Kimberly Kammerdiener

Kennesaw State University

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i-10 index

Research Trends

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Co-Authors

Kimberly Linenberger Cortes

Kennesaw State University

Christopher R. Dockery

Kennesaw State University

Adriane B. Randolph

Kennesaw State University

Matthew B. Rosenberg

Kennesaw State University

Rhodelle Lewis

Kennesaw State University

Julie Turner

Worthing Hospital

Susan W. Mungai

Kennesaw State University

Morgan Tamayo

Kennesaw State University

Thomas J. Bussey

University of California, San Diego

Lauren McAdams

Cooperative Institutions

Kennesaw State University

University of Tennessee at Chattanooga

University of South Carolina

Worthing Hospital

Université du Québec à Montréal

Institute of Information Security

Georgia State University

Western Carolina University

University of California, San Diego

University of California System

Author Statistics

Papers

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Research Field

Using Multiple Psychophysiological Techniques To Triangulate the Results of Eye-Tracking Data

ACS symposium series (2018)

Kimberly Linenberger Cortes Kimberly Kammerdiener Adriane B. Randolph

The process of learning and retaining information has been a well-researched area, especially regarding cognitive load. One of the recent methods of study is the field of psychophysiology, which relates the mental and physical processes of the human body. Data collected in this area of biometrics can provide measurements beyond simply cognitive load, including behavioral states, stress, emotion, personality, and intelligence. It can be beneficial to combine these techniques to measure data simultaneously in a process known as co-registration, which ensures that multiple systems are synchronized as a means to triangulate findings. This chapter will provide a summary of various psychophysiological techniques and include an example of a study using co-registration of electroencephalography (EEG) and eye tracking to determine the scanpath students follow and the area of the brain activated when given both a familiar and novel biochemical pathway to examine. The collected data from the Tobii X2-30 eye tracker revealed the differences in areas of interest (AOI), fixation, and scanpath between students with and without instruction on reading biochemical pathways. The EEG data provided evidence for usage of different areas of brain activation between students given the representations.

Psychophysiology

Cognitive Load

Mental chronometry

10.1021/bk-2018-1292.ch007

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Citations (3)

Use of Biometrics to Determine Differences in How Biochemistry Experts and Novices Read Metabolic Pathways

The FASEB Journal (2018)

Kimberly Linenberger Cortes Kimberly Kammerdiener Adriane B. Randolph

Being able to move between multiple representations is an important skill in biochemistry. Schematics are a type of representation commonly used in biochemistry instruction often combined with chemical structures to form a metabolic pathway. As little work has focused on schematics in biochemistry, this study uses the Tobii X2‐30 Compact Eye Tracker system to record biochemistry experts and students enrolled in a one semester biochemistry course and a second semester organic course as they read a familiar (glycolytic) and novel (IMP synthesis) metabolic pathway image. This presentation will focus on differences in areas of interest (AOI), fixation, and scan path analysis. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .

Schematic

Metabolic pathway

Presentation (obstetrics)

10.1096/fasebj.2018.32.1_supplement.535.31

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Citations (0)

The Occurrence of False Positive Tests for Gunshot Residue Based on Simulations of the Suspect's Occupation

Christopher R. Dockery Matthew B. Rosenberg Kimberly Kammerdiener Lauren McAdams

Samples collected from high-risk occupations, or simulations thereof, are analyzed for elemental composition using laser-induced breakdown spectroscopy (LlBS) to determine the occurrence of false positive gunshot residue results generated in the work environment. Previous work involving the study of lifetime of detectable amounts of gunshot residue on the hands of a suspect shooter found that gunshot residue exists up to 5.27 days after a firearm discharge. However, certain environmental and/or occupational false positive tests for gunshot residue could result when sampling non-shooters. Samples collected from occupations or simulations thereof include welding, pyrotechnics, key cutting, mechanics, and paper products all of which produced significant false positive results for gunshot residue.

Residue (chemistry)

Source

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Citations (4)

Gunshot Residue Analysis in the Undergraduate Laboratory Using Toy Cap Guns

Spectroscopy Letters (2010)

Christopher R. Dockery Julie Turner Matthew B. Rosenberg Kimberly Kammerdiener Susan W. Mungai

ABSTRACT ABSTRACT The authors developed an experiment for the undergraduate analytical or forensic chemistry laboratory in which gunshot residues (GSRs) produced from toy cap guns are analyzed by laser-induced breakdown spectroscopy (LIBS). Alternatively, the experiment is readily adaptable to any emission spectroscopy technique. This project allows students to investigate the development of a forensic method while addressing proper sampling techniques used in forensic investigations. Students were able to develop a library of blank samples, establish signal detection limits to address legal considerations for determination of false-positive and -negative error rates, and optimize an emission spectrometer. KEYWORDS: forensic analysisGSRgunshot residuelaser-induced breakdown spectroscopyLIBSspectroscopy education ACKNOWLEDGMENTS This work was supported in part by the Department of Chemistry and Biochemistry at Kennesaw State University; a Kennesaw State University-Center for Excellence in Teaching and Learning-Creative Activities and Research Experiences for Teams (KSU-CETL-CARET) Grant; and an Ocean Optics, Inc. Innovation in Educational Spectroscopy Grant. The authors also thank the students in Forensic Analytical Chemistry, Spring 2008, and Instrumental Analysis, Spring 2007, and Spring 2009.

Residue (chemistry)

10.1080/00387010.2010.510750

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Citations (9)

Quantifying the Types of Representations Used in Common Biochemistry Textbooks

ACS symposium series (2019)

Kimberly Linenberger Cortes Chloe House Rhodelle Lewis Shreya Krishnan Kimberly Kammerdiener

Biochemistry education relies heavily on students' ability to visualize abstract cellular and molecular processes, mechanisms, and components. As such, biochemistry educators often turn to external representations to provide tangible, working models from which students' internal representations (mental models) can be constructed, evaluated, and revised. Prior studies have looked at the impact of representations on students understanding of biochemistry. Additional work in this area has looked at the types of representations used to teach and assess biochemistry concepts. However, no study to date has looked at the representations available to both instructors and students in biochemistry textbooks. The study presented here analyzed the representations found in the top four purchased one-semester biochemistry textbooks on Amazon in spring 2015. Using the Taxonomy of Biochemistry External Representations (TOBER), representations were coded as symbolic, macroscopic, particulate, microscopic, or schematic. Results show that, regardless of textbook, particulate representations are most commonly used. Additionally, schematic images are typically used in conjunction with at least one additional type of representation particularly when depicting concepts related to metabolism.

Schematic

Representation

Clinical biochemistry

10.1021/bk-2019-1337.ch001

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Citations (0)