FACULTY OF SCIENCE & MATHEMATICS
SBP 60204
TECHNOLOGY AND INNOVATION IN TEACHING AND LEARNING
BIOLOGY
SIMULATION : STELLA
NAME : NORSHAHFIZAH BINTI ABDUL SHUKOR
NO. MATRIK : M20181000717
LECTURER : EN. AZMI BIN IBRAHIM
The introduction of the choosen simulation, Cellular Respiration Accounting:
The background:
1. The simulation provide us with several variables to be manipulate. Let’s start with constant
variables: relative percent oxygen = 100, pH = 7 and temperature 37OC. The manipulate
variable is the initial glucose = 1 mol. Before the simulation:
2. The run simulation shows the results of metabolisme of 1 mole of glucose, ATP production,
oxygen consumption and NADH production:
a) Graph of metabolisme
b) Graph of ATP production
c) Graph of oxygen consumption
d) Graph of NADH production
3. Next we set the manipulate variable, the initial glucose = 6 mol. The run simulation shows:
a) Graph of metabolisme
b) Graph of ATP production
c) Graph of oxygen consumption
d) Graph of NADH production
As the conclusion:
• The data of the glucose metabolism is represented in graph with the respective products.
• Stella simulation enable us to clearly see the result of the respective products because the
graph shows us both result; 1 mol glucose as Run 1 and 6 mol glucose as Run 2.
• Simulation of manipulated initial glucose shows that ATP production, oxygen consumption
and NADH production for 6 mole of glucose are higher compared to 1 mole of glucose.
• The result shown comply to the theory because:
o at higher substrate concentration, more products ATP and NADH will be produced.
o oxygen consumption also increased due to the aerobic respiration.
Let’s explore the manipulation of other variable, which is the temperature. The other variables
will be constant; relative percent oxygen = 100, pH = 7 and initial glucose = 6 mol. Only ATP
production will be viewed as the result of temperature changed.
a) Temperature 0oC as Run 1:
b) Temperature 10oC as Run 2:
c) Temperature 20oC as Run 3:
d) Temperature 30oC as Run 4:
e) Temperature 40oC as Run 5:
f) Temperature 50oC as Run 6:
g) Temperature 60oC as Run 7:
Simulation of 6 mol glucose at manipulated temperature shows that:
• at 0oC, no ATP produced.
• as the temperature increased by 10oC interval, the ATP production also increased.
• the best temperature with the highest ATP production is 40 oC.
• at 50oC, the enzymes are less efficient thus less ATP produced compared to ATP production
at 40oC
• at 60oC, no ATP produced.
• at 0oC and 60oC, no ATP produced because the enzyme reaction does not occurred since
the enzyme is either inactive (0oC) or denatured (60oC).
Through this simulation, we can see that temperature affect reaction rate. Even in the presence
of substrate, the enzyme reaction will not occur or less efficient if the temperature manipulated
is less or more than the optimum temperature which is 40 oC.
How simulation increased students motivation?
Article’s title - Visualizing the greenhouse effect: restructuring mental models of climate
change through a guided online simulation.
This research was conducted to understand and build from students’ perceptual experiences of
visual representations of the greenhouse effect. Even though all students agreed that climate
change is happening, a majority initially held a misconception about how it works. Thus, this
study leverages students’ perceptual resources to build and revise mental models though the
use of a visualization
Central to this study was an interactive computer simulation that allowed people to
visualize the greenhouse effect. The simulation was created by Concord Consortium and
showcases interactions between sunlight, the ground, atmospheric CO 2 and the effect of
infrared light reabsorption on global temperature.
The simulation features four selectable screens that progress in complexity: “Sun on
ground,” “Sun on CO2,” “Infrared on CO2,” and the combined effect, “Sun on ground and
CO2.” Each of the four screens prominently features a temperature meter on the right side of
the screen, along with a key to associate vocabulary with images and a play button that begins
an interactive animation. After engaging with the simulation, students:
• used more normative language when re-describing how climate change works.
• changed their misconceptions about the greenhouse effect and were also aware of this
change.
• interacted with a virtual simulation that made visible the invisible mechanisms of
the greenhouse effect.
• observed a scientific model from which to build understanding of the greenhouse
effect.
• made inferences based on what they saw in the simulation which subsequently led
them to revise their existing model.
• enabled students to discretely establish targeted scientific hypotheses in sequence,
building up to a moment where they are able to synthesize the pieces into a coherent
story.
These findings suggest simulation provide the power of visualization for promoting
understanding of complex scientific phenomena such as the greenhouse effect. Students able
to make predictions, describe what they see and explain the interactions they observe that foster
more conceptual change.
Simulations promote the use of critical and evaluative thinking to contemplate the
implications of a scenario. The situation feels real and thus leads to more engaging interaction
by learners. Furthermore, simulations promote concept attainment through experiential
practice. They help students understand the nuances of a concept. Students often find them
more deeply engaging than other activities, as they experience the activity first-hand, rather
than hearing about it or seeing it.
But no matter the field they can be applied to, all simulations have one thing in
common; they keep students engaged during the entire learning process. A higher level of
engagement can help transform learning into an interactive process and the added fun factor
will help stir students’ interest.