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Exploring the March to Mars Using 3D Print ModelsLearning Objectives
- Students will be able to describe the major aspects of the Mars Curiosity Rover missions.
- Students will be able to synthesize information learned from a classroom jigsaw activity on the Mars Curiosity Rover missions.
- Students will be able to work in teams to plan a future manned mission to Mars.
- Students will be able to summarize their reports to the class.
Taking the Hassle out of HasselbalchLearning ObjectivesStudents will be able to:
- Characterize an aqueous environment as acidic or basic.
- Explain that pKa is a measure of how easy it is to remove a proton from a molecule.
- Predict ionization state of a molecule at a particular pH based on its pKa (qualitative use of the Henderson-Hasselbalch equation).
- Calculate the ratio of protonated/unprotonated forms of ionizable groups depending on chemical characteristics and /or environment pH (quantitative use of the Henderson-Hasselbalch equation).
- Apply this knowledge in a medical context.
Teaching Cell Structures through GamesLearning Objectives
- Students will identify cell structures when viewing an image or diagram of a cell.
- Students will define the function of eukaryotic organelles and structures, including describing the processes and conditions related to transmembrane transport
- Students will differentiate between prokaryotic and eukaryotic cells, plant and animal cells according to their structural organization.
Bad Science: Exploring the unethical research behind a putative memory supplementLearning ObjectivesStudents will be able to:
- create criteria for evaluating information that is touted as scientific.
- apply those criteria to evaluate the claim that Prevagen® enhances memory.
- identify the misleading tactics used on the Prevagen® website and in their self-published reporting.
- decide whether to recommend taking Prevagen® and explain their decisions.
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.
Why do Some People Inherit a Predisposition to Cancer? A small group activity on cancer geneticsLearning ObjectivesAt the end of this activity, we expect students will be able to:
- Use family pedigrees and additional genetic information to determine inheritance patterns for hereditary forms of cancer
- Explain why a person with or without cancer can pass on a mutant allele to the next generation and how that impacts probability calculations
- Distinguish between proto-oncogenes and tumor suppressor genes
Air Quality Data Mining: Mining the US EPA AirData website for student-led evaluation of air quality issuesLearning ObjectivesStudents will be able to:
- Describe various parameters of air quality that can negatively impact human health, list priority air pollutants, and interpret the EPA Air Quality Index as it relates to human health.
- Identify an air quality problem that varies on spatial and/or temporal scales that can be addressed using publicly available U.S. EPA air data.
- Collect appropriate U.S. EPA Airdata information needed to answer that/those questions, using the U.S. EPA Airdata website data mining tools.
- Analyze the data as needed to address or answer their question(s).
- Interpret data and draw conclusions regarding air quality levels and/or impacts on human and public health.
- Communicate results in the form of a scientific paper.
Discovery Poster ProjectLearning ObjectivesStudents will be able to:
- identify and learn about a scientific research discovery of interest to them using popular press articles and the primary literature
- find a group on campus doing research that aligns with their interests and communicate with the faculty leader of that group
- create and present a poster that synthesizes their knowledge of the research beyond the discovery
Building student literacy and metacognition through reading science in the newsLearning ObjectivesFor each specific topic (stem cells and cloning, genetically modified organisms, and the human genome and human genetic diseases), students will be able to:
- describe the underlying biology and explore how scientific reasoning and methods develop this understanding,
- discuss the types of policy decisions that regulate studies related to biology or its application to human or environmental health,
- evaluate scientific information to distinguish reliable information from propaganda,
- explain how scientific controversies can arise when the same scientific questions are approached in different ways,
- explore why some types of biological issues trigger regulatory decisions that can affect both research that would deepen our understanding of the issue and application of the results to policy decisions,
- write about scientists who are researching topics related to our course, and
- read science writing published in popular media sources.
Sex-specific differences in Meiosis: Real-world applicationsLearning ObjectivesAfter completion of the lesson students will be able to:
- Describe the differences between female and male meiosis.
- Interpret graphical data to make decisions relevant to medical practices.
- Develop a hypothesis that explains the difference in incidence of aneuploidy in gametes between males and females.
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
The Inside and Outside the BodyLearning ObjectivesStudents will be able to:
- correctly identify when a substance (e.g. fetus, bacteria, toxins) is inside or outside the body.
- recognize the point at which a substance transitions from the inside to the outside of the body and vice versa.
- apply the concept of inside and outside the body to both normal events, such as the movement of oxygen from the alveolus to the blood, and abnormal events, such as the presence of blood in the urine.
A CURE-based approach to teaching genomics using mitochondrial genomesLearning Objectives
- Install the appropriate programs such as Putty and WinSCP.
- Navigate NCBI's website including their different BLAST programs (e.g., blastn, tblastx, blastp and blastx)
- Use command-line BLAST to identify mitochondrial contigs within a whole genome assembly
- Filter the desired sequence (using grep) and move the assembled mitochondrial genome onto your own computer (using FTP or SCP)
- Error-correct contigs (bwa mem, samtools tview), connect and circularize organellar contigs (extending from filtered reads)
- Transform assembled sequences into annotated genomes
- Orient to canonical start locations in the mitochondrial genome (cox1)
- Identify the boundaries of all coding components of the mitochondrial genome using BLAST, including: Protein coding genes (BLASTx and tBLASTX), tRNAs (proprietary programs such as tRNAscan), rRNAs (BLASTn, Chlorobox), ORFs (NCBI's ORFFinder)
- Deposit annotation onto genome repository (NCBI)
- Update CV/resume to reflect bioinformatics skills learned in this lesson
CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology CurriculumLearning ObjectivesStudents will be able to: Week 1-4: Fundamentals of Science and Biology
- List the major processes involved in scientific discovery
- List the different types of scientific studies and which types can establish causation
- Design experiments with appropriate controls
- Create and evaluate phylogenetic trees
- Define taxonomy and phylogeny and explain their relationship to each other
- Explain DNA sequence divergence and how it applies to evolutionary relationships and DNA barcoding
- Define and measure biodiversity and explain its importance
- Catalog organisms using the morphospecies concept
- Geographically map organisms using smartphones and an online mapping program
- Calculate metrics of species diversity using spreadsheet software
- Use spreadsheet software to quantify and graph biodiversity at forest edges vs. interiors
- Write a formal lab report
- Extract, amplify, visualize and sequence DNA using standard molecular techniques (PCR, gel electrophoresis, Sanger sequencing)
- Explain how DNA extraction, PCR, gel electrophoresis, and Sanger sequencing work at the molecular level
- Trim and assemble raw DNA sequence data
- Taxonomically identify DNA sequences isolated from unknown organisms using BLAST
- Visualize sequence data relationships using sequence alignments and gene-based phylogenetic trees
- Map and report data in a publicly available online database
- Share data in a formal scientific poster
Teaching epidemiology and principles of infectious disease using popular media and the case of Typhoid MaryLearning ObjectivesStudents will be able to:
- Describe the reservoirs of infection in humans.
- Distinguish portals of entry and exit.
- Describe how each of the following contributes to bacterial virulence: adhesins, extracellular enzymes, toxins, and antiphagocytic factors.
- Define and distinguish etiology and epidemiology.
- Describe the five typical stages of infectious disease and depict the stages in graphical form.
- Contrast contact, vehicle and vector transmission, biological and mechanical vectors and identify the mode of transmission in a given scenario.
- Differentiate endemic, sporadic, epidemic, and pandemic disease.
- Distinguish descriptive, analytical, and experimental epidemiology.
- Compare and contrast social, economic, and cultural factors impacting health care in the early 1900s and today.
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.
Modeling the Research Process: Authentic human physiology research in a large non-majors courseLearning ObjectivesStudents will be able to:
- Read current scientific literature
- Formulate testable hypotheses
- Design an experimental procedure to test their hypothesis
- Make scientific observations
- Analyze and interpret data
- Communicate results visually and orally
Fruit Fly Genetics in a Day: A Guided Exploration to Help Many Large Sections of Beginning Students Uncover the Secrets...Learning Objectives
- Students will be able to handle and anesthetize Drosophila fruit flies.
- Students will be able to use a dissecting microscope to sex Drosophila fruit flies.
- Students will implement some steps of the scientific method.
- Students will successfully predict the results of sex-linked genetics crosses.
- Students will interpret genetic data.
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
An active-learning lesson that targets student understanding of population growth in ecologyLearning ObjectivesStudents will be able to:
- Calculate and compare population density and abundance.
- Identify whether a growth curve describes exponential, linear, and/or logistic growth.
- Describe and calculate a population's growth rate using linear, exponential, and logistic models.
- Explain the influence of carrying capacity and population density on growth rate.
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.
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).
You and Your Oral Microflora: Introducing non-biology majors to their “forgotten organ”Learning ObjectivesStudents will be able to:
- Explain both beneficial and detrimental roles of microbes in human health.
- Compare and contrast DNA replication as it occurs inside a cell versus in a test tube
- Identify an unknown sequence of DNA by performing a BLAST search
- Navigate sources of scientific information to assess the accuracy of their experimental techniques
Why Meiosis Matters: The case of the fatherless snakeLearning ObjectivesStudents will be able to:
- Compare and contrast the process and outcomes of mitosis & meiosis
- Predict consequences of abnormal meiosis including
- The potential genotype and/or phenotypes of offspring produced when meiosis does not occur properly
- The stage(s) of meiosis that could have been abnormal given an offspring’s genotype and/or phenotype
A virtual laboratory on cell division using a publicly-available image databaseLearning Objectives
- Students will name and describe the salient features and cellular tasks for each stage of cell division.
- Students will predict the relative durations of the stages of cell division using prior knowledge and facts from assigned readings.
- Students will describe the relationship between duration of each stage of cell division and the frequency of cells present in each stage of cell division counted in a random sample of images of pluripotent stem cells.
- Students will identify the stages of cell division present in research-quality images of human pluripotent stem cells in various stages of cell division.
- Students will quantify, analyze and summarize data on the prevalence of cells at different stages of cell division in randomly sampled cell populations.
- Students will use data to reflect on and revise predictions.
Teaching students to read, interpret, and write about scientific research: A press release assignment in a large, lower...Learning ObjectivesStudents will:
- interpret the main conclusions and their supporting evidence in a primary research article.
- concisely communicate the significance of scientific findings to an educated nonspecialist audience.
- identify the components of a primary research article and the components of the "inverted pyramid" press release structure.
- identify the central figure in a primary research paper and describe its key finding.
- demonstrate an understanding of intellectual property by giving appropriate credit to other people's original work.
The Avocado Lab: An Inquiry-Driven Exploration of an Enzymatic Browning ReactionLearning ObjectivesStudents will be able to:
- develop a testable research question and supportive hypothesis regarding the browning of damaged avocado flesh caused by the activity of avocado polyphenol oxidase (aPPO).
- design and execute a well-controlled experiment to test aPPO hypotheses.
- evaluate qualitative enzyme activity data.
- create a figure and legend to present qualitative data that tests multiple hypotheses and variables.
- search for and correctly cite primary literature to support or refute hypotheses.
- know the role of reducing reagents, pH, chelators, and temperature in reactions catalyzed by aPPO.
- explain why the effects of salt and detergent differ for aPPO experiments conducted in situ
- (in mashed avocado flesh) as compared to in vitro (on purified protein).
- discuss how substrate and cofactor availability affect aPPO reactions.
- describe how endogenous subcellular organization restricts aPPO reactions in a healthy avocado.
- evaluate food handling practices for fruits expressing PPO.
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 the Cell Engineer/Detective Approach to Explore Cell Structure and FunctionLearning ObjectivesStudents will be able to:
- Identify the major cell organelles
- List the major functions of the organelles
- Predict how changes in organelle/cell structure could alter cellular function
- Explain how overall cellular function is dependent upon organelles/cell structure
- Relate cell structure to everyday contexts
An undergraduate bioinformatics curriculum that teaches eukaryotic gene structureLearning ObjectivesModule 1
- Demonstrate basic skills in using the UCSC Genome Browser to navigate to a genomic region and to control the display settings for different evidence tracks.
- Explain the relationships among DNA, pre-mRNA, mRNA, and protein.
- Describe how a primary transcript (pre-mRNA) can be synthesized using a DNA molecule as the template.
- Explain the importance of the 5' and 3' regions of the gene for initiation and termination of transcription by RNA polymerase II.
- Identify the beginning and the end of a transcript using the capabilities of the genome browser.
- Explain how the primary transcript generated by RNA polymerase II is processed to become a mature mRNA, using the sequence signals identified in Module 2.
- Use the genome browser to analyze the relationships among:
- 5' capping
- 3' polyadenylation
- Identify splice donor and acceptor sites that are best supported by RNA-Seq data and TopHat splice junction predictions.
- Utilize the canonical splice donor and splice acceptor sequences to identify intron-exon boundaries.
- Determine the codons for specific amino acids and identify reading frames by examining the Base Position track in the genome browser.
- Assemble exons to maintain the open reading frame (ORF) for a given gene.
- Define the phases of the splice donor and acceptor sites and describe how they impact the maintenance of the ORF.
- Identify the start and stop codons of an assembled ORF.
- Demonstrate how alternative splicing of a gene can lead to different mRNAs.
- Show how alternative splicing can lead to the production of different polypeptides and result in drastic changes in phenotype.
Coevolution or not? Crossbills, squirrels and pineconesLearning Objectives
- Define coevolution.
- Identify types of evidence that would help determine whether two species are currently in a coevolutionary relationship.
- Interpret graphs.
- Evaluate evidence about whether two species are coevolving and use evidence to make a scientific argument.
- Describe what evidence of a coevolutionary relationship might look like.
- Distinguish between coadaptation and coevolution.
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.
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.