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  • 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
  • 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.
  • 3D Print Models: A collection of 3D models printed from online repository files.
  • Graphic of structured decision making process

    Using Structured Decision Making to Explore Complex Environmental Issues

    Learning Objectives
    Students will be able to:
    1. Describe the process, challenges, and benefits of structured decision making for natural resource management decisions.
    2. 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.
    3. Assess scientific evidence for a given management or policy action to resolve an environmental issue.
  • Building a Model of Tumorigenesis: A small group activity for a cancer biology/cell biology course

    Learning Objectives
    At 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.
  • The MAP Kinase signal transduction pathway

    Cell Signaling Pathways - a Case Study Approach

    Learning 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.
  • Binding pocket diagram The image suggests that by providing appropriate non-covalent interactions at sites A, B and C, students can create a binding pocket selective for the neurotransmitter molecule serotonin.

    Serotonin in the Pocket: Non-covalent interactions and neurotransmitter binding

    Learning 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.
  • 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.