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  • blind cave fish
  • Medical students at a fair. Credit: Danieladelrio

    Casting a Wide Net via Case Studies: Educating across the undergraduate to medical school continuum in the biological...

    Learning Objectives
    At the end of this lesson, the student should be able to:
    • Consider the potential advantages and disadvantages of widespread use of whole genome sequencing and direct-to-consumer genetic testing.
    • Explore the critical need to maintain privacy of individual genetic test results to protect patient interests.
    • Dissect the nuances of reporting whole genome sequencing results.
    • Recognize the economic ramifications of precision medicine strategies.
    • Formulate a deeper understanding of the ethical dimensions of emerging genetic testing technologies.
  • Teaching epidemiology and principles of infectious disease using popular media and the case of Typhoid Mary

    Learning Objectives
    Students 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.
  • American coot (Fulica Americana) family at the Cloisters City Park pond in Morrow Bay, CA. "Mike" Michael L. Baird [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons, https://upload.wikimedia.org/wikipedia/commons/d/db/Fulica_americana3.jpg

    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.
  • Memory Helper is an illustration of a made up dietary supplement. Because the supplement is named Memory Helper, and because a picture of a brain is placed on the label, consumers might believe that the supplement is a memory aid. We add the footnote “tested?” to suggest that consumers should take a closer look.

    Bad Science: Exploring the unethical research behind a putative memory supplement

    Learning Objectives
    Students 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.
  • This collage contains original images taken by the course instructor. The images show a microscopic view of stomata on the underside of a Brassica rapa leaf (A), B. rapa plants in their growth trays (B), a flowering B. rapa plant (C), and different concentrations of foliar protein (D). Photos edited via Microsoft Windows Photo Editor and Phototastic Collage Maker.

    A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?

    Learning Objectives
    Students 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).
    Note: Additional, more specific objectives are included with each of the four lessons (Supporting Files S1-S4)
  • Students using the Understanding Eukaryotic Genes curriculum to construct a gene model. Students are working as a pair to complete each Module using classroom computers.

    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
    • 3' polyadenylation
    • 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.
  • 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.
  • 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.
  • 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.
  • An active-learning lesson that targets student understanding of population growth in ecology

    Learning Objectives
    Students 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.