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• ### What do Bone and Silly Putty® have in Common?: A Lesson on Bone Viscoelasticity

Learning Objectives
• Students will be able to explain how the anatomical structure of long bones relates to their function.
• Students will be able to define viscoelasticity, hysteresis, anisotropy, stiffness, strength, ductility, and toughness.
• Students will be able to identify the elastic and plastic regions of a stress-strain curve. They will be able to correlate each phase of the stress-strain curve with physical changes to bone.
• Students will be able to predict how a bone would respond to changes in the magnitude of an applied force, and to variations in the speed or angle at which a force is applied.
• Students will be able to determine the reason(s) why bone injuries occur more frequently during athletic events than during normal everyday use.
• ### 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.

• ### Forensic Phylogenetics: Implementing Tree-thinking in a Court of Law

Learning Objectives

• Students will be able to infer the topological and temporal relationships expected in an evolutionary tree (phylogeny) of a pathogen in the case of transmission from one host to the next.
• Students will be able to draw trees representing the transmission events from one host (patient zero) to multiple secondary patients.
• ### Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year...

Learning Objectives
Students 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.
• ### The impact of diet and antibiotics on the gut microbiome

Learning Objectives
After completing the exercise, students will be able to:
• Identify several of the nine phyla that contribute to the gut microbiome and name the two predominant ones;
• Describe how diet impacts the gut microbiome and compare the composition of the gut microbiome between different diets;
• Describe how antibiotic treatment impacts the gut microbiome and understand how this leads to infection, for example by Clostridium difficile;
• Trace the response to a change in diet, starting with i) changes in the composition of the microbiome, followed by ii) changes in the bacterial metabolic pathways and the respective excreted metabolic products, resulting in iii) a molecular response in the host intestinal cells, and eventually iv) resulting in human disease;
• Improve their ability to read scientific literature;
• Express themselves orally and in writing;
• Develop team working skill
• ### 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 CURE-based approach to teaching genomics using mitochondrial genomes

Learning 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
• ### Mice, Acorns, and Lyme Disease: a Case Study to Teach the Ecology of Emerging Infectious Diseases.

Learning Objectives
Students will be able to...
• outline the life cycle of ticks and explain the transmission cycle of Lyme disease.
• describe factors that make mice a competent reservoir for Borrelia burgdorferi.
• analyze and interpret line and bar graphs of data on the effects of changes to ecological communities on the risk of human exposure to Lyme disease.
• explain how the incidence of Lyme disease is determined by interactions between bacteria, animals, humans and the environment.
• predict how changes in the ecosystem affect Borrelia burgdorferi transmission.
• explain how human activities affect biodiversity and the consequences of those actions on disease outbreaks.
• ### Teaching the Biological Relevance of Chemical Kinetics Using Cold-Blooded Animal Biology

Learning Objectives
Students 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
• ### Linking Genotype to Phenotype: The Effect of a Mutation in Gibberellic Acid Production on Plant Germination

Learning Objectives
Students will be able to:
• identify when germination occurs.
• score germination in the presence and absence of GA to construct graphs of collated class data of wild-type and mutant specimens.
• identify the genotype of an unknown sample based on the analysis of their graphical data.
• organize data and perform quantitative data analysis.
• explain the importance of GA for plant germination.
• connect the inheritance of a mutation with the observed phenotype.
• ### Follow the Sulfur: Using Yeast Mutants to Study a Metabolic Pathway

Learning Objectives
At the end of this lesson, students will be able to:
• use spot plating techniques to compare the growth of yeast strains on solid culture media.
• predict the ability of specific met deletion strains to grow on media containing various sulfur sources.
• predict how mutations in specific genes will affect the concentrations of metabolites in the pathways involved in methionine biosynthesis.
• ### Discovering Prokaryotic Gene Regulation by Building and Investigating a Computational Model of the lac Operon

Learning Objectives
Students will be able to:
• model how the components of the lac operon contribute to gene regulation and expression.
• generate and test predictions using computational modeling and simulations.
• interpret and record graphs displaying simulation results.
• relate simulation results to cellular events.
• describe how changes in environmental glucose and lactose levels impact regulation of the lac operon.
• predict, test, and explain how mutations in specific elements in the lac operon affect their protein product and other elements within the operon.
• ### 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
• ### Teaching RNAseq at Undergraduate Institutions: A tutorial and R package from the Genome Consortium for Active Teaching

Learning Objectives
• From raw RNAseq data, run a basic analysis culminating in a list of differentially expressed genes.
• Explain and evaluate statistical tests in RNAseq data. Specifically, given the output of a particular test, students should be able to interpret and explain the result.
• Use the Linux command line to complete specified objectives in an RNAseq workflow.
• Generate meaningful visualizations of results from new data in R.
• (In addition, each chapter of this lesson plan contains more specific learning objectives, such as “Students will demonstrate their ability to map reads to a reference.”)
• ### Modeling the Research Process: Authentic human physiology research in a large non-majors course

Learning Objectives
Students will be able to:
• Formulate testable hypotheses
• Design an experimental procedure to test their hypothesis
• Make scientific observations
• Analyze and interpret data
• Communicate results visually and orally
• ### Authentic Ecological Inquiries Using BearCam Archives

Learning Objectives
Students will be able to:
• conduct an authentic ecological inquiry including
• generate a testable hypothesis based on observations,
• 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.
• ### Using QIIME to Interpret Environmental Microbial Communities in an Upper Level Metagenomics Course

Learning Objectives
Students will be able to:
• list and perform the steps of sequence processing and taxonomic inference.
• interpret microbial community diversity from metagenomic sequence datasets.
• compare microbial diversity within and between samples or treatments.
• ### Evaluating the Quick Fix: Weight Loss Drugs and Cellular Respiration

Learning Objectives
• Students will be able to explain how the energy from sugars is transformed into ATP via cellular respiration.
• Students will be able to predict an outcome if there is a perturbation in the cellular respiration pathway.
• Students will be able to state and evaluate a hypothesis.
• Students will be able to interpret data from a graph, and use that data to make inferences about the action of a drug.
• ### Learning to Pipet Correctly by Pipetting Incorrectly?

Learning Objectives
• Students will be able to use analytical balances and micropipettes.
• Students will be able to calculate averages and standard deviations.
• Students will be able to use t-tests to compare two independent samples.
• Students will be able to justify accepting or rejecting a null hypothesis based on an interpretation of p-values.
• Students will learn to use spreadsheet software such as Microsoft Excel and/or Google Sheets
• Students will be able to explain how pipetting incorrectly leads to errors.
• ### You and Your Oral Microflora: Introducing non-biology majors to their “forgotten organ”

Learning Objectives
Students 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
• ### The Avocado Lab: An Inquiry-Driven Exploration of an Enzymatic Browning Reaction

Learning Objectives
Students 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.
• ### Sex-specific differences in Meiosis: Real-world applications

Learning Objectives
After completion of the lesson students will be able to:
1. Describe the differences between female and male meiosis.
2. Interpret graphical data to make decisions relevant to medical practices.
3. Develop a hypothesis that explains the difference in incidence of aneuploidy in gametes between males and females.

Learning Objectives
Students 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)
• ### 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.
• ### CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology Curriculum

Learning Objectives
Students 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
Week 5-6: Ecology
• 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
Week 7-11: Cellular and Molecular Biology
• 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
Week 12-13: Bioinformatics
• 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
• ### Discovering Prokaryotic Gene Regulation with Simulations of the trp Operon

Learning Objectives
Students will be able to:
• Perturb and interpret simulations of the trp operon.
• Define how simulation results relate to cellular events.
• Describe the biological role of the trp operon.
• Describe cellular mechanisms regulating the trp operon.
• Explain mechanistically how changes in the extracellular environment affect the trp operon.
• Define the impact of mutations on trp operon expression and regulation.
• ### Gotcha! Which fly trap is the best? An introduction to experimental data collection and analysis

Learning Objectives
Students will:
• design and execute an experiment
• collect, organize, and summarize data
• analyze and interpret data and make inferences
• ### Teaching students to read, interpret, and write about scientific research: A press release assignment in a large, lower...

Learning Objectives
Students 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.
• ### An undergraduate bioinformatics curriculum that teaches eukaryotic gene structure

Learning Objectives
Module 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.
Module 2
• 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.
Module 3
• 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:
• pre-mRNA
• 5' capping
• splicing
• mRNA
Module 4
• 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.
Module 5
• 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.
Module 6
• 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.
• ### A new approach to course-based research using a hermit crab-hydrozoan symbiosis

Learning Objectives
Students 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.
• ### Teaching Biodiversity with Museum Specimens in an Inquiry-Based Lab

Learning Objectives
Students completing this lab module will:
• Learn how to appropriately handle and measure museum specimens.
• Develop the necessary statistical skills to analyze museum specimen data.
• Become familiar with how to search an online museum database and integrate supplemental data with their own dataset.
• Strengthen scientific communication skills by presenting research to their peers.
• Demonstrate ability to investigate scientific questions and address obstacles that occur during data collection and integration.
• Increase proficiency in managing and using large datasets for scientific research.
• Make connections between natural history knowledge and morphology of organisms in developing and testing hypotheses.
• ### Discovering Cellular Respiration with Computational Modeling and Simulations

Learning Objectives
Students will be able to:
• Describe how changes in cellular homeostasis affect metabolic intermediates.
• Perturb and interpret a simulation of cellular respiration.
• Describe cellular mechanisms regulating cellular respiration.
• Describe how glucose, oxygen, and coenzymes affect cellular respiration.
• Describe the interconnectedness of cellular respiration.
• Identify and describe the inputs and outputs of cellular respiration, glycolysis, pyruvate processing, citric acid cycle, and the electron transport chain.
• Describe how different energy sources are used in cellular respiration.
• Trace carbon through cellular respiration from glucose to carbon dioxide.
• ### 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
• ### CRISPR/Cas9 in yeast: a multi-week laboratory exercise for undergraduate students

Learning Objectives
Week 1: CRISPR design
• Locate the coding sequence, flanking sequence, protein product, and characteristics of a given gene from the Saccharomyces Genome Database (https://www.yeastgenome.org/).
• Design and defend the design of guide RNA and single stranded template for DNA repair in CRISPR/Cas9 gene editing studies to generate Saccharomyces cerevisiae auxotrophic mutants.
Week 3-4: Cloning
• Describe the qualities of the vector, pML104, that allow replication and selection in bacteria and yeast as well as allow expression of necessary factors in CRISPR/Cas9 genome editing, including Cas9 and sgRNA.
• Describe the rationale of and perform procedures necessary for cloning a small cassette (i.e., sgRNA gene) into a vector (i.e., pML104) including; restriction digest, annealing of DNA strands, removal of 5’ phosphates, ligation, and transformation.
• Recognize and design appropriate controls for cloning procedures such as ligation and transformation.
Week 5: Screening clones
• Describe the method of polymerase chain reaction (PCR), including the rationale for essential components of a reaction mixture and thermal-cycling conditions.
• Locate the binding sites of and design primers for PCR, then report the expected size of the amplification product.
• Describe and perform isolation of plasmid DNA from E. coli.
Week 6: Selection of clones and transformation of yeast
• Describe the rationale for and perform procedures to transform yeast, including the essential components of a transformation mixture and conditions necessary for transformation.
• Describe the basic conditions required for cultivating yeast.
• Describe the rationale for and perform agarose gel electrophoresis of a given size of DNA.
• Analyze DNA separated by agarose gel electrophoresis, including size estimation.
• Recognize and describe the qualities of a template for DNA repair that allows efficient DNA repair.
Week 7: Phenotyping
• Design an experiment to determine auxotrophic phenotypes.
• Predict the outcome of multi-step experiments.
Multiweek
• Recognize and describe conditions necessary for growth of E. coli and S. cerevisiae.
• Qualitatively and quantitatively analyze scientific data from scientific experiments, including bacterial and yeast transformation, agarose gel electrophoresis, extraction of plasmid DNA from bacteria, PCR, and auxotroph phenotypic analysis.
• Communicate science to peers through maintenance of a laboratory notebook, verbal communication with group members, and writing of a formal laboratory report written in a format acceptable for journal publication.
• Troubleshoot scientific protocols by identifying procedures that are prone to error, comparing recommended protocols to actual procedure, and using positive and negative controls to narrow the location of a potential error.
• Communicate specific potential or actual uses of CRISPR/Cas9 in science and/or medicine.
Alignment with Society-Generated Learning Objectives - From Biochemistry and Molecular Biology, and Genetics Learning Frameworks
• Use various bioinformatics approaches to analyze macromolecular primary sequence and structure.
• Illustrate how DNA is replicated and genes are transmitted from one generation to the next in multiple types of organisms including bacteria, eukaryotes, viruses, and retroviruses.
• Define what a genome consists of and how the information in various genes and other sequence classes within each genome are used to store and express genetic information.
• Explain the meaning of ploidy (haploid, diploid, aneuploid etc.) and how it relates to the number of homologues of each chromosome.
• Predict the effects of mutations on the activity, structure, or stability of a protein and design appropriate experiments to assess the effects of mutations.
• Predict the growth behavior of microbes based on their growth conditions, e.g., temperature, available nutrient, aeration level, etc.
• Discuss the benefits of specific tools of modern biotechnology that are derived from naturally occurring microbes (e.g. cloning vectors, restriction enzymes, Taq polymerase, etc.)
• Accurately prepare and use reagents and perform experiments.
• When presented with an observation, develop a testable and falsifiable hypothesis.
• When provided with a hypothesis, identify the appropriate experimental observations and controllable variables.