What does it mean when you say, I understand?.... Does it mean the same thing to you as it does to another student or your teacher?..... How can you demonstrate your understanding?

Understanding has little value unless it influences your thoughts and actions. The articles we have discussed so far this semester describe experiments that provided a better understanding of the nature of hemoglobin. What the authors learned, no one before them knew. They attempted to communicate their new understanding in their articles. No doubt the depth of your understanding of hemoglobin differs from that of the authors and from that of the other members of your group in a number of ways. Some of your understanding may be incorrect, could be improved, or is so good you need to communicate it to others. Constructing concept maps provides a way to expose, reflect on, deepen, and share your understanding.

Objective and Specific Assignment: To present in a structured way your group's understanding of hemoglobin as it was know to science before 1930.

Based on the articles in your reader published before 1930 [with the exception of Herrick (1910) which we will read after Spring Break], construct a concept map for hemoglobin. The original and 9 photocopies are due at the beginning of class, Monday, March 22. This assignment will take considerable time, so plan ahead. You probably will want to meet as a group outside of class one or more times.

What is a concept map?: A concept map presents the relationships among a set of connected concepts and ideas. The concepts, usually represented by single words enclosed in a rectangle (box), are connected to other concept boxes by arrows. A word or brief phrase, written by the arrow, defines the relationship between the connected concepts. Major concept boxes will have lines to and from several other concept boxes generating a network.

Brainstorming Phase: (for Wednesday, March 17) Go through your notes and the articles in the course reader looking for facts, terms, and ideas that you think are in anyway associated with hemoglobin. Make a list of these items and bring it to class. Have a person in your group who prints neatly write these down on Post-It^® notes, one per note, in very brief form, i. e. a single word or short phrase. This is a brain-storming process, so write down everything that anybody in the group thinks is important and avoid discussing how important the item is. Don't worry about redundancy, relative importance, or relationships at this point. Your objective here is to generate the largest possible list you can. Before your group completes this step, you may have more than 50 items.

Organizing Phase: Spread out your concepts on the table so that all can be read easily and, together, create groups and sub-groups of related items. Try to group items to emphasize hierarchies. Identify terms that represent those higher categories and add them. Feel free to rearrange items and introduce new items that you omitted initially. Note that some concepts will fall into multiple groupings. This will become important later.

Layout Phase: On a large sheet of paper, try to come up with an arrangement (layout) that best represents your collective understanding of the interrelationships and connections among groupings. Feel free to rearrange things at any time during this phase. Use a consistent hierarchy in which the most important concepts are in the center or at the top. Within sub-grouping, place closely related items near to each other. Think in terms of connecting the items in a simple sentence that shows the relationship between them. Do not expect your layout to be like that of other groups. It may be advisable to meet outside of class to work on this assignment and plan for its completion.

Linking Phase: Use lines with arrows to connect and show the relationship between connected items. Write a word or short phrase by each arrow to specify the relationship. Many arrows can originate or terminate on particularly important concepts.

Finalizing the Concept Map: After your group has agreed on an arrangement of items that coveys your understanding, you need to convert the concept map into a permanent form that others can view and discuss. Be creative in a constructive way through the use of colors, fonts, shapes, etc. to communicate your group's understanding of hemoglobin. Give your concept map a title. The original of your group's concept map (for the instructor) and eight copies (one for each group) are due at the beginning of class Monday, March 22. Only the original should include your group number and names. Because you will critique the concept maps from other groups and they will critique yours, it is very important that the assignment is done on time and that 8 photocopies are available at the beginning of class on March 22.

Peer and Self Evaluation: (Monday, March 22) Examine and discuss the concept maps constructed by the other groups. Individually identify and rank-order the top 4 concept maps (other than your group's) in the following categories.

• Accuracy and Thoroughness. Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent?
• Organization. Was the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title?
• Appearance. Was the assignment done with care showing attention to details such as spelling and penmanship? Is it neat and orderly or is it chaotic and messy?
• Creativity. Are there unusual elements that aid communication or stimulate interest without being distracting?

Then discuss the concept maps as a group and report your consensus on the sheet that will be provided.

Finally, as a group assess the strengths and weaknesses of its concept map. If your group were to repeat this assignment, what, if anything, would you do to improve your map in each category? The quality of your group's self-evaluation will contribute to your its overall grade on this assignment.

The time you spend on this assignment will help you prepare for the midterm examination. You may bring copies of your group's concept map to the exam.

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Last updated: 13 March 1999 by Hal White

Copyright 1999, Department of Chemistry and Biochemistry, University of Delaware