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Taking the Hassle out of HasselbalchLearning ObjectivesStudents will be able to:
- Characterize an aqueous environment as acidic or basic.
- Explain that pKa is a measure of how easy it is to remove a proton from a molecule.
- Predict ionization state of a molecule at a particular pH based on its pKa (qualitative use of the Henderson-Hasselbalch equation).
- Calculate the ratio of protonated/unprotonated forms of ionizable groups depending on chemical characteristics and /or environment pH (quantitative use of the Henderson-Hasselbalch equation).
- Apply this knowledge in a medical context.
Out of Your Seat and on Your Feet! An adaptable course-based research project in plant ecology for advanced studentsLearning ObjectivesStudents 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)
Authentic Ecological Inquiries Using BearCam ArchivesLearning ObjectivesStudents will be able to:
- conduct an authentic ecological inquiry including
- generate a testable hypothesis based on observations,
- design investigation with appropriate sampling selection and variables,
- 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.
- conduct an authentic ecological inquiry including
Investigating the Function of a Transport Protein: Where is ABCB6 Located in Human Cells?Learning ObjectivesAt 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.
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
Teaching Genetic Linkage and Recombination through Mapping with Molecular MarkersLearning ObjectivesStudents will be able to:
- Explain how recombination can lead to new combinations of linked alleles.
- Explain how molecular markers (such as microsatellites) can be used to map the location of genes/loci, including what crosses would be informative and why.
- Explain how banding patterns on an electrophoresis gel represent the segregation of alleles during meiosis.
- Predict how recombination frequency between two linked loci affects the genotype frequencies of the products of meiosis compared to loci that are unlinked (or very tightly linked).
- Analyze data from a cross (phenotypes and/or genotypes) to determine if the cross involves linked genes.
- Calculate the map distance between linked genes using data from genetic crosses, such as gel electrophoresis banding patterns.
- Justify conclusions about genetic linkage by describing the information in the data that allows you to determine genes are linked.
Grow the Gradient: An interactive countercurrent multiplier gameLearning Objectives
- Students will be able to simulate the movement of water and sodium at each region of the loop of Henle.
- Students will be able to associate osmosis and active transport with movement of water/solutes at each region of the loop of Henle.
- Students will be able to model how the descending and ascending limbs of the loop of Henle maintain a concentration gradient within the medulla.
- Students will be able to predict the effects of altering normal water and salt movement out of the loop of Henle on the salt concentration of the medulla, urine concentration, and urine volume.
- Students will be able to predict the impact of the length of the loop of Henle on the magnitude of the concentration gradient within the medulla.
- Students will be able to predict the length of the loop of Henle in organisms from different habitats.
Using Yeast to Make Scientists: A Six-Week Student-Driven Research Project for the Cell Biology LaboratoryLearning Objectives
- Learn about basic S. cerevisiae biology
- Use sterile technique
- Perform a yeast viability assay
- Use a spectrophotometer to measure growth of S. cerevisiae
- Perform a literature search
- Calculate concentrations of chemicals appropriate for S. cerevisiae
- Generate S. cerevisiae growth curves
- Troubleshoot experimental difficulties
- Perform statistical analysis
- Present findings to an audience