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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