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  • Figure 2. ICB-Students come to class prepared to discuss the text
  • blind cave fish
  • A pair of homologous chromosomes.

    Meiosis: A Play in Three Acts, Starring DNA Sequence

    Learning Objectives
    • Students will be able to identify sister chromatids and homologous chromosomes at different stages of meiosis.
    • Students will be able to identify haploid and diploid cells, whether or not the chromosomes are replicated.
    • Students will be able to explain why homologous chromosomes must pair during meiosis.
    • Students will be able to relate DNA sequence similarity to chromosomal structures.
    • Students will be able to identify crossing over as the key to proper pairing of homologous chromosomes during meiosis.
    • Students will be able to predict the outcomes of meiosis for a particular individual or cell.
  • 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.
  • Example image of dividing cells obtained from the Allen Institute for Cell Science 3D Cell Viewer.

    A virtual laboratory on cell division using a publicly-available image database

    Learning 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.
  • Students engaged in building the PCR model

    A Close-Up Look at PCR

    Learning Objectives
    At the end of this lesson students will be able to...
    • Describe the role of a primer in PCR
    • Predict sequence and length of PCR product based on primer sequences
    • Recognize that primers are incorporated into the final PCR products and explain why
    • Identify covalent and hydrogen bonds formed and broken during PCR
    • Predict the structure of PCR products after each cycle of the reaction
    • Explain why amplification proceeds exponentially