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  • pClone Red Makes Research Look Easy

    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.  
  • Structure of protein ABCB6

    Investigating the Function of a Transport Protein: Where is ABCB6 Located in Human Cells?

    Learning Objectives
    At 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.
  • Using Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide,...

    Learning Objectives
    At 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.
  • Using phylogenetics to make inferences about historical biogeographic patterns of evolution.

    Building Trees: Introducing evolutionary concepts by exploring Crassulaceae phylogeny and biogeography

    Learning Objectives
    Students 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.
  • In small groups students brainstorm a list of responses to the prompt and then exchange their lists with another group to circle sex characteristics and star gender characteristics.  The image has whiteboards completed by students.

    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.
  • Images of students participating in the SIDE activity

    Using a Sequential Interpretation of Data in Envelopes (SIDE) approach to identify a mystery TRP channel

    Learning 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.
  • Image from a clicker-based case study on muscular dystrophy and the effect of mutations on the processes in the central dogma.

    A clicker-based case study that untangles student thinking about the processes in the central dogma

    Learning Objectives
    Students 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 A student assists Colorado Parks & Wildlife employees spawning greenback cutthroat trout at the Leadville National Fish Hatchery; B greenback cutthroat trout adults in a hatchery raceway; C tissue samples collected by students to be used for genetic analysis (images taken by S. Love Stowell)

    Cutthroat trout in Colorado: A case study connecting evolution and conservation

    Learning Objectives
    Students 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 tuco-tuco in South America (photo credit: Jeremy Hsu)

    Furry with a chance of evolution: Exploring genetic drift with tuco-tucos

    Learning 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.
  • “The outcome of the Central Dogma is not always intuitive” Variation in gene size does not necessarily correlate with variation in protein size. Here, two related genes differ in length due to a deletion mutation that removes four nucleotides. Many students do not predict that the smaller gene, after transcription and translation, would produce a larger protein.

    Predicting and classifying effects of insertion and deletion mutations on protein coding regions

    Learning Objectives
    Students 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
  • Students preforming the leaky neuron activity.

    The Leaky Neuron: Understanding synaptic integration using an analogy involving leaky cups

    Learning Objectives
    Students 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