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- (-) Remove Design an experiment or research study filter Design an experiment or research study
- (-) Remove Synthesis/Evaluation/Creation filter Synthesis/Evaluation/Creation
- (-) Remove Introductory filter Introductory
- (-) Remove Reveals prior knowledge filter Reveals prior knowledge
- (-) Remove Formulating hypotheses filter Formulating hypotheses
What do Bone and Silly Putty® have in Common?: A Lesson on Bone ViscoelasticityLearning 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.
A Short Laboratory Module to Help Infuse Metacognition during an Introductory Course-based Research ExperienceLearning Objectives
- Students will be able to evaluate the strengths and weaknesses of data.
- Students will be able to employ prior knowledge in formulating a biological research question or hypothesis.
- Students will be able to distinguish a research question from a testable hypothesis.
- Students will recognize that the following are essential elements in experimental design: identifying gaps in prior knowledge, picking an appropriate approach (ex. experimental tools and controls) for testing a hypothesis, and reproducibility and repeatability.
- Students will be able to identify appropriate experimental tools, approaches and controls to use in testing a hypothesis.
- Students will be able to accurately explain why an experimental approach they have selected is a good choice for testing a particular hypothesis.
- Students will be able to discuss whether experimental outcomes support or fail to support a particular hypothesis, and in the case of the latter, discuss possible reasons why.
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.
Bad Cell Reception? Using a cell part activity to help students appreciate cell biology, with an improved data plan and...Learning Objectives
- Identify cell parts and explain their function
- Explain how defects in a cell part can result in human disease
- Generate thought-provoking questions that expand upon existing knowledge
- Create a hypothesis and plan an experiment to answer a cell part question
- Find and reference relevant cell biology journal articles