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This is the fifth KBLOG post about AI in education.

The Challenge:

The introduction and availability of ChatGPT has resulted in a lot of discussion among educators about what the effect of AI will have on education.  The concerns are immediate and serious as the use of AI by students and educators is accelerating in both negative and positive ways.  I have been reading the writings of Ethan Mollick, a professor at Wharton School of the University of Pennsylvania. He studies entrepreneurship and innovation as well as how we can better learn and teach.  Professor Mollick has been addressing in a practical way the negative and positive of AI in education. This KBLOG is derived from the article written by Mollick and Mollick, 2023. They come up with five fantastic examples of how educators can use AI to help students in their classrooms. Based on their work I developed my own prompts for a hypothetical Advanced Placement Biology class. This KBLOG is longer than usual as I have included my prompts and the ChatGPT responses.  I encourage you to read the article linked in the resources by Mollick and Mollick.

 A Solution:

Recently Drs Ethan and Lilach Mollick (March 16, 2023) published a paper: Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies Including prompts and AI responses  This paper will be of great use to any educator as it is clear, understandable and has immediate practical value in terms of using AI as an effective teaching tool.  In this KBLOG I will give a specific example connected to Advanced Placement Biology for each of the five strategies that the authors described in the paper.

Strategy 1. Using AI to Produce Many Varied Examples

Concrete examples related to concepts taught in a specific lesson or unit can be derived using AI. The level of the AI-produced response can include specific examples and can be refined to be relevant to the students being taught.  The examples generated for a lesson can be produced quickly and will enhance lesson plans.

Prompt: I would like you (ChatGPT) to generate five different and varied examples for my high school Advanced Placement Biology students. I want examples to be related to the current life of students (Topic 7.8, Natural Selection).

ChatGPT Output:

Sure! Here are five examples related to the current life of high school students:

1.      Lactose tolerance: Lactose tolerance is an example of recent human evolution that allows individuals to digest lactose, the sugar found in milk. This is relevant to high school students because many of them may drink milk or eat dairy products regularly. Lactose tolerance has evolved in populations where dairy farming and milk consumption have been common for thousands of years.

2.      Urbanization and adaptation: As more people move into cities, urban environments are becoming a new ecological niche for many organisms. For example, pigeons have adapted to city life by developing smaller beaks and feet, allowing them to better scavenge for food in urban areas. High school students can observe these adaptations by studying the birds or other animals in their local cities.

3.      Cancer and evolution: Cancer cells evolve rapidly, often developing resistance to chemotherapy and other treatments. High school students may have family members or friends who have been affected by cancer, making this topic particularly relevant. Understanding how cancer cells evolve and spread can help researchers develop new treatments.

4.      Invasive species: Invasive species are non-native organisms that can have a negative impact on the environment and other species. High school students may encounter invasive species in their local parks or outdoor areas. For example, zebra mussels are an invasive species that can clog pipes and disrupt ecosystems in bodies of water.

5.      Climate change and adaptation: Climate change is causing many organisms to adapt or shift their ranges to survive in changing environments. High school students can observe this by studying the effects of climate change on local ecosystems. For example, warmer temperatures may cause some species to migrate to cooler areas or change their behavior to avoid heat stress.

Strategy 2. Using AI to Provide Multiple Explanations

(Mollick and Mollick use photosynthesis as an example in their paper)

The level and complexity of a specific explanation of a concept that an educator uses is dependent on the background information a student possesses, their experiences, language skills and ability level.  AI can be used to develop an array of explanations of a concept at different levels for different students that educators can use for specific students.

     Prompt:  I want you to generate two examples to explain meiosis to my Advanced Placement Biology students. Provide me with a clear multiple paragraph explanation with a specific example and two analogies. One example is for a new English learner and one example is for a high level English learner (Topic 5.1. Meiosis).

ChatGPT Output:

Sure, I'd be happy to help you explain meiosis to your Advanced Placement Biology students.

Example for a New English Learner:

Meiosis is a process of cell division that produces four daughter cells, each with half the number of chromosomes as the original parent cell. This process is important for sexual reproduction in organisms because it allows for the creation of genetically diverse offspring.

To explain meiosis to a new English learner, let's imagine a cake that needs to be divided into four equal parts. Imagine that the cake represents the parent cell, and each of the four parts represents a daughter cell produced through meiosis. The process of cutting the cake into four parts is similar to the process of meiosis, as both involve dividing something into smaller, equal parts. Just like the cake is divided into four parts, the parent cell is divided into four daughter cells.

Another analogy that may help explain meiosis to a new English learner is to imagine a puzzle that needs to be taken apart and put back together. Imagine that the puzzle represents the parent cell, and each piece of the puzzle represents a chromosome. The process of taking apart the puzzle and putting it back together is similar to the process of meiosis, as both involve breaking something apart and then reconstructing it. In meiosis, the parent cell's chromosomes are separated and then recombined in different ways to create genetically diverse daughter cells.

Example for a High-Level English Learner:

Meiosis is a complex process of cell division that occurs in sexually reproducing organisms. This process involves two rounds of cell division, resulting in the production of four daughter cells, each with half the number of chromosomes as the original parent cell. The process of meiosis is important for sexual reproduction because it allows for the creation of genetically diverse offspring, which can increase an organism's chances of survival in a changing environment.

To explain meiosis to a high-level English learner, let's use the example of a human sperm cell. Imagine that the sperm cell represents the parent cell, which has 46 chromosomes. During meiosis, the sperm cell undergoes two rounds of cell division, resulting in the production of four daughter cells, each with only 23 chromosomes. This reduction in chromosome number is important because it allows for the fusion of two haploid cells during fertilization, resulting in the formation of a diploid zygote with 46 chromosomes.

Another analogy that may help explain meiosis to a high-level English learner is to imagine a deck of cards that needs to be shuffled. Imagine that the deck of cards represents the parent cell, and each card represents a chromosome. The process of shuffling the deck is similar to the process of meiosis, as both involve mixing and recombining different parts to create something new. In meiosis, the parent cell's chromosomes are shuffled and recombined in different ways to create genetically diverse daughter cells.

Strategy 3. Using AI to Develop Low-Stakes Tests

Low-stakes tests can help educators evaluate student progress.  They can help teachers identify gaps in student knowledge and understanding, which enables teachers to make adjustments and review specific material with students. Low stake tests can enable students to reflect on where their weaknesses are.

Strategy 2. Using AI to Provide Multiple Explanations

Prompt:  I want you to generate a quiz for my Advanced Placement Biology class.  The topic is biodiversity. The questions should be highly relevant and go beyond just the facts. The questions should ask the student to apply their knowledge about biodiversity to a real-life example.  The three multiple choice questions should have five answers including plausible, competitive alternative responses and should not include “none of the above” or “all of the above” as answers.  There should be one short answer to a question about biodiversity related to the life of a present student.  At the end of the quiz provide an answer key and explain the right answer (Topic 8.6 Biodiversity)

ChatGPT Output:

Sure, here's a quiz for your Advanced Placement Biology class on biodiversity:

Multiple Choice:

1. Which of the following is an example of genetic biodiversity? A) The number of species in a given ecosystem B) The variety of genes within a population C) The range of different ecosystems on Earth D) The number of individuals in a given population E) The total number of living organisms on Earth

2. Which of the following is an example of habitat destruction? A) The introduction of non-native species to an ecosystem B) The overhunting of a particular species C) The pollution of a river D) The alteration of a forest to create farmland E) The harvesting of a natural resource in a sustainable manner

3. Which of the following is an example of an ecosystem service? A) The beauty of a natural landscape B) The production of oxygen by plants C) The regulation of climate by oceans D) The genetic diversity of a particular species E) The commercial value of a natural resource

Short Answer:

Describe a way in which you have personally observed or experienced biodiversity in your own life.

Answer Key:

1. B) The variety of genes within a population

2. D) The alteration of a forest to create farmland

3. B) The production of oxygen by plants

Short Answer: This question is subjective and may vary based on individual student responses. The answer should describe a personal experience with biodiversity, such as observing different types of plant or animal species in a local park or nature reserve or noticing the impact of human activity on the diversity of a particular ecosystem.

Explanation:

1. Genetic biodiversity refers to the variety of genes within a particular population. This type of biodiversity is important because it provides the raw material for evolution and adaptation to changing environmental conditions. The other answer choices do not refer to genetic diversity.

2. Habitat destruction occurs when a natural habitat is altered or destroyed, typically as a result of human activity. This can lead to a decline in biodiversity as species lose their natural habitats. Of the answer choices, altering a forest to create farmland is the only example of habitat destruction.

3. Ecosystem services are benefits that people derive from the natural environment. The production of oxygen by plants is an example of an ecosystem service, as it provides a vital resource for human and animal life. Of the answer choices, the production of oxygen is the only example of an ecosystem service.

The short answer question provides an opportunity for students to apply their knowledge of biodiversity to their own lives and experiences. The answer will vary based on individual student responses, but should demonstrate an understanding of the importance of biodiversity in their own community or environment.

Strategy 4: Using AI to Assess Student Learning

After going over a concept the teacher should check for understanding.  Students can summarize their knowledge and identify areas of confusion.  AI can be used to quickly help the teacher summarize the student responses to find areas of student understanding and areas where students have confusion.

Student Prompt:  Today we talked about Mendelian genetics.  Write what you understood about the topic and what was most difficult to understand (Topic 5.3 Mendelian Genetics)

Prompt:  I am an Advanced Placement biology teacher who wants to understand what students learned and understood about Mendelian Genetics in my class and what they are confused about.  Review these student responses and identify common themes and patterns in student responses.  Summarize responses and three key points that students know and three key points of confusion.

 Four student responses to the lesson on Mendelian genetics, these responses were written at the request of the teacher.

1.     Understood the idea of dominance and recessive, I did not understand how Mendelian genetics relates to probability and meiosis.

2.    I know how to use a Punnett square but what does the Punnett square have to do with probability and law of segregation in meiosis.

3.    How does dominance and recessive relate to humans, I understand how it is related to peas.  Do people have meiosis?

4.    How are Mendel’s laws related to dominance and recessive and probability?

(These prompts were written by Rich, KBLOGGER)

ChatGPT Output:

 Based on the responses provided, it appears that students have a general understanding of the concept of dominance and recessive genes. However, there are some areas where students seem to be confused.

1. The relationship between Mendelian genetics and probability is not clear to some students. They understand the concept of dominance and recessive genes, but do not see how it relates to probability and meiosis.

2. There is some confusion around Punnett squares and how they relate to the law of segregation in meiosis. Students know how to use a Punnett square but do not understand its connection to meiosis and probability.

3. Some students are unclear about how Mendel's laws of inheritance apply to humans. While they understand the concept in relation to pea plants, they are unsure of how meiosis and genetics apply to humans.

In summary, students have a basic understanding of Mendelian genetics, but may need additional support in understanding the relationship between Mendelian genetics and probability, as well as how it applies to humans. They also need clarification on the connection between Punnett squares, the law of segregation in meiosis, and probability.

Strategy 5: Using AI to Distribute Practice of Important Ideas

Mollick and Mollick (2023) describe, with some great examples, the importance of practicing retrieving information throughout the course you are teaching.  Connecting ideas within topics to other topics taught at different times during a course reinforces learning and helps in recalling information at a deeper level than learning facts in isolation.  Connecting ideas across the curriculum will help students apply ideas to new situations that they may encounter on high stakes tests such as on an advanced placement exam.  Below are two of my examples.

Prompt:  

I would like you to give me ideas of how I can link the topics speciation and meiosis and mutations to include in a lesson to my advanced placement students (Topic 5.1 Meiosis, Topic 6.7 Mutations, Topic 7.10 Speciation)

ChatGPT Output:

Certainly! Here are some ideas for linking the topics of speciation, meiosis, and mutations:

1.     Exploring how mutations can lead to genetic variation in populations, which can contribute to speciation. You could discuss how genetic mutations can occur during meiosis, leading to the formation of new alleles. These new alleles can accumulate over time in a population, eventually leading to significant genetic differences between populations and potentially resulting in the formation of new species.

2.     Investigating how the process of meiosis can contribute to reproductive isolation, which is a key factor in speciation. You could discuss how errors in meiosis, such as nondisjunction, can lead to gametes with abnormal numbers of chromosomes. If these gametes are involved in fertilization, it can lead to offspring with abnormal chromosome numbers, which can contribute to reproductive isolation and the formation of new species.

3.     Examining how changes in chromosome number and structure, which can occur through mutation, can also contribute to speciation. For example, a mutation may cause a chromosome to break and rearrange in a way that prevents it from properly pairing during meiosis, leading to reproductive isolation and the formation of a new species.

4.     Discussing examples of speciation that have been linked to mutations and meiosis, such as the formation of new species of fruit flies or plants. You could examine the specific genetic changes that occurred and discuss how they contributed to the formation of new species.

5.     Using case studies to explore how mutations and meiosis can impact conservation efforts. For example, you could discuss how changes in chromosome number or structure can make hybridization between species more difficult, which can impact efforts to conserve endangered species through captive breeding programs.

These are just a few ideas to get you started! By linking these three topics together, you can help your students gain a deeper understanding of how genetic processes contribute to the diversity of life on Earth.

 Resources:

This is a key resource to begin to apply AI to your everyday teaching.  This KBLOG is completely derived from the paper below.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4391243 - Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies Including Prompts by Dr. Ethan Mollick and Dr. Lilach Mollick, 2023