Low-oxygen conditions (hypoxia; <21% O ) are considered unfavorable for growth; yet, embryos of many vertebrate taxa develop successfully in hypoxic subterranean environments. Although enhanced tolerance to hypoxia has been demonstrated in adult reptiles, such as in the painted turtle (Chrysemys picta), its effects on sensitive embryo life stages warrant attention. We tested the hypothesis that short-term hypoxia negatively affects growth during day 40 of development in C. picta, when O demands are highest in embryos. A brief, but severe, hypoxic event (5% O for 0.5 h) moderately affected embryo growth, causing a 13% reduction in mass (relative to a normoxic control). The same condition had no effect during day 27; instead, a nearly anoxic event (1% O for 72 h) caused a 5% mass reduction. All embryos survived the egg incubation period. Our study supports the assumption that reptilian embryos are resilient to intermittently low O in subterranean nests. Further work is needed to ascertain responses to suboptimal O levels while undergoing dynamic changes in developmental physiology.

We created an inquiry based concept mapping exercise for an upper level undergraduate physiology course with a lab component. We specifically focused on complex regulated systems (blood pressure, respiration, fluid balance, etc...) within physiology to promote conceptualization, not memorization. Students worked in small groups to determine what factors would be included and how they are related. Students utilized peer‐based feedback and multiple drafts to learn how to create a concept map. Assessment was accomplished by having students create a concept map to solve case studies or general disturbance problems. Once experienced at concept mapping, student groups were able to create a concept map to an unknown system within twenty minutes. This exercise can be used within a two hour long lab, or modified to a fifty minute lecture. Results are analyzed by comparing student performance to previous classes not using the inquiry based concept mapping approach.

We report on a two year study to determine the effectiveness of concept mapping to promote student learning through conceptualization of physiological knowledge. Students were enrolled in a 300 level physiology lecture with a lab component. We worked only in the lab for concept mapping, where, during the first year we started halfway through the semester and had several full labs on concept mapping covering respiratory, blood pressure, and fluid balance control. We use concept mapping to focus more on conceptualization and application instead of rote memorization (however, students need to know the proper terms to create a good map). The second year we integrated concept mapping into the normal labs as pre‐labs with an initial lab on “how to create a concept map”. This would be typical of an instructor initially adding concept mapping to their existing labs. We discuss how to implement concept mapping into a lab using both years as case studies. The first year results focus on student opinion and logistics within the lab. The second year results focus on streamlining the procedures that worked and experimentally testing the effect of using concept maps as pre labs on student performance. Students report higher learning on concept map labs as well as feeling they better prepare them for the future.