Life Science Education, NRCLSE, P.O.

1.3.,x 51187, Seattle, WA 98115-1187.

m01990 BY NATIONAL RESOURCE FOR COMPUTERS LN LIFE SCaNCE EDUCATION 0742.3233/90/S0.00 + 2.00

VOLUME 7 NUMBER 7, JULY 1990

COMPUTERSIN LIFESCIENCEEDUCATION/

HAROLD I. MODELLNRCISESeaule, Washington

NELS C. ANDERSONDeparunent of Cell BiologyDuke University Medical CenterDurham, North Carolina

CHRISTINE BOLWELLDiskovery, Computer-Auisted

Healthcare EducationSaratoga. California

RICHARD EISENBERGDepartment of PharmacologyUniversity of Minnesota DuluthDuluth, Minnesota

ROBERT H. GILES, JRDept of Fisheries end Wildlife SciencesVirginia Polytechnic Institute and Su.te


LEWIS J. KLEINSMITHDepartment of BiologyUniversity of MichiganAnn Arbor. Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifotnia Luthern UniversityThousand Oaks, California

DONNA LARSONSchool of NuningGrand Valley State UniversityAllendale. Michigan


JOEL A. MICHAELDept:trot:au of PhysiologyRush Medical CollegeChicago. Illinois

CHARLES L. RALPHDepanmerit of BiologyColorado State UniversityFort Collins, Colorado

CATHERINE J. SCHAAPDepartment of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince Edward IslandCharlottetown, Prince Edward Island

CLSEE3 7(7)49-56, 1990 ISSN 0742-3233

111111011111111111111111011111

CONTENTS

CLSE :990 COLLEAGUL DIRECTORY PART 2 49

IMMI11

CLSE 1990 COLLEAGUEDIRECTORY PART 2

The primary goal of the National Re-source for Computers in Life ScienceEducation (NRCLSE) is to cultivate col-laborative efforts among life sciencefaculty interested in using the computeras a teaching tool.

The listing that follows is a continu-ation of the 1990 directory published lastmonth. It is updated from the 1988-89 di-rectory and was drawn primarily from re-snondents to questionnaires printed inCLSE (see page 8 in the January CLSE).It is intended to help readers identify col-leagues with coinmon interest areas.

The listings are arranged by the contentareas identified in response to the ques-tion, "What content areas do you teach?"As a result, entries may appear undermore than one heading.

Although every attempt has been made

DEVELOPMENTAL BIOLOGY(Conimuso)

RALSTON, NJDEPT OF ANATOMY S1334UNIV CALIFORNIA ATSAN FR ANCISCO3RD & PARNASSUS AVESSAN FRANCISCO, CA 94143(415) 476-1861

0742-3233/9050.00 + 2.00

11.11111=11.1111.1.

to ensure that the informauon is currentand correct, it is likely that some errorsappear in 1.1iis list. We apologize in ad-vance for any inconveniences that mayarise due to such oversights. Part 3 of thedirectory will appear next month.

If you are aware nf other colleagues thatshould be listed, please encourage themto return the questionnaire that appearedon page 8 of the January issue of CLSE,or send their names, addresses, phonenumbers, BITNET addresses, and teach-ing content areas to:

NRCLS EP.O. Box 51187Seattle, WA 98115-1187

or let us know via BITNET. NRCLSE'sBITNET address is MODELL@UWALOCKE.

STONE, IARRIE EDANA COLLEGEBLAIR, NE 68008(402) 426-4101 EXT 229

VOORHEES, FRDEPT OF BIOLOGYCENT MISSOURI STATE UNIVWCM 306

WARRENSBURG, MO 64093(816) 429-4933

ECOLOGYBEAVER, JAMES SDEPT OF AGRONY AND SOUSCOLLEGE OF AGR1C SOUNIV OF PUERTO RICO,MAYAGUEZ CAMPUS

el'190 BY NATIONAL RESOURCE MR COMPUTERS IN LIFE SCIENCE EDUCATION

5 0

SO COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7. NUMBER 7, JULY 1990...MAYAGUEZ, PR 00708 CY R, ANDRE NOVEMSKY, USA WERNER, J KIRWIN

(809) 834-4040 EXT 2380 DEPT OP BIOLOGYUN1V OF SHERBROOKE

NEW JERSEY INST TECHNEWARK, NJ 07102

DEPT OF BIOLOGYNORTHERN MICHIGAN UN1V

BELL, TIMOTHY SHERBROOKE, QUEBEC J1K 2R1 (201) 596.3253 MARQUETTE, MI 49855

DEPT OF BIOL SCIENCES CANA DA (906) 727-2310

CHICAGO STATE UNIV (819) 821-7074 ROBBINS, DR HERBERT CCHICAGO, IL 60628 DALLAS BAPTIST UNIV WOLF, THOMAS M

DOYLE, JAMES 7777 WEST KIEST BLVD DEPT OF BIOLOGY

BELLMER, SISTER ELIZABETH DEPT OF BIOLOGY DALIAS, TX 75211-9800 WASHBURN UN1V OF TOPEKA

TRITINY COLLEGE AQUINAS COLLEGE (214) 333-5302 1700 COLLEGE AV

WASHINGTON, DC 20017 GRAND RAPIDS, MI 49506 TOPEKA, KS 66621

(202) 939-5190 (616)459-8281 EXT 387 SCHWARTZ, ORLANDO A (913) 295-6768DEPT OF BIOLOGY

BOONE, GEORGE C. DUDLEY, PATRICIA L UNIV OF NORTHERN IOWA WULFF, BARRY

BIOLOGY DEPARTMENT DEFT OF BIOLOGICAL SCI CEDAR FALLS, IA 50614 DEPT OE BIOLOGY

SUSQUEHANNA UNIVERSITY BARNARD COLLEGE (319) 273-2106 EASTERN CONNECTICUT

SELINSGROVE, PA 17870 COLUMBIA UNIV STATE UNIVERSITY

(717) 372-4208 3009 BROADWAY SHAEL MI WILLIMANTIC, CT 06226

NEW YORK, NY 10027 DEPT OF SCIENCE & Mt TH (203) 456-2231

BOWKER, LESLIE S (212) 280-2437 RUST COLLEGEDEPT OF BIOLOGICAL S CI HOLLY SPRINGS, MS 38635 EDUCATIONCAL POLYTECH STATE UNIV FANNING, MARSHA E (601) 252.4661 GROB MAN, HULDA

SAN LUIS OBISPO, CA 93407 DEFT OE BIOLOGY ST LOUIS UNIV SCH MED

(805) 546-2788 LENOIR-RHYNE COLLEGE SINGLETARY, ROBERT L 1402 S GRAND

HICKORY, NC 28603 DEPT OE BIOLOGY ST LOUIS, MO 63104

BOYNTON, DR JOHN E (704) 328-7270 UNIV OF BRIDGEPORT (314) 577-8645

ST JOSEPH'S COLLEGE BRIDGEPORT, CT 06601155 ROE BLVD GAMBS, ROGER (203) 576-4265 KERBESHIAN, LYNN

PATCHOGUE, NY 11772 DEPT OF BIOLOGICAL SCI SCHOOL OE MEDICINE

(516) 654.3200 CAL POLYTECH STATE UNIV SIDEY, WIILIAM F. UNIV NORTH DAKOTASAN LUIS OBISPO, CA 93407 DEPT OF BIOLOGY AND OMEE MED SCIENCE NO

CACCAMISE, DONALD F (805) 546-2551 MICROBIOLOGY GRAND FORKS, ND 58201DEPT OF ENTOMOLOGY UNIV OF WIS AT OSHKOSH (701) 777-3833RUTGERS UNIV GILES, ROBERT H Jr OSHKOSH, WI 54901PO BOX 231 DEPT OF FISHERIES & (414) 4243068 KROGULL, STEVENNEW BRUNSWICK, NJ 08903 WILDLIFE SCIENCE DEPT OE EDUCATIONAL SERV(201) 932-9459 VIRGINIA POLYTECH INST & SNOW, MICHAEL D MEDICAL COLL OF WISCONSIN

STATE UN1V DEPT OF PHYS'CAL & LIFE SCI 8701 WATERTOWN PLANK RI)CALDWELL DOUG BLACKSBURG, VA 24061 UNIVERSITY C F PORTLAND MILWAUKEE, WI 53226DEPT OF APPLIED MICRO & (703) 961.5910 500 N WILLAMETTE BLVD (414) 257-8546

FOOD SCI PORTLAND, OR 97203UNIV OF SASKATCHEWAN HOLLAND, VL (503) 283-7175 McCRADY, WILLIAMSASKATOON, SASK S7N OWO DEFT OF BIOLOGICAL SCI SCIENCE LEARNING CIRCANADA CAL POLYTECH STATE UN1V STANTON, GEORGE E UNIV OF TEXAS AT(306) 966-5026 SAN LUIS OBISPO, CA 93401 DEPT OF BIOLOGY ARLINGTON

(805) 546-2789 COLUMBUS COLLEGE BOX 19389

CAMERON, DAVID G COLUMBUS, GA 31993 ARLINGTON, TX 76019DEPT OF BIOLOGY JENSEN, RICHARD (4(4) 568-2065 (817) 273-2129MONTANA STATE UNIV DEPT OF BIOLOGYBOZEMAN, MT 59717 ST MARY'S COLLEGE ULRICH, KARL ELECTRON MICROSCOPY(406) 994-2670 NOTRE DAME, IN 46556 WESTERN MONTANA COLLEGE SAVAGE, WAYNE

(219) 284-4674 UNIV OF MONTAN% DEPT OF 111nLOGYCHARDINE, DR JOHN W DILLON, MT 59725 SAN JOSE STATE UNIVDEPT OF BIOLOGICAL SCI JOHNSON, DAVID W (406) 683-7358 SAN JOSE CA 95192BROCK UNIVERSITY DEPT OF BIOLOGY (408) 277-2355ST CATHARINES, ONT L2S 3A1 CONCORDIA COLLEGE UNGAR, IRWLN ACANADA MOORHEAD, MN 56560 DEPT OF BOTANY EMBRYOLOGY(416) 688-5550 (218) 299-3085 01110 UNIV BELLMhlt, SISTER ELIZABETH

ATHENS, OH 45701 TRINITY COLLEGECHEW, FS JOHNSON, IVAN M WASHINGTON, DC 20017DEPT OF BIOLOGY DEPT OF BIOLOGY VAN AMBURG, GERALD L (202) 939-5190TUFTS UNIV CONCORDIA COLLEGE DEPT OF BIOLOGYMEDFORD, MA 02155 MOORHEAD, MN 56560 CONCORDIA COLLEGE BERNSTEIN, MAURICE H(617) 381-3189 EXT 3195 (218) 299-3085 MOORHEAD, MN 56560 DEPT OE ANAT & CELL B1OL

(218) 299-3085 WAYNE STATE UNIV SCHCLOUIIER,CONRAD KESLER, DAVID H MEDICINEDEPT OF BIOLOGY DEPT OE BIOLOGY WALTERS, DIRK R 540 E CANFIELDUNIVERSITY LAW L RHODES COLLEGE DEPT OF BIOLOGY DEIROIT, MI 48201QUEBEC 10, QUEBEC 01K 7P4 2000 NORTH PARKWAY CAL POLYTECH STATE UN1V (313) 577-1029CANADA MEMPHIS, TN 38112 SAN LUIS OBISPO, CA 93406(418) 656-3181 (901) 726-3557 (805) 546-2721 FEEBACK, DANIEL

DEPT OF ANATOMICAL SCICOCKERHAM, BIlk NICHOLSON, ROBERT WEISS, DR EDWARD UNIV OF OKLAHOMA HMIFRESNO PACIFIC COLLEGE SLHOOL OF HLTH & LIFE sa CHRISTOPHER NEWPORT C01.1. SCIENCE CTR1717 S CHESTNUT FORT HAYS STATE UNIV 50 SHOE LANE PO BOX 26901 BMSB540FRESNO, CA 93702 HAYS, KS 67601 NEWPORT NEWS, VA 23606 OKLAHOMA CITY, OK 73190(209) 453.2045 (913) 628-5820 (804) 599-7044 (405) 271-2377

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742.3233/90/$0.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 7, JULY 1990 51

HARRIS, THOMAS M 5-432 BOWEN SCIENCE DUI; DEPT OF BIOIAJGY ODE, PHILIPDEPT OE ANATOMY IOWA (3TYJA 52242 THIEL COLLEGE DEPT OF BIOLOGYMED COLLEGE OF VIRGINIA (319) 353.4018 GREENVILE, PA 16125 THIEL COLLEGERICHMOND, VA 2 3298.0001 (412) 588-7700 GREENVILE, PA 16125(804) 789.95 34 WOLF, RICHARD C (412) 588-7700

DEPT OF PHYSIOLOGY PICKERING, JOHNHILLIARD, STEPHEN UNIV OF WISCONSIN nEpr oF ENTOMOL(X1Y SEAGER, BOBDEPT OF BIOLOGY MADISON, WI 53706 UNIV OF GEORGIA DEPT OF BIOLOGYBALDWIN-WALLACE COLL (608) 262-2939 ATIIENS, GA UNIV OF NORTHERN IOWABEREA, OH 44017 (404) 542-2S1 6 CEDAR FAILS, IA 50614(216) 826-2265 YOCIIIM, I M (31 9) 273-2670

DEPT 'YSIOLOGY & CELL WILUAMS, STANLEY CKESSLE.R. SISTER IRMA BIOLOGY DEPT OF BIOL SCIENCES STANSEIELD, WILIIAMDEPT OF BIOLOGY UNIVERSTEY OF KANSAS SAN FRANCISCO STATE UNIV DEPT OF BIOL SCIENCECOLLEGE OF ST ELIZABETH LAWRENCE, KS 66045 SAN FRANCISCO, CA 941 32 CAI. POLYTECH STATE LNIVCONVENT STATION, NJ 07961 (913) 864-3130 SAN LUIS OBISPC. CA 93407(201) 539-1600 ENVIRONMENTAL SCIENCE (805) 546-2875

ZIMMERMAN, JAY EORTNER, ROSANNEMEYERS, ,UL E DEPT OF BIOL SCIENCES OHIO STATE UNIV 'ANTON, GEORGE EDEPT OF BIOL CI LEM & ST JOHN'S UNIV SCHOOL OF NAT RESOURCES DEPT OF BIOLOGY

STRUCT GP .ND CENTRAL & COLUMBUS, OH 4 3210 COLUMBUS COLLEGETHE CHICAGO MEI) SCHOOL UTOPIA PKWS (614) 422-2265 COLUMB S. GA 3199 33333 GREEN BAY RD NEW YORK, NY 11439 (404) 568-2065NORTH CHICAGO, IL 60064 (718) 990-6161 EXT 5233 SABOSKI, ELEANOR M(708) 578-3000 EXT 458 NEW ENGLAND COLLEGE WILLIAMS, W F.

ENTOMOLOGY HENNIKER, NH 03242 DEPT OF BIOLOGYMIILER, JAMES S. CLOUIIER, CONRAD (603) 428.2374 TRINITY COLLEGEBIOLOGY DEPARTMENT DEPT OF BIOLOGY HARTFORD, CT 06106GOSH.EN COU POE UNIVERSITY LAVAL SNOW, MICHAEL D (203) 577-3151 EXT 570GOSIIEN. IN 46526 QUEBEC 10, QULTEC DEPT OF PHYS & LIFE SCI(219) 535.7308 CANADA GI K 7P4 UNIV OF PORTLAND FAMILY PRACTICE

(418) 656-3183 500 N WILLAMETEE BLVD PARISI, ANTHONYROBBINS, DR HERBERT C PORTLAND, OR 97203 WRIGHT STATE UNIV SCHOOLDALLAS BAPTIST UN1V FARRIER. M H (503) 283-7175 OE MEDICINEDALLAS. TX 7521 1 -9800 DEPT OF ENTOMOLOGY DAYTON, OH 45401-09 27(214) 333.5302 N. CAROLINA STATE UNIV EPIDEMIOLOG Y (51 3) 376-6711

RALEIGH, NC 27695-7613 KLAAS, JUDY CENDOCRINOL 0.1Y (919) 737-28 33 DEPT OF BIOLOGY FISHERIES

CHAVI-2. et SCOIT FRAMINGHAM STATE COLL WHALLS, MARVINP A PROGRAM HAMAN, A C FRAMINGHAM, MA 01701 DEIT OE BI01. SCIENCEUN1V OF NEBRASKA MEM CTR DEvr oF moLoGY (617) 620-1220 EXT 459 CAL POLYTECH STATE UNIVOMAHA, NE 68105 UNIV OF NORTHERN IOWA SAN LUIS OBISPO, CA 934r(402) 559-5266 CEDAR FALLS, IA 50614 EVOLUTION (805) 546-1357

(319) 273-7726 BOONE, GEORGE C.DEGRAW, WILLIAM A. BIOLOGY DEPARTMENT GASTROENTEROLOGYDEPARTMENT OF BIOLOGY HILTON, DONALD F.1 SUSQUEHANNA UNIVERSITY BARDE, CHRISTOPHERUNIV NEBRASKA AT OMAHA DEPT OF BIOL SCIENCES SEUNSGROVE, PA 17870 GI UNIT, VA MED CTROMAHA, NE 68182-0040 BISHOP'S UNIVSISITY (717) 372-4208 DAYTON, 01145428(402) 554.2401 LENNOXVILLE, QUEBEC (51 3)268-6511

CANADA JIM 1Z7 CARICO, JAMES EJEGL.A. THOMAS C (819) 569-9551 DEPT OF BIOLOGY GENETICSDEFT OF BIOLOGY LYNCHBURG COI.LEGE AROGYASAMI, JOSEPI TINTKENYON COLLEGE JOHNSON, DONN T LYNCHBURG, VA 24501 DEPARTMENT OF BIOI.OGYGAMBIER, OH 43022 DEFT oF ENTOMOLOGY (804) 522-8366 WESTMAR COLLEGE(614) 427.2244 UNIV OF ARKANSAS LEMARS, IA 51031

FA YEITEVILLE, AR 72701 CHEW, FS (71 2) 546-7081GRAY, F HARRIET (501) 575-2451 DEPT OE BIOLOGYHOLLINS COLLEGE TUFTS UNIV ASHTON, GEOFFREY cHOLLINS COLLEGE, VA 24020 LAMP, WILLIAM MEDFORD, MA 02155 DEFT oF GENETICS(703) 362-65 43 DEPT OF ENTOMOLOGY (617) 381-3189 EXT 3195 UNIV OF HAWAII

UNIV OF MARYLAND HONOLULU, HI 96822RAWITCH, ALIA.N B COLLEGE PARK, MD 20742 FANNING, MARSHA E (808) 948-8552DEPT OF BIOCHEMISTRY (301) 454-5875 DEPT OF BIOLOGYUNIV KANSAS MED CTR LENOIR-RHYNE COLIEGE BELLMER, SISTEIt ELIZABETHKANSAS CITY, KE 66103 LEONG, KINGSTON HICKORY, NC 28603 TRINITY COLLEGE(913) 588-69 57 DEPT OF BIOL SCIENCE (704) 328.7270 WASHINGTON DC 20017

CAL POLYTECH STATE UNIV (202)939-5190SAGE, MARTIN SAN LUIS OBISPO, CA 93407 FERNER, JOHN WDEPT OF BIOLOGY (805) 546-2788 DEPT OF BIOLOGY BERNSTEIN, MAURICE HUNIV OF MLSSOURI THOMAS MORE COLLEGE DEPF OF ANAT & CELL BI01.

AT ST LOUIS MUSICK, G CRESTVIEW HILLS, KY 41017 WAYNE STATE UNIV SCHOOLST LOUIS, MO 631 21 DEPT OF ENTOMOLOGY (606) 344-3374 OF MEDICINE(314) 553.6218 UNIV OF ARKANSAS DETROIT, MI 48201

FAYETTEVILLE, AR 72701 GORMAN, MARK (31 3)577-1029SCHMIDT. THOMAS J (501) 575-2A5I BALDWIN-WALLACE COILDEPT OF PHYSIOL & BIOPHYS BEREA, OH 44017 BLACK, JOE BUNIV OF IOWA ODE, PHILIP (216) 826.2217 DEPT OF BIOLOGY

0'742-3233/9030.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

0

52 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 7, JULY 1990

LOUISIANA COLLEGELOUISIANA COLL STATIONPINEVILLE, LA 71359(318) 487.7611

GORMAN, MARKBALDWIN.WALIACE COILLIFE SCIENCE BLDGBEREA, 011 44017(216)826-7217

RUST COLLEGEHOLLY SPRINGS, MS 38635(601) 25 2-4661

SKAVARIL, DR RUSSELL V

DEPT OP ANATOMYCASE WES'I'ERN RESERVE UCLEVELAND, OH 44106(216) 368-2656

BOONE, GEORGE C DEPT OF GENE1ICS HISTOLOGYBIOLOGY DEPARTMINT GRANT, WILLIAM F (4110 STATE UNIV ADAMS, DONSUSQUEHANNA UNIVERSITY GENETICS 1ABORATORY COLUMBUS, 011 43210 DEPT OF VETERINARYSELINSGROVE, PA 17870 P.O. BOX 4000 (614) 422.1310 ANATOMY(717) 372-4208 MACIX)NALD CAMPUS IOWA STATE UNIV

McGILL UNIV STANSFIE.11), WILLIAM AMES, IA 50011BOYNTON, DR JOHN E STE ANNE DE BELLEVUE DEFT OF B1OL SCIENCE (515) 294.7710ST JOSEPH'S COLLEGE QUEBEC H9X 1CO CANADA CAL POLYTECH STATE UNIV155 ROE BLVD SAN LUIS OBISPO, CA 93407 BENNETE, THOMAS EPATCHOGUE, NY 11772 HEDMAN, STEPHEN C (805) 5462875 DEPT OF BIOLOGY(516) 654.3200 DEPT OF BIOLOGY BELLAR MINE COILEGE

221 LIFE SC1 BLDG STONE, LARRIE E NF.WBURG ROADBROWN, RANDALL E UNIV OF MINNESOTA DANA COLLEGE LOUISVILLE, KY 4020511UNEINGTON COLLEGE DULUTH, MN 55812 BLAIR, NE 68008 (502) 452-8198

2303 COLLEGE AVE (218) 726.8122 (402) 426.4101 EXT 229HUNTINGTON, IN 46750 BERNSTEIN. MAURICE II(219) 356-6000 EXT 2000 JOHNSON, DAVID W TAUB, STEPHAN R DEPT OF ANAT & CELL 11101.

DEPT OF BIOLOGY DEPT OF BIJLOGY WAYNE STATE UNIV SCHOOLCAMERON, DAVID G CONCORDIA COLLEGE GEORGE MASON UNIV OF MEDICINEDEPT OF BIOLOGY MOORHEAD, MN 56560 FAIRFAX, VA 22030 DETROIT, MI 48201MONTANA :TATE UNIV (218) 299-3085 (703) 323.2181 (313) 577-1029

BOZEMAN, MT 59717(406) 994.2670 JOHNSON, IVAN M TORRES, ANDREW M BLACK, JOE B

DEPT OF BIOLOGY DEPT OF BOTANY DEPT OF BIOLOGYCARICO, JAMES E CON(X)RDIA COLLEGE UNTV OF KANSAS LOUISIANA COLLEGEDEPT OF BIOLOGY MOORHEAD, MN 56560 LAWRENCE, ES 66044 LOUISIANA COLL STATIONLYNCHBURG ZOLLEGE (218) 299.3085 (913) 864-4257 PINEVILLE, IA 71359LYNCHBURG, VA 24501 018) 487.7611(804) 572.8366 KONISKY, JORDAN ULRICH, KARI.

SCHOOL OE LIFE SCIF.NCES WESTERN MONTANA COLL HAKIM, RAZIEL SCHISLER, JOH?: A UNIVERSITY OF ILLINOIS UNIVERSITY OF MONTANA DEPT OF ANATOMYGLENVILLE STATE COLI.EGE CHAMPAIGN, IL 61801 DILLON, MT 59725 COLLEGE OF MEDICINEGLENVILLE, WV 26351 (217) 333-3044 (406) 683-7358 HOWARD UNIVERSITY(304) 462-7361 WASHINGTON, DC 20059

KRAUSE, DR ELIOT VAN AMITURG, GERALD I. (202) 636-6555CORBEIL, ROBERT R DEFT OF BIOLOGY DEPT OF BIOLOGYDEPT OF MATH & COMPUTER SETON HALL LNIV CONCORDIA COLLEGE HARMS, THOMAS M

SCIENCE SOUTH ORANGE, NJ 07079 MOORHEAD, MN 56560 DEPT OF ANATOMYUNIV OF SAN DIEGO (201)761-9532 (218) 299-3085 MEDICAL COIL OF VIRGINIASAN DIE10. CA 92110 BOX 709(619) 260-4600 EXT 4459 LA BAR, MARTIN VERCH, RICHARD RICHMOND, VA k' 8-0001

CENIRAL WESLEYAN DEPT OF BIOLOGY (804) 789-9534DAVID, JOHN COLLEGE NORTHLAND COLLEGE105 TUCKER HALL CEN1RA1 . SC 29630 ASHLAND, WI 54806 HERRON, MARY AUNIV MISSOURI (803) 639-2453 ('715) 682-4531 EXT 335 BIOMED LEARNING RES CIRCOLUMBIA, MO 65211 COLLEGE VEITRLNARY MED(314) 882.0120 NICK1A, HARRY WALKER, RICHARD TEXAS A&M UNIV

DEPT OF BIOLOGY STEALING COLLEGE COLLEGE STATION, TX 77843DAVIS, THOMAS M CREIGHTON UNI V STERLING, KS 67579 (409) 845-1780DEPT OF PLANT SCIENCE/ OMAHA, NE 68178 (316) 278-2173

GENETICS (402) 280-2811 JENSH, RONALD PUNIV OF NEW HAMPSIIIRE WILHELM, DALLAS DEPT OF ANATOMYDURHAM. NI-I 03824-3597 OLIVIERE. JAMES DEPT OF BIOLOGY JEFFERSON MEDICAL COLL(603) 862-3217 P.O. BOX 271 HASTINGS COLLEGE 1200 LOCUST ST

MONTGOMERY, AL 36195 HAST/NGS, NE 68901 PHILADELPHIA, PA 19107DICKINSON, WINTERED (205) 29 3-4467 (402) 461-7382 (215) 928-6633DEVI' OE BIOLOGYUNIV OF STEUBENVILLE PIPERBERG. JOEL B WOLF, THOMAS M KEETE, J RICHARDSTEUBENVILLE, 011 43952 DEPT OF BIOLOGY DEPT OF BIOLOGY DEPT OF ANATOMY(614) 283-3771 SIMMONS COLLEGE WASHBURN UNIV OF TOPEKA CASE WESTERN RESERVE U

300 THE FENWAY 1700 COLLEGE AVE CLEVELAND, 011 44106DOYLE. JAMES BOSTON, MA 02115 TOPEKA, KS 66621 (216) 368-2656DF.PT OF BIOLOGY (617) 738-2196 013) 295-6768AQUINAS COLLEGE KESSLER, SISTER IRMAGRAND RAPIDS, MI 49506 SEAGER, BOB HEM ATO LOG Y DEPT OF BIOLOGY(616) 459.8281 EXT 387 Dur OF BIOLOGY GRADY, DAVID V COLLEGE OF ST ELIZABETH

UNIV OF NORTHERN IOWA DEPT OF BIOL SCIENCES CONVENT STATION, NJ 07961FREED, DR !AMES M CEDAR FALLS, IA 50614 CAL POLYTECH STATE UNIV (201) 539-1600DEPT OF ZOOLOGY (319) 273-2670 SAN LUIS OBISPO, CA 93407OHIO WESLEYAN UNIV (805) 546-2883 MEYERS, PAUL EDELAWARE, 011 43015 SHAEL M I DEPT OF BIOL CHEM &(614) 369-4431 EXT 400 DEPT OF SCIENCE & MATH KEETEJ RICHARD STRUCTURE

01990 BY NATIONAL RFSOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/40401X) + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMI3ER 7, JULY 1990 53

THE CHICAGO MED SCII3333 GREEN BAY RD NORTHCHICAGO IL 60064(708) 57843000 EXT 458

MICKUS, JOHNDEPT OF BIOLOGY11.1.1NOIS BENEDICITNE COLLLISLE. IL 60532-0900

LA BAR, MARTINCENIRAL WESLEYAN COLLCENTRAL, SC 29630(803) 639-2453

LEVINSON, WARRENDEM' OP MICROBIOLOGYUNIV CALIF, SAN FRANCISCOSAN FRANCISCO, CA 94143

NEWARK, NJ 07103(20I) 456.6057

LABORATORY MEDICINEFINE, JAMES SDM' IAB MED SH410UNIV OP WASHINGTONSEATTLE, WA 98195(206) 548-6131

MICROBIO1A)GYALBRITTON, WILLIAM I.DEPT OF MICROBIOLOGYUNIV OF SASKATCHEWANSASKATOON, SK S7N OWOCANADA(306) 966 4306

AROGYASAME JOSEPHINE(312) 960.1500 EXT 509 (415) 4768197 Dm OF BIOLOGY

UMNOLOGY WESTMAR C(M.LECEIPADAWIM, JACQUES SMTEH, RODER WHAMS, MARVIN I LEMARS, IA 51031DEPT OE ANAT & STRUCT DEPT VET PATHOLOGY DEPT OP BIOL SCIENCE (71 2) 546-7o81

BIOLOGY TEXAS A&M UNIVERSITY CAI. POLYTECH STATE UNIVALBERT EINSTEIN COLL MED COLLEGE STATION, TX 7784 3 SAN LUIS OBISPO, CA 93407 BAUR, JOHN MBRONX. NY 10461 (409) 845-3827 (8M) 5464357 DEPT OF BIOLOGY(212) 430-3057 BRESCIA COLLEGE

SKr/NAGEL. DR JOHN K LIVESTOCK PRODUCTION OWENSBORO, KY 42301PAULSEN, DOUGLAS DEPT OF MICROBIOLOGY & 0'..TIEN, I W (502) 685- 3131 EXT 276DEVI' OF ANATOMY I M MU NOLOGY Durr OF ANIMAL SCIENCEMOREllOUSE SCH OF MED EMORY UNIV SCH OP MEI) OKLAHOMA STA-11:. UN1V BRAWNERATIOMAS A720 WESTVIEW DR SW 502 WOODRUFF MEM BLDG STELWATER, OK 74078 DEPT OF BIOLOGYATLANTA, GA 30310 ATLANTA, OA 30322 (405) 624-6070 CARTHAGE COLLEGE(404) 752.15 59 (404) 727.5947 KENOSHA, WI 5 3141

MARINE SCIENCE (414) 551 -8500 Ext 373VoORHEES, FRANK RAY STANSFIELD, WILLIAM BOYNTON, DR JOHN EDEPT OF BIOLOGY DEPT 0E11101. SCIENCE ST JOSEPHS COLLEGE CALDWELL, DOUGCENTRAL MISSOURI STATE CAL POLYEE01 STATE UNIV 155 ROE BLVD DEPTS OF APPLIED MICRO4

UNIV, WCM 306 SAN LUIS 0111S1k), CA 93407 PATCHOGUE, NY 11772 BIOLOGY & FOOD SCIENCEWARRENSBURG, MO 64093 (805) 5442875 (516) 65443200 UNIV OF SASKATCHEWAN(816) 429.4933 SASKATOON, SK 57N OWO

VOORHEES, !RANK RAY FORTNER, ROSANNE CANADAwit-LISTON, JOHN S DEFT OE BIOLOGY OHIO STATE UNIV (306) 966-5026DEPT OF BIOLOGY CENIRAL MISSOURI STATE SCHOOL OF NAT RESSAN FRANCISCo STATE UNIV UNIV. WCM 306 2021 COFFEY ROAD DIILEHAY, DR JANE1600 HOLLOWAY AVE WARRENSBURG, MO 64093 COLUMBUS, OH 43210 DEPT OF BIOLOGYSAN FRANCISCO, CA 941 32 (816) 429-4933 (614) 422.2265 GALLAUDET COLLEGE(415) 584-5319 WASHINGTON, DC 20002

WILHELM, DALLAS E SINGLETARY. ROBERT L (202) 651-5531IMMUNOLOGY BIOLOGY DEPARTMENT Lrn VF BIOLOGY

ALI3RITTON. WILLIAM L HASTINGS COLLEGE UNIV OF BRIDGEPORT DOYLE, JAMESDEPT OF MICROBIOLOGY HASTINGS, NE 68901 BRIDGEPORT, cr 06601 DEPT OF BIOLOGYUNIv OF SASKATCHEWAN (402) 461-7382 (203) 576-4265 AQUINAS COLLEGESASKATOON, SK S7N oW0 GRAND RAPIDS, MI 49506CANADA WOLF, THOMAS M MEDICAL TECHNOLOGY/ ASs'T (616)459-8281 EXT 387(306) 966-4306 DEPT OF BIOLOGY GRADY, DAVID V

WASHBURN UNIV OF TOPEKA DEM' OF BIOL SCIENCES EISENSTARK, ABAUR. JOHN M 1700 COLLEGE AVE CAL POIXTECH STKIE UNIV DEPT 01: B101. SCIENCEDEPT OF BIOLOGY TOPEKA, KS 66621 SAN LUIS OBISPO, CA 93407 UNIV OF MISSOURIBREFCIA COLLEGE (913) 295.6768 (805) 546-2883 COLUMBIA, MO 65211120 WEST SEVENTH ST (314) 882-7098OWENSBORO, KY 42301 INSTRUCTIONAL DESIGN KLAAS, JUDY C(502) 685-31 31 EXT 276 HEESTAND, DIANE DEn OF IHOLOnY EIDER, DR DEITY

! EARNING RESOURCES FRAMINGHAM STA COLI. DEPT OF BIOLOOYBRAWNE1 THOMAS A MERCER SCH OF MEDICINE BOX 2000 GEORGIA SOUEHWESTERN cDEPARTMENT OF BIOLOGY MACON, GA 31207 FRAMINGHAM, MA 0170. AMERICUS, GA 31709CARTIIAGF. COLLEGE (912)744-4026 (617) 620.1220 EXT 459 (912) 928-1250KENOSHA, WI 53141(414) 551-8500 EXT 373 INTERNAL MEDICINE 7EI1TER, SHIRLEY GIBSON, LINDA

BETESII, DR JOEL DAVENPORT COLLEGE min OF BIOLOGYCREUTZ, CHARLES LAWRENCE PARK MEDICAL. 415 EAST FULTON EASTERN WASIUNCTON UN1VDEPE OF BIOLOGY OFFICE GRAND RAPIDS. MI 49503 CHENEY, WA 99004UNIv OF TOLEDO 200( SPROUL ROAD (616) 451-3511 (509) 359-28452801 W BANCROFT ST BROOMALL, PA 19008TOLEDO, OH 43606 (215) 359-1355 MICROANATOMY GRADY, DAVID V(419) 537-41 59 CAM-HERS. JEANINE DEPT OF BIOL SCIENCES

TALLEY. ROBERT C DEPT VET ANATOMY CAL POLYTECH STATE UN1VDRUECKER. JAY DEE UNIv OF SOUTH DAKOTA IOWA STATE UNIV SAN LUIS OBISPO, CA 93407CHADRON STATE COLLEGE 2501 W 22N1) ST AMES, IA 50011 (805) 546-2883CHADRON. NE 69337 SIOUX FALLS, SD 57101 (515) 29478 i5(308) 432-6298 (605) 339-6790

FEED ACK, DANIELHAGEN, THOMAS Jpurr OF MICROBIOLOGY

HALL, LEO WAIVERS. LEO E DEPT OF ANATOMICAL sa UNIVEISITY OF GEORGIAPIIILLIPS UNIV UNIVERSITY HOSPITAL PO BOX 26901 BMSB540 ATHENS, GA 30602BOX 2000 UNIV STATION NEW JERSEY MED SCH UNIV OKLA HEAUTH SO CTR (40, 542-2682F.NID, OK 73702 100 BERGEN ST OKLAHOMA CITY, OK 73190(405) 237-44 33 EXT 398 ROOM 1.247 (405) 271-2377 HALL LEO

0742-323 3/9050.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS LN LIFE SCIENCE EDUCATION


PHILLIPS UNIVBOX 20(X) UNIV STATIONENID, OK 73702(405) 237.4433 EXT 198

IIEIMIIR(X)K, MARGARETDEPT OF I1101. SCIENCESUN1V OE NORTIIERN COI A)GREELEY, CO 80639(303) 351.2644

HOIXISON, DR LYNN M

4484 PEACH'IREE ROAD NEMI ANTA, GA 30319-2791(404) 261-1441 EX1 403

SINNA MON, WALTCENTRAL WESLEYAN C011.BOX 443CENIRAL, SC 29630(803) 639.2453 EXT 356

SOBIESKI, RODDEpT OE BIOLOGY

BONI), CLIFFORDDEpT OE M1CROI3IOLCRTYMONTANA STA Ili UNIVBOZEMAN, MT 59717(406) 994-4130

DILLEMAY, DR JANEDEM OF BIOLOGYGALLAUDET COLLEGE800 FLORIDA AVE NEWASHINGTON, DC 20002(202) 651-5531

DONA1J) PDErr OF MICROBIOLMYUCLALIFE SCIENCES 5304LOS ANGELES, CA 90024(213) 825.6720

NATURAL HISTORY(IAMBS, MIERDEPT 01:13101. SCIENCECAI. POLYTECII STATh UNIVSAN LUIS OBISPO, CA 93401

NORTHERN ;ATE COLLEGE EMPORIA STATE UNIV (805) 546.2551BOX 613 12(X) COMMERCIAL GORMAN, MARKABERDEIN, SD 57401 EMPORIA. KS 66801 BALDWIN-WAI LACE COLL NEUROANATOMY(605) 222.2432 (316) 343-1200 EXT 5620 LIFE SCIENCE KIX; MEYERS, PAUL F

BEREA, 011 44017 DEFT OF 13101. Cl IEM &STRUM'KLAAS, JUDY C SUITNEK, HENRY M (216) 826.2217 THE ('IICA00 MEI) SCI Imin OF 0101 XXII,ERA M1N(HIAM ST ATE C01.I.

DEpT OF MED TECIINOLOGYGEORGIA STATE UNIV HARLEY, CALVIN B

NORTH CIIICAGO, IL 60064(708) 518-30(X) EXT 458

BOX 2000 ATI ANTA, GA 30303 DEPT OF woo IEMISTRERAMINGI1AM, MA 0E701 (404) 658-3034 MeMASTER UNIVERSITY NEIIROBIOLoGY/(611) 620.1220 EXT 45c; IIAMILTON, ONT I.8N 31.5 NEUROScIENcE

SPENCE, I.ESI iF CANADA 130CIII1012, ROBERT IIKRUSE. ANNA 18 INEZ COURT (416) 525-9140 EXT 2040 DIAYF OF BIOLCX; YCABRINI COLLECIE WILLOWDALE ONT M2M 1C2 MONMOUTI I COLLEGERADNOR, PA 19087 CANADA KELLEN. JOHN MONMOUTI I, II. 61462(215) 687.2100 (416) 595.3079 DEPT 13101. CHEM & STRucr (309) 457-2350

CIECAGO MEDICAL SCIRK.E.LEVINSON, WARRENmin 01: MICROBIOISX;5'

SPITZNAGEL. DR JOHN KMICROBIOL & IMMUNOL

3333 GREEN BAY ROADNORTH CHICAGO, E. 60064

owl .TER,(701.1.RIE OF VET MEI)

UNIV CAL, SAN FRANCISCO EMORY UNIV SCH MID (108) 578-3721 UNIV OF GEORGIASAN ERANC1S(X), CA 94143 502 W(X)DRUFF MEM MIX; ATHENS, GA 30602(415) 4768197 ATLANTA, GA 30322

(404) 727.5947KLEINSMITH, LEWIS Imin 0EBIOIAXIY

(404) 542.5728

NIERLI(1I. IX)NA ED P UNIV OF MICIIIGAN NEAFSEY, E JDEPT OF MICROI3IOIAXY STONE, LARRIE E 2056 NATURAL SCIENCE DEPT OE ANATOMYUCLA DANA COLLEGE ANN ARBOR, MI 481091041C LOYOI A UNIV MEI) CIR

SCIENCES 5304 BLAIR, NE 68008 (313) 763.3290 MAYWOOD, II. 60153LOS ANGE1.ES. CA 90024 (402) 426.4101 EXT 229 (312) 531-3355(213) 825-6720 KONISKY, JORDAN

STRATTON, LEWIS P SCI1001. 01,1.111: SCIENCES PETERS, RALPHOLIVIERE, JAMES DEPT OE BIOIAXTY UNIVERSTEY OF ILLINOIS DEPARTMENT OF 1310I XXIVP o BOX 271 FURMAN UNIV CHAMPAIGN, II. 61801 LYNCHBURG COLLEGEMONTGOMERY, AL 36195 GREINVILLE, SC 29613 (211) 333.3044 LYNCHBURG, VA 24501(205) 293.4467 (803) 294-3249 (804) 522-836'7

PRESCOTT, 1ANSING MPARKER, clinimorTE ULRICH, KARL DEPT OE MOURN RALSTON, liiDEPT ul; MICROBIOUXIY WESTRN MONTANA ('OLL AUGUSTANA COLLEGE DEpT 01: ANATOMY 5.1334SCII(X)I. OF MEDICINE M7/4 UN1V OF MONTANA SIOUX FALLS, SD 57197 UNIV OF CAL, SAN IRANCISMUN1V OF MISSOURI 1)11.1.0N, MT 59725 (605) 336-4719 SAN FRANCISCO, CA 94143COLUMBIA, MO 65212 (406) 683-7358 (415) 476-1861(314) vg24152 REDD, THOMASINA

WALKER, RICHARD DEPT OF NATURAI. SCIENCE smut% 1011NPRESCOIT, IANSING M S TERI JNO COLLEGE ALDERSOMBROADPUS C01.1. DEPT OF BIOLOGYDEPT OF BIOL(.XY STERI INCE KS 67579 PIELIPP1, WV 26416 ANDREWS UNIVAlIGUSTANA (X)1.I.EUE (316) 278.2173 (304) 457.1700 EXT 243 HERREN SPRINGS, MI 4910429111 AN1)S SUMMIT (616) 471.3243SIOUX FAILS, SD 57191 WILIIELM, DALLAS TOWLE, DAVID W(605) 336-4719 I)EPT OF BIOIAX;Y DEPARTMENT OE BIOIOGY YORK, DR DONALD II

IIAST1NGS COLLEGE IAKE FOREST COLISiGE imn OF PIIYSIOIAXIYREDD, THOMASINA HASTINGS, NE 68901 IAKE FOREST, II. 60045 UNIV OF MISSOURIDEPT OE NNI1 MAI. SCIENCE (402) 463-2402 EXT 264 (108) 234.31(X) EXT 347 MA415 MEDICAL SCI111.1X;ALDERSON.BROADDUS COLUMBIA, MO 65212

COLLEGE MODELING WOLF, THOMAS M (314) 882.7168BOX 517 WATROUS, JAMES DEPT OE BIOIAXIY

ELIPPI, WV 26416 DEPT OE BIOLOGY WASHBURN UN1V OE lOPEKA NURSING(304) 457-1700 EXT 243 ST JOSEPIrs UNIV 1700 COLLAXIE AVE ABBATE, JITDrnt

PHILADELPHIA, PA 19131 TOPFXA, KS 66621 COILEGE 01; NURSINGSABOSKI. ELEANOR M (215) 8791342 (913) 295-6768 UN1V OF RHODE ISLANDNEW ENGLAND COLLEGE KINGSTON, RI 02881HENNIKER. Nil 03242 MOLECULAR BIOLOGY MOLECULAR GENETICS (401) 7922766(603) 428.2374 BERGQU1ST, BART HALL, LEO

min OF BIOLOGY RHEIMS UN1V BENEDICT, DR SUSANSCHADLER, DANIEL I. UNIV OF NORTHERN IOWA BOX 2000 UNIV STATION 209 MOUNTAIN RIIXIE DRIVEmpr 01: BIOLOGY CEDAR FAIJS, IA 50614 ENID, OK 73102 HUNTSVILLE, AI. 35801OGLETHORPE UNIV (319) 273.2723 (405) 2174433 EXT 398 (205) 536-7101


COMPUTERS IN LIFE SCIENCE EDUCATION. VOLUME 7, NUMBER 7. JULY 1990 55

BUM. WENDY U ALABAMA AT BIRMINGHAM (516) 560-5521 DEPT OF ANAT SCIENCECOLLEGE NURSING BIRMINGHAM, AL 35294 UNIV OF OKIA EILTIISCIsrrON HALL UNIV (205) 9344837 SHORT, SARAH II PO BOX 26901 13M513540SOUTI1 ORANGE, NJ 07(179 SYRACUSE UNIV OKLAHOMA CITY, OK 73190(201) 761-9299 MURRAY, LAURIE R 11 2 SLOCUM HALL (405) 771-2377

COLLEGE OF NURSING SYRACUSE, NY 13244-1250CIAUS, SACIIKO K UNIV OF R110')E ISIAND (315) 423-2386 GANDER. G WMDIWT OF NUR TING KINGSTON, RI 02881-0814 DEPI (IE PATHOLOGYSAGINAW VALLEY STATE (401) 792-2766 WAGNER, MARTIN J MEDICAL COIL OF VIRGINIA

COLLEGE DEPT OF BIOCHEMISTRY BOX 662UNIVERSITY CTR, MI 4871 0 RONALD. DR JuDau BAYLOR COIL OF DENTISTRY RICHMOND, VA 23298(517) 7904129 soma.. ;2 NURSING DALLAS, TX 75 246 (804) 786-7719

SUNY AT BUFFALO (214) 828-8261DREHER, MARY ANN BUFFALO, NY 14214 JOTIEY, DR SERGE25034 SIIEEHELD ROAD (716) 831-3045 ORAL HISTOLOGY DEPT OF PATHOLOGYGI.EN ELLYN, 11. 60137 FEEBACK, DANIEL McGILL UNIV

SCHARF, MARY ANN DEPT OF ANAL SCIENCE 3775 UNIVERSITY STGARDINER. MARY COLLEGE OF NURSING UNIV OF OKIA I SCI MONTREAL, QUEBEC I13A 2114RED DEER COLLEGE SETON HALL UNIV PO BOX 26 901 HM513540 CANADARED DEER, AI.BERTA 'ESN 5115 SOUTH ORANGE, NJ 07079 OK1AHOMA CITY, OK 73190 (514) 842-1231CANADA (201) 761-929 3 (405) 271-2377(403) 342-3362 KI.AAS, JUDY C

SINCLAIR, VAUGHN (.1 ORAL PATHOLOGY DPrr op BIOLOGYGROBE., S J VANDERBILT UNIV 5111001, ABBEY, LOUIS M FRAMINGHAM STATE COLLSCIRX)I.01: NURSING OF NURSING DEPT OF ORA1. PATI IOLOGY BOX 2000UNIV 01:TEXAS NASHVILLE, TN 3723S VIRGINIA COMMONWEALTII FRAMINGHAM, MA 01701AUSTIN, TX 78701 (615) 322-281 3 UNIVERSITY (617) 620-1220 EXT 459(512) 471-7311 BOX 566 MCV STATION

SKIM, DIANE RICHMOND, VA 23298 !imam, FREDERICK AIIASK1N, DOUGLAS E UNIV COLORADO IIEALTI I (804) 786-0547 wun. OF VII' PATIRTIOGY5CIRX)1. OF NURSING SCIENCE CENTER UNIV OF SASKNIVIIEWANUNIV TEXAS MEDICAL L'ENVER, CO 80262 FINKELSTEIN, MICHAEL SASKATOON, SK !ITN OWO

BRANCII R-49 DEPT OF ORAI. PAT1101.0GY CA NADAGALVESTON, TX 77550 WHITE, JOYCE E COLLEGE OF DENTISTRY (306) 966.7293(409) 761.1571 UNIV OF PTITSBURGII UNIV OF IOWA

426 VICIORIA BURT IOWA CITY, IA 52242 MASSEY, K LORNEIIODSON. KAY E PITTSBURGH, PA 15261 (319) 353-7 370 DEPT OF PATHOLOGYSCHOOL OF NURSING ('N355 (412) 624-3835 COLLEGE OF MEDRINEBAIL STATE UN1V ORNITHOLOGY UNIV OF SASKATCHEWANMUNCIE. IN 47306 NUTRITION CYR, ANDRE SASKATOON, SASK S7N OWO(317) 285.5583 DICKINSCN, WINIFRED DEPT OF BIOLOGY (:ANAI)A

DEPT OE B101.00Y UNIV OF SHERBROOKE (306) 966.2167KRISTENSEN. KAREN UNIV OF STEUBENVILLE SIWRBROOKE, QUEBECTRI-COLLEGE UNIV OF NURS STEUBENVILLE, OH 43952 CANADA J1K 2R1 McMANNO, BRUCENORD! DAK(YTA STATE UNIV (614) 283-3771 (819) 821-7034 DEPT OF PA11101OGYEARGO, NI) 58105 UNIV NEBRASKA MEI) crR(701) 237-8170 HARROLD, ROBERT PARRISH, DR 101IN 42ND & DEWEY AVE

Dpsq OF ANIM & RANGE SC1 DEPT OF BIOLOGY OMAHA, NE 68105KUREN, KATHERINE. NORTH DAKOTA STATE UNIV EMPORIA STATE UNIV (4 02) 559-5192COLLEGE OF NURSING EARGO, NI) 58105 EMPORIA, KS 66801SETON IIALL UNIV (701) 2. '.7659 (316) 343-1 200 PALMER, KENNETH CSOUTH ORANGE, NJ 07(19 1m21' PAT1101.0GY(201) 761-9303 IIESTON, W %um!, RICHARD WAYNE STATE UNIV S(H MEI)

crrR FOR NATURAI. SCIENCES DITT OF B101.0GY IN:TROTT, MI 48201I.ARSON, IX)NNA NEW YORK INST TECH NORTIILAND COLLEGE (313) 577-5152SCIRXH. OF NURSING OLD WESTBURY, NY 11568 ASHLAND, WI 54806GRAND VALLEY STATE UNIV (516) 686-7665 (715) 682-4531 EXT 335 YOSIIIMURA, IAEL AA1.1.ENDAI.E, MI 49401 DEPT OE BIOUX ;ICA!. SC1(616) 895-3558 1111, CHING YUAN PARASITOLOGY CAI. POLYTEC11 STATE UNIV

DEPT OE ANIMAI. SCIENCE BAUR, JOHN M SAN LUIS OBISPO. CA 93407LIBEY, TERRY OREGON SVATE UNIV DEPT OF BIOLOGY (805) 546-2466DEPT OF hihiAI.TII CAREERS CORVALLIS, OR 97331 BRESCIA COLLEGEI.ANSING CommuNrrY (503) 7544161 OWENSBORO, KY 42301 PEDIA f RICS

Cm LEGE (502) 685-3131 EXT 276 LARSON, DONNA419 N CAprrol. AVE OLTIEN, I W SC11001. OE NURSINGIANSING, MI 48901-7 211 DEPT OF ANIMAL SCIENCE 1111.TON, DONA I.D H GRAND VALLEY STATE UNIV

OKLAHOMA STATE UN1V DEPT OF 13101. SCIENCES ALLENDALE, MI 49401LOUIS, MARGARET STILLWATER, OK 74078 BISIIOPS UNIV (61 6) 895-3558DEVI OF NURSING (405) 624-6670 LENNOXVILLE QUE JIM 117UNIV OF NEVADA, IAS VEGAS CANADA WINTER, ROBERT ILAS VEGAS, NV 89154 SCHNEIWEISS, JEANNETTE W (819) 569.9551 CHILDREN'S MEMORIA1 110SP

DEPT OF BIOLOGY 2300 CHILDREN'S PIA/AMIKAN. KATI LEEN HOESTRA UNIV PATHOLOGY CHICAGO, II. 60614SCII(X)1. OE NURSING HEMPSTEAD, NY 11550 I:El:ZACK, DANIEL (312) 880-4196

0742.3233/9030.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION


AIMS AND SCOPE The goal of Computers in Life Science Educationis to provide a means of communication amonglife science educators who anticipate or are currently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computer appli-cations and their underlying philosophy, reports on faculty/student experiences with computersin teaching environments, and software/hardware reviews in both basic science and clinicaleducation settings.

INVITATION TO CONTRIBUTORS Articles consistent with the goals of Computers in Life Science Education are invited for possiblepublication in the newsletter.


Articles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal and two copies including two sets of figures and tables should be sent to the Editor:Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187.

Title pap should include full title, list of authors, academic or professional affiliations, andcomplete address and phone number of the corresponding author.

Illustrations should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser printer output is acceptable). The lettering should he suchthat it can be legible after reduction (width of one column = 5.7 cm).

Reference style and form should follow the "number system with references alphabetized"described in the Council of Biology Editors Style Manual. References should be listed inalphabetical order by the first author's last name, numbered consecutively, and cited in the textby these numbers.

RESPONSIBILITY AND COPYRIGHT

Authors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed formmust be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers in Life ScienceEducation is published monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States. Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance. Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay througE the Center the per-copyfee stated in the code on the first page for copying beyond that permitted by the US Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must be obtained directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE. P.O. Box 51187,Seattle, WA 98115-1187. Clanns for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not be sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Addre.ss editorial correspondence to Harold I. Modell, PhD, NRCSE, P.O. Box 51187, Seattle,WA 98115-1187. (BITNET MODELL®UWALOCKE)


01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIM SCIENCE EDUCATION 0742-3233/90/S0.00 + 2.00

r-t)

VOLUME 7 NUMBER 8, AUGUST 1990 CLSFE3 1(8)57 64, 1990 ISSN 0742 3233

-COMPUTERSIN LIFESCIENCEEDUCATION

HAROLD I. MODELLNRCLSESeattle, Waalungton


CIIRISTINE BOLWELLDiakovery, Computer- A u isted

feolthcair EducationSaratoga, California

RICIIARD EISENBERGDepaninent of Phannacologylhoversoy of Minnesota DuluthDuluth, Mtnnuota

ROBERT II. GILES, JRDept of Fisheries and Wildlife St MIMIVirginia Polytechnic Inautute mid State

hoversit yBlacksburg, Virginia

LEWIS J. KLEINSMITIIDeparunent of BiologyUniversity ol MichiganAnn Arbor, Michigan

MICHAEL A. KOIXISKYDept of Biological SciencesCalifornia I uthern UniversityThousancl Oaks, California

DONNA I.ARSONSchool of Noising(lurid Valley State UniversityAllendale, Michigan

ROY S. MEYERSDepartment of BiologySkSaratoga Slump, New York

JOEL A MICHAELDepartment of PhyituilogyRush Medical CollegeChicago, Bimini;

CHARLES I. RAI.PIIDepartment of BiologyColorado State Universityl'ort t'tillins, Colorado

CATHERINE J. SCIIAAPDepartment of Anatomy and PhysiologyAtlantic Veterinary t'ollegeUniversity of Prince Edward lalandCharlottetown, Prince Edward Wand

11111111111111111111111111111111

CONTENTS

DESIGNING COMPUTER BASED TUTORIALSTO REINFORCE REASONING SKILLS

Harold 1. Modell

CI.SE 1990 COLLEAGUE DIRECTORY PART 3

57

59

DESIGNING COMPUTER BASEDTUTORIALS To REINFORCEREASONING SKILLSlarold I. Modell

National 1?esouree for Computers in la le Science Education, Seattle, Washington

Ralph, in his recent description of biol-ogy courseware development for under-graduates, made the interesting observa-tion that college students seen, to preferworking with courseware having a tutu-fial rather than a simulation format.4What distinguishes a "tutorial" from a"simulation"? From a student 's perspec-tive. the "tutorial" is designed to impartspecific: information, while the simula-tion is designed to provide an environ-ment in which the student "discovers" inIminatam. Perhaps the apparent prefer-ence for tutorials reflects the training thatmost students rue i ve, beginning in highschool and continuing through theirundergraduate (and, in some cases, theirgraduate) careers. The entering medical

student, for example, is a highly competi-tive individual whose learning skillshave been directed toward achievinghigh scores on fact oriented, multiplechoice examinations." How many dineshave we heard students say, "Just tell mewhat I need to know to pass the exam!"

The traditional tutorial format does justthat. Screens of information are pre-sented, sometimes with color illustralions, animation Or other attention-get-ting devices, followed by a series ofquestions. Based on the student responseto the questions, additional informationis presented, again in a manner that re-quires the student only to serve as a recep-tacle for the information.

A successful science c urriculum should

0742 3233/905000 r 2.00 ©1990 BY NA.DONAI, RESOURCE FOR COMPUTERS IN 1.111: SCIENCE EDUCATM

S8 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 8, AUGUST 1990

1s1BCI1.1.

A 13

Chmhers A and H both contain water.Thli Are ..erArAtea hy ..reiiPermeohlemeehr,ne. Thr water moieiciles aro ..e.c11U:"vh to pANS thronqh the momhrane,

Taryep molecules can not.

ht../ to contione)

For our first experiment, we'll Add.uow sucro..v to one side of theApporAtus until we h,ve A 1ZInto which side of the chaeiher shouldwe Add tho sni.rose (ft ur B),' A

(vrest, RACk..1Ace to review ..rt up)

01.11757

(Press oy ky to continue)

FIGURE 1. Series of screens from osmosis tutorial demonstrating the result of placing a I% sucrose solution on one side of a semipermeablemembrane. Left Panel :The experimental setup is explained. Middle Panel :The experiment is defined. Right Panel: The results of the experiment.

be directed toward helping the studentdevelop investigative problem solvingskills in addition to providing contentinformation in a specific discipline andpromoting a positive attitude toward sci-ence. In other words, the curriculumshould deal with the scientific reasoningprocess as well as specific factual con-tent. Computer-based learning materi-als, as part of such a curriculum, shouldalso help students develop their reason-ing skills.

Traditional tutorials, however, seldominclude a component designed to rein-force scientific reasoning or problem-solving skills. What options arc avail-able for including such a component?Some authors have incorporated simula-tions into teaching programs." In theseprograms, students predict how themodel will behave under a specific set ofconditions. The mod?.1 is then run, anddescrepancies between the predictionsand the actual model results are "dis-cussed" with the student. The objectivein these exercises is to help studentsdevelop the ability to analyze the behav-ior of complex systems.

Another approach is to reinforce thenotion of posing and testing hypothesesby having the students test their answers(hypotheses) to the tutorial questions byrunning experiments. In this case, simu-lations arc again incorporated into thetutorial. A recently developed tutorialdealing with osmotic pressure and os-motic relationships serves to illustrate

this approach.The tutorial begins with a demonstra-

tion of water movement in an osmometerafter a 1% sucrose solution is added toone side of the semipermeable mem-brane (Figure 1). The next severalscreens ask the student what took place,explain the phenoinenon, and defineosmotic ptessure. In asking the studentwhat happened, the program begins todeal with the process of data gathering.The student is then asked whether the sizeof the particles, the number of particles,or both determine the osmotic pressure(Figure 2). No information regarding theanswer to this question is presented in theprevious screens. Thus, the student mustform an hypothesis. In the exampleshown in Figure 2, the student has hy-pothesized that the size of the moleculesis an important factor. The program thenallows the student to test this hypothesis

by providing a simulated osmometerwith several choices for the moleculesplaced on one side of the osmonletermembrane (Figure 3). Upon completingthe experiment, the student may chooseto run another experiment or choose tostop gathering data. If the student has notrun at least two experiments, the programreminds him that there is insufficient datawith only one experiment to test the pro-posed hypothesis. The student must thenrun a second experiment. If sufficientdata have been gathered to test the hy-pothesis, the program asks if the datasupport the proposed hypothesis. Theprogram response provided followingthe correct choice reinforces the ob-served results of the experiinent ratherthan .-d- restating the correct answer.

PROS AND CONSIt is clear that this approach forces the

Now that we have defined osmoticpressure.... Is it

A) the size (e,g.. molecular weight) ofthe particles

B) the numher of particlesC) Loth the size A number of particles

on one side of 'he semipermeablemembrane that determines the osmoticPressure?CHOICE? A

(press Backspace to review definition)

Let's run some xperiments to find outif you are correct.

Your hypothesis is that particlesize determines the osmoticpressure.

(press any ke. to continue)

FIGURE 2. The student is asked a question without the benefit of prior information from the

tutorial. The answer becomes an hypothesis to be tested (see text).

tzt. tj

01990 HY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE IlDUCATION 0742-3233/9040.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 8, AUGUST 1990

student to engage more actively in a sci-entific reasoning process than the moretraditional format that presents infonn a-lion and reinforces that information byasking fact-based questions. It is alsoclear that this tutorial takes more time tocomplete than a traditional tutorial cov-ering the same information. One mustask if this time is well spent. That is, willstudents using tutorials of this designbegin applying the hywthesis posing-test ing approach to othe r modes of study?It is doubtful that one tutorial would havesuch an impact. However, when a criticalmass of tutorials with this design havebeen developed, studies can be designedto address this question.

coticLUSIONWe must, when designing tutorials, ad-dress the issue of whether such softwareshould focus exclusively on content orshould process also be an important coil-sideration. If, as teachers, we feel thatknowing how to deal with infbrmation isas important a lesson as the specific factsof a content area, we must do inure toincorporate process into our teachingmaterials. Perhaps using "simulations"as a vehicle for assessing responses in"tutorials" will provide the addea ingre-dient that truly distinguishes the com-puter tutorial from the high-tech text-book.

REFERENCESI. '1uto..,,s, E.I1, Jr. and C.M. AKINS. Report

to the alumni council. Harvard MedicalAlumni Bull. pp 70 76, 1981.

2. Mow, R.H. Critical values in medical education. N. Engl. J. Med. 301:694 697,1979.

3. RA1111, C. L. Biology courseware for college freshmen. Computers in Life ScienceEducation 7:33-36, 1990.

4. RovicK, A.A. and L iilthNNhit. HEARTSIM: a cardiovascular simulation withdidactic feedback. The Physiologist26:236-239, 1983.

5. Rtly1('K, A.A. and J.A.CIRCSIM: IBM PC computer teachingexercise on blood pressure regulation.XXX Congress of International Union ofPhysiological Sciences, Vancouver, BC.1986.

IlwmpreMr=a

59

i

;

in: I a

:

Avai laal kuhut anc % :

A ) Ac tv.t. ( MJ Iruulan Weight llitt)0) Sucrotr ( Mif 14d)C ) Alaumin MN . (.9 )

Which subotani.o do you want to Her', A

II401%1 cm )1;!()

CI II 7:komc

DUP.. part 1 clp %lie in( luencrpre...tureet

Y ye%14 nil

I don t know

AHsb4t N

H7!)7

I

4 :

Iii

%MISTnH20

GI u Vb

( Ann ko p y to continue)

5111151 cm )1?.0CI.cuc Vt0

I

AI. I .

[7h7r....".":".r.'11. 7,11) r"'l

1.:1..........1... ..1........::j...':,....,

u ..vni 1 I c Ni nht , when 1 he t.ame. numayr or part I vie%wyry put in t hy chawbyr. the %AMP0,PROI if': errs., urit re. 4%0 tra ryyardlyas ofthy slit, of the tv..t particle.

pree% any key to coot luny)

FIGURE 3, A series of screens presented in response to the student's hypothesis t hat part ick si/cdeternUnes osmotic pressure. Upper left: The available expetiments are defined. Upper rightThe student has run an experiment with glucose. Lt/wer left The student has decided to stopcollecting data and must make a conclusion based on the observed data. Lower rigla- Theprogriun reinforces the correct conclusion.

ME 1990 COLLEAGUEDIRECTORY PART 3The pranar goal of the National Re-source .omputers in 1.ife ScienceEducation ROSE) is to cultivate col-laborative efforts among life sciencefaculty interested in using the computeras a teaching tool.

The listing that follows is a continu-ation of the 1990 directory puNished lastmonth. It is updated from the 1988.89 di-rectory and was drawn primarily from re-spondents to questionnaires printed inCI.SE (see page 8 in the January (I .SE).It is intended to help readers identify col-leagues widi common interest areas.

The listings are arranged by the contentareas identified in response to the ques-tion, "What content areas do you teach?"As a result, entries may appear undernu)rL-. than one heading.

0742.3233/9030M + 21)0

Although every attempt has been finaleto ensure that the information is CM-WMand correct, it is likely that sonic errorsappear in this list. We apologize in ad-vance for any inconveniences that mayarise due to such oversights.

If you are aware of other colleagues thatshould be listed, please encourage themto return the questionnaire that appearedon page 8 of the January issue of CI .SE,or send their names, addresses, ph.m(numbers, BlTNET addresses, and teaL. I.ing content areas to:

NRCESEP.O. Box 51187Seattle, WA 98115-1187

or let us know via BITNET. NRC1.SE'sBITNET address is MODELL@UWALOCKE.

©1990 HY NATIONAL RESOURCE FOlt COMPIFIERS IN Liu SCIENCE EDUCKHON

60 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 8, AUGUST 1990

PHARMACOIX)GY11F.HEL, MARGARET AROUTE 3 BOX 77Pin cAstpBELL, AL 3s585(2os) 9935331

CONAHAN, SHAWN TDEPT OF PHYSIOLOGYLOUISIANA STATE UNIV MR)

CENTER1901 PERDIDO STNEW ORLEANS, LA 70112(504) 582.5783

(X)I.DSTEIN, 1)0RA BDEPT OF PIIARMACOL(XGYST ANFOP.I) UNIVERSITYSCHOOL OF MEDICINESTANFORD, CA 94305(415) 723-6038

GWINN, DR JOIN FDEPT OF BIOLOGYLINN OF AKRONAKRON, 011 44325(216) 375.7160

HAGEN, STAM.EY VONDEPT OF IAR MA COI O(IYNEW JERSEY MED SCHOOLNEWARK, N1 07103(201) 456-4385

SPECHT, PHILIP CPIIARMACOLOGY DErrUPR MEI)ICAL SCHOOLGPO BOX 5067SAN JUAN, PR 00936(809) 7582525 EXT 1300

SPYKER, D AUN1V OF VIRGINIA SCHOOLOF MEDICINE

BOX 484MEDICAL CENTINCIIARIOITESVII.I.E, VA 22908

STULL, RICHARDBOX 522UNIV ARKANSAS MED SCHLITTLE ROCK, AR 72205(501) 686.6057

PHYSIOLOGABRAHAMS, V CDEPT OF PHYSIOLOGYQUEEN'S UNIVERSITYKINGSTON, ONTARIO K7L 3N6CANADA(613) 547.3022

AMLANER, CHARLES J JrDEPT OF ZOOIX)CYUN1V OF ARKANSASFAYETTEVILLE, AR 72701

AROGYASAMI, JOSEPIIINEDEPARTMENT OF BIOLOGYWESTMAR COLI.EGELEMARS, IA 51031(712) 546-7081

BASHOR, DAVID PDEFT OF BIOLOGYUNIV N CAROLINA AT

CHARLOTrECHARLOTTE, NC 213223

(704) 597-4047

BAUR, JOIN MDEPT OF BIOLOGYBRESCIA COIJEGE120 WEST SEVENTH STOWENSBORO, KY 42301(502) 6853131 EXT 276

BENNEIT, THOMAS EDEPT OF BIOLOGYBE11ARMIN1 : COLLEGENEWBURG ROADLOUISVILLE, KY 40205(S02)452-8198

BERG, VIRGINIAoF BIOLOGY

UNTV ( F NORTHERN IOWACEI)AR FALLS, IA 50614(319) 2732770

BERGQUIST, BARTDmir OF BIOLOGYUNTV OF NORTTIERN IOWACEDAR FALLS, IA 50614(319) 273-2723

BEUMER, RONALDBIOLOGY DEPTARMSTRONG STATE C011.EGESAVANNAH, GA 31419(912) 927.5314

BORQUEZ, DR RICARDO I.EONUNIV AUTO GUADALAJARALOMAS DEL VAI.LE IERA

SECCGUADALAJARAMEXICO JAL 1-440

BOYLE, JOSEPHDEPT OF PHYSIOLOGYNEW JERSEY MED SCHOOL185 S ORANGE AVENEWARK, NJ 07103(201) 456-4464

BROOKE, Dr JOILN DNIEUROPI1YSIOLOGY IABUNIVERSITY OF (IUELPHSCHOOL OF HUMAN BIOLOGYGUELPII, ONTARIO NW 2W1CANADA(519) 824-4120 EXT 3416

BROWN, DAVID EDIWT OF ANIMAL SCIENCEUNIV OF NEVADA AT KEN()RENO, NV 89557-0004(702) 784-1629

BROWN, LESDEPT OF NATURAI. SCIENCESGARDNER-WEBB COLLEGEBOILING SPRINGS, NC 28017(704) 434-2361 EXT 247

BROWN, RANDALL EIIUNTINCITON COLLEGE2303 COILEGE AVEHUNDNUTON, IN 46750(219) 356-6000 EXT 2000

BROWN, SCOITDEPT OF PHYSIOLOGYUNIVERSITY OF GEORGIA

COLL OF VETERINARY MEDAll LENS, GA 30602(404) 542.5860

BRUMLEVE, STANLEY 1DEPT OF PHYSIOIDGYSCHOOL OF MEDICINEUNIV OF NORTII DAKOrAGRAND FORKS, ND 58202(101) 777,3974

BUCHHOLZ, ROBERT IIDEPT OF BIOLOGYMONMOUTH COLLEGEMONMOUTH, IL 61462(309) 457- 2350

BURNS, DR THOMAS ADEPT OF BIOIDGY &

MICROBIOLOGYNORTHWESTERN STATE UN1VNATairrocnEs. LA 71497(318) 357-5323

CAMERON, DAVID Gmin 01: BIOLOGYMONTANA STATE UNIVBOZEMAN, mr 59717(406) 994-2670

CAMPBELL, KENNETIIVCAPPwASHINCTION STATE UN1VPULLMAN, WA 99164-6520(509) 335-6621

CAMPBFLI , KEVIN PDEPT OF PHYSIOL & BIOPIIYSLINN OF IOWAIOWA CITY, IA 52240(319) 351-5833

CHEW, CATHERINE SDEPT OF PHYSIOIXX3YMOREIIOUSE SCHOOL OF

MEDICINEATLANTA, GA 30310-1495(404) 752-1692

CH1SLER, JOHN AGLENVILLE STATE COLLEGEGLENVILLE, WV 26351(304) 462-7361

CHRISTOFFERSON, JAY PDEVI OF BIOLOGYCALIFORNIA STATE UNIV AT

STANISIAUSTURLOCK, CA 95380(209) 667-3476

CLARK, FRANCIS 1DEPT OF PHYSIOLOGYUNIV OF NEBRASKA MU) cm42ND & DEWEY AVEOMAHA, NE 68105(402) 5596478

CLARK, JAMES RDEn OF ANIMAL SCIENCETEXAS TECH UNIVPO BOX 41691.UB BOCK. TX 79409-4169(806) 7422469

COCKERHAM, BILLFRESNO PACIFIC COLLEGE

6 1-

1717 S CHESTNUTFRESNO, CA 93702(209) 453.2045

CONAHAN, SHAWN TDEPT OF PHYSIOLOGYLOUISIANA STATE UNIV MED

CENTER1901 PERDIDC) STNEW ORLEANS, IA 70112(504) 582-5783

CONSIGNY, P MACKEDEPT OF PHYSIOIDGYMEDICAL COLLEGE OF

PENNSYLVANIA3300 HENRY AVEPHILADELPHIA, PA 19129(215) 842-7059

CUBLNA, JOSEFA MDEPT OF IIE. SCIENCESNEW YORK INST or ITX:11OID WESTBURY, NY 11568(516) 686.7622

MENA, EUGENIO MARTINDPIO DE BIOLOGIA ANIMALFACULTAD DE C1ENCIASUNIVERSIDAD DE GRANADAGRANADA, SPAIN202212 EXT 243

DE JONG, ALVIN ADEPT' OF BIOL SCIENCECAI. POLYTECII STATE UNIVSAN LUIS OBISPO, CA 93407(805) 546-2209

DE GRAW, WILLIAM ADEPARTMENT OF BIOI.OGYUN1V OF NEBRASKAOMAIIA, NE 68182-0040(402) 554-2401

DICKINSON, PROF C JOHNDEPT OF MEDICINEST BARITIOLOMEWS 110SP

MEDICAL COLLEGEWEST SMITHFIELD, LONDONENGLAND EC1A7BE

DICKINSON, WINIFREDDEPT OF BIOLOGYUN1V OF STEUBENVII.I.ESTEUBENVILLE, OH 43952(614) 2833771

DIC3GINS, MAUREENDEPT OF BIOLOGYAUGUSTANA COLLEGE29TH ST AND S SUMMITSIOUX FALLS, SD 57197(605) 336-4809

DOBSON, ALANDEPT OF PHYSIOLOGYNYS COI.LEGE OF %Tr MEDCORNE11.ITHACA, NY 14853(607) 253.3847

DOVE, LEWISDEPT OF 13101. SCIENCESWESTERN ILLINOIS UNIVMACOMB, IL 61455(309) 298-1166

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/S10/S0.00 4- 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 8, AUGUST 1990 61

DRUECKER, JAY DEECHADRON STATE COLLEGECHADRON, NE 69337(308) 32-6298

DUGGAN, ELEANOR I.BIOLOGY DEITUNIV OF NORTH CAROLINA

AT GREENSBOROGREENSBORO, NC 27412.5001(919) 379.5839

ELDER, DR BEMDEPT OF BIOLOGYGEORGIA souri1WESTERN

COILEGEAMERICUS, GA 31709(912) 928.1250

ERICKSON. HOWARD IIDEPT OF A tit.T & PIIYSI01.COLL OF VETERINARY MEDKANSAS STATE UNIVDISITYMANHAlTAN, KS 66506(913) 532-45 u3

EUSTIS-TURF, El .IYAB ETHBOX 694, MCV STATIONMEDICAL COLLEGE OF

VIRGINIARICHMOND, VA 23298(804) 786-9824

FANNING, MARSHA EDEFT OF BIOLOGYLENOIR-1111YNE COLLEGEHICKORY, NC 28603(704) 328-7270

FERNER, JOHN WDEPT CA: BIOLOGYTHOMAS MORE COLLEGECRESTVIEW LULLS, KY 41017(606) 344-3374

FREED, DR JAMES MDEPT OF ZOOLOGYOHIO WESLEYAN UNIVDELAWARE, oH 43015(614) 369-4431 EXT 400

GRAY, F HARRIETHOLLINS COLLEGEBOX 9616HOLLINS COLLEGE, VA 24020(703) 362-6543

GRIMN, JONATHANDEFT OF BIOLOGYROOSEVELT UNI VCHICAGO, IL 60605(312) 341-3676

GOOCH VAN I)DEFT OF SCIENCE & MAIIIUNIV OF MINNESOTAMORRIS, MN 56267(612) 589-7211

GRUENER, RAPHAELDEPT OF PHYSIOLOGYUNIV OF MARYLAND AT

BALTIMOREBALTIMORE, MD 21201(301) 528-2678

GW1NN, DR JOHN F

DEIT OF BIOLOGYUNIVERSITY OF AKRONAKRON, OH 44325(216) 375-7160

HAMMON, JOHN KDEPT OF BIOL SCIENCESCAL POLYTECH STATE UNIVSAN LUIS OBISPO, CA 93407(805) 546-2819

HECKENLIVELY, DONALD BDEFT OF BIOLOGYHILLSDALE COLI.EGEHILLSDALE, MI 49242(517) 437-7341

HEIDCAMP, WILLIAMDEFT OF BIOLOGYGUSTAVUS ADOLPHUS

COLLEGEST PETER, NEN 56082(507) 931-7325

HEMPLING, HAROLD GDEPT OF PHYSIOLOGYMEDICAL UNIV S CAROLLNACHARLESTON, SC 29425.2658(803) 792-3648

HILLIARD, STEPHENDEFT OF BIOLOGYBALDWIN-WALLACE COILBEREA, 011 44017(216) 826.2265

HOUSE, EDWIN WDEFT OF BIOLOGYIDAHO STATE UNIVPOCATELLO, Ill 83209(208) 236-3765

HOUSE, DR HERBERT WELON COLLEGEBOX 2270EI.ON COLLEGE, NC 27244-2010(919) 584-2294

JEGLA, THOMAS CDEPT OF BIOLOGYKF.NYON COLLEGEGAMBIER, 011 43022(614) 427-2244

JENNINGS, MICHAEL LDEPT OF PHYSIOL & BIOPIIYSUNIV OF IOWAIOWA CITY, IA 52242(319) 353-4035

JOHNSON, CLYDE EDEFT OF BIOL SCIENCESSOUTI-ERN UNIVERSITYBATON ROUGE, LA 70813(504) 771-5210

JOHNSON, DAVID WDEFT OF BIOLOGYCONCORDIA COLLEGEMOORHEAD, MN 56560(218) 299-3085

JOHNSON. IVAN MDEFT OF BIOLOGYCONCORDIA COLLEGEMOORHEAD, MN 56560(218) 299-3085

JOHNSON, WALTERNORTHWEST COLLEGE OF

CHIROPRACTIC2501 W 84TH STBLOOMINGTON, MN 55431(612) 888-4777 EXT 290

JONES, MICHAEL EDEPT OF ANATOMY &

HISTOLOGYFLINDERS UNIV OF SOUT11

AUSTRALIASCHOOL. OF MEDICINEBEDFORD PARK,SOUTH AUSTRALIA 5042(618) 275.9911 EXT 4281

JOYNER, RONAI.D WDEPT OF PHYSIOLOGYUNIV OF IOWAIOWA CITY, IA 52242(319) 353-7024

KALICHSTELN, DENNISDEPT OF SCIENCEOCEAN COUNTY COLIEGETOMS RIVER, NJ 08753(201) 255-4000

KENDRICK. I EDEPT OF PHYSIOIX)GYurfuV OF WISCONSIN

34 SMIMADISON, WI 53706(608) 262 1465

KESSLER, SISTER IRMADEPT OF BIOLOGYCOLLEGE OF ST ELI7ABIMICONVENT STATION, NJ 07961(201) 539-1600

1AGLER, REGISCRITICAL. CARE DErrMETHODIST HOSPITAL1701 N SENATE BLVDINDIANAPOLIS, IN 46202(317) 929-5293

LAROCHELLE, JACQUESDEPT OF BIOLOGYLAVAL UNIVQUEBEC, NCANADA G1K 7P4(418) 65 6-3187

MAFFLY, ROY IIM-105STANFORD UNIVERSITYSCHOOL OF MEDICINESTANFORD, CA 94305(415) 725-4728

McDONAID, DR GORDONDEPT OF BIOLOGYMCMASTER UNIV1280 MAIN ST WESTHAMILTON, ONTARIO US 4K1CANADA(416) 52.5-9140 EXT 4266

WHALE, PHILIP ADEPT OF PHYSIOL & BIOPHYSCOLLEGE OF MEDICINE.

BMSB-357UNIV OF OKLAHOMA IIEALT11

SCIENCES CENTER

PO BOX 26901OKLAHOMA crry, OK 73190(405) 271-2316

MELNYCHUK, MARK SDEIT OF BIOL & ALLIED

HEALTH SCIENCEHART BLOOMSBURG UNIV

SCIENCE CENTERBLOOMSBURG, PA 17815(717) 389-4219

MESSICK, JOHN PDEPT OF BIOLOGYMISSOURI SOUTHERN STATE

COLLEGEJOPLIN, MO 64801(417) 625.9376

MICHAEL, JOELDEFT OF PHYSIOLOGYRUSH MEDICA I. COLLEGE1750 WEST HARRISON STCHICAGO. II. 60612(312) 942-6426

M1CKUS, JOINDETT OF BIOLOGYILLINOIS BENEDICTINE COLLLISLE, IL 60532-0900(312) 960-1500 EXT 509

MUUTEN, TERRY MGRADUATE SCHOOL OF

BIOMEDICAL SCIENCESUNIV OF TEXASSAN ANTONIO, TX 78284(512) 567-3709

MILLER, JAMES SBIOLOGY DEPARTMENTGOSHEN COLLEGEGOSEHEN, IN 46526(219) 535-7308

MILLS, STEVEN IIDEFT OF BIOLOGYCENTRAI. MISSOURI STATE

UNIVWARRENSBURG, MO 64093(816) 429-4933

MODELL, HAROLDNRCLSEP.O. Box 51187SEATTLE, WA 98115(206) 522-6045

MORIARTY, C MICHAELDEPT OF PHYSIOL & BIOPIIYSUNIV OF NEBRASKA MED CTROMAHA, NE 68105(402) 559-7282

NOCENTI, DR MRDEPT OF PHYS101.& BIOPHY SCOLUMBIA UNIVNEW YORK, NY 10032(212) 305-3636

ORTIZ, C LEODEPT OF BIOLOGYUNIV OF CA11E:Of:NIASANTA CRUZ, CA 95064(408) 429-2247

OWEN, LAWTON

0742-3233/9040.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

62

OIMIIIM1=0COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 8, AUGUST 1990

111171N

KANSAS WESLEYAN DEPT OF VI:I PI IYS101. SCI DEPT 0E111011RA' OVI /3X) 33006

SALINA, KS 67401 UNIV OF SASKATCIIEWAN ROLLINS COLLEGE SPAIN

(913) 827-5541 SASKATOON, SK S7N OWO WINTER PARK, FL 37789

CANADA (305) 646-2433 WALKER. RICHARD

PALMER, KENNETH C (306) 966-7371 S IFRI.INtI COLLEGE

DM OF PM7101.(XiY PAUI. STERLING, KS 67579

WAYNE STATE UNIV SCHO)L ROSELII, ROBEK J DE1'1' 0E111011)(1Y (316) 738.2173

OF MEDICINE 131:17 OF CI IEM ENGINEERING WASHINGTON UN1V

DETROIT, MI 48201 VANDERIIII.T UNIV ST I OUIS, MO 63130 WAI.I., KA1111.1:EN

(313) 577.5152 BOX 36 STATION (314) 889.6824 IIIISSON CoLI.F01:

NASHVILLE, TN 37235 BANGoR, MI: 04401

PARRISH. DR 301IN (615) 322.2602 STINROOS, ORR1E 0 (207) 947.11 21

DEVI. OF 11101 ()CY DrrYr BIOLOOY

EMPORIA STATE LN1V ROTIIE, DR CARL F LYNCHBURG COLLEGE WATROUS, JAMES

EMPORIA. KS 66801 DHYr OF PHY S101. & IHOPIIYS LYNCIIBURG. VA 24501 DEVI 01: BINA XIY

(316) 343-1200 INDIANA UNIV SCII OF MED (404) 522-8362 ST JOSEPI IS UNIV

635 BA R DRIVE PHILADELPHIA, Ps'. 19131

PETERS, RAIPII INDIANAPOLIS, IN 46223 SI-OLIT, JOHN (215) 879-7342

DEPAKIMENT OF 11101 IX iY (317) 264-8250 DWI' OF BIOLOGY

LYNCHBURG COLLEOE ANDREWS UN1V WEISBART, DR MELVIN

LYNCHBURG, VA 24501 ROV1CK, ALLEN A BERRIEN SPRINGS. MI 49104 ur.vr OE 13101.(XiY

(804) 5 22.8367 DEP1 OF PI lYSIOLOGY (6(6) 47I324 3 ST FRANCIS XAVIER UN1V

RUSI I MEDICAL COI .11GE ANTIGONISII. NOVA SCOTIA

PETERSON, NIIS CHICAGO, II. 60612 SULAKIIE. DR P V CANADA 1320 1(1)

FROM TIIE I (FART SOITWARE (312) 942.6567 DEPT OF PI I VW( A X iY (902) 867.2294

P.O. BOX 3158 COLLEGE OF MEDICINE

1 244 WALNUT ST., SUITE II RUE, DR KUICI UNIV SASKATCMWAN WILHELM. DALI AS

EIJOENE, OR 97403 DEJ7 OE PUY 5101. & BIOPI I Ys SASKAT(X)N, SK S7N OWO DEM' OF 11101A)GY

(503) 345.7749 DALHOUSIE UN1V CANADA I IASTINGS C01.1 .1AiE

HALIFAX. NOVA SCOTIA (3(%) 9666.534 IIASTINOS, NE 68901

PETZEL, DAVID II CANADA Will 4117 (402) 461-7382

DIVISION OF PI IYS101.(XiY (902) 4 24.3517 SWEET. IIAVIN

SCII(XM. OF MEDICINE 1)171' OF 13101.(XIY WILLIAMS, ALBERT A

CREIGIrrON UNIVERSITY SAGE, MARTIN UNIV CHNIRAL II ORIDA 13101.()GY DEPARTMEN1

2500 CAI1FORNIA ST DEPT OF 11101.(XN ORI.ANIX), Fl. 32816 MANCHESTER COLLEGE

OIIMAIIA. NE 68178 UN1V OF MISSOURI ST LOUIS (305) 275.2922 N MANCI [ESTER, IN 46962

(402) 280-1835 8001 NATURAL BRIDGE RI) (219) 982-5 308

ST LOUIS, MO 63121 TAYLOR, JAMES WM

POSEY, ALAN I' (314) 55 3621 8 KAI AMAZ(X) VALLEY WILLIAMS, W E

11101XXN DEPARTMENT commuNrry COLLEGE DEvr OF BIOLOGY

UNIV OF ARK AT PINE BLUFF SCHMIDT, THOMAS I KAI AMAZ(X). MI 49009 TRINITY (XX.LE(11:

NORTH UNIVERSITY AVENUE I)EPT OF PIIY SIOL & RION IYS (616) 372.5 356 HARTFORD. CI' 06106

PINE BLUFF, AR 71601 UNIV 01 IOWA (203) 527.3151 EXT 570

(501) 541-6880 i(')WA CH Y. IA 52242 TESK EY, SISTER NANCY(319) 35 3-4018 HOLY NAMES C01.1EGE WII LIST)N. MI IN S

QUINN, DAVID I. OAKIAND, CA 94619 min OF 8101AXiY

OF 13101.(X1Y SCIINEIWEISS, JEANNETIV W (415) 436-0111 SAN FRANCISCO SI-ATE UNIV

MUSKINOUM COLI.EGE DEPT OF 13101,(XiY SAN FRANCISCO, ('A 94132

NEW CONCORD, 011 4 3762-11 99 HOESTRA UNIV 1111 RUMAI Al, CI tA RI ES I IR (415) 584.5319

(614) 826-8225 HEMPSTEAD, NY 11550 DEPT OF PI IYSI01.(X;Y(516) 5 60-5521 UNIV WEST INDIES WILSON, 1)R MARLENE M

RAM, 11:11:REY I. KINGSTON 7, JAMAICA UNIV OE POR MANI)

DIM' OF PIIYSIOI AXIY SII:GMAN, MARION WEST INDIES PORMAND, OR 97203

WAYNE STATE UNIV Emily OF PHYSIoInGY (809) 927.20100 (503) 233.7123

OF MEDICINE JITEERSON MEDICAL C011.DETROIT, MI 48201 1020 LOCUST ST THOMAS, STEVEN P WOI I', MATTHEW 11

313) 577.1558 IILADELPHIA, PA 19107 DEPT' 01I 14101. SC1EN( 'Es DEM' OF PHYS:01.(XiY

(215) 9 28-789 3 DUQUESNE UNIVERSITY SCHOOL OF MEDICINE

REINKING, LARRY N PrrtsnuRan, PA 15282 UNIV S CAROI ANA

DEPT OF 11101.1 iy SIMPSON, R COLUMBIA, S(7 29208

MIII.ERSVILLE UNIV DEPT OF Ii101.(XiY TUR NELL, M I (803) 733.324)

MILLERSVILLE, PA 17551 UNIV OE NORTIIERN IOWA DIPT OF /.001.0(IY(717) 872.3792 CEDAR FALI.S, IA 50614 UNIVERSITY OF ALIII.RTA WOLLIN, A

(319) 273-2645 cW 31211101, sCI l3l.lxl DEPT OF PI IYS101.( X iY

RIFSEN, JOHN EDMONTON, Al BERTA (701.1.E(11: OF MEDICINE

DI:17 OF ANIMA:. sCIENcE SINNA MON, WAIT CANADA T60 21:9 UNIV OF SASKATC1IEWAN

UN1V CONNL(1ICLTI U 40 CENIRAL WESLEYAN Coll. (403) 432.0665 SASKAT(X)N, SK 57N OWO

STORRS, (7 06268 CENFRAL, SC 29630 CANADA

(203) 486-2541 (803) 639.2453 ocr 356 VAN AMBURG. GERAI.DDEPT oI; 141011 X It' WUNDER, CIIAR LES C

ROBBINS, DR HERBER r SLAYMAN. C I. CONCORDIA COLLEGE PHYSIOL(XiY RESEARCH IA11

DA13 AS BAIMST UNIV DEPT 01' IYS101.(XW M(X)RHEAD, MN 56560 UNI V OF IOWA

7777 WEST KIEST BLVD YALE 5(1100).1W MEDICINE (218) 299.3085 OAKDALE, IA 523)9

DAILAS, TX 75211 .9103) NEW HAVEN. Cl 065 Ia 80 26 (319) 353-4704

(214) 333.5302 (203) 7 88.4478 VIJ AMA!, MANUELFACULTY OF MEDICINE YOCIHM, IM

ROE, WALTER E SMALL. JAMES W UNMIVERSIDAD DE OVII:Do DEN. PHYSIOL(XlY & CELL

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION (T7423233/9040.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION. VOLUME 7. NUMBER 8. AUGUST 1990 63

BIOLOGYuNivERsrry OF KANSASLAWRENCE, KS 66045(91?) 864-3130

WAI.1, KATHLEENIIUSSON COLLEGEBANGOR, ME 04401(207) . 17-1121

(319) 27 3-2106

TAUB, STEPHAN RDEPT OF BIOLOGYGEORGE MASON UNIV

29111 sT AND S summrrSIOUX FALLS. SI) 57197(605) 336-4809

GAMES, ROGERYORK, DR DONALD Ii SF.ROLOGY FAIRFAX, VA 22030 DEPT 01: 11101- SCIENCEDEFT OF PHYSIOLOGY STANSFIELD, WILLIAM (703) 323-2181 CAI. poLvTECH STATE UN1VUNIV OF MISSOURI AT DEPT OF BIOLOGICAL SAN LUIS OBISPO, CA 93407

COLUMBIA SCI1NCE WERNER.) KIRWIN (805) 546-2551COLUMBIA, MO 65212 CAI. POLYTECH STATE UNIV DEPT OF BIOLOGY(314) 882-7168 SAN LUIS 01315130, CA 93407 NORTHERN MICHIGAN UNIV GIBSON, LINDA

(80.i) 546-2875 MARQUE1TE, MI 49855 DEPT OF BIOLOGYYOUNG, BRUCE A (906) 227-2310 EASTERN WASHINGTON UNIVDEPT OF ANIMAL SCIENCE STATISTICS CHENEY, WA 99004UNIVERSITY 01: ALBERTA BENEDICT. DR SUSAN TAXONOMY (509) 359-2845EDMONTON, ALBERTA 209 MOUNTAN RIDGE DRIVE WAITERS, DIRK RCANADA T6(I 2115 HUNTSVILLE, AI. 35801 DEPT OF BIOLOGY GRAY, F HARRIET(403) 432-3233 (205) 5 36-7101 CAI. POLYTECli STATE UNIV HOLLINS COLI.EGE, BOX 9616

SAN I UIS =WO, CA 93406 IIOLLLNS COLL.EGE, VA 24020;,.ErrrER,DAVENPORT MITT:GE

BROOKE, DR JOIN DNEUROPHYSIOLOGY IAB

(805) 546-2721 (703) 362-6543

415 EAST FuuroN UNIVERSITY OF GUELPH VIROLOGY IIILTON, DONALD EIGRAND RAPIDS, MI 49503 SC1RX)L OF HUMAN BIOLOGY BOND, CLIFFORD DEPT,OF BIOI. SCIENCES(616) 451-3511 GUELPI I, ONTARIO NIG 2WI DEPT OF MICROBIOIOGY BISHOP'S UNIVERSITY

CANADA MONTANA STATE UNIV LENNOXVILLE, QUEBECZIMMERMAN. JAY (519) 824-4120 EXT 3416 BOZEMAN, MT 59717 CANADA JIM I Z7DEPT OF 13101. S(:IENCES (406) 994-4130 (8 19) 569-9551ST JOHN'S UNIV CHEW, F SGRAND CENTRAL & UTOPIA DEPT OF BIOLOGY ZOOLOGY LEONG, KINGSTON

PKWS TuFrs UNIV BLACK, 10E B DEPT 01: B101. SCIENCENEW YORK, NY 11439 MEDFORD, MA 02155 DEPT OF BIOLOGY CAI. POI.YTECI I STA'I'E UNIV(718) 990-6161 EXT 5233 (617) 381-3189 EXT 3195 LOUISIANA COLLEGE SAN LUIS OBISPO, CA 93407

LOUISIANA COLLEGE STA (805) 546-2788PI.ANT PHYSIOLOGY CI.ARK, JAMES R PINEVILLE, I.A 71359

STEUCEK, I)R GUY I. DEPT OF ANIMAL SCIENCE (318) 487-7611 MACHIN. DR JOILNDEpT OE BIOLOGY TEXAS TECII UNIV DPr OF 7001.00YMILLERSVILLE INIV LUBBOCK, TX 79409-4169 BROWN. I.ES 01: 'TORONTOMILLERSVILLE, PA 175s1 (806) 742-2469 urirr NATURAL SCIENCES TORONTO. ONTARIO(717) 872-3339 (IARDNER-WE13B COLLEGE CANADA MSS IA1

CODY, RONALD BODING SPRINGS, :s.0 2.80I7 (416) 978-3506POPULATION BIOLOGY DE1Yr OF ENVIRON & (704) 434-2361 EXT 247

KONISKY, JORDAN COMMUNITY MIMIC INE MURPHY, GEORGESCII001. OF LIM SCIENCES RUTGERS MEDICAL SCHOOL 131:C111[012. ROBERT II MIDDLE TEN'N STATE UNTVUNIV OF ILLINOIS PISCATAWAY, NJ 08854 DEPT OF BIOLOGY MURFREESBORO, TN 37132393 MORRILL HALL (201) 463-4490 MONMOLITI1 COLLEGE (61 5) 898-2847CHAMPAIGN. 11. 61801 MONMOUTH, II. 61462(217) 333-3044 FA SHING, NORMAN J (309) 457-235 0 OWEN. LAWTON

DEPT OF BIOLOGY KANSAS WESI.EYANPSYCHIATRY COLLEGE OF WILLIAM AND CARICO. JAMES E S A I.INA, KS 67401

PARISI, ANTI IONY MARY DEPT 01: BIOLOGY (9 1 3) 827-5541WRIGHT STATE UNIV SC11001. WIIIIAMSBURG, VA 23185 LYNCHBURG COLLEGE

OF MEDICINE LYNCHBURG, VA 24501 SINGLETARY, ROBERT 1.DAYTON, 011 45401-09Z: HAGEN, STANLEY VON (804) 522-8366 DEPT OF BIOLOCN(513) 376-6711 DEPT OF PHARMACOLOGY UNIV OF BRIDGEPORT

NEW JERSEY MEDICAL SCH COCKERIIAM, BILL BRIDGEPORT, CT 06601QUANTITATIVE BIOLOGY NEWARK, NEW jERSEY 07103 FRESNO PACIFIC COLLEGE (203) 576-4265

SIDIE, JAMES (201) 456-4385 FRESNO, CA 93702DEPARTMENT OF BIOLOGY (209) 453-2045 SINNAMON, WALTURSINUS COLLEGE JENSEN, RICHARD CENTRAL WESLEYAN COLICOLLEGEVILLE, PA 194 26 DEPARTMINT 01: BIOLOGY DE JONG, ALVIN A CENTRAL, SC 29630(215) 489-4111 EXT 2287 SALNT MARY'S COLLEGE DEPT OF 13101. SCIENCE (803) 639-2453 EXT 356

NOTRE DAME, IN 46556 CAI. POLYTECH STATE UNIVRESEARCH TECHNIQUES (219) 284-4674 SAN LUIS OBISPO, CA 93407 STANTON, GEORGE E

GLYNIS, ASU (805) 546-2209 aEur OF BIOLOGYMCW LIBRARIES RIPPF.Y, ROB13IT COLUMBUS COLLEGE8701 WATERTOWN PLANK RI) RHE AM034 DICKINSON, WINIFRED r.OLuvnaus, GA 3199 3MILWAUKEE, WI 53226 UN1V CONN 11E111 CTR DEPT OF BIOLOGY (4041 568-2065(414) 257-8323 FARMINGTON, cr 0607 3 UNIV OF STEUBENVILLE

(203) 674-2353 STE1JBEN"111.E, OH 4395 2 STEVENS. EDTHOMAS, STEVEN P (614) 283-3771 DEPT OF ZOOLOGYDEPT BIOLOGICAL SCIENCES SCHWARTZ, ORLANDO A UNIV OF GUELP1IDUQUESNE uNIN/FR.srry DEPT OF BIOLOGY MONS, MAUREEN GUELPIL ONTARIOPrrrsuuRGII, PA 15282 UNIV OF NOW11113LN IOWA DEPT OF BIOLOGY CANADA NIG 2W1(412) 434-6320 CEDAR FALLS, IA 50614 AUGUST/VIA COLLE(;E (51 9)824-4120 EXT 21 37

0742-3233/90/$0.00 + 2.001010111

0[990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCA110N

64 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 8, AUGUST 1990

AIMS AND SCOPE The goal of Computers in Life Science Education is to provide a means of communication amonghfe science educators who anticipate or are currently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computer appli.caCions and their underlying philosophy, reports on faculty/student experiences with computersin teaching environments, and software/hardware reviews in both basic science and clinicaleducation settings.


11,


Articles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal and two copies including two sets of figures and tables should be sent to the Editor:Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115.1187.


Illustrations should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser printer output is acceptable). The lettering should be suchthat it can be legible after reduction (width of one column = 5.7 cm).


RESPONSIBP ITY AND COPYRIGHTAuthors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form I complete. The completed formmust be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers inLife Science Education is published monthly by National Resource for Computersin Life Science Education, P.O. BOX 51187, Seattle, WA 98115-1187. Subscription rate is S40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add520.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying beyond that permitted by die US Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must he obtained directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115.1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not be sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Mo(tell, PhD, NRCLSE, P.O. Box 51187, Seattle,WA 98115.1187. (BITNET MODELLAPUWAL(XKE)


©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0142-3213/90301X) + 2.(X)

VOLUME 7 NUMBER 9, SEPTEMBER 1990 CLSEE3 7(9)65-72, 1990 ISSN 0742-3233

HAROLD I. MODELLNRCI.SESeattle, Washington


CIIRISTINE HOLWELLDiskovery, Cornputer.Aasisted


RICIIARD EISENBERGDepartment of PharmacologyUniversity of Minnesota DuluthDuluth. Minnesota

ROBERT II. GILES. JRDept of Fisheries and Wildlife SciencesVirginia Polytechnic Institute and State


LEWIS I. KLEINSMMIDepanmem of BiologyUmveraity of MichiganAnn Arbor, Michigan

MICHAEL A. KOISISKYlkpt of Biological SciencesCalifornia Ludtem UniverutyThousand Oaks, California

DONNA LARSONSchool of NursingGrand Valley State UniversityAllendale. Michigan

ROY S. MEYERSDepartment of IliolowySkidmore CollegeSaratoga Springs, New York

JOEL A. MICHAELDepattment of PhysiologyRosh Medical CollegeChicago. Illinois

alARLES I.. RALPHDepartment of BiologyColorado State UniversityFort Collins. Colorado

CATHERINE 1. SCHAAPDepartment of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Ponce Edward IslandCharlottetown, Prince Edward Island

CONTENTS

ITEGRATED SYSTEMS FOR TESTINGAND GRADING

Gloria H. Lombardi65

KEEPING ABREAST OF THE LITERATURE 67

THE BULLETIN BOARD 69

ERRATUM 70

NRCLSE QUESTIONNAIRE 71

INTEGRATED SYSTEMS FORTESTING AND GRADINGGloria H. LombardiCounty Colkge of Morris, Randolph, New Jersey

Personal computer based programs areavailable that permit test preparation, testdelivery, test scoring, test analysis, andgrade management. One or more of thesefunctions such as test banks and testscoring have been previously available.Now, integrated software packages pro-vide a fully automated system for testadministration and grading. This allowsan educator greater flexibility in testdesign and enhances the quality and re-liability of the exam. In addition, therapid access ID the test data and the auto-mation of record keeping frees the educa-tor to do tasks that improve the quality of

education.The integrated systems manage all the

details of producing a test in an interac-tive form. The educator creates a testfrom an existing test bank. The test isgraded, the item analysis is updated, andthe point valued is placed in the gradebook within a very short time. The keycan be corrected, the test rescored, andthe roster updated in a few seconds.

There are several systems on the marketthat have these capabilities. These in-clude the Par System, examSYSTEM,MicroTim, MieroPac, and the Examiner.These systems are user friendly, require

0742.3233/90/S0M + 2.(X) 4,DI990 BY NAIIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

66 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 9, SEVTEMBER 1990

no programming skills or sophisticatedcomputer skills, and prompt the user atevery step. There are other systems onthe market. However, because this au-thor is not familiar with them, they willnot be included in this discussion.

There arc features common to all inte-grated software packages for the compo-nents of test preparation, test delivery,test scoring, test analysis, and grademanagement. There are also featuresunique. to specific packages. How doesone decide on a package? Some consid-erations will he discussed including fea-tures of specific packages.

SYSTEM REQUIREMENTSOnly MicroPac can be purchased for theIBM or Apple. The rest are IBM compat-ible. All of the programs support popularoptical scanners. Although speed ofoptical scanning is dependent on thehardware available, the convenience ofhaving an automatic class roster and anautomatic input of student responsesgenerated is significant. If you give a lestof more than 100 questions, you mustconsider a scanner model that reads twocolumns of answer forms (ParScore de-livers 200 questions per test).

PRICEThe software package prices begin atabout $1200 and range to over $2000.The Examiner is the most expensive ofthe packages. One needs to consider theprice of the microcomputet, ....anners(which begin at about $1300), answerforms, and special cards and cables nec-essary for the computer.

DOCUM ENTATIONHow well is the program described?Does it lend itself to staff and facultytraining? The better the documentation,the easier it is to educate new staff andfaculty. Are the developers available forconsultation? Our institution uses the ParSystem which has excellent documenta-tion and user support.

111711=11111141=11=1,

TEST PREPARATIONThe preparation of tests can be stream-lined through the use of test item banks.Test item barks are a collection of codedtest items where the number of test itemsis larger than the number of items used ina test.

As educators, we want to use a varietyof test questions. The software testingprograms should allow matching, mul-tiple choice, fill in the blank, true-false,and case presentations. You might wantto consider the inclusion of graphics intoitems. The more restrictive the fo.nat,the least likely the software package willbe accepted by the faculty.

What means does the program have ofentering test questions? How easy is it?How do you make changes? Is the soft-ware compatible with other word proces-sors? Is there a built-in editor?

Test security needs to be consideredespecially when building a very largepool of items over an extended period oftime. The Examiner meets the most strin-gent security requirements. It is pro-tected by passwords, and all the items arcencrypted when stored on disk.The method of coding, selection of

items, and type of items to include in atest varies greatly from program to pro-gram. I would suggest conducting anee- .ellysis of the potential users, andthen looking for the program that bestmeets their needs. MicroTirn includes abiochemistry item bank of 7,000 ques-tions.

TEST DELIVERYOnce the instructor develops a test, it canbe delivered to the student via computer(on-line testing), or in printed form (off-line testing). Careful consideration ofavailable hardware must be taken intoaccount before the faculty maka a deci-sion to test students on-line. The ParSystem and the Examiner allow for on-line testing. For off-line testing, the soft-ware package should be flexible to meetthe uniq..e needs of all faculty. The

features of the test generating packageshould be evaluated to ensure that direc-tions, titles, graphics, and test format allconform to the desired style of the in-structor.

ParScore allows "on the spot" on-linecorrection of errors and prints an error logfor later reference. The student responsesarc also recorded. This is an especiallyimportant feature if a student tries to alterthe answer sheet.

TEST ANALYSISAfter scoring a test, the results can beused for item analysis. A statisticalanalysis is also used to anal yze the resultsof the test. All the programs put theresults of an item analysis directly intcthe test item bank. Each program differsin the analysis of the test. ParScoreincludes the mean, median, standarddeviation, and the KR-20 reliability ratioin the analysis of the test. In Ex amSys-tern, all classes taking the same test canbe combined for statistical summary re-ports.

GRADE MANAGEMENTOnce a test has been delivered, studentgrades may be accumulated using severalmethods. Does the software packageprovide for test grade averaging, rankingand so foe:0 In the examSystem, thegrade book can handle up to 90 differentscores per student per class. Grade crite-ria can be changed at any time. Lettergrades arc automatically assigned basedupon the instructor's grading criteria.

FEEDBACK OPTIONSDoes the software provide student feed-back to each question? MicroTim allowsautomatic display of instructor generatederror explanation upon entry of an 'am-rect student response. It also alit ws stu-dent feedback to the instructor aboutparticular questions through a commentfacility.The interactive microcomputer soft-

ware systems offer a faculty a decision

©1990 BY NATIONAL RESOURCE FOR COMPUTMS IN LIFE SCIENCE EDUCATION 0742-3233/90/$0.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATK)N, VOLUME 7, NUMHER 9, SEPTEMBER 1990 67

making tool for flexible test design anticonstruction, provide rapid access to testdata, and are a tremendous savings infaculty time. I feel that the time saved intest construction, and the improved qual-ity of the test, as well as the ability to trackstudents far outweighs the costs incurredby the system.

VENDORS

ExaminerMedia Computer Enterprises, Ltd.880 Sibley Highway, Suite 102

WIIMM1111

Mendota Heights, MN 55118(612) 451-7360

ExamSystemsNational Computer Systems11(XX) Prarie Lakes DriveP.O. Box 9365Minneapolis, MN 55440(800) 447-3269

MicroPacMicroSystems Software, Ltd.Educational SyqemsP.O. Box 3123

MIMIN1WININFIMI.O IMIKIIP4.41=1"011MININIM

Tempe, AZ 85281(602) 966-8615

MicroTimJL Educational and Computer ServicesP.O. Box 35142Dallas, TX 75235(214) 351-1283

Par SystemEconomic Research IncP.O. Box 7200Costa Mesa, CA 92626(714) 641-3955



Ackennan, MJ: New media in medicaleducation. Methods of Information inMedicine 28(4):327-331, 1989.

Adema, JJ and van der Linden, W.1:Algorithms for computerized testconstruction using classical itemparameters. Journal of EducationalStatistics 14(3):279-290. 1989.

Anandam, K: Instructional technology15 years later: What has happened,what has not? Community, TechnicalandJunior College Journal 60(2):28-35, 1989.

Bangert-Drowns, RL and Kozma, RB:Assessing the design of instructionalsoftware. Journal of Research inComputing in Education 21(3):241-262, 1989.

I3ork, A: Ethic-al issues associated withthe use of interactive technology inlearning env ironments. Journal ofResearch in Computing in Education21(2):12I -128, 1988.

4011101111

Boulet, MM et al: A knowledge-basedsystem allowing tbrmative evalua-tion. Educational Technology30(1):15-19, 1990.

Brudenell, I et al: Adult learning stylesand attitudes toward computer as-sisted instruction. Journal of NursingEducation 29(2):79-83, 1990.

Campbell, DA et al: Applying personalcomputers' multimedia capabilities tothe delivery of existing educationalvideos. Academic Computing4(2):28-29, 1989.

Cook, EK: The use of Macintosh author-ing languages in effective computer-assisted instruction. Journal of Edu-cational Technology Systems18(2):109-122, 1989-90.

Culbert, Al Jr et al: Interactive videodiscas an instructional tool in medicaleducation. Methods of Information inMedicine 28(4):357-359, 1989.

Darabi, GA and Dempsey, A qualitycontrol system for curriculum-basedCBI projects. Journal of EducationalTechnology Systems 18(1):15-31,1989-90.

Dean, RL: A model for evaluation of thecost-effectiveness of computer-as-sisted instruction in a university.

Journal of Research in Computing inEducation 21(3):277-289, 1989.

Dcwhurst, DG et al: A CAL program toteach the basic principles of geneticengineering - A cliange from the tradi-tional approach. Journal of Biologi-cal Education 23(3):218-22, 1989.

D' Ignazio,F: Through the looking glass:The multiple layers of multimedia.Computing Teacher 17(4):25-31,1989-90.

Eckols, SL and Rossett, A: HyperCardfor the design, development, and de-livery of instruction. PetformanceImprovement Quarterly 2(4):2-20,1989.

Ellis, JD: An evaluation of a project forpreparing science teachers to usemicrocomputers. Journal of Comput-ers in Mathematics and ScienceTeaching 9(1):51-64, 1989.

Fons, RP et al: CLOPPE - Educationalsoftware integration for effectiveclassroom instruction. Journal ofResearch in Computing in Education21(0:473-482, 1989.

Gerheim, SM: Authoring options forcomputer assisted nursing instruction.Computers in Nursing g(1):29-33,1990.

0742-3233/90/S0.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

68 COMPUTERS IN UFE SCIENCE EDUCATION, VOLUME 7, NUMBER 9, SEPTEMBER 1990

Harless, WG et al: A field test of theTIME patient simulation model.Academic Medicine 65(5):327-333,1990.

Hme lo, CE: Computer-assisted instruc-tion in health professions education:A review of the published literature.Journal of Educational TechnologySystems 18(2):83. 101, 1989-90.

Holzemer, WL et al: The development ofa computer-based tutorial for an intro-ductory course on nursing research.Computers in Nursing 7(6):258-65,1989.

Hunka, S: Design guidelines for CAIauthoring systems. EducationalTechnology 29(11):12-17, 1989.

Jelovsck, FR et al: Learning theory andknowledge structures in computer-aided instruction. MD Computing7(2):98-103, 1990.

Koch, EW et al: Nursing students' pref-erences in the use of compu ter ass istedlearning. Journal of NursingEducation 29(3):122-126, 1990.

Kumar, K et al: Use of interactive vide-odisc for teaching of pathology labo-ratory cases. Journal of Pathology160(2):145-149, 1990.

Levine, L: A neural sciences computer-assisted learning package. Journal ofOptometric Education 15(3):84-92,1990.

Malaney, GD and Thurman, Q: Keyfactors in the use and frequency of useof microcomputers by collegestudents. Journal of EducationalTechnology Systems 18(2):151 -160,1989-90.

McArthur, JR et al: Interactive com-puter-video modules for health sci-ences education. Methods ofInforma-

tion in Medicine 28(4):360-363,1989.

Miller, RA et al: Use of the Quick Med :-cal Reference (QMR) program as atool for medical education. Methodsof Information in Medicine28(4):340-345, 1989.

Neuwirth, E: Using one computer forteacher-pupil group work. Educationand Computing 4(3):197-201, 1988.

Niemiec, RP and Walberg, HJ: Fromteaching machines to microcompu-ters: some milestones in the history ofcomputer-based instruction. Journalof Research in Computing in Educa-tion 21(3):263-276, 1989.

Niemiec, RP et al: Comparing the cost-effectiveness of tutoring and com-puter-based instruction. Journal ofEducational Computing Research5(4):395-407, 1989.

WANTED

FeedbackIs CLSE meeting your needs?

Have import.am. topic areas been overlooked?

Should more regular features (eg, Keeping Abreast of the V rature) be added?

To serve you best, we need your input. Please send comments and criticism to:

Dr. Harold ModellNRCLSEP.O. Box 51187Seattle, WA 98115-1187

6:i

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SLIENCE EDUCATION 0742-3233/90/SO.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 9, SEPTEMBER 1990 69

Niko lov, R and Sendova, E: Can theteachers' creativity overcome limitedcomputer resources? Education andComputing 4 (3):1794 84, 1988.

Parker, RC et al: Creation of realisticappearing simulated patient casesusing the INTERNIST-1/QMRknowledge base and interrelationshipproperties of manifestations. Meth-ods for Information in Medicine28(4):346-351, 1989.

Pogrow, k Socratic approach to usingcomputers with at-risk students.Educational Leadership 47(5):61-66,1990.

Powers, MH: Laboratory connections.CommercH interfacing packages:Part II: Software and applications.Journal of Computers in Mathematicsand Science Teaching 8(4):88-92,1989.

Richards, TC and Fukuzawa, J: A check-list for evaluation of courseware au-thoring systems. Educational Tech-nology 29(10):24-29, 1989.

Sales, GC: Designing feedback for CBI:

Matching feedback to the learner andlearner outcomes. Computers in theSchools 5(1-2):225-39, 1988.

Sales, GC and Williams, BD; The effectof adaptive control of feedback incomputer-basal instruction. Journalof Research in Computing inEducation 21(1):97-111, 1988.

Schloss, PJ et al: Learner control overfeedback as a variable in computerassisted instruction. Journal of Re-search in Computing in Education20(4):310-320, 1988.

Smith, PE: Some learning and instruc-tional theory considerations for thedevelopment of computer related in..structional materials. EducationalTechnology 29(11):18- 19, 1989.

Steinberg, ER: Cognition and learnercontrol: A literature review, 1977-1988. Journal of Computer-BasedIns:ruction 16(4):117-121, 1989.

Strickland, AW and Hoffer, T: Data-bases, problem solving and laboratoryexperiences. Jo, -nal of Computers inMathematics and Sciolce Teaching

THE BULLETIN BOARD

The Bulletin Board is published periodi-cally to inform readers of upcomingmeetings of interest. If you know ofmeetings, symposia, continuing educa-tion courses, etc, of interest to life scienceeducators, and they do not appear in TheBulletin Board, please let us know. Sendpertinent information to:


or let us know via BITnet. NRCLSE'sBITnet address is:

MODELL.® UWALOCKE

OCTOBER 2-3, 1990. EdNET 90: TheEducational Technology and Tele-

communications Markets Confer-ence. Washington, D.C.

Contact

Nelson B. Heller and AssociatesSuite 600707 Skokie BoulevardNorthbrook, IL 60062(708) 205-4390

OCTOBER 4-6, 1990. "InformationSystems and Technology for the1990's" Annual conference, Associa-tion for Computer Educators. Min-neapolis, MN

Contact:

0742-3233/90/SO.00 + 2.00

9(1):19-28, 1989.Trollip, SR and Alessi, SM: Incorporat-

ing computers effectively into class-rooms. Journal of Research in com-puting in Education 21(1):70-81,1988.

Walsh, SH: The implications of cogni-tive psychology for computer-as-sisted instruction. Methods for Infor-mation in Medicine 28(4):324-326,1989.

West, SA: Medical education and therole of computers --as seen throughthe eyes of a medical student. Journalof Medical Systems 13(5):237-241,1989.

Wu, AH et al: Evaluation of computercase simulations for teaching clinicalpathology to second-year medicalstudents. Annals ofC!'.,ical Labora-tory Science 20(2):154-160, 1990.

Xakellis, GC and Gjerde, C: Evaluationby second-year medical students oftheir computer-aided instruction.Academic Medicine 65(1):23-26,1990.

T. in SeymourCollege of Bu.sinessMinot State UniversityMinot, ND 58701(701 )85 7-3110

OCTOBER 9-11, 1990. 3rd AnnualMultimedia Expo. San Francisco, Ca.

Contact:

American Expositions, Inc110 Greene St. #703New York, NY 10012(212) 226-4141

OCTOBER 14-17, 1990. EDUCOM'90. Preparing for the renaissance.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE "CIENCE EDUCATION

70 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 9, SEPTEMBER 1990

Atlanta, GA

Contact:

EDUCOM '90P.O. Box 364Princeton, NJ 08540

OCTOBER 24, 1990. Videoconference- Educational Technology for Nurs-ing: A Solution for Today's Prob-lems. Cupertino, CA

Contact:

Gladys Penner, Teleconference Coordi-nator

De Anza College Television CenterCupertino, CA 95014(408) 864-8300

OCTOBER 28 - NOVEMBER 1,1990.32nd Annual ADCIS Conference: Re-structuring Training and EducationThrough Technology. San Diego, CA

Contact:

ADC1S International Headquarters229 Ramseyer Flail29 West Woodruff AvenueColumbus, 0I143210-1177(614) 292-4324

ERRATUM

Modell, Harold I: Designing computerbased tutorials to reinforce reasoningskills. Computers in Life Science Educa-tion 7(8):57-59, 1990.

November 7-11,1990. IFER Workshopon Alternatives in Education. Hous-ton, TX

Contact:

International Foundation for EthicalResearch

53 W :1 Jackson Blvd.Suite 1542Chicago, IL 60604(312) 427-6025

NOVEMBER 15-16, 1990. WesternEducational Computing Conference -"The 90's: The Decade for Transi-

tion", Irvine, CA

Contact:

Gene DippelComputer CenterCalifornia State U niversity, FullertonFullerton, CA 92634(714) 773-3263

JANUARY 18-20, 1991. Association ofBiologists in Computing, Los Ange-les, CA

Contact:

Bob Desharnais

I .

2.

The citation of references in the body ofthe article do not correspond to the orderin which the references are listed. The 3.following list properly identifies the ref-erences as cited.

AHRENS, E.H., Jr. and C.M. Alum.Report to the alumni council. Har-vard Alumni Bull. pp 70-76, 1981.Rovicx, A.A. and L. BRENNER.HEARTSIM: a cardiovascular simu-lation with didactic feedback. ThePhysiologist 26:236-239, 1983.MOY, R.H. Critical values in medicaleducation. N. Engl. J. Med. 301:694-697, 1979.

Biology DepartmentCalifornia State University, Los Angeles5151 State University DriveLos Angeles, CA 90032-8201(213) 343-2056

FEBRUARY 54, 1991. 11th AnnualFlorida Educational TechnologyConference. Tampa, FL

Contact:

Barbara Ann CoxConference CoordinatorSuite B1-54Florida Education Center325 West Gaines StreetTallahassee, FL 32399(904) 488-0980

FEBRUARY 20-22,1991. Fifth AnnualConference - Learning Technology inthe Health Care Sciences and EighthAnnual Conference - Interactive In-struction Delivery. Orlando, FL

Contact:

Program CoordinatorSocietyfor Applied LearningTechnology50 Culpeper StreetWarrenton, VA 22186

4. RA11 'v, C.L. Biology courseware forcollege freshmen. Computers in LifeScience Education 7:33-36, 1990.

5. Rovicx, A.A. and J.A. MICHAEL.CIRCSIM: an IBM PC computerteaching exercise on blood pressureregulation. Proceedings of the XXXCongress of International Union ofPhysiological Sciences, Vancouver,BC, 1986.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-323319030.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 9, SEM-EMBER 1990 71

NATIONAL RESOURCE FOR COMPUTERS IN LIFESCIENCE EDUCATION QUESTIONNAIRE

To be effective in our effort to promote a communication network among life science educators interested in using computers in theireducational efforts, we need your help. If you have not completed our questionnaire this year, please take a few moments to completethe questionnaire below and return it to the following address:

Harold Modell, Ph.D.NRCLSEP.O. Box 51187Seattle, Washington 98115

Name:

Address:

Phone: BITNET:

State Zip

What cortent arcas do you teach?

What studcnt population(s) do you serve? (Please check appropriate categorics)

Undergraduate Graduate Nursing Medical

Allied Health Dental Veterinary

Other (please specify)

Are you currently using the computer as an educational tool') Yes No

If yes:How many years have you used the computer in this way?

What kind of equipment are you using?

Have you written any software for use in your teaching efforts? Yes No

What commercially available software have you found useful?

72Would you be willing to help critique software for peers? ____ Yes No

0742-32331901S0.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

72 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 9, SEPTEMBER 1990

AIMS AND SCOPE The goal of Computers in Life Science Educationis to pmvide a means of communication amonglife science educators who anticipate or are euriently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computer appli-cations and their underlying philosophy, reports on faculty/student experiences with computersin teaching environments, and software/hardware reviews in both basic science and clinicaleducation seuings.


PREPARATION AND SUBMISSION OF MATERIALArticles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal and two copies including two sets of figures and tables should be sent to the EditoDr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 981 15-11 87.



Reference style and form should follow the "number system with references alphabetized"described in the Council of Biology Editors Style Manual. References should be listed inalphabetical order by the rust author's last name, ntunbered consecutively, and cited in the textby these numbers.

RESPONSIBILITY AND COPYRIGHTAuthors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed formmust be returned before the work will be published.

SUBSCRWTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying yond that permitted by the US Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must be obtained directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 5 1187,Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not be sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Modell, PhD, NRCLSE, P.O. Box 51 187, Seattle,WA 98115-1187. (BITNET MODELL)UWALOCKE)

POSTMASTER: Send address changes to Computers in Life Science Education,NRCLS E, P.O.Box 51187, Seattle, WA 98115-1187.

01990 BY NkTIONAL RESOURCE FOR COMPUTERS LN LIFE SCIENCE EDUCATION 0742-3233190/$0.00 + 2.00

VOLUME 7 NUMBER 10, OCTOBER 1990

L

CLSEE3 7(10)73-80, 1990 ISSN 0742-3233

I 1011011101011111110111011

HAROLD I. MODELLNRCLSESeattle, Washington

NELS C. ANDERSONDepanment of Cell BiologyDuke University Medical CenterDurham, North Carolina



RICHARD EISENBERGDepartment of PharmacologyUniversity of Minnesota DuluthDuluth, Minnesota

ROBERT H. GrLES, JRDept of Fisheries and Wildlife SciencesVirginia Polytechnic Institute and State


LEWIS J. KLEINSMITIIDepanment of BiologyUniversity ch ItolichiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifornia Luthem UniversityThousand Oaks, California



JOEL A. MICHAELDepartment of PhysiologyRush Medical CollegeChicago, Illinois

CHARI RS L. RALPHDepanment of BiologyColorado State UniversityFort Collins, Colorado

CATHERINE J. SCHAAPDepanment of Anatomy and PhysiologyAtlantic Veterinary CollegeUniversity of Prince Edward IslandCharlottetown, Prince Edward Island

CONTENTS

A COMPARISON, FOR TEACHING PURPOSES, OFTHREE DATA-ACQUISITION SYSTEMS FOR THEMACINTOSH

Harold D. Swanson73

A COMPARISON, FOR TEACHINGPURPOSES OF THREE DATA-ACQUISITION SYSTEMS FOR THEMACINTOSHHarold D. SwansonBiology Department, Drake University, Des Moines, Iowa

As the first phase of studying how com-puters might be used for data acquisitionin teaching laboratories of the BiologyDepartment of Drake University (and asa necessary prelude to purchasing a sys-tem for doing that), I conducted a "hands-on" comparison of two systems thatseemed especially suited for this pur-pose, coupled with a more limited com-parison of a third system.

Each of the three systems proved tohave many virtues, but they differed inseveral important respects and in how

suitable we judged them to be for ourdepartment and program. One widelyadvertised and much acclaimed system,LabVIEW software and accompanyinghardware from Natimial Instruments, wejudged the most versatile and powerfulbut far too difficulty to learn to fit ourneeds. A less well-known system, Ana-log Connection WorkBench softwareand accompanying hardware from Staw-berry Tree Computers, was judged easyto learn and use and powerful enough forall our anticipated uses; it was the one

Editor's NoteThis article is reprinted from the June, 1990 issue of the American Journal ofPhysiology:Athances in Physiology Education, published by the American'.hysiological Society.

0742.3233/9030.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

111111

74

74 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 10, OCTOBER 1990

chosen for purchase. The system seen inless detail, Mac Lab hardware and soft-ware from World Precision Instruments,was judged to be the one best preadaptedfor routine physiological recording andto have the easiest instruction manual touse. But it is so much less powerf ul andflexible than the other two programs thatwe judged it less suitable for our immedi-ate project of investigaUng the wholerange of poss ible applications of comput-ers to teaching laboratories.

The conditions and resuRs of the com-parison are presented here in some detail,in the hope they might aid other depart-ments in judging which of the systems ismost likely to fit their particular uses.

BACKGROUNDData from instruments can be read di-rectly into computers to be stored, proc-essed, and graphed. Signals from thecomputer can be used to control the ex-perimental procedures and measuringinstruments. Both these functions ofcomputers have become increasinglyimportant in research and testing labora-tories, usually with expensive computersdedicated to specific tasks.'" Such tech-nology, however, is rare in physiologicaland other biological teaching laborato-ries, both because of expense and be-cause of the difficulty of making appro-priate hardware connections and writingthe necessary programs.

All these barriers to the use of comput-ers in teaching laboratories for con-trolling instruments and acquiring datafrom them are now becoming muchless formidable. Powerful and versatilesystems are now available for these pur-poses, using the same relatively inexpen-sive microcomputers used for other pur-poses. Several of these systems are ad-vertised as being uscr friendly, requiringlittle electronic knowledge and no fami li-arity with programming languages.wMost of these systems present menus forchoices about their operation.

THE CONTESTANTSThe claim to be user friendly is made w ithspecial strength by the two systems forthe Macimosh that were the primarysubjects of my comparison. With both ofthem, the details of operation are pro-grammed by means of icons, similar to

those familiar to users of the Macintosh.These icons can be combined in flow-charts to create unique programs. Inaddition, many choices are presented inmenus. The two systems include muchthe same sorts of hardware and software.The hardware consists of a board insertedin the computer and fastened by a cable toan external connection block, which hasscrew-terminals accepting wires fromany external source. The software in-cludes "drivers" for the board (invisibleto the unsophisticated uscr) and theiconic programming language.

The better known system is from Na-tional Instruments of Austin, TX; theprogramming language is calledLabVIEW. It may be used either withone of thc National Instruments boards orwith boards supplied by certain othercompanies.8 (I will, somewhat inaccu-rately, refer to the whole package tested,both hardware aad software. asLabview.)

Less well publicized is the system sup-plied by Strawberry Tree of Sunnyvale,CA, whose software is called AnalogConnection WorkBench. It supportsonly the boards from Strawberry Tree. (Iwill call the whole system Workbench.)

These systems were compared directlywith cach other and less directly withMacLab from .World Precision Instru-ments (WPI) of New Haven, CT. Thiswas seen in a demonstration by a WPIrepresentative, in a "dem o-disk," and in acolleague's laboratory. MacLab is menudriven; yct it cannot be programmed inthe sense the other systems can be (al-though many options are presented) anddoes not have much capability of control-ling instruments (although this is prom-ised for the future). It is mentioned in thiscomparative study because, in conspicu-ous contrast to the two systems beingprimarily considered, it was designedspecifically to fit the needs and expecta-tions of physiologists and biologists andis accom panicd by instruc tions biologistshave little trouble reading.

BASIS OF COMPARISONThe three systems were compared on thebasis of versatility, suitability, and feasi-bility; they showed differences with re-gard to all three.

Versatility was judged with respect to

possible uses in the Drake Biology De-partment, on the basis of trials of a few ofthe possible applications, and of informa-tion in the instruction manuals suppliedwith the various systems. Our studentlaboratories include a variety of measur-ing instruments, all of which generatedata that m ight usefully be analyzed withthe computer. Most obviously, the labo-ratories in physiology, cell biology, andoccasionally in general biology measurequantities that change in minutes or frac-tions of a second, including both biopo-tentials and physiological actions de-tected by transducers. In these and otherareas of study, various instruments needto be tutted on and off or triggered to per-form particular operations, all at particu-lar times and under particular circum-stances. The need for power and versatil-ity in student laboratories is increasingfor our deparunent as we increasinglyinvolved undergraduate students in re-search activities.

Suitability was judged by comparingthe capabilities of the hardware and soft-ware (according to specifications anddescriptions supplied by the manufactur-ers) with what were assumed to be themost difficult uses to which we mightexpect to put them, and by testing a few ofthese challenging applications, the threeareas of greatest concern were frequencyresponse (how fast changing a signalcould be faithfully recorded), sensitivity(how small a voltage change could bedetected), and data manir lation (howmany of the desired analyses of data andcomparisons between sets of data couldbe performed and how easily), Feasibil-ity was a judgement of how user friendlythe systems really are whether it willbe practical to try to use them for our pur-poses. This judgement was based on mypersonal experience in the comparisonproject. Answers to ques ti ons of feasibil-ity of such systems are very nmch afunction of the individual people whowould actually use them. Can I, as thedepartment member first involved intrying to use the systems, succeed indoing so in the time available? Can Iexpect other members of the department,with a little bit of help from me, to de-velop and apply the necessary skill to usethe system in their laboratories? Will ourstudents be able to do some of their own

©1990 BY NATIONAL RESOURCE FOR COMPUT1 itS IN LIFE SCIENCE EDUCATION 0742-3233/90/50.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 10, OCTOBER 1990 75

programming for their own projects?My personal capabilities for learning to

use such systems are probably notunusual among physiologists and biolo-gists. I have long used, and occasionallytinkered with, a variety of instrumentsincluding physiological recorders. Manyyears ago I took two coursed in physicsand one in electronics, and I have taken(but not used) three courses in simplecomputer programming. Just by usingmanuals and occasionally asking ques-tions of the experts, I have taught myselfto do what I wanted to do with the Statis-tical Package for the Soc ial Sciences, andwith Microsoft EXCEL, as well as learn-ing to use three word processing pro-grams on three different computers.Thus if I can use these data-acquisitionsystems, most biologists can. If I cannotdo so without extensive training, manyothers cannot either!

Just on the basis of catalog descriptionsand of the reviews that were available,"it seemed fairly evident that the threesystems constitute a progressive series inboth power and ease of use, with MacLabthe least powerful and easiest to use andLabview the most powerful and the mostdifficult to usc. But catalogs and reviewscan be misleading. Some reviews intrade magazines are even written by rep-resentatives of the company promotingthc product1 or are based heavily on thespecifications furnished by various sup-pliers. Even the objective reviews of newtechnology, generally written by engi-neers, may not be realistic about thesuitability of a product for the fmal user.

The purposes of this comparison proj-ect were, first, to determine whether thepublished comparative descriptions ofthese three systems are correct, and sec-ond, to assess how L-itical are the differ-ences among these s) terns in power andease of use. The conclusion was that thecomparative series is correct and that thedifferences can be critical.

CONDITIONS OF THE TESTRepresentatives of Strawberry Tree andof National Instruments allowed me toborrow hardware, software, and manualsfor two months in the summer of 1989.The two systems were installed in aMacintosh II computers with a 20Mbhard disk, furnished by a grant from

Drake University Computer IntensiveUniversity Project. I worked principallyfrom the manuals but made a few tele-phone calls for programming advicefrom the representative of the two com-panies. (Both Strawberry Tree and Na-tional Instruments supplied competent,quick, courteous, and imaginative adviceby telephone.) The MacLab system wasdemonstrated to several faculty membersa couple of months before the compara-tive study began; a demonstration diskand a manual continue to be available forreference, and a colleague in a neighbor-ing department has just begun workingwith MacLab.

The two systems, Labview and Work-bench, were compared by setting up eachone to accomplish two tasks. The firsttask was to receive an electrocardiographsignal, display it in real time, and recordit for more detai:ed computer analysis.The second task was to supply power to aforce transducer, receive, display, andrecord the signal, and facilitate zeroingand calibration. The capabilities re-quired by these two tasks are basic forphytiological teaching laboratories andresemble the capabilities of popularphysiological recorders (plus the abilityto record data in a form suitable for directanalysis using the computer). In addi-tion, the capabilities tested broadly over-lap with those of MacLab, mking thatfurther comparison possible.

It was originally intended that Lzowiewand Workbench would be studied in anevenhanded way, but there came to betwo expectations to that policy. First,Labview was installed and demonstratedby a company representative, who used itto program a "virtual instrument" (a soft-ware program controlling acquisitionand use of data) for displaying and re-cording electrocardiograms (ECGs),later modified this virtual instrument foruse with the force transducer.) Work-bench, however, was shipped to me, andI installed it and started using it on myown. The second exception was that Ispent about twice as much time duringthe trial period working of Labview aswith Workbench.

COMPARATIVE DESCRIPTIONSHardwareThe differences in hardware between

Labview and Workbench are not critical,but the MacLab hardware is significantlydifferent from the others.

The particular National Instruments(Labview) and Stawberry Tree (Work-bench) data acquisition boards that werecompared are very similar in capabilities.Both provide for eight channels of analoginput (recording of quanti tati ve electric alsignals), and two channels of analogoutput [controllable direct current (DC)voltage up to 10 V]. Each also offerseight channels of digital output or input(pulses that trip switches or signal thestate of switches). The one important dif-ference between the two is that theLabview board (NB-MI0-16L-25) isdescribed as having a maximum sam-pling rate of 40 kHz on a single channel,whereas the Workbench board (ACM2-12) can sample at a rate of only 10 kHz.This difference is critical for recordingthe shape of a nerve impulse. (Work-bench promises a new board soon, ca-pable of more than 40 KHz.) (For record-ing on multiple channels simultaneously,the sampling frequencies possible maybe reduced by as much as a factor of five.)

Either board is connected by cable to anexternal panel with screw-terminals forwires to and from laboratory instruments.The Labview connection panel is a littleeasier to connect wires to but is not aswell labeled as the Workbench panel;labels facilitate using the right terminal.The Workbench panel offers 5, 12, and6.9-V fixed power sources, the Labviewpanel only 5 V. The 5-V source is in-tended for use with the digital signalingsystem, but can be used to supply excita-tion voltage to a bridge-type transduccr,as can the 12-V source. The 6.9-V supplyin the Workbench board is described asregulated, to give an especially steadyexcitation. But the manuals for bothsystems warn that the power sourcesavailable on the connection panel mightnot supply a full eight transducers at once

perhaps only two or three. (With the12-V supply from the Workbench board,transducers might be connected both inseries and in parallel, to a fairly largetotal, depending on their resistances andvoltage requirements.) Thus for multipletransducers, it may be necessary to use anexternal battery or power supply any-way; so the differences between connec-

0742-3233/901S0.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

76 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 10, OCIOBER 1990

tion panels are not critical.In contrast to these two systems,

Mac Lab has no internal board for thecomputer; the hardware is external, withconnections by way of the serial port.(this means that data may be acquiredusing a Mac Plus; a Mac SE or Mac 11 isnot required, but the hardware is muchmore expensive.) The external hardwareincludes a power supply for transducersand circuitry for balancing, zeroing, andcalibrating them, preamplifiers for mag-nifying weak signals, and a stimulator.The frequency response on one channelis 40 kHz, sufficient for nerve impulses.There are no provisions for digital inputor output for us in controlling instru-ments, although the stimulator output canbe used for some kinds of control. Themodel I have seen provides only fourchannels of analog input, one channel ofanalog output, and no digital input oroutput (compared with 8,2, and 8, respec-tively, for the other two systems.) Anewly available version offers eightchannels of analog input, but still nodigital capability.

SoftwareBoth Labview and Workbench can bedescribed as programming languagesthat usc Macintosh icons instead of writ-ten commands. The program mei selectsicon-; from a menu and arranges andconnects them by "wires" into a flow-chart. The software instantly creates aprogram that carries out the operationsindicated. The flowchart remains as aneasily readable documentation of howthe program works. National Instni-ments uses the term "virtual instrument"for these programs and for their visualrepresentation as flowcharts. LabVIEWis an acronym for Laboratory VirtualInstrument Engineering Workbench.For some particular instruments, Na-tional Instruments offers prewritten vir-tual instruments in which the appearanceof the computer screen closely mimicksthe front panel of the instrument beingcontrolled and monitored. In this discus-sion. I will occasionally use the term"virtual instrument" for flowchart pro-grams of either system.

For building a virtual instrument, thereare icons representing particular analoginput channels (for receiving electrical

signals that may vary in any pattern),analog output channels (for emittingelectrical signals in some. pattern), anddigital input and output channels (forsignals that are either on or off). Each ofthese external icons represents one of thesets of screw-terminals on the externalpanel. There are also internal icons forgenerating values or pulses, turning partsof the program on or off, and performinga great variety of mathematical and logi-cal operations on signals coming to them.Finally, there are icons for logging dataonto disk ana for displaying it in metersor charts.

Once the programmer has in mindwhich icons to connec t in what order, thisis easily accomplished with eitherLabview or Workbench, using themouse. A particular setup might take 15minutes to construct with Labview asopposed to only 5 minutes with Work-bench, because in Labview the mousemust be changed into particular "tools",and because "wires" must be removedfrom them before icons can be shifted.But the result is a somewhat more read-able flowchart. Similar tradeoffs withoutgreat advantage to either system can benoted with regard to many other smalldifferences in the styles of the flowchartsof Labview and Workbench.

The really critical difference betweenLabview and Workbench is in the num-ber of different icons. Workbench hasonly 14 (although some of them representa great variety of functions that can bechosen), whereas Labview offers manymore, many hundreds, often with mul-tiple options. A large fraction of theLabview icons perform functions thatcan be duplicated by combining two ormore Workbench icons; another largefraction perform functions and manipu-laUons of data that cannot be so dupli-cated with Workbench.

Its many functions make Labview notonly a data-acquisition system but apowerful data-processing program aswell. It can perform not only algebraicmanipulations but sophisticated statisti-cal analysis and several kinds of Fourieranalysis, ainong others. It appears thatmost often these analyses would be per-formed on already-collected data, butsome might be important on-line forchanging, automatically, some aspect of

the whole setup.Workbench, ir comparison, has limited

data-processing capabilities. Many alge-braic functions or two streams of datamay be calculated and then logged, dis-played, or used to control something, butstatistical and other analyses are hardlyrepresented. Thus any detailed analysisof data acquired from Workbench re-quires logging the data and entering theminto a spreadsheet, statistical, or graphicsprogram.

Any analysis of recorded data that isdone by a data-acquisition program canbe done equally well by one of these otherprograms, so the critical importance ofcapabilities for data analysis concernswhat can be done on-line. The firstimportant reason for a data-acquisitionprogram to include some processingabilities (as both Labview and Work-bench do) is to give immediate display ofthe derived output of some instruments,for immediate use. The second reason,potentially much more important, to usethe results of calculations to turn on log-ging or fast recording, to prompt thesending of a digital control pulse, or tocontrol the respons?, to an incoming sig-nal pulse. Labview offers a greater vari-ety of calculations that can be used forsuch purposes.

The problem with having multipleicons for programming and multiplechoices for calculations, as Labviewdoes, is that there is so much to learnbefore a virtual instrument can be con-structed. Although the manual describeseach icon, it is difficult to know whichdescription to look, up, and in what se-quence the descriptions must be studiesto be intelligible. Furthermore, the man-ual is uneven in its treatment. It gives agood description of how to manipulateand "wire" icons on the screen and how touse simple calculation icons to achieve aresult. However, it gives very little guid-ance in the use of the more advancesfeatures, i.e., multiple icons for control-ling analog input and output. and "struc-tures" for defining the sequence or dura-tion of particular operations. Conse-quently, it is just not practical to use themanual to teach oneself to use Lab v iew toconstruct a variety of virtu& instruments.In sharp contrast, on can easily learn tobuild virtual iastruments with Work-

01990 BY NATIONAL RESOURCE: FOR COMPUTERS IN LIFE SCIENCE EDUCA110N 0742.3233/90/SO.00 + 21)0

7"


bench, using just the manual.

Feasibility: hands-on experienceThese opinions are based on and illus-trated by my hands-on experience duringthe summer of 1989. Workbench manualin hand, I created, in a few hours, a virtualinstrument that displayed my ECG verywell, and I added a feature that kept themean voltage at zero. In a few days, Imodified and augmented this into a vir-tual instrument that supplied excitationto a force transducer and displayed itsoutput, that corrected the output to zerowhen no load was applied, and that cali-brated the virtual instrument to give adisplay in grams. At first, I had to type invalues (generated by the instrument) forzeroing and calibrating, but in anotherday's work I modified the virtual instru-ment, so that when I pressed a button(with the mouse) when there was no load,the instrument zeroed itself; with a 2-gstandard added, I pressed another button,and the instrument calibrated itself. I amnow confident that I can learn to performa greater variety of such control and datamanipulations and can show my col-leagues and students, in minutes or hours,how to begin to do this for themselves.

My experience with Labview was dif-ferent. The National Instruments repre-sentative had used Labview to create forme a couple of virtual instruments fordisplaying ECG (it took him a number ofminutes). Using the manual, I worked forseveral weeks to modify and augmentone of these to display calibrated datafrom a force transducer. For 2 weeks Iwas frustrated as I have ever been; then Ibegan to understand how to do suchsimple things and construct a quite satis-factory virtual instrument that I couldzero and calibrate by typing values froma display into an icon. I spent a week ortwo trying to duplicate my Workbenchprovision for automatic zeroing and cali-brating, but I was not successful. (I thinkI was pretty close when I decided to quit!)I would guess that if I spent 2 or 3 monthsdoing nothing but read the manual andtinker with Labview, I could learn to useit quite effectively (and so could someother biologist). But it would not be anefficient thing to do (and might not yielda sane biologist!)

National Instruments offers 3-day

training courses in Labview for about$500 per person; in retrospect, it wouldhave been wise for me to include aLabview training course in my evalu-ation project. It is my judgement that adepartment should plan to use Labviewonly if it can provide such training foreveryone who is expected to create newvirtual instruments. I suspect that evenwith the training it would require quite abit of practice to become and remainproficient in Labview. Given the slimbudget of our department and the onlytentative interest on the part of somemembers who might profit from a data-acquisition system, I was not able torecommend that we choose a system thatrequires so much training for its users.

How much did our deparunent lose bynot choosing Labview, the more power-ful system? I cannot give a clear answerto that question. For data that have previ-ously been gathered, Labview has manyprovisions not provided by Workbenchfor processing, comparing, and display-ing them. However, the most importantof these processing capabilities are other-wise available. Faculty and students atDrake University have Microsoft EX-CEL available to them; this or anotherspreadsheet program can perform mostof the manipulation, statistical analysis,and graphing in which we might be inter-ested. Also, quite a number of the func-tions of which Labview is capable, fastFourier analysis is an example, are morecommonly used by physicists and engi-neers than by physiologists and biolo-gists.The third system, MacLab is, again,

quite different. There is no programming(iconic or otherwise) to perform specialtasks, although there is a great deal ofchoice about such things as amplifica-tion, calibration, sampling rate, and dis-play. MacLab can perform several analy-ses of data, different but somewhat com-parable to the capabilities ot Workbench,but not approaching the variety ofLabvicw. MacLab has several built-infunctions difficult or perhaps impos-sible to duplicate with Labview or Work-bench that a physiologist might findvery attractive. Most notably, one canreview a complicated curve on thescreen, use the mouse to select a poriionof it, display that portion in greater detail,

and store just that portion on spreadsheetform. Also, if one points with the mouseto a particular point on a curve on thescreen, the program will display thenumerical value (to several decimalplaces) of the coordinates at that point,and if desired, the slope. Other provi-sions similarly mimic and facilitate thekinds of examination commonly made ofdata gathered with physiological record-ers and oscilloscopes. Data is logged todisk for further analysis on a spreadsheetjust as with the other two systems. If onewishers only to duplicate (at a saving) theactions of physiological recorders andsimple oscilloscopes, to add a few newanalyses, and to record data for computerprocessing, MacLab is the easy way to doit. Its manuals are detailed and wellwritten, specifically for physiologistsand their projects. But one must thensettle for the (very nice) options thatMacLab offers, and for only a very lim-ited ability to control instruments.(World Precision Instruments now offersa software program, WaveEdit, that costs$400 and is said to work on any data inspreadsheet form and that includes manyof MacLab's abilities to display data ingraphic form for closer examination,selection, and storage. This capabilitymay prove useful whatever system isused to acquire the data.)

SpeedAll three systems can record data for alimited period in a "fast mode", withsampling frequency limited only by thehardware: 40 kHz for Labview andMacLab, 10 kHz for Workbench. I pre-sume they all function as advertised. (Ihave used this capability of Workbench,quite successfully, to record, calculate,and even tuall y display the "locp" of elec-trical axis of the heart.)During normal (as opposed to fast

operation, however, the three systemsdiffer significantly in "cycle time" and,hence, in how faithfully any rapidchanges of a signal are displayed or re-corded. The cycle time is a function ofhow fast the software performs variouscalculations and adjustments. The effectof cycle time can be illustrated by myexperience with displaying the ECG. Avirtual instrument made with Workbenchdisplayed an acceptable ECG on a con-

0742-3233/90/50.00 + 2.00 ©1990 B Y NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

78

78 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 10, OCTOBER 1990

tinuous basis. Similarly, one of the stan-dard options of Mac Lab did this at least aswell.

By contrast, the similar Labview virtualinstrument displayed ongoing ECG veryimperfectly and inaccurately, not muchmore than an occasional blip on the line.This was not due to any deficiencies inthe virtual instrument made for me by theNational Instruments representative;rather, it was because Labview is veryslow and cannot handle such rapidlychanging signals. To understand thisdifference in effective speed, I comparedcycle time (time between successivesampling of data) for my Workbench andLabview virtual instruments that zeroedand calibrated the output from a forcetransducer. The rival setups were nearlyidentical in number of icons and equallystraightforward. However, the cycletime of the Workbench instrument wasonly 35 ms, whereas that of the Labviewinstrument was 1.1 s, nearly 30 times aslong. It was only by accident that asampling rate in this range would detectany indication of an ECG pattern! (Thisshows why, for rapidly changing data,the analytical and processing power ofLabvicw cannot be used on line and mustbe applied only to data already recorded.This applies to complicated Workbenchmanipulations as well.)

Inventing new capabilitiesThe Workbench literature includes fairlydetailed instructions to programmerswho wish to create new functions to use;such functions become new optionswithin the calculation icon. But pro-gramming such new functions requiresskillwith a programming language. Thusthe level of difficulty of using Work-bench increases abruptly form "iconicprogramming" to "new functior "

Although MacLab does not have a pro-vision for simple iconic programming,the company offers (at a cost of $595) aprogramming system using Pascal forcreating new applications.

This is where Labview is clearly supe-rior to the other two systems. All the newfunctions one might need are alreadyavailable, symbolized by icons. Al-though it is more difficult to learn and touse for simple applications, Labviewwould seem to be no more difficult for

complicated applications than for simpleones.

Like everything else in the computerworld, data-acquisition systems arechanging rapidly. All three companiesconsidered here have recent or expectedinnovadons in both hardware and soft-ware. National Instruments' newestcatalog offers new, less expensi ye boardsfor classroom use. Strawberry Tree saysa board with higher frequency response isimminent. World Precisions Instrumentsnow offers eight channels, and, eventu-ally, digital control.

It would be comparatively simple forboth National Instruments and Straw-berry Tree to make their systems far moreattractive to physiologists and biologiststhan they are now. They could create halfa dozen virtual instruments to gather thekinds of data most commonly of interesttc physiologists and biologists, supplythese virtual instruments on a disk, andaccompany them with detailed instruc-tions for their use. The virtual instru-ments would not need to be much moresophisticated than those I made lastsummer. Given such aids, new userscould begin to use LabVIEW or AnalogConnection Workbench immediately.Some users would never need to createnew virtual instruments for themselves;these would fill all their needs. Thosewho wanted innovations could easilycopy and then modify these standardvirtual instruments or follow their pat-terns in creating new ones.

CostsAny of these systems could replace, atconsiderably lower cost, most or all of thefunctions of standard physiological re-corders and simple oscilloscopes, whileadding the capability of reading data di-rectly into computers for further detailedanalysis. Comparative cost among thethree systems depends not only on the listprices, but also on particular componentschosen and any educational discountsthat may be available.The list prices (in US dollars) for the

configurations compared in this articleare as follows, based on the most recentprice lists I was given.

National Instruments:Board 1,195

Connector 150Lab view 1,995Total 3,340

Strawberry Tree Computers:Board 1,190Connector 179Workbench 995Total 2,364

(The cost of a spreadsheet program foranalyzing the data must be added to this.)

World Precision Instmments:MacLab 2,925MacBridge 975Total 3,900

(As with Workbench, detailed dataanalysis requires additional software.)

The most expensive component of anyof these systems is the computer itself,preferably with a hard disk, if any amountof data is to be collected. That is whereWPIs MacLab has the advantage, since itcan be used with any Macintosh. Theparticular boards for Labview and Work-bench whose properties have been com-pared here are for a (relatively expensive)Mac II. For multiple use in a studentlaboratory, it would be preferable to beable to use the same iconic programmingcapabilities in E: (less expensive) Mac SE(the smallest Macintosh that will acceptan internal board.) Both companies makeboards for the SE that might be suitablefor student use, but with limitations.

National Instruments offers the Lab-SEboard for only $595. It has the samenumbers of analog input, analog output,and digital input-output (I/0) lines as theboard for the Mac II, and an even fastersampling rate of analog input, i.e., 125kHz. But the analog input channels aresingle-ended instead of differential. It ism y understanding that it is either difficultor impossible to use single-ended chan-nels for signals from bridge-typetransducers, a major part of physiologicalinstrumentation. So their suitability isdoubtful (A representative of NationalInstruments informs me that it would bepossible to construct a virtual instrumentthat converted the 8 single-ended chan-nels into 4 differential ones. If that virtualinstrument is supplied, the Lab-SE boardwould be much more suitable for use inphysiology laboratories.)

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/90/$0.00 + 2.00


Stawberry Tree Computers offers theACSE-12-8 (for the SE) for only $695.Its analog input channels and digital I/0channels are like those of the board forthe Mac II. But the SE board does notsupport any analog output channels, amoderately serious deficiency. The useof analog output to supply excitationcurrent for bridge transducers can easilybe replaced by connecting these to theseveral fixed-voltage supplies present onthe connecting panel. Uses of analogoutput for providing stimulating im-pulses at programmed times can proba-bly be replaced by using an externalpower supply (such as a stimulator) andregulating it by way of the digital output.I suspect that these substitutions wouldprove practical in student laboratories, sothat this board would be useful.

COMPARATI' 'E SUMMARYAll three systen s weic judged suitablefor use in su. :aboratories; they willgather the ki1u of data we are likely towant for the kinds of experiments rou-tinely done. Each system, however, haslimitations. The Mac Lab system cannotbe used for digital control of instruments,which may be important for some teach-ing purposes. The suitability of Work-bench for recording nerve impulses de-pends on a new board with higher fre-quency response. The Labview systemdoes not work well for displaying a fastsignal on-line. B ut it is the only one of thethree capable, by itself, of doing nearlyall the kinds of data manipulation andanalysis which might be of interest; theother systems must be supplementedwith other analytical software such as aspreadsheet.

The versatility of both Labview andWorkbench was judged quite sufficientfor all our anticipated needs (althoughthat of Labview is quite a bit greater).The versatility of MacLab is much lessthan that of the other two: this differencewas decisive in eliminating it from con-sideration for our immediate purposes ofinvestigating all possible applications.

The feasibility (ease of use) also dif-fered decisively. MacLab is much supe-rior in this regard, whereas Workbenchrequires more effort than MacLab but isstill quite acceptable. By contrast, itwould be feasible to use the Labview

system only if all those people putting itinto operation took a training course in itsuse. On this basis, Labview was elimi-nated from considerations for our depart-ment at the present time.

USING COMPUTERS IN TEACHINGLABORATORIESIt has now become truly feasible forphysiologists and other biologistswith no special training in either elec-tronics or computer programming touse computers in teaching laboratoriesfor acquiring as well as manipulatingdata. The three systems reviewed herecan, to different degree, make such usefeasible. Just what applications of thistechnology are practical, and how muchthese applications can improve the edu-cational process, are matters still to bedetermined. Our department will beconsidering these questions intently inthe near future and probably for a longtime to come. Other departments willneed to make the same judgements. 1 nefollowing possible uses are among thosethat need to be evaluated.

Recording data for later analysisData recorded directly into a computerare stored in a form directly accessible tospreadsheet and statistical programs,eliminating the necessity of keying in thedata. For isolated values, this is of lim itedvalue, except that the values arc pre-sented in numerical form and need not beestimated from a tracing. The real utilitycomes of there is inturst in a continuousstream of data or a whole sequence ofsampling points or if the computer can beused to pick out the points of interest fromsuch a stream or series. Some laboratoryexercises may be devised or improved bytaking advantage of these capabilities.All three systems reviewed here recorddata quite satisfactorily, but onlyLabview provides, of itself, a widechoice of further analyses.

Constructing physlolggIcal simulationsAny physiological process or controlsystem that might be simulated with anelectromechanical model can be evenmore easily simulated with a virtual in-strument constructed using Workbenchor Labview. Kiel and Shepherd, 6 usingLabview, have published a simulations

of several cardiovascular functions.Constructing such simulations is mucheasier using iconic programming thanwith conventional programming lan-guages. The available options for displaywill probably not allow the simulations toappear either realistic or esthetic, but theavailable labeling capabilities can allowthem to be quite informative. WithWorkbench (but not with Labview) itwould be suitable to assign the construc-tion of simple simulations as student ex-ercises.

Enhancing and replacing instrumentsAny device that emits an electrical signalin rroportion to some quantity of biologi-cal interest can be connected to the com-puter with one of these systems reviewedhere and be zeroed and calibrated. Thedata can be sampled and recorded con-tinuously or at chosen intervals or cir-cumstances, all with minimal difficultyand at no expense after the initial invest-ment. This means that it may be costeffec live to replace physiological record-ers (and some associated equipment suchas preamplifiers and stimulators) withcomputer systems. Beyond this, it ispossible to take antiquated but still func-tional measuring instruments alreadyavailable in a teaching laboratory and, byconnecting them to a computer system,turn them into modern "smart" instru-ments capable of various calculationsand enhancements. The Labview andWorkbench systems lend themselveswell to this kind of use. With Work..bench, it would even be possible to havestudents plan and program the. enhance-ments to be made with certain instru-ments; this would be a way of assuringthat the students understand what theirinstruments are doing. In contrast,MacLab can receive, amplify, and recordthe output from instruments, but theconnection cannot be as thoroughly cus-tomized as with the other two systems.

Automating laboratory manipulations anddata gatheringMany experiments that might be of inter-est in a teaching laboratory require sev-eral hours of elapsed time, during whichconditions are manipulated and data isgathered. Such an experiment cannot befitted into a 2- or 3-h laboratory session,

0742-3233/90/S0.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

80 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUML 7, NUMBER 10, OCTOBER 1990

and there are often many practical diffi-culties to having even a few of the stu-dents work during the extended periodnecessary. Such computer systems asthose described here may make suchextended experiments more feasible.Many experimental manipulations (turn-ing lights on or off, adding some ingredi-ent to a solutiori. even adjusting the ten-sion of a connection) can be performedby electronically controlled switches,pumps, or motors. With computer sys-tems (Labview and Workbench) that cansend and receive digital signals, it seemsas though it would be relatively easy toprepare a program that would controlsuch manipulations and record the ensu-ing data (which could be scrutinizedduring the following session of the labo-rat, ry.)

There are, however, several immedi-ately obvious problems to such an ambi-tious scheme. How to make connectionsof digital control-signal devices to thecons. .aer is not intuitively obvious, and

the manuals of both Labview and Work-bench lack a complete discussion. Evenmore importantly, the various peripheraldevices needed for such automationcome with many different specifications,and the physiologist/biologist is unlikelyto be confident of which ones are mostsuitable. Because the costs of such de-vices range from fairly expensive to veryexpensive, it is not cost effective to learnwhich are suitat.le by buying many kind:,and trying them all. It will require effortsby many people to determine whethersuch automated arrangements are suit-able for student laboratories and to in-struct biologists in setting them up.

I look forward to reading, in futureissues of Advances in P hysiology Educa-tion, many descriptions of the successfuluse of computers in teaching laborato-ries.

REFERENCES1. ANGLIN, L. and R. WoLFE. Controlliv

tomorrow's laboratories. ElectronicComponent News (January):13 -16, 1987.

2. CUSTER, L. Laboratory retrievers.MacUser 4(7):175-187, 1988.

3. HASKELL., E. and P. KAIPA. Taking eontrol.(May):155-157, 1987.

4. Jorriter, R., C. DAVIS, E. BRENCOVRII and T.

GILMORE. Instrument data acquisition.American Laboratory 20(3):34-111,1988.

5. JOYCE, R. Advances in PC-based dataacquisition. American Laboratory21(6):48-54, 1989.

6. KIEL, J.W. and A.P. SnunuRD. A graphiccomputer language for physiologysimulations. Computers in Life ScienceEducation 5:49-56, 1988.

7. LEMON, S.H. Laboratory-automationsoftware. Electron. Design News (lune9):114-126, 1988.

8. McCaror, S. and G. WEINR/ R. Laboratorydata acquisition with Macintosh. Alneri-can Laboratory 20(6):136-141, 1988.

9. Raw, J. The tabtop Mac MacUser 5(7):90-110, 1989.

SUBSCRIPTION INFORMATION

01.10101LISIMAPAIMmalliiiinalubMIEN

Computers inGife Science £ducozis Peblished monthly by National Resource for Computersin Life Science Education. P.O. Box 51187, Seaule, WA '48115-1187. Subscription rate is $40.00for 12 issues, including e reti handling in the Unifed States, Canada, and Mexico. Add$20.00 for postage (airmail) .a Eumixr and South Aineriea and $23 00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, LW. Consem is givenfor copying of articles for personal or intema' -Irs. r ior the personal or internal use of specificclients. This consent is given on the condition th.t. the copier ri s. through the Center the per ee.opyfee stated in the code ... ihe first page for copying beyond that peemi ued by the US Copyright Law.If no code appears on an article, th: :Author has not given broad consent to copy and permissionto copy must be obtained dire.7tly from the author. This consent does not extend te other kindsof copying. such as for genera . ti.;...trib.:folst, resak advertising and promotional purposes, or forcreating new collective worrks.

Address orders, changes of address, and claims for missing issues to NRCLSE.1 .0. Box 51187,Seattle, WA 98115-1 i 87. Claims for missaig issues can be honored only up to three months foedomestic addresses and six rrione..s for foreign addresses. Duplicate copies will ...ot be sem toreplace ones undelivered due to failure to notify NRCL.SE of change of address.

Address editorial correspondence to Harold I. Mo-11, PhD, NRCLSE, P.O. Box 5110, Seaule,WA 98115-1187. (BITNET MODELL@UWALOCKE)

POSTMASTER: Send address changes to Computers in Lije Scienf:e Edgcation, NRCLSE, P.O.Box 51187, Seattle, WA 98115-1187.

It WI *ft ..NWIIMINO101/

©1990 BY NATIONAL RESOURCE FOR COMPUTERS LN LIFE SCIENCE EDUCATION 0742-.! Z33/9030.00 + 2.00

S I

VOLUME 7 NUMBER 11, NOVEMBER 1990

CO lvi PUTERSIN LIVESCIENCEEDUCATWN

HAROLD I. MODELLNRCLSESeattle, Washington

NELS C. ANDERSONDepartment of Cell BiologyDuke University Medical CanerDurham, North Carolina

CHRISTINE BOLWELLDiskovery, Camputer.Assisted


RICliARD EISENI3ERGDepartment of PharmacologyUniversity of Minnesota - DuluthDuluth, Minnarota

ROBERT H. GILES, IRDept of Rsiteries and Wildlife SciencesVirginia Polytechrue Institute and State


LEWIS J. KLEINSMITHDepartmem of BiologyUniversity of NlichiganAtm Arbor, Michigan

MICHAEL A. KOLITSKYDept of Biological SciencesCalifornia Luthern UniversityThousand Oaks, California


ROY S. MEYERSDepanrnent of BiologySkidmore CollegeSaratoga Springs. New York

JOEL A. MICHAELDepanment of PhysiolooyRush Medical CollegeOkapi, Illinois

CHARLES L. RALPHDepanment of BiologyColorado State UniversityPon Collins. Colorsdo

CATHERINE. J. SCHAAPDepartment of Anstomy and PhysiologyAllsritic Veterinary CollegeUniversity of Prince Edwrd Islar.dtilarlotti town, Prince Edward IsIsad

'*N

...map=owilwa-ssil.

11111

CLSEE3 7(11)81-88. 1990 ISSN 0742-3233

1110111111111111111111

CONTENTS

A COMPUTER-BASED APPROACH TO REINFORCINGC(WIMON PRINCIPLES IN BIOLOGY

Harold I. Modell81

A COMPUTER-BASED APPROACHTO REINFORCING COMMONPRINCIPLES IN BIOLOGYHarold I. ModellNauional Resource for Computers in Life Science Education, Seauk 'V asningion

Students often approach each course in acurriculum as a body of completely newinformation that has little in commonwith previous or future courses. In doingso, they fail to realize that our under-standing of biological phenomena isbased on a set of basic principles that areapplied in a variety of ways. For ex-ample, the rate of molecular ilic,...cinent inbiological systems by diffusion is gov-erned by the same factors regardless ofwhether that movement is in a plant or inan animal system. Our task as "teacilers"of biology is to help students recognizethe existence of these common principlesso that they can develop a conceptualframework in which what they now per-ceive as new knowledge is, instead,viewed as an extension or application ofprior knowledge. Many colleagues

would argue that they do. indeed, rein-force the notion ofcommon principles byreferencing prior applications when pre-scnt new topic material. For example,when a pulmonary physielogist dis-cusses gas exchange, he may mention atsome point in the presentation that theequations governing alveolar gas ex-c hange arc based on the same principle ofconservation of mass as the "Fick" eq ua-tion for cardiac output or renal clearanceequai iens. This reminder is often onesentence in a stream of infoimation thatcontains unfamiliar symbols and cer-tainly not the same symbols that wereused when conservation of mass waspresented previously. It mu precede orfollow presentation of the new applica-tion of the principle. In either case, thestudent tr, tst associate the system spe-

0742.3213/90/50.00 + 2.00 Vl990 BY NA11ONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

4,r)

.410IMORMIO

I

82 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 11, NOVEMBER 1990

cific equation name (eg, Fick) with theprinciple before the similarity betweenapplications can be made. Asa result, the

student often treats the new application

as completely new information with amental note to look back to find out whatthe Fick equation is all about. Thestudent has again failed to apply priorknowledge to a new situation.

One approach to this problem may be to

"precondition" students by exposingthem to common principles in the context

of the course material prior to the actualpresentation of the course material. The

purpose of this exposure would be two-fold; first, to expose students to the un-derlying principle, and, second, to makethem aware that these principles areapplied in a variety of ways in differentaspects of the course material, Takingthis approach, we have begun to develop

a series of computer exercises designedfor use in an independent study settingfocusing on common themes in mam-malian physiology. The purpose of thisarticle is to describe the underlying phi-losophy and the key elements of the pro-gram developed to make students awareof the variety of ways in which conserva-tion of mass is annlied to physiologicalsystems.

INDICATOR DILUTION EXPERIMENTS

1) GENERAL2) BODY FLUID VOLUMES3) LUNG VOLUMES

MASS BALA:10E EXPERIMENTS

4) MIXING FLOWS5) BLOODTISSUE GAS EXCHANGE

6) MASS BALANCE IN THE KIDNEY

7) PULMONARY GAS EXCHANGE

8) QUIT

CHOICE?

FIGURE I. M ain menu from conservation of

mass program The menu follows weveral text

screens defining conservation of mass andemphasizing its importance in physiology.

TUTORIAL, DRILL AND PRACTICE,

OR SIMULATION?The overall goal of the program was to

acquaint students with the principle ofconservation of mass and demonstrate tothem that even though specific applica-

tions of the principle may appear differ-

ent, the underlying concept is still thesame. To do this effec ti vely, the student.

of course, must be an active participant inthe exercise and must be able to controlthe flow and extent of the experience.The first design question then became,"Can these goals be best met by using atutorial, drill and practice, or simulation

format?"A traditional tutorial format in which

information is presented and its acquisi-tion tested is best suited for a progressionof new information. However, the goalof this exercise was to promote the im-

press ion that the content underly:og each

aspect of the exercise as the same.Thus, although components of the pro-gram could certainly contain tutorialaspects, the overall thrust of the programshould not be that of a tutorial.

If the goal of the program was to helpstudents become adept at applying iheprinciple to physiological situations, theprogram should certainly provide re-peated opportunities to work problems.In that sense, it should contain someaspects of drill and practice. Only, in this

case, the student should play a role inderining the problem, and she should beable to control the total number of prob-

lems to be attempted.The program should also contain some

aspects of a simulation, for if applicationsof the principle are to be illustrated within

the context of an experimental science,

the student should participate in design-

ing and conducting experiments.The format of the program, then, con-

tains aspects of all three approaches. Theoverall context of the exercises is that of

a series of simulated experiments, allreouiring some aspect of a conservationof mass analysis for determining the

value of the parameter being sought. In

defining the specific experiment, thestudent provides descriptive data aboutthe subject or conditions of the experi-

ment. From this description, the programcalculates values for the physiologicalparameters within the system beingtested. Thus, the simulat,..d eatperiment

leads to a drill and practice problem,Each drill and practice problem containsappropriate feedback for reinforcing thehow conservation of mass is applied to

.he problem, should that be necessary.

PROGRAM OVERVIEWThe program begin.; with several tcxtscreens defining cooservation of massand emphasizing the range of applica-tions to which this principle can be ap-plied. This introduction ends by alertingthe student to the overall goal of the

program. The main menu, .showi, inFigure 1, shows the organizatica of theexercises. Two general --Aspects C.: cofi-

servation of mass are illusuated.first is use of an indicator to detc: nine anunknown volume. Three experimentsare indeed. The guQl ot e.;)eri-ment is to lernonsuLte the osr of theindicatoi diluf,on chou.aie wilg asilople experimental c:asign. The otherexpel...monis in this s-:.ries Mt's/1,a; appli-

EXr.'. 1: ?NDICATOR DILUTI'M - GENERAL

PURPOSE: To demonstrate that, in a wellmixel system, volume can bedetermined from a knownquantity of indicator and the

final indicator concentration

MATERIALS. Beaker, liquid, indicator,stirrer, concentration meter

PROCEDURE; Place a volume of liquid in

the beaker. Add a known

amount of Indicator.mix well. Measure tneconcentration of indicatorin the beaker. Calculate thevolume of liquid from thestarting amount and finalconcentration of indicator.

(PRESS ANY KEY TO CONTINUE/

FIGURE 2. 'Screen ilutotlucing Experiment1 tOcusing on the apolkation rf conserwation

of mass to indicator dilution tec hniouLs.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION0742-3233/9050.00 + 2.00

I I

.1COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 11, NOVEMBER 1990 83

cations of this technique in physiologicalsystems. The program flow then leads toapplication of mass balance relationshipsunder various steady-state conditions. !nthis series of experiments, mass balancerelationships are applied in a variety ofways using examples from cardiovascu-lar, respiratory, and renal physiology.

INDICATOR DILUTIONEXPERIMENTSIn this series of experiments, the studcntbegins by confirming for himself that hecan determine a unknown volume byadding a known amount of indicator tothat volume, and, after the indicator isevenly distributed within the volume,measuring the final concentration (Fig-ure 2). In a laboratory setting, the studcntwould take a beaker containing a knownamount of water, add a known amount ofindicator, mix the system, measure thefinal indicator concentration, and calcu-late the original volume put into thebeaker. The program provides a simula-tion of this experiment and shows thestudent the calculations involved (Figure3). The student can either repeat the sameexperiment, change the volume in thebeaker, change the quantity of indicator,or stop the exercise (Figure 4). When thcstudent elects to return to the main menu,

' 1.1",,L...;.,Ki..r *. '

:::;.;P:NA.b.

-. Q.. :**'- .1,. .. A

%"4

(r.:je.vo..,

he is presented with one additionll ex-periment in which an unknown volumehas been put into the beaker. The studcalmust then apply the calculation that has,so far, only been presented to him. If thestudent supplied answer in incorrect, therationale underlying the calculation isreviewed, and the program suggests fur-ther examination of the principle withthis set-up.

Having focused on the basic principleof indicator dilution, the next step is todeal with indicators that have specifirvolumes of distribution. Body fluid vo-lumes serves as the context for this exer-cise. Thc studcnt may measure plasmavolume, extracellular fluid volume, ortotal body water using an indicator withthe appropriate volume of distribution.The student defines the subject by pro-viding the subject's weight. The pro-gram calculates values for various fluidvolumes using staidard relationshipsbetween body weight and individualfluid volumes, but it does not reveal thesevalues to the student. The student thendefines the volume of interest that will bemeasured and the amount of indicatoradded (Figure 5). The experiment isconducted, and the student is presentedwith the final concentration of indicatorin the plasma. The student must then

VOL = QUANT / CONCL = MG / (HG/L)

2 50 / 25

FIGURE 3. Final screen showing general indicator dilution experiment. Earlier screens showthe indicator being added to the beaker and the solution being siirred until the indicator is wellmixed within the system.

OPTIONS :

V = CHANGE VOLUME IN BEAKERI = CHANGE QUANTITY OF INDICATORG = GO AGAINM = RSTURN TO MENU

CHOICE?

FIGURE 4. Options menu for Experiment 1.This screen follows the one shown in Figure 3.The student can choose to change experimentvariables, repeat the experiment, or return tothe main menu.

calculate the volume of interest (Figure6). If the calculated answer is correct, thecorrect answer is confirmed, and the stu-dent is allowed to continue. If the answcrsupplied is incorrect, tutorial assistanceis provided. The student may then electto repeat the experiment using a differentsubject, a different volume of interest, ora different quantity of indicator. In thisformat, the student may generate a largenumber of problems dealing with thesame relationships. To extend this range,the program includes a small amount ofnoise in the calculated volumes to ac-count for biological variation. Hence,repeating the experiment with two sub-jects of the same weight does not neces-sarily yield the samc values fo: die vari-ous volumes.The next exercise provides another

example of an application of indicatordilution techniques. In this case, thevolume is the lung volume at end-expira-tion, and the indicator is a tracer gas. Thestudent again provides data dcscribingthe subject from which the program cal-,ulates thc "unknown" value of thc vol-ume of interest. The experiment is a re-breathing experirrnt, and the studentmust also supply the volume of the re-breathing 13Pg and the amount of thetracer gas to be used. In this exercise, thepictorial representation looks very differ-ent from that in the previous exercise(Figure 7). Although the problem"looks" different, the principle applied isthe same.

0742-3233/90/3".00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

111.


SUBJECT'S BODY WEIGHT (KG)? 70

BODY FLUID VOLUMES;

VOLUME

1) PLASMA VOLUME2) ECF VOLUME3) TOTAL BODY WATER

CHOICE?

INDICATOR

EVANS BLUE DYEINULINANTIPYRINE

FIGURE S. Input screen from Body FluidVolumes experiment. After designating thesubject's body weight, the student can chooseto measure plasma volume, extracellular fluidvolume, or total body water. After choosingthe v olume of interest, the student is promptedfor the amount of indicator that will be used inthe experiment.

MASS BALANCE EXPERIMENTSThe experiments in this portion of theprogram present the student with ex-amples of situations from various areasof physiology that utilize mass balancecalculations under steady-state condi-tions to determine values for desiredparamciers. In each case, the studentdefines specific aspects of the problemfrom which the correct value of the un-known parameter is calculated. Data are

BAGFINAL TRACER ANT

VOL X FRACTION = ANT5 L X .025 = .125 L

< VOL X FRACTION = ANT? L X .025 = ? L

TOTAL TRACER = . 25 L

WHAT IS THIS SUBJECr S LUNG VOLUMEAT END-EXPIRATION (L)?FIGURE 7. Final pictorial screen from lung volume indicator dilution experiment. Previous

screens show the initial conditions with ail of the indicator in the rebreathing bag and an animatedsequence depicting rebreathing to mix the indicator with lung gas.

presented to the student, and he mustcalculate the correct value. The purposeof each experiment, the experimentalsituation, the student supplied variablesthat define the experiment, and the pa-rameter value to be calculated for theexperiments in this section of the pro-gram art presented in Table 1. The exer-cises illustrate applications of mass bal-

TOTAL BODY WATER

BODY WT =70 HG

INDICATOR =50 MGEVANS BLUE

AFTER ERUILIBRATION,_THE PLASMA CONCENTRATION OF EUANS BLUEIS 17 MG/L

WHAT IS THE PLASMA UOLUME (L)?

FIGURE 6. Screen depicting the Body Fluid Volumes experiment. In this case, the studentchose to measure plasma volume in a 70 Kg subject using 50 mg of Evans Blue dye. A previousscrccn showed the 'lye being injected into and di stribteing within the plasma volume. The smdemmust now calculate the plasma volume for this subject. If the student had chosen to measureextracellular fluid or total body water volume, the pictorial would have shown the indicatordistributing within the appropriate volume following injection into the plasma volume.

ance in cardiovascular, rem., id respi-ratory physiology. In each case, the pic-torial representation of the experimentincludes an animation to illustrate sche-matically the movement of mass withinthc system. These representations aredesigned to appear very different fromeach other (Figure 8) to further empha-size the point that even though the view-point may be different, the underlyingprinciple is the same. Tutorial help fol-lows any incorrect answers supplied bythe student (Figure 9).

ERROR MESSAGESAlthough tutorial help is provided whenstudents respond with an incorrect valuefor the requested parameter followingeach experiment, error messages mustalso be provided hen the student entersinconsistent or unphysiological valueswhile defin:ng the conditions of the ex-perimen,.. These error messages are alsodesigned to provide information relatedto the feasibility of running a successfulexperiment under the conditions de-scribed. For example, if the quantitiy ofindicator chosen results in concentra-tions that are too low for measurementwith common laboratory equipment, anerror message is presented alerting thestudent to the problem.

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742- 3233n/S0.00 + 2.00

S. 5

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 11, NOVEMBER 1990 85

TABLE 1. Overview of mass balance experiments.

Exp't Purpose

4 To examine mass mix-ing from two flowsources

5 To determine the cardiacoutput (total blood flow)in a nnnnal 30 year oldindividual

6 To apply the principle !-1;conservation of masswith selective indicatorsto the kidney to meizureeffective renal plasm.,flow and glomerular fil-tration rate in a 30 yearold subject.

7 To il:ustrate mass bal-ance applications in res-piratory physiology

Situation

Patient with lung disease inwhich part of the total flow(cardiac output) bypasses thegas exchange areas of the lung(shunt).

The 1 ;ect's oxygen con-sumpti . has been deter-mined by applying mass bal-ance principles to gas ex-change in the lung. Mixedvenous (pulmonary artery)biood has been sampled, andits oxygen content (ml 02/m1blood) has been determined.

appropriate indicator isadmilustered to a subject withI:Mak:Ming kidneys. A bloodsample is obtained to deter-mine the concentration of in-dicator in the plasma, andurine is collected over a pe-riod of time to determine howmuch indicator has been"cleared" by the kidney.

You are in a laboratoryequipped with a tr admill, aweather balloon, a one-waybreathing valve, a stopwatch,and an ox ygen analyzer. Yourtask is to deterivine subject'soxygen consumption duringsteady state, moderate exer-cise. While breathing roomair through the one-waybreathing valve, the subjectruns on the treadmill. After asteady . tate is reached, ex-pired gas is collected andanal yzed.

Assumptions

Hemoglobin concen-tration = 15 gm/100 mlblood; Oxygen con-sumption= 300 ml/min

Hemoglobin concen-tration = 15 gm/100 mlblood; Arterial 02 con-tent = 0.20 ml 02/m1blood

1) Any PAH enteringthe kidney is com-pletely excreted in theurine.

2) Inulin is neither se-creted nor reabsorbedby the kidney. Hence,any inulin reaching thenephron is removedfrom the plasma by fil-tration.

Studentinputs

Patient's bodyweight; Per centof flow that isshunt

Patient's bodyweight

Subjeres bodyweight; Indica-tor to use PAHor Inulin);Quantitiy (mg)of indicator toadminister

Treadmill speed(Km/hr); Col-lection time forexpired gas

Value tocalculate

Arterialoxygencontent

Blood flow

Effectiverenal plasmaflow (PAH);Glomerularfiltrationrate (Inulin)

Oxygen con-sumption

0742-3233/90/$0M + 2.00 01990 BY NATIONAL RESO1 FOR COMPUTERS IN LIFE SCIENCE EDUCATION

S 6


2971!31

02 QUANT / MIN = FLOW X BLOOD 02 CONTENT

IM OUTLUNG:5100 ML/MINX .2 ML 02/ML1020 ML 02/MIN

SHUNT:900 ML/MINX .141ML 02/ML

127 ML 02/MIN

ARTERIAL:

1147ML 02/MIN

What ARTERIAL 02 CONTENT results whenthese flows nix (ML 02/ML BLOOD)?

INDICATOR = PAHPLASMA

FLOW = ARTERYML/MIN

CONC =.036 MG/ML

KIDNEYUEIN

I I

URINEVOL/MIN = .71 ML

CONC = 16.11 MG/ML

What is the EFFECTIVE RENALPLASMA FLOW (ML/MIN)7

02 UPTAXE = 02 IN/MIN 02 OUT/MIN

ML 02/MIN = BLOOD FLOW § CONTENT(ML/MIN) (ML 02/ML)

cgrti i

FLOW !I??

ARTERY

CONTENT446AFLOW??

UEIN

TISSUES.

02 UPTAKE = 224 ML 02/MIN

What is. the BLOOD FLOW (ML/MIN)?

ROOM

AIR

BLOOD I

___3FLOW

SUBJECT'S LUNGS

TO

BAG

DATA FROM EXPERIMENT

INSPIRED GAS is 21 X oxygen

EXP I RED GAS:

VOLUME collected in 1 MINUTES36792 ml

PER CENT OXYGEN in balloon17.1

TO

BODY

HOW MANY MLS OF OXYGEN DOES THESUBJECT CONSUME IN ONE MINUTE? 111

FIGURE 8. Representative output screens from the four mass balance experiments summarized in Table 1 . Panel A: Experiment 4, Mixing flows.

Panel B: Experiment 5, Blood-tissue gas exchange. Panel C. Experiment 6, Mass balance in the kidney. Panel D: Experiment 7, Pulmonarygas exchange. The screens are designed to appear very different from each other to emphasize the point that even though the viewpoint may be

different, the underlying principle is the same.

CALCULATOR i- UNCTION

Most of the problems in this programrequire the student to carry out at :?astone calculation. To facilitate this, asimple calculator is incorporated into thethe program. It can be accessed by or2keystroke at any timc that the program isseeking input. The student can use thecalculator mode to do simple addition,subtraction, multiplication, and dkvision

problems and then return to the questionfrom which the calculator was called.

CONCLUSIONThe conservation of mass prog im repre-sents one component of a series of exer-cises designed to redirect the way inwhich students approach biological in-formati:A. Thc underlying premise ofthis and its companion programs is that if

students are aware that our understand-ing of biological phenomena is based ona set of common principles or commonthemes, they will change their approachto"new" information. Instead of viewingthis information as a new database, unre-llted to their current database, they willview the new inforn, ation as an extensionof their current database. The goal of thesoftware is not to teach specific applica-

01990 BY NATIONAL RESOURCE FOR COMPUT1AS IN LIFE SCIENCE EDUCATION 0742.3233,90/S0.00 + 2.00

!wog; Svell

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 11, NOVEMBER 1990 87

A02 QUANT / MIN = FLOW X BLOOD 02 CONTENT

IN OUTLUNG:5100 ML/MINX .2 ML 02/ML

1020 ML 02/MIN

SHUNT:98V ML/MINX .141ML 02/ML

127 ML 02/MIN

ARTERIAL:

1147ML 02/MIN

What ARTERIAL 02 CONTENT results when.:nese flows mix (ML 02/ML BLOOD)- .0

02 QUANT / MIN

IN

WURIML/MINX .2 ML 02/ML

1020 ML 02fMIW

SHUNT:900 ML/MINX .14/ML 02/ML

127 ML 02/MIN

II02 QUANT / MIN FLOW X BLOOD 02 CONTENT

INLUNG:5180 ML/MINX .2 ML 02/ML

1820 ML 02/MIN


127 ML 02/MIN

OUT

ARTERIAL:

1147ML 02/MIN

NO...How tiany mils of blood flow outthe arterial side in a minute? 6000

12= FLOW X BLOOD 02 CONTENT 02 QUANT / MIN = FLOW X BLOOD 02 CONTENT

OUT IN OUTLUNG:5188 ML/MINX .2 ML 02/ML

ARfERIAL:

1147ML 02/MIN

Now." if 1147 mls 02 flows out thearterial end per min, and it takes6000 mls of blood to achieve this,How many mls ef 02 must each ml ofblood contain? .2

1820 ML 02/MIN,


127 ML 02/MIN

ARTERIAL:

1147ML 02/MIN

No...Each ml of blood will contain1147/6000 or .191 mls 02

(PRESS ANY HEY TO CONTINUE)

FIGURE 9. Representative example of tutorial aid c'Tered in response to an incorrect answer. This series is from Experiment 4 - Mixing Flows.Panel A: The student enters a value of .2 ml 02/ml blood for the calculated arterial oxygen content. Panel B: In response to the wrong value, theprogram begins to lead the student through the. calculation. Panel C: The tutorial process continues, and the student is again asked to calculatethe arterial oxygen content. The entered r..sponse (.2) is again in error. Panel D: The correct answer is calculated and displayed for the student.

tions of the principle, but rather toheighten awareness of the range of appli-cations of the principle. The target stu-dent population could be high sr!lool,undergraduate, or graduate level biologystudents. However, the choice of ex-amples is oriented toward students study-ing mammalian physiology. The under-lying premise remains to be tested, how-

ever, and will be the focus of a futurestudy that will be conducted when thesoftware series is completed.

PROGRAM A VA LA BI LITYAdditional topic areas that will be included inthe Common Themes in Physiology series

include osmotic pressure relationships, pres-sure-volume relationships, pressure-flow re-lationship, mut feedback mechanisms. Theconservation of mass and osmotic pressurerelationships programs are currently avail-able for MS-DOS systems from the NationalResource for Computers in LiCe Science Edu-cation. A Macintosh version will be devel -oped in the future. For further information,contact NRCLSE.

0142-323319050.00 + 2.00 01990 BY NATIONAI. RESOURCE l'OR COMPUTERS IN LIFE SCIENCE EDUCATION

COMPUTERS IN LIFE SCIENCE EUUCATION, VOLUME 7, NUMBER 11, NOVEMBER 1990

91IIIIIMMIONINI

AIMS AND SCOPE The goal of Contpuiers in Lift Science Educationis to provide a means of communication amonglife science educators who anticipate or are currently employing the computerAS WI educationaltool. The range of content includes, but is not limited to, articles focusing on computer appli-cations and their underlying philosophy, reports on faculty/student experiences with computersin teach' ,t; environments, and software/hardware reviews in both basic science and clinicaleducation settings.

INVITATION TO CONTRIBUTORS Articles consistent with the goals of Compliers in LUe Science Education are invited for possiblepublication in the newsletter.


Articles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal and two copies including two sets of figures and tables should be sent to the Editor.Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187.


Illustrations should be submitted as original drawings in India ink or sharp, unmountedphotographs on glossy paper (Laser printer output is acceptaole). The lettering should be suchthat it can be legible after reduction (width of one column = 5.7 cm).



Authors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed formmust be retum.A before the %hair will be published.

SUBSCRIPTION INFORMATION Computers in Life Science Education is published monthly by National Resource for Computersin Lice Science Education. P.O. Box 51187. Seattle, WA 981 5-1187. Subscription rate is $40.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of uie world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specific.clients. This consent is given on the condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying beyond that permitted by the US Copyright Law.If no code appears on an article, the author has not gtven broad consent to copy and permissionto copy must be obtained directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising and promotional purposes, or forcreating new collective works.

Address otders. changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle. WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not he sent toreplace ones undelivered due to failure to notify NRCLSE of change of address.

Address editorial correspondence to Harold I. Modell, PhD, NRCLSE. P.O. Box 51187. Seattle.WA 98115-1187. (BITNET MODELL@UWALOCKE)

POSTMASTER: Send address changes to Computers in LifeScienceEducation,7'. SE, P.O.Box 51187. Seattle. WA 98115-1187.

©1990 RY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION.1IMM1114

0742-3233/9030.00 4- 2.00

VOLUME 7 NUMBER 12, DECEMBER 1990

HAROLD I. MODELLNRCLSEScenic, Wuhington

N F.'S C. ANDFRSONDepartment of Cell BiologyDuke University Medical CenterDurham, North Carolina

CHRISTINE BOLWELLDiakovery, Computer-Auistui


RICHARD EISENBERGDeputrnent of PharmacologyUniveraity of Minnesota - DuluthDuluth, Minnesota

ROBERT H. GILES, IRDqn of Fiaheries and Wildlife SciencesVirginia Polytechnic Institute and State

UniversityBladtaburg, Virginia

LEWIS J. KLEINSMITHDeputment of BiologyUniversity of MchiganAnn Arbor, Michigan

MICHAEL A. KOLITSKYDeft of Biological SciencesCalifornia Luthern UniversityThousand OW, California

DONNA LARSONSchool of NursingGrand Valley State UniversityAllenda le, Michigan

ROY S. MEYERSDepartmetn of BiologySkidmore CollegeSaratoge ings, New Yvic

JOEL A. MICHAELDepartrnan of PhysiologyRuth Medical CollegeChicago, Illinois

CHARLES L RALPHDepartman of BiologyColorado State UnivrevityFon Collins, Colorado

CLSEE3 7(12)89-96, 1990 ISSN 0742-3233

11111111111111111111111101

CATHERINE J. SChAAPDepastmem of Anatomy and PhysiologyAtlantic Veterinary Ca liegeUnivenity of Prince Edward Island

Phi= Edward Island111

CONTENTS


THE BULLETIN BOARD

SUMMARY OF LIQUID CRYSTAL DISPLAYPROJECTION PAD VENDORS

INDEX FOR VOLUME 7

89

91

93

94

KEEPING ABREAST OF THELITERATUREThe following citations are presented aspart of a qua,terly feature in CLSE de-signed to help readers become aware ofcurrent literature pertinent to computerapplications in life science education.

Beck, JR et al: Medical informatics forthe other ninety percent: The Dart-mouth experience. AcademicMedicine 65:298-301, 1990.

Benest, ID: Computer-assisted learningusing dynamic electronic books.Computers and Education 15:195-203, 1990.

Bergeron, BP: Program instrumentation:A technique for evaluating educa-tional software. Collegiate Micro-computer V111(0:34-46, 1990.

;)0

Bergeron, BP et al: Using a gamingapproach to maximize student partici-pation in computer-based education.Collegiate Microcomputer VIII(4):293-300, 1990.

Bork, A and Pomicter, N: Practical tech-niques usefu* in authoring technol..ogy-based leaf ning material. Journalof Computer-Based 1 nstruction17:53-60, 1990.

Collins, MAJ and Earle, P: A compari-son of the effects of coinputer-admini-stered testing, computer-based learn-ing and lecture approaches on learn-ing in an introductory biology course.Journal ofComputers in Mathematicsand Science Teaching 9:77-84, 1989-90.

Cross, SS et al: Computer-assisted learn-

0142-3233/9040.00 + 2.00 el990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION

I11111111

90 COMPUTERS IN LIFE SCIENCE EDUCATION, se OLUME 7, NUMBER 12, DECEMBER 1990

ing in morbid anatomy: A simulationof autopsy procedures and deathcertification. Medicine, Science andthe Law 30(2):115-118, 1990.

Elsom-Cook, MT and O'Malley, CE:ECAL: Bridging the gap betweenCAL and intelligent tutoring systems.Computers and Education 15:69-81,1990.

Farabaugh, N: Maintaining student in-terest in CAI. Computers in Nursing8(6):249-253, 1990.

Fisher, KM et al: Computer-based con-cept mapping. Journal of CollegeScience Teaching 19:347-352, 1990.

Frachel, RR: Computer applications forcommunity health nursing educators.Computers in Nursing 8(6):243-248,1990.

Friedler, 'V and Shabo, A: Developing ahigh level data base to teach reproduc-tive endocrinology using the Hyper-Card program. Journal of Computersin Mathematics and Science Teaching9:55-66, 1989-90.

Gagne, RM and Merrill, MD: Integrativegoals for instructional design. Educa-tional Technology, Research andDevelopment 38:23-30, 1990.

Gardner, N and Darby, J: Using comput-ers in university teaching: A perspec-tive on key issues. Computers andEducation 15:27-32, 1990.

Gundy, GC: HyperCard-based teaching:Preliminary experiences and researchin anatomy and physiology courses.Collegiate Microcomputer VIII(4):287-292, 1990.

Habowsky, JEJ et al: The database as alearning tool. Journal of CollegeScience Teaching 19:363-366, 384,1990.

Heller, RS: The role of hypumedia ineducation: A look at thi researchissues. Journal of Researr h on Com-puting in Education 'a:431-441,1990.

Hooper, R: Computers and sacred cows.Journal of Computer AssistedLearning 6: 2-13, 1990.

Isaacs, G: Course and tutorial CAL les-son design: Helping students takecontrol of their learning. Educationaland Training TechnologyInternational 27:85-91, 1990.

Jones, M and Wipond, K: Curriculumand knowledge representation in aknowledge-based system for curricu-lum development. EducationalTechnology 30:7-14, 1990.

Jones, RA et al: Annual hypermediaupdate. Academic Computing4(4):20-26, 20-32, 34-44, 1990.

Kinze, MB: Requirements and benefitsof effective interactive instruction:Learner control, self-regulation, andcontinuing motivation. EducationalTechnology, Research andDevelopment 385-21, 1990.

Koohang, AA: A study of attitudes to-ward computers: Anxiety, confi-dence, liking and perception ofusefulness. Journal of Research onComputing in Education 22: 137-150,1989.

Lambert, WJ: BUFCALC: A programfor the calculation of buffers of speci-fied pH, ionic strength, and buffercapacity. Journal of Chemical Edu-cation 67:150-153, 1990.

Leonard, W11: Computer-based technol-ogy for college science laboratorycourses. Journal of College ScienceTeaching 19:210-211, 1990.

Litchfield, BC: Criteria for evaluatingvideodisc interactivity. Performanceand Instruction 29:23-26, 1990.

Litchfield, BC et al: Presentation se-quence and example difficulty: Theireffect on concept and rule learning incomputer-based instruction. Journalof Computer-Based Instruction17:35-40, 1990.

Mezei, J et al: Computer-assisted in-struction: How to solve drug formula-tion problems. American Journal ofPharmaceutical Education 5430-34,1990.

Newman, F: Technology on campus: Anuneven mmiage. CAUSEIEFFECT

13:9-14, 1990.O'Malley, CE and Scanlon, E: Com-

puter-supported collaborative learn-ing: Problem solving and distanceeducation. Computers and Education15:127-36, 1990.

Rajendran, K et al: Computer graphics inthe teaching and learning of anatomy.Journal of Audiovisual Media inMedicine 13(2):49-52, 1990.

Rieber, LR: Animation in computer-based instruction. Educational Tech-nology, Research and Development38:77-86, 1990.

Rode M and Poirot, J: Authoring systems- are they used? Journal of Researchon Computing in Education 22: 191-198, 1989.

Romiszowski, Al: Computer mediatedcommunication and hypertext: Theinstructional use of two convergingtechnologies. Interactive LearningInternational 6(1):5-29, 1990.

Ross, SM et al: Uses and effects oflearner control of context and instnic-tional support in computer-basedinstruction. Educational Technology.Research andDevelopment 37:29-39,1989.

Salisbury, DF: Cognitive psychologyand its implications for designing drilland practice programs for computers.Journal of Computer-BasedInstruction 17:23-30, 1990.

Schaefermeyer, S: Standards for instruc-tional computing software design anddevelopment. Educational Tech-nology 30:9-15, 1990.

Seidman, RH: Knowledge intensiveprogramming: A new educationalcomputing environment. Journal ofEducational Technology Systems18:207-214, 1989-90.

Snyder, HD: Computer instrumentationand the new tools of science. Journalof College Science Teaching 19:171-175, 191, 1989-90.

Spencer, KA: HyperCard: Teachingtechnology for successful learning.Journal of Audiovisual Media in

©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233/9030.00 + 2.Pn

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 12, DECEMBER 1990 91

Medicine 13(1):25-30, 1990.Staman, EM: An action plan for infusing

technology into the teaching/learningprocess. CAUSEIEFFECT 13:3440,1990.

Summers, S al: Creative use of micro-computer software by graduate nurs-ing students. Computers in Nursing8(5):198-200, 1990.

Tripp, SD: Rapid prototyping: An alter-

native instructional design strategy.Educational Technology, Researchand Development 38:31-44, 1990.

Watson, DM: The classroom vs thecomputer room. Computers andEducatio.- 15:33-37, 1990.

Wells, OL: Instructional use of comput-exs in the junior college. New Direc-tions for Community Colleges 18:57-69, 1990.

THE BULLETIN BOARD

The Bulletin Board is published periodi-cally to inform readers of upcomingmeetings of interest. If you know ofmeetings, symposia, continuing educa-tion courses, etc, of interest to life scienceeducators, and they do not appear in TheBulletin Board, please let us know. Sendpertinent information to:



MODELL@UWALOCKE

JANUARY 7-9, 1991. Introduction toInteractive Video workshop,Bloomsburg, PA

Contact:

Dr. Harold BaileyInstitute for Interactive Technologies1210 McCormick CenterBloomsburg UniversityBloomsburg, PA 17815(717) 389-4506

JANUARY 18-20, 1991. Association ofBiologists in Computing, Los Ange-les, CA

Contact:

Bob DesharnaisBiclogy DepartmentCadfornia State University, Los Angeles5151 State University DriveLos Angeles, CA 90032-8201(213) 343-2056

JANUARY 22-24, 1991. Sixth Interna-tional Conference on Multimedia andCD-ROM, San Francisco, CA

Contact:

Mark LoGiuratoConferencelMarketing ManagerCahners Exposition GroupCahners Plaza999 Summer St.P.O. Box 3833Stamford, CT 06905(203) 352-8224

FEBRUARY 5-8, 1991. 11.th AnnualFlorida Educational TechnologyConference. Tampa, FL

Contact

Barbara Ann CoxConference CoordinatorSuite B1-54Florida Education Center325 West Gaines StreetTallahassee, FL 32399

92

Williams, RD and Benedict, S: RN etiu-cation flexibility utilizing laptopcomputers. Computers in Nursing8(5):201-203, 1990.

Wu, YK et al: Computer use, computerattitudes, and gender: Differentialimplications of micro and mainframeusage among college students. Jour-nal of Research on Computing inEducation 22:214-228, 1989.

(904) 488-0980

FEBRUARY 20-22,1991. Fifth AnnualConference - Learning Technology inthe Health Care Sciences and EighthAnnual Conference - Interactive In-struction Delivery. Orhuido, FL

Contact:

Program CoordinatorSocietyfor Applied LearningTechnology50 Culpeper StreetWarrenton, VA 22186

FEBRUARY 24-28, 1991. SeventhIEEE Conference on Artificial Intelli-gence Applications, Miami Beach, FL

Contact:

CAIA-91

The Computer Society of the IEEE1730 Massachusetts Ave, NWWashington, DC 20036-1903(202) 371-1013

MARCH 4-8, 1991. Basic Skills Vide-odisc Design/Production Workshop,Lincoln, NE

Contact:

Nebraska Videodisc Group

0742-3233/9040.00 + 2.00 01990 BY NATIONAL RESOURCE FOR COMPUTERS Di LIFE SCIENCE EDUCATION

92 COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 12, DECEMBER 1990

1800 North 33'd StreetLincoln, NE 68583(402) 472-3611

APRIL 22-25, 1991. CommunicatingDisney Style Seminar, Lake BuenaVista, FL

Contact:

Walt Disney World Co.Seminar ProductionsP.O. Box 10,000Lake Buena Vista, FL 32830-1000(407) 363-6620

APRIL 6, 1991. The Social Creation ofKnowledge: Multimedia and Infor-mation Technologie3 in the Univer-sity, Cambridge, MA

Contact:

Edward BarrettConference DirectorMassachusetts Institute of Technology160 Memorial Drive 14N-336Cambridge, MA 02139

APRIL 19-20, 1991. Intellectual Prop-erty and Authorship, Cleveland, OH

Contact:

Professor Martha WoodmanseeDepartment of EnglishCase Western Reserve University

Cleveland, OH 44106OR

Professor Peter A. JasziWashington College of LawAmerican UniversityWashington, DC 20016

MAY 6-9, 1991. Nebraska InteractiveMedia Symposium, Lincoln, NE

Contact

Nebraska Videodisc Group1800 North 33T4StreetLincoln, NE 68583(402) 472-3611

MAY 13-15,1991. Introduction to Inter-active Video Workshop,Bloomsburg, PA

Contact:

Dr. Harold BaileyInstitute for Interactive Technologies1210 McCormick CenterBloomsburg UniversityBloomsburg, PA 17815(717) 389-4506

JUNE 18-20, 1991. National EducationComputing Conference, Phoenix, AZ

Contact:

NECC(602) 965-7363

AUGUST 21-23, 1991. 13th AnnualConference on Interactive Videodiscin Education and Training and 7'h An-nual Conference on CD-ROM Appli-catoins in Education and Training,Arlington, VA

Contact:

Societyfor Applied LenrningTechnology50 Culpeper StreetWarrenton, VA 22186(703) 347-0055

OCTOBER 16-19, 1991. EDUCOM'91, San Diego, CA

Contact:

EDUCOM '91 Program CommitteeSan Diego Supercomputer CenterUniversity of California at San DiegoLa Jolla, CA 92093-0505

NOVEMBER 10-14, 1991. 33'4 Inter-national ADCIS Conference: Con-nectious and collaborations - Tech-nology and people for the 90's, St.Louis, MO

Contact:

ADCIS International Headquarters229 Ramseyer Hall29 West Woodruff AvenueColumbus, 011 43210-1177(614) 292-4324

NRCLSE RELEASES NEW SOFTWARE

NRCLSE announces the availability of the first two programs in our new series entitled "Common Themes in Physiology."

The fast program is a tutorial dealing with osmosis and osmotic pressure relationships (see CLSE, August, 1990). The second

program is a problem set focused onapplications of the principle of conservation of mass (see CLSE, November, 1990). Current

versions of the programs are available only for IBM compatible equipment. Macintosh versions of the programs will br

available late in 1991. The cost of each program is $30.00 (US). Permission to copy the programs is included in the purchase

price.

-

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3.113/90/S0.00 .

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 12, DECEMBER 1990 93

SUMMARY OF LIQUID CRYSTAL DISPLAYPROJECTION PAD VENDORS

Liquid crystal display (LCD) projectionpads have improved considerably sincetheir introduction several years ago. In1987, Stull and Knoll surveyed this mar-ket and listed 5 distributers of LCDprojection panels (see CLSE 4:76-77,1987). The number of distributors hassince more than doubled. Resolution hasimproved; units are available for abroader range of graphic output modes(CGA, EGA, VGA, Macintosh); andmany units now offer "color" display.Last year CLSE presented our first list ofLCD projection pad vendors to helpCLSE readers identify sources of LCDprojection pads that will meet their pro-jection requirements. The following is anupdated version of that list. If you areaware of other vendors that we havefailed to list, please let us know aboutthem. Send appropriate information to:

Dr. Harold ModellNRCLSEP.O. Box 51 187Seattle, WA 98115-1187


MODELL@ UWALOCKE

Apollo Audio-Visual60 Trade Zone CourtRonkonkoma, NY 1 1779(516) 467-8033

ASK LCD Inc.

4001III

5 Dunwoody Park, Suite 116Atlanta, GA 30338(800) 255-1379

Computer Accessories6610 Nocy Ridge Dr.San Diego, CA 92121(619) 457-5500

Comtrex Accessor iesP.O. Box 1450El Tom, CA 92630(714) 855-6600

Dukane CorporationAudio Visual DiviL 'on2900 Dukane Dr.St. Charles, IL 60174(800) 356-6540(800) 634-2800(708) 584-2300 (Illinois)

Eastman Kodak343 State St.Rochester, NY 14650(800) 242-2424

Eiki International27882 Camino CapistranoP.O. Box 30000Laguna Niguel, CA 92677-8000(714)582-2511

In Focus Systems, Inc.7649 S.W. Mohawk At.Tualatin, OR 97062(503' 692-4968

(800) 327-7231

MECC Etc.3490 Lexington Avenue NorthSt. Paul, MN 55126(800) 228-3504 ext 693(612) 481-3500 ext 693(800) 782-0032 ext 693 (Minnesota)

nView Corp.11835 Canon Blvd., Suite B-10-Newport News, VA 23606(804) 873-1354

Sharp Electronics Corp.Sharp PlazaP.O. Box 650Mahwah, NJ 07430(201) 529-873 1

Telex Communications9600 Aldrich Ave. So.Minneapolis, MN 55420(612) 887-553 1(612) 884-405 1(800) 828-6107

Toshiba America1101A Lake Cook Rd.Deerfield, IL 60015

(708) 945-1500

Visualon, Inc3044 Payne Ave.Cleveland, OH 441 14(800) 321-3860(800) 362-3108 (Ohio)

SHARE YOUR EXPERIENCE

]NRCISE wants to know about your experiences with LCD projeciion pads. What brands and models have you used? Howwere they used? How well did they meet your needs? How have they changed you approach to teaching?

11IMEM

4

INOOMMIEMFl.

0742-3233/90/SO.00 + 2.00 ©1990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCI EDUCATION

94 COMPUTERS IN LIFE SCIENCe. EDUCATION, VOLUME 7, NUMBER 12, DECEMBER 1990

COMPUTERS IN LIFE SCIENCE EDUCATION,VOLUME 7 INDEX

Analog Connection Work Bench 10:73-80

analog to digital conversion 10:73-80anatomy

colleagues 6:43, 7:53software 2:9-10videodiscs 5:37

annual report, NRCLSE 1:5-6

BICEP 5:34-35biology

colleagues 6:44-46courseware 5:33-36software 2:10-11, 5:34-36videodiscs 5:37

biotechnology videodisc 5:37botany

colleagues 6:46-47software 2:11-12videodiscs 5:37-38

bulletin board 9:69-70, 12:91-92

cell biologycolleagues 6:47videodiscs 5:38

clinical medicinecolleagues 7:51-53, 7:55, 8:63software 2:12-13videodiscs 5:38-39

CLSE colleague directory 6:42-47,7:49-55, 8:59-63

colleaguesagronomy 6:43anatomy 6:43animal behavior 6:43-44animal science 6:44biochemistry 6:44biology 6:44-46biometrics 6:46biophysics 6:46biostatistics 6:46botany 6:46-47cell biology 6:47chemistry 6:47computer literacy 6:47cytogenetics 6:47

cytology 6:47dentistry 6:47developmental biology 6:47, 7:49ecology 7:49-50education 7:50electron microscopy 7:50embryology 7:50-51endocrinology 7:51entomology 7:51environmental science 7:51epidemiology 7:51evolution 7:51family practice 7:51fisheries 7:51gastroenterology 7:51genetics 7:51-52hematology 7:52histology 7:52-53immunology 7:53instructional design 7:53internal medicine 7:53laboratory medicine 7:53limnology 7:53livestock production 7:53marine science 7:53medkai technology 7:53microanatomy 7:53microbiology 7:53-54modeling 7:54molecular biology 7:54molecular genetics 7:54natural history 7:54neuroanatomy 7:54neurobiology 7:54neuroscience 7:54nursing 7:54-55nutrition 7:55oral histology 7:55oral pathology 7:55ornithology 7:55parasitology 7:35pathology 7:55pediatrics 7:55pharmacology 8:60physiology 8:60-63plant physiology 8:63

population biology 8:63psychiatry 8:63quantitative biology 8:63research techniques 8:63serology 8:63statistics 8:63taxonomy 8:63virology 8:63zoology 8:63

college freshmen 5:33-36common principles in biology 11:81-87computer as a teaching tool 1:1-8computer assisted instruction 4:25-28courseware, biology 5:33-36cytology

colleagues 6:47software 2:13

data acquisition systems 10:73-80drill and practice 11:82

ecologycolleagues 7:49-50software 2:13

EDUCOM 1:2erratum 9:70evolution

colleagues 7:51software 2:13-14

Examiner 9:65-67examSYSTEM 9:65-67

forestry software 2:14

geneticscolleagues 7:51-52, 7:54software 2:14, 3:18

grade management 9:66grading systems 9:65-67

health 'wince videodiscs 5:39hematology

colleagues 7:52videodiscs 5:39

histology 4:25-28colleagues 7:52-53

01990 BY NATIONAL RESOURCE FOR COMPUTERS IN LIFE SCIENCE EDUCATION 0742-3233)9030.00 + 2.00

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 17, DECLMBER 1990ALIMM-17.111

indicator dilution 11:83integrated testing mid grading systems

9:65-67interactive video 1:2, 4:25-28

Jensh RP 4:25-28

Keeping Abreast of the Literaium3:17-18, 6:41-42, 9:67-68,12:89-91

LabVIEW 10:73-80Liquid Crystal Display Prujecoon Pads

12:93Lombardi OH 9:65-67

Macintosh 10:73-80MacLab 10:73-80mass Mame experiment ;1:84medical histology 4:25-28medicine software, clinical 2:12-13microbiology

colleagues 7:53-51software 3:1S

MicroPac 9:65-67MicroTim 9:65-67

.;;;itware 4:29-30Modell Fa 1:1-8, 8:57-59, 11:81-87

neurosciencecolleagues 7:54software 3:18-19

NRCLSEannual report 1:5-6feedback request 9:68questionnaire 1:7, 9:71software evaluation submission

form 4:30-31nursing

colleagues 7:54-55software 3:0

osmosis 8:58-89

95

pathologycolleagues 7:55videodisc$, 5:40

Par :...iystr,rn 9:65-67pharmacology

colleagues 8:60software 3:19

colleagues 8:60-63g.Iftware 3:19-22vimliscs 5:37

popiation Uynamics software 3:22projection pads 12:93

Ralph CL 5:33-36reasoning skills 8:57-59

simulation 8:58-59, 11:82software

anatomy 2:9-10biochemistry 2:10biology 2:10-11, 8:57-59, 11:81-87botany 2:11-12clinica' medicine 2:12-13cytology 2:13ecology 2:13evolution 2:13-14forestry 2:14genetics 2:14, 3:18microbiology 3:18miscellaneous 4:29-30neuroscience 3:18-19nursing 3:19pharmacology 3:19physiology 3:19-22, 8:57-59,11:81-87population dynamics 3:22substance abuse 4:29

zoology 4:29substance ubnse software 4:29Swanson HD 10:73-80

tearhing laboratories 10:79-80technology in the classroom 1:1-2test

analysis 9:66delivery 9:66preparation 9:66

testing systems 9:65-65tutorials 8:57-59

vendorsLCD projection pads 12:93software 2:15-16, 3:22-23, 4:30,9:67videodisc 5:37-40

videodiscsanatomy 5:37biology 5:37biotechnology 5:37botany 5:37-38cell biology 5:38-40health science 5:39hematology 5:39pathology 5:40pathophysiology 5:40physiology 5:37wildlife management 5:40zoology 5:40

wildlife management videodisc 5:40Where are the Videodiscs? 5.37-40Where's the Software? 2:9-16, 3:18-23,

4:29-30

zoologycolleagues 8:63software 4:29videodiscs 5:40

-..0742-3233/90/SO.00 + 2.00 01990 13Y NATIONAL RESOURCE FOR COMPUTERS EV %WE SCIENCE ROUCATION

96=1111-

COMPUTERS IN LIFE SCIENCE EDUCATION, VOLUME 7, NUMBER 12, DECEMBER 1990

ALMS AND SCOPE The goal of Computers in Life Science Educationis to provide a means of communication amonglife science educators who anticipate or are currently employing the computer as an educationaltool. The range of content includes, but is not limited to, articles focusing on computIr appli-cations and their underlying philosophy, reports on faculty/student experiences with computersin teaching environments, and software/hardware reviews in both basic science and clinicaleducation settings.

INVITATION TO CONTRIBUTORS Articles consistent with the goals of Computers in Life Science Education are invitee for possiblepublication in the newsletter.


Articles submitted for publication should be typewritten, double spaced, with wide margins. Theoriginal an -1 two copies including two sets of figures and tables should be sent to the Editor:Dr. Harold Modell, NRCLSE, P.O. Box 51187, Seattle, WA 98115-1187.





Authors are responsible for accuracy of statements and opinions expressed in articles. All authorssubmitting manuscripts will be sent a copyright transfer form to complete. The completed formmust be returned before the work will be published.

SUBSCRIPTION INFORMATION Computers inLife Science Education is published monthly by National Resource for Computersin Life Science Education, P.O. Box 51187, Seattle, WA 98115-1137. Subscription rate is $45.00for 12 issues, including postage and handling in the United States, Canada, and Mexico. Add$20.00 for postage (airmail) in Europe and South America and $23.00 for the rest of the world.

This newsletter has been registered with the Copyright Clearance Center, Inc. Consent is givenfor copying of articles for personal or internal use, or for the personal or internal use of specificclients, This consent is given on the. condition that the copier pay through the Center the per-copyfee stated in the code on the first page for copying beyond th at perrnitted by the US Copyright Law.If no code appears on an article, the author has not given broad consent to copy and permissionto copy must be obtainAd directly from the author. This consent does not extend to other kindsof copying, such as for general distribution, resale, advertising aad promotional purposes, or forcreating new collective works.

Address orders, changes of address, and claims for missing issues to NRCLSE, P.O. Box 51187,Seattle, WA 98115-1187. Claims for missing issues can be honored only up to three months fordomestic addresses and six months for foreign addresses. Duplicate copies will not be sent toreplace ones undelivered due to failure to notify NRCLSE of ;hange of address.

Address editorial correspondence to Harold I. Moden, PhD, NRCLSE, P.O. Box 51187, Seattle,WA 98115-1187. (BITNET MODELL@UWALOCKE)

POSTMASTER: Send address changes to Computers in Life Science Education, NRCLSE, P.O.Box 51187, Seattle, WA 98111 -1187.


ED 338 503 TITLE Computers in Life Science Education ...

Documents

Transcript of ED 338 503 TITLE Computers in Life Science Education ...