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Serotonin in the Pocket: Non-covalent interactions and neurotransmitter bindingLearning Objectives
- Students will design a binding site for the neurotransmitter serotonin.
- Students will be able to determine the effect of a change in molecular orientation on the affinity of the molecule for the binding site.
- Students will be able to determine the effect of a change in molecular charge on the affinity of the molecule for the binding site.
- Students will be able to better differentiate between hydrogen bond donors and acceptors.
- Students can use this knowledge to design binding sites for other metabolites.
Promoting Climate Change Literacy for Non-majors: Implementation of an atmospheric carbon dioxide modeling activity as...Learning Objectives
- Students will be able to manipulate and produce data and graphs.
- Students will be able to design a simple mathematical model of atmospheric CO2 that can be used to make predictions.
- Students will be able to conduct simulations, analyze, interpret, and draw conclusions about atmospheric CO2 levels from their own computer generated simulated data.
Priority Setting in Public Health: A lesson in ethics and hard choicesLearning ObjectivesAt the end of this unit, students will be able to:
- Define the central distinction between public health and medicine
- Apply objectives of public health and individual medical care in a particular situation to identify potential areas of conflict in priority setting
- Apply moral theories of utilitarianism and deontology to a particular situation to identify the course of action proponents of each theory would see as morally justified
- Identify the range of morally justifiable actions that might be available to a health professional in a particular setting
- Choose from among a range of possible actions in a particular health situation and articulate the ethical principles that would justify that choice.
Out of Your Seat and on Your Feet! An adaptable course-based research project in plant ecology for advanced studentsLearning ObjectivesStudents will:
- Articulate testable hypotheses. (Lab 8, final presentation/paper, in-class exercises)
- Analyze data to determine the level of support for articulated hypotheses. (Labs 4-7, final presentation/paper)
- Identify multiple species of plants in the field quickly and accurately. (Labs 2-3, field trip)
- Measure environmental variables and sample vegetation in the field. (Labs 2-3, field trip)
- Analyze soil samples using a variety of low-tech lab techniques. (Open labs after field trip)
- Use multiple statistical techniques to analyze data for patterns. (Labs 4-8, final presentation/paper)
- Interpret statistical analyses to distinguish between strong and weak interactions in a biological system. (Labs 4-7, final presentation/paper)
- Develop and present a conference-style presentation in a public forum. (Lab 8, final presentation/paper)
- Write a publication-ready research paper communicating findings and displaying data. (Lab 8, final presentation/paper)
An Introduction to Eukaryotic Genome Analysis in Non-model Species for Undergraduates: A tutorial from the Genome...Learning ObjectivesAt the end of the activity, students will be able to:
- Explain the steps involved in genome assembly, annotation, and variant detection to other students and instructors.
- Create meaningful visualizations of their data using the integrated genome viewer.
- Use the Linux command line and web-based tools to answer research questions.
- Produce annotated genomes and call variants from raw sequencing reads in non-model species.
BioMap Degree Plan: A project to guide students in exploring, defining, and building a plan to achieve career goalsLearning ObjectivesStudents will be able to...
- Identify their values and interests.
- Identify careers that align with their values and interests.
- Identify academic programs and co-curricular experiences that will prepare them for a career.
- Create the first draft of a BioMap Degree Plan to support achievement of their career goals.
- Articulate how their undergraduate academic experience will prepare them for their future career.
- Use professional communication skills
A Short Laboratory Module to Help Infuse Metacognition during an Introductory Course-based Research ExperienceLearning Objectives
- Students will be able to evaluate the strengths and weaknesses of data.
- Students will be able to employ prior knowledge in formulating a biological research question or hypothesis.
- Students will be able to distinguish a research question from a testable hypothesis.
- Students will recognize that the following are essential elements in experimental design: identifying gaps in prior knowledge, picking an appropriate approach (ex. experimental tools and controls) for testing a hypothesis, and reproducibility and repeatability.
- Students will be able to identify appropriate experimental tools, approaches and controls to use in testing a hypothesis.
- Students will be able to accurately explain why an experimental approach they have selected is a good choice for testing a particular hypothesis.
- Students will be able to discuss whether experimental outcomes support or fail to support a particular hypothesis, and in the case of the latter, discuss possible reasons why.
Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year...Learning ObjectivesStudents will be able to:
- Construct written predictions about 1 factor experiments.
- Interpret simple (2 variables) figures.
- Construct simple (2 variables) figures from data.
- Design simple 1 factor experiments with appropriate controls.
- Demonstrate proper use of standard laboratory items, including a two-stop pipette, stereomicroscope, and laboratory notebook.
- Calculate means and standard deviations.
- Given some scaffolding (instructions), select the correct statistical test for a data set, be able to run a t-test, ANOVA, chi-squared test, and linear regression in Microsoft Excel, and be able to correctly interpret their results.
- Construct and present a scientific poster.
Building a Model of Tumorigenesis: A small group activity for a cancer biology/cell biology courseLearning ObjectivesAt the end of the activity, students will be able to:
- Analyze data from a retrospective clinical study uncovering genetic alterations in colorectal cancer.
- Draw conclusions about human tumorigenesis using data from a retrospective clinical study.
- Present scientific data in an appropriate and accurate way.
- Discuss why modeling is an important practice of science.
- Create a simple model of the genetic changes associated with a particular human cancer.
A new approach to course-based research using a hermit crab-hydrozoan symbiosisLearning ObjectivesStudents will be able to:
- define different types of symbiotic interactions, with specific examples.
- summarize and critically evaluate contemporary primary literature relevant to ecological symbioses, in particular that between hermit crabs and Hydractinia spp.
- articulate a question, based on observations of a natural phenomenon (in this example, the hermit crab-Hydractinia interaction).
- articulate a testable hypothesis, based on their own observations and read of the literature.
- design appropriate experimental or observational studies to address their hypotheses.
- collect and interpret data in light of their hypotheses.
- problem-solve and troubleshoot issues that arise during their experiment.
- communicate scientific results, both orally and in written form.
Investigating Cell Signaling with Gene Expression DatasetsLearning ObjectivesStudents will be able to:
- Explain the hierarchical organization of signal transduction pathways.
- Explain the role of enzymes in signal propagation and amplification.
- Recognize the centrality of signaling pathways in cellular processes, such as metabolism, cell division, or cell motility.
- Rationalize the etiologic basis of disease in terms of deranged signaling pathways.
- Use software to analyze and interpret gene expression data.
- Use an appropriate statistical method for hypotheses testing.
- Produce reports that are written in scientific style.
Training future faculty in 30 minutes a week: A modular framework to provide just-in-time professional development to...Learning ObjectivesTAs will be able to:
- design small classroom activities
- design fair quiz and exam questions
- use rubrics to grade assignments fairly and in a timely manner
- offer constructive, actionable feedback on student written work
- compare and contrast context-specific strategies for dealing with student problems
- compare and contrast context-specific time management strategies
- discuss the importance of diversity, evaluate their own implicit biases, and discuss how these could impact their teaching
- compare and contrast different methods of summarizing teaching experience on job application materials
- evaluate their teaching in a reflective manner to develop future teaching goals
Sex and gender: What does it mean to be female or male?Learning Objectives
- Students will be able to distinguish between sex and gender, and apply each term appropriately.
- Students will be able to compare and contrast levels of sexual determination.
- Students will be able to critique societal misrepresentations surrounding sex, gender, and gender identity.
Authentic Ecological Inquiries Using BearCam ArchivesLearning ObjectivesStudents will be able to:
- conduct an authentic ecological inquiry including
- generate a testable hypothesis based on observations,
- design investigation with appropriate sampling selection and variables,
- collect and analyze data following the design, and
- interpret results and draw conclusions based on the evidence.
- write a research report with appropriate structure and style.
- evaluate the quality of inquiry reports using a rubric.
- conduct peer review to evaluate and provide feedback to others' work.
- revise the inquiry report based on peer feedback and self-assessment.
- conduct an authentic ecological inquiry including
Using Synthetic Biology and pClone Red for Authentic Research on Promoter Function: Genetics (analyzing mutant...Learning Objectives
- Describe how cells can produce proteins at the right time and correct amount.
- Diagram a bacterial promoter with −35 and −10 elements and the transcription start site.
- Describe how mutational analysis can be used to study promoter sequence requirements.
- Develop a promoter mutation hypothesis and design an experiment to test it.
- Successfully and safely manipulate DNA and Escherichia coli for ligation and transformation experiments.
- Design an experiment to verify a mutated promoter has been cloned into a destination vector.
- Design an experiment to measure the strength of a promoter.
- Analyze data showing reporter protein produced and use the data to assess promoter strength.
- Define type IIs restriction enzymes.
- Distinguish between type II and type IIs restriction enzymes.
- Explain how Golden Gate Assembly (GGA) works.
- Measure the relative strength of a promoter compared to a standard promoter.
Teaching the Biological Relevance of Chemical Kinetics Using Cold-Blooded Animal BiologyLearning ObjectivesStudents will be able to:
- Predict the effect of reaction temperature on the rate of a chemical reaction
- Interpret a graph plotted between rate of a chemical reaction and temperature
- Discuss chemical kinetics utilizing case studies of cold-blooded animals
Cell Signaling Pathways - a Case Study ApproachLearning Objectives
- Use knowledge of positive and negative regulation of signaling pathways to predict the outcome of genetic modifications or pharmaceutical manipulation.
- From phenotypic data, predict whether a mutation is in a coding or a regulatory region of a gene involved in signaling.
- Use data, combined with knowledge of pathways, to make reasonable predictions about the genetic basis of altered signaling pathways.
- Interpret and use pathway diagrams.
- Synthesize information by applying prior knowledge on gene expression when considering congenital syndromes.
Investigating the Function of a Transport Protein: Where is ABCB6 Located in Human Cells?Learning ObjectivesAt the end of this activity students will be able to:
- describe the use of two common research techniques for studying proteins: SDS-PAGE and immunoblot analysis.
- determine a protein’s subcellular location based on results from: 1) immunoblotting after differential centrifugation, and 2) immunofluorescence microscopy.
- analyze protein localization data based on the limitations of differential centrifugation and immunofluorescence microscopy.
Cutthroat trout in Colorado: A case study connecting evolution and conservationLearning ObjectivesStudents will be able to:
- interpret figures such as maps, phylogenies, STRUCTURE plots, and networks for species delimitation
- identify sources of uncertainty and disagreement in real data sets
- propose research to address or remedy uncertainty
- construct an evidence-based argument for the management of a rare taxon
A clicker-based case study that untangles student thinking about the processes in the central dogmaLearning ObjectivesStudents will be able to:
- explain the differences between silent (no change in the resulting amino acid sequence), missense (a change in the amino acid sequence), and nonsense (a change resulting in a premature stop codon) mutations.
- differentiate between how information is encoded during DNA replication, transcription, and translation.
- evaluate how different types of mutations (silent, missense, and nonsense) and the location of those mutations (intron, exon, and promoter) differentially affect the processes in the central dogma.
- predict the molecular (DNA size, mRNA length, mRNA abundance, and protein length) and/or phenotypic consequences of mutations.
Using Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide,...Learning ObjectivesAt the end of this lesson, students will be able to:
- Describe the roles of light energy and carbon dioxide in photosynthetic organisms.
- Identify the effect of nutrients on the growth of photosynthetic organisms.
- Describe global cycles in atmospheric carbon dioxide levels and how they relate to photosynthetic organisms.
A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?Learning ObjectivesStudents will be able to:
- Apply findings from each week's lesson to make predictions and informed hypotheses about the next week's lesson.
- Keep a detailed laboratory notebook.
- Write and peer-edit the sections of a scientific paper, and collaboratively write an entire lab report in the form of a scientific research paper.
- Search for, find, and read scientific research papers.
- Work together as a team to conduct experiments.
- Connect findings and ideas from each week's lesson to get a broader understanding of how plants will respond to higher levels of CO2 (e.g., stomatal density, photosynthetic/respiratory rates, foliar protein concentrations, growth, and resource allocation).
Predicting and classifying effects of insertion and deletion mutations on protein coding regionsLearning ObjectivesStudents will be able to:
- accurately predict effects of frameshift mutations in protein coding regions
- conduct statistical analysis to compare expected and observed values
- become familiar with accessing and using DNA sequence databases and analysis tools
Furry with a chance of evolution: Exploring genetic drift with tuco-tucosLearning Objectives
- Students will be able to explain how genetic drift leads to allelic changes over generations.
- Students will be able to demonstrate that sampling error can affect every generation, which can result in random changes in allelic frequency.
- Students will be able to explore and evaluate the effect of population size on the strength of genetic drift.
- Students will be able to analyze quantitative data associated with genetic drift.
Using Structured Decision Making to Explore Complex Environmental IssuesLearning ObjectivesStudents will be able to:
- Describe the process, challenges, and benefits of structured decision making for natural resource management decisions.
- Explain and reflect on the role of science and scientists in structured decision making and how those roles interact and compare to the roles of other stakeholders.
- Assess scientific evidence for a given management or policy action to resolve an environmental issue.
Building Trees: Introducing evolutionary concepts by exploring Crassulaceae phylogeny and biogeographyLearning ObjectivesStudents will be able to:
- Estimate phylogenetic trees using diverse data types and phylogenetic models.
- Correctly make inferences about evolutionary history and relatedness from the tree diagrams obtained.
- Use selected computer programs for phylogenetic analysis.
- Use bootstrapping to assess the statistical support for a phylogeny.
- Use phylogenetic data to construct, compare, and evaluate the role of geologic processes in shaping the historical and current geographic distributions of a group of organisms.
The Leaky Neuron: Understanding synaptic integration using an analogy involving leaky cupsLearning ObjectivesStudents will able to:
- compare and contrast spatial and temporal summation in terms of the number of presynaptic events and the timing of these events
- predict the relative contribution to reaching threshold and firing an action potential as a function of distance from the axon hillock
- predict how the frequency of incoming presynaptic action potentials effects the success of temporal summation of resultant postsynaptic potentials
Knowing your own: A classroom case study using the scientific method to investigate how birds learn to recognize their...Learning Objectives
- Students will be able to identify and describe the steps of the scientific method.
- Students will be able to develop hypotheses and predictions.
- Students will be able to construct and interpret bar graphs based on data and predictions.
- Students will be able to draw conclusions from data presented in graphical form.
The ACTN3 Polymorphism: Applications in Genetics and Physiology Teaching LaboratoriesLearning Objectives
- Test hypotheses related to the role of ACTN3 in skeletal muscle function.
- Explain how polymorphic variants of the ACTN3 gene affect protein structure and function.
- List and explain the differences between fast twitch and slow twitch muscle fibers.
- List and explain possible roles of the ACTN3 protein in skeletal muscle function.
- Find and analyze relevant scientific publications about the relationship between ACTN3 genotype and muscle function.
- Formulate hypotheses related to the relationship between ACTN3 genotype and skeletal muscle function.
- Design experiments to test hypotheses about the role of ACTN3 in skeletal muscle function.
- Statistically analyze experimental results using relevant software.
- Present experimental results in writing.
Tackling "Big Data" with Biology Undergrads: A Simple RNA-seq Data Analysis Tutorial Using GalaxyLearning Objectives
- Students will locate and download high-throughput sequence data and genome annotation files from publically available data repositories.
- Students will use Galaxy to create an automated computational workflow that performs sequence quality assessment, trimming, and mapping of RNA-seq data.
- Students will analyze and interpret the outputs of RNA-seq analysis programs.
- Students will identify a group of genes that is differentially expressed between treatment and control samples, and interpret the biological significance of this list of differentially expressed genes.
Antibiotic Resistance Genes Detection in Environmental SamplesLearning ObjectivesAfter completing this laboratory series, students will be able to:
- apply the scientific method in formulating a hypothesis, designing a controlled experiment using appropriate molecular biology techniques, and analyzing experimental results;
- conduct a molecular biology experiment and explain the principles behind methodologies, such as accurate use of micropipettes, PCR (polymerase chain reaction), and gel electrophoresis;
- determine the presence of antibiotic-resistance genes in environmental samples by analyzing PCR products using gel electrophoresis;
- explain mechanisms of microbial antibiotic resistance;
- contribute data to the Antibiotic Resistance Genes Network;
- define and apply key concepts of antibiotic resistance and gene identification via PCR fragment size.
Using a Sequential Interpretation of Data in Envelopes (SIDE) approach to identify a mystery TRP channelLearning Objectives
- Students will be able to analyze data from multiple experimental methodologies to determine the identity of their "mystery" TRP channel.
- Students will be able to interpret the results of individual experiments and from multiple experiments simultaneously to identify their "mystery" TRP channel.
- Students will be able to evaluate the advantages and limitations of experimental methodologies presented in this lesson.
The Case of the Missing Strawberries: RFLP analysisLearning ObjectivesStudents will be able to:
- Describe the relationship of cells, chromosomes, and DNA.
- Isolate DNA from strawberries.
- Digest DNA with restriction enzymes.
- Perform gel electrophoresis.
- Design an experiment to compare DNAs by RFLP analysis.
- Predict results of RFLP analysis.
- Interpret results of RFLP analysis.
- Use appropriate safety procedures in the lab.