Download Concept Mapping

wiL75268_appc_A16.indd Page A-16 12/30/09 9:30:07 PM user-f465
/Volumes/MHDQ-New/MHDQ116/MHDQ116-APP
Appendix III
Concept Mapping
Concept maps are visual tools for presenting and organizing information. They can take the place of an outline, though they often
contain much more meaning because they can show connections
and interconnections between information; this is not as easily done
in an outline. Concept maps are also very flexible; there is a nearly
infinite number of ways a concept map can be constructed. Concept
maps also can be used by the individual making the map to express
his or her understanding of concepts and their connections with
each other. Because they are a visual representation of information,
concept maps are also valuable study aids for students. In this role,
they help the student understand the information as the student
creates the map, and then they can be used to review information
before a test.
As can be seen in the concept map shown here, concept maps
are made of two basic components:
by the same linking phrase, the viewer of the map can quickly
see that cell walls, if present, may be either gram-positive,
gram-negative, or acid-fast.
The power of concept maps lies in their ability to illustrate
which concepts are bigger (and more important) and which are
details. They also illustrate that multiple concepts may be connected. This is especially useful for complex subjects such as microbiology. The main task for the creator of the map is to find the
right linking phrase to show connections between concepts. This
takes practice and a deeper understanding of the information
than simply memorizing definitions of terms.
In this text, you are asked at the end of most chapters to create
a concept map using terms provided. You will begin by drawing
the boxes and placing the terms in them in a way that makes
sense to you. Then, you will need to add linking words or phrases
to your map. You will have generated ideas for this as you arranged the terms when you began the map. You may find your
first experiences with concept mapping to be frustrating. But
most students report that when they have invested some time in
their first few concept maps, they can never go back to organizing
information in other ways. Maps can make the time you invest in
studying more effective. And creating concept maps with a partner or a group is a great way to review material in a meaningful
way. Give concept maps a try, and let your creative side show!
1. Boxes or circles, each containing a single concept, which is
usually a noun. The boxes can be arranged in numerous
ways, varying from hierarchical forms to more free-form arrangements. In the hierarchical forms, the most general concept, and usually the main focus of the concept map, is
located at the top of the page. The concepts below this become increasingly more specific as the viewer moves down
the page.
2. Connecting lines that join each concept box to at least one other box.
Each connecting line has a word or a
phrase associated with it—a linking
word or phrase. These words are
almost never nouns but are verbs, adjectives, or adverbs. The connecting
line often is drawn as an arrow, illustrating the direction of the relationship. Thus it is possible to “read” the
two concepts and the linking words as
a sentence. For instance in the concept map here, the connection between “cell wall” and “gram-positive”
can be used to form the sentence:
“The cell wall, if present, may be
gram-positive.” Likewise, the connection between “cell wall” and “gramnegative” forms the sentence: “The cell
wall, if present, may be gram-negative.”
However, because the concepts of
gram-positive and gram-negative (as
well as acid-fast) are placed close
together and connected to “cell wall”
A-16
Bacterial cell structures
Can be classified
according to structure of
For movement are
For mating are
Include but are
not limited to
That coat the cell
make up the
For attachment
are
Make up the
Chromosomes
Glycocalyx
Flagella
Sex pili
Internal
structures
Envelope
Extensions
Fimbriae
Cell wall
Ribosomes
Are formed by
certain bacteria and
can be either
external or
Cell membrane
Are done on the
Increase
pathogenicity and
are one form of a
Can form biofilms
and is another type of
Capsules
Slime layer
If present may be either
Gram-positive
Endospores
Energy reactions
and transport
Gram-negative
Contain
Are made of RNA
nonessential DNA
and protein and
different than the
are responsible for
DNA in the
Plasmids
Protein synthesis
Stains can be helpful in
Identification
May be helpful in