Skip to main content

You are here

Filters

Search found 93 items

Search

  • 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.
  • photo credit John Friedlein. Author (SRB) helps a student troubleshooting RStudio in the workshop session of class.
  • This is a representation of what might happen during peer discussion.

    In-class peer grading of daily quizzes increases feedback opportunities

    Learning Objectives
    Each of these objectives are illustrated with a succinct slide presentation or other supplemental material available ahead of class time through the course administration system. Learners found it particularly helpful to have video clips that remind them of mathematical manipulations available (in the above example objective c). Students understand that foundational objectives tend to be the focus of the quiz (objectives a-d) and that others will be given more time to work on together in class (objectives e-g), but I don't specify this exactly to reduce temptation that 'gamers' take a shortcut that would impact their group work negatively later on. However, the assignment for a focused graded group activity is posted as well, so it is clear what we are working towards; if desired individuals could prepare ahead of the class.
  • Format of a typical course meeting
  • blind cave fish
  • Students present their posters to classmates and instructors during a poster fair.

    Discovery Poster Project

    Learning Objectives
    Students will be able to:
    • identify and learn about a scientific research discovery of interest to them using popular press articles and the primary literature
    • find a group on campus doing research that aligns with their interests and communicate with the faculty leader of that group
    • create and present a poster that synthesizes their knowledge of the research beyond the discovery
  • Students use plastic Easter eggs and chocolate pieces to simulate the distribution of HIV in T lymphocytes.

    Infectious Chocolate Joy with a Side of Poissonian Statistics: An activity connecting life science students with subtle...

    Learning Objectives
    • Students will define a Poisson distribution.
    • Students will generate a data set on the probability of a T cell being infected with a virus(es).
    • Students will predict the likelihood of one observing the mean value of viruses occurring.
    • Students will evaluate the outcomes of a random process.
    • Students will hypothesize whether a process is Poissonian and design a test for that hypothesis.
    • Students will collect data and create a histogram from their data.
  • Image from http://www.epa.gov/airdata/ad_maps.html

    Air Quality Data Mining: Mining the US EPA AirData website for student-led evaluation of air quality issues

    Learning Objectives
    Students will be able to:
    • Describe various parameters of air quality that can negatively impact human health, list priority air pollutants, and interpret the EPA Air Quality Index as it relates to human health.
    • Identify an air quality problem that varies on spatial and/or temporal scales that can be addressed using publicly available U.S. EPA air data.
    • Collect appropriate U.S. EPA Airdata information needed to answer that/those questions, using the U.S. EPA Airdata website data mining tools.
    • Analyze the data as needed to address or answer their question(s).
    • Interpret data and draw conclusions regarding air quality levels and/or impacts on human and public health.
    • Communicate results in the form of a scientific paper.
  • Figure 2. ICB-Students come to class prepared to discuss the text
  • Pipets - photo by Magnus Manske

    Learning to Pipet Correctly by Pipetting Incorrectly?

    Learning Objectives
    • Students will be able to use analytical balances and micropipettes.
    • Students will be able to calculate averages and standard deviations.
    • Students will be able to use t-tests to compare two independent samples.
    • Students will be able to justify accepting or rejecting a null hypothesis based on an interpretation of p-values.
    • Students will learn to use spreadsheet software such as Microsoft Excel and/or Google Sheets
    • Students will be able to explain how pipetting incorrectly leads to errors.
  • Plant ecology students surveying vegetation at Red Hills, CA, spring 2012.  From left to right are G.L, F.D, A.M., and R.P.  Photo used with permission from all students.

    Out of Your Seat and on Your Feet! An adaptable course-based research project in plant ecology for advanced students

    Learning Objectives
    Students 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)
  • 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
  • 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.
  • Arabidopsis Seedling

    Linking Genotype to Phenotype: The Effect of a Mutation in Gibberellic Acid Production on Plant Germination

    Learning Objectives
    Students will be able to:
    • identify when germination occurs.
    • score germination in the presence and absence of GA to construct graphs of collated class data of wild-type and mutant specimens.
    • identify the genotype of an unknown sample based on the analysis of their graphical data.
    • organize data and perform quantitative data analysis.
    • explain the importance of GA for plant germination.
    • connect the inheritance of a mutation with the observed phenotype.
  • Madhumathi S V (2013) This image is license under a Creative Commons Atrribution-Share Alike 4.0 International.  https://commons.wikimedia.org/wiki/File:Business_ethics.jpg

    Priority Setting in Public Health: A lesson in ethics and hard choices

    Learning Objectives
    At the end of this unit, students will be able to:
    • Define the central distinction between public health and medicine
    • Apply objectives of public health and individual medical care in a particular situation to identify potential areas of conflict in priority setting
    • Apply moral theories of utilitarianism and deontology to a particular situation to identify the course of action proponents of each theory would see as morally justified
    • Identify the range of morally justifiable actions that might be available to a health professional in a particular setting
    • Choose from among a range of possible actions in a particular health situation and articulate the ethical principles that would justify that choice.
  • Sliced vegan no-knead whole what bread loaf” by Veganbaking.net is licensed under CC BY-SA 2.0
  • Students at Century College use gel electrophoresis to analyze PCR samples in order to detect a group of ampicillin-resistance genes.

    Antibiotic Resistance Genes Detection in Environmental Samples

    Learning Objectives
    After completing this laboratory series, students will be able to:
    • apply the scientific method in formulating a hypothesis, designing a controlled experiment using appropriate molecular biology techniques, and analyzing experimental results;
    • conduct a molecular biology experiment and explain the principles behind methodologies, such as accurate use of micropipettes, PCR (polymerase chain reaction), and gel electrophoresis;
    • determine the presence of antibiotic-resistance genes in environmental samples by analyzing PCR products using gel electrophoresis;
    • explain mechanisms of microbial antibiotic resistance;
    • contribute data to the Antibiotic Resistance Genes Network;
    • define and apply key concepts of antibiotic resistance and gene identification via PCR fragment size.
  • Simplified Representation of the Global Carbon Cycle, https://earthobservatory.nasa.gov/Features/CarbonCycle/images/carbon_cycle.jpg

    Promoting Climate Change Literacy for Non-majors: Implementation of an atmospheric carbon dioxide modeling activity as...

    Learning Objectives
    • Students will be able to manipulate and produce data and graphs.
    • Students will be able to design a simple mathematical model of atmospheric CO2 that can be used to make predictions.
    • Students will be able to conduct simulations, analyze, interpret, and draw conclusions about atmospheric CO2 levels from their own computer generated simulated data.
     
  • “The outcome of the Central Dogma is not always intuitive” Variation in gene size does not necessarily correlate with variation in protein size. Here, two related genes differ in length due to a deletion mutation that removes four nucleotides. Many students do not predict that the smaller gene, after transcription and translation, would produce a larger protein.

    Predicting and classifying effects of insertion and deletion mutations on protein coding regions

    Learning Objectives
    Students will be able to:
    • accurately predict effects of frameshift mutations in protein coding regions
    • conduct statistical analysis to compare expected and observed values
    • become familiar with accessing and using DNA sequence databases and analysis tools
  • 3D Print Models: A collection of 3D models printed from online repository files.
  • Using Undergraduate Molecular Biology Labs to Discover Targets of miRNAs in Humans

    Learning Objectives
    • Use biological databases to generate and compare lists of predicted miR targets, and obtain the mRNA sequence of their selected candidate gene
    • Use bioinformatics tools to design and optimize primer sets for qPCR
  • 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.
  • 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.
  • Using QIIME to Interpret Environmental Microbial Communities in an Upper Level Metagenomics Course

    Learning Objectives
    Students will be able to:
    • list and perform the steps of sequence processing and taxonomic inference.
    • interpret microbial community diversity from metagenomic sequence datasets.
    • compare microbial diversity within and between samples or treatments.
  • 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)
  • Grow the Gradient game board. A student moves game pieces on the game board as they learn how the loop of Henle creates a salt concentration gradient in the medulla.

    Grow the Gradient: An interactive countercurrent multiplier game

    Learning 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.
    Advanced Learning Objectives for Extensions
    • 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.
  • Monarch larvae

    Does it pose a threat? Investigating the impact of Bt corn on monarch butterflies

    Learning Objectives
    Students will be able to:
    • Apply genetics concepts to a relevant case study of Bt corn and monarch butterflies
    • Read figures and text from primary literature
    • Identify claims presented in scientific studies
    • Evaluate data presented in scientific studies
    • Critically reason using data
    • Evaluate the consequences of GM technology on non-target organisms
    • Communicate scientific data orally
  • 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.
  • The Roc is a mythical giant bird of prey, first conceived during the Islamic Golden Age (~8th to 13th centuries CE), popularized in folk tales gathered in One Thousand One Nights. Rocs figured prominently in tales of Sinbad the Sailor. In this 1898 illustration by René Bull, the Roc is harassing two of Sinbad’s small fleet of ships. Illustration by René Bull is licensed under CC BY 2.0. (Source: https://en.wikipedia.org/wiki/Roc_(mythology)#mediaviewer/File:Rocweb.jpg)

    A first lesson in mathematical modeling for biologists: Rocs

    Learning Objectives
    • Systematically develop a functioning, discrete, single-species model of an exponentially-growing or -declining population.
    • Use the model to recommend appropriate action for population management.
    • Communicate model output and recommendations to non-expert audiences.
    • Generate a collaborative work product that most individuals could not generate on their own, given time and resource constraints.
  • Using phylogenetics to make inferences about historical biogeographic patterns of evolution.

    Building Trees: Introducing evolutionary concepts by exploring Crassulaceae phylogeny and biogeography

    Learning Objectives
    Students will be able to:
    • Estimate phylogenetic trees using diverse data types and phylogenetic models.
    • Correctly make inferences about evolutionary history and relatedness from the tree diagrams obtained.
    • Use selected computer programs for phylogenetic analysis.
    • Use bootstrapping to assess the statistical support for a phylogeny.
    • Use phylogenetic data to construct, compare, and evaluate the role of geologic processes in shaping the historical and current geographic distributions of a group of organisms.
  • Wikipedia in the Science Classroom. In this primary image, students are sharing their Wikipedia article evaluations and evaluation process with their peers.
  • 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.
  • 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.
  • Ecosystem

    Using Pathway Maps to Link Concepts, Peer Review, Primary Literature Searches and Data Assessment in Large Enrollment...

    Learning Objectives
    • Define basic concepts and terminology of Ecosystem Ecology
    • Link biological processes that affect each other
    • Evaluate whether the link causes a positive, negative, or neutral effect
    • Find primary literature
    • Identify data that correctly supports or refutes an hypothesis
  • Images of students participating in the SIDE activity

    Using a Sequential Interpretation of Data in Envelopes (SIDE) approach to identify a mystery TRP channel

    Learning Objectives
    • Students will be able to analyze data from multiple experimental methodologies to determine the identity of their "mystery" TRP channel.
    • Students will be able to interpret the results of individual experiments and from multiple experiments simultaneously to identify their "mystery" TRP channel.
    • Students will be able to evaluate the advantages and limitations of experimental methodologies presented in this lesson.
  • Abelson kinase signaling network. The image shows many connections between genes and illustrates that signaling molecules and pathways function within networks. It emphasizes the indispensability of computational tools in understanding the molecular functioning of cells. The image was generated with Cytoscape from publicly accessible protein-protein interactions databases.

    Investigating Cell Signaling with Gene Expression Datasets

    Learning Objectives
    Students will be able to:
    • Explain the hierarchical organization of signal transduction pathways.
    • Explain the role of enzymes in signal propagation and amplification.
    • Recognize the centrality of signaling pathways in cellular processes, such as metabolism, cell division, or cell motility.
    • Rationalize the etiologic basis of disease in terms of deranged signaling pathways.
    • Use software to analyze and interpret gene expression data.
    • Use an appropriate statistical method for hypotheses testing.
    • Produce reports that are written in scientific style.
  • Hydrozoan polyps on a hermit-crab shell (photo by Tiffany Galush)

    A new approach to course-based research using a hermit crab-hydrozoan symbiosis

    Learning Objectives
    Students will be able to:
    • define different types of symbiotic interactions, with specific examples.
    • summarize and critically evaluate contemporary primary literature relevant to ecological symbioses, in particular that between hermit crabs and Hydractinia spp.
    • articulate a question, based on observations of a natural phenomenon (in this example, the hermit crab-Hydractinia interaction).
    • articulate a testable hypothesis, based on their own observations and read of the literature.
    • design appropriate experimental or observational studies to address their hypotheses.
    • collect and interpret data in light of their hypotheses.
    • problem-solve and troubleshoot issues that arise during their experiment.
    • communicate scientific results, both orally and in written form.
  • pClone Red Makes Research Look Easy

    Using Synthetic Biology and pClone Red for Authentic Research on Promoter Function: Introductory Biology (identifying...

    Learning Objectives
    • Describe how cells can produce proteins at the right time and correct amount.
    • Diagram how a repressor works to reduce transcription.
    • Diagram how an activator works to increase transcription.
    • Identify a new promoter from literature and design a method to clone it and test its function.
    • Successfully and safely manipulate DNA and Escherichia coli for ligation and transformation experiments.
    • Design an experiment to verify a new 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.
  • Model skeleton

    Plotting Cranial and Spinal Nerve Pathways in a Human Anatomy Lab

    Learning Objectives
    • Identify and describe the functions of cranial and spinal nerves
    • Identify cranial and spinal nerve origination points and what structures they innervate
    • Trace the routes that cranial and spinal nerves take throughout the body
  • pClone Red Makes Research Look Easy

    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.  
  • Peterson MP, Rosvall KA, Choi J-H, Ziegenfus C, Tang H, Colbourne JK, et al. (2013) Testosterone Affects Neural Gene Expression Differently in Male and Female Juncos: A Role for Hormones in Mediating Sexual Dimorphism and Conflict. PLoS ONE 8(4): e61784. doi:10.1371/journal.pone.0061784

    Teaching RNAseq at Undergraduate Institutions: A tutorial and R package from the Genome Consortium for Active Teaching

    Learning Objectives
    • From raw RNAseq data, run a basic analysis culminating in a list of differentially expressed genes.
    • Explain and evaluate statistical tests in RNAseq data. Specifically, given the output of a particular test, students should be able to interpret and explain the result.
    • Use the Linux command line to complete specified objectives in an RNAseq workflow.
    • Generate meaningful visualizations of results from new data in R.
    • (In addition, each chapter of this lesson plan contains more specific learning objectives, such as “Students will demonstrate their ability to map reads to a reference.”)
  • Bacteria growing on petri dish

    You and Your Oral Microflora: Introducing non-biology majors to their “forgotten organ”

    Learning Objectives
    Students will be able to:
    • Explain both beneficial and detrimental roles of microbes in human health.
    • Compare and contrast DNA replication as it occurs inside a cell versus in a test tube
    • Identify an unknown sequence of DNA by performing a BLAST search
    • Navigate sources of scientific information to assess the accuracy of their experimental techniques
  • Neutrophils in a Danio rerio Embryo. Student-generated picture of a wounded zebrafish embryo that was stained to show the neutrophils (small black dots) that had migrated toward the wound site on the fin.

    Inexpensive Cell Migration Inquiry Lab using Zebrafish

    Learning Objectives
    Students will:
    • formulate a hypothesis and design an experiment with the proper controls.
    • describe the steps involved in the zebrafish wounding assay (treating zebrafish embryos with drugs or control substances, wounding the embryo, staining the embryo, and counting neutrophils near the wound).
    • summarize results into a figure and write a descriptive figure legend.
    • perform appropriate statistical analysis.
    • interpret results in a discussion that draws connections between the cytoskeleton and cell migration.
    • put data into context by appropriately using information from journal articles in the introduction and discussion of a lab report.
  • Training future faculty map

    Training future faculty in 30 minutes a week: A modular framework to provide just-in-time professional development to...

    Learning Objectives
    TAs will be able to:
    • design small classroom activities
    • design fair quiz and exam questions
    • use rubrics to grade assignments fairly and in a timely manner
    • offer constructive, actionable feedback on student written work
    • compare and contrast context-specific strategies for dealing with student problems
    • compare and contrast context-specific time management strategies
    • discuss the importance of diversity, evaluate their own implicit biases, and discuss how these could impact their teaching
    • compare and contrast different methods of summarizing teaching experience on job application materials
    • evaluate their teaching in a reflective manner to develop future teaching goals
  • Structure of protein ADA2

    Understanding Protein Domains: A Modular Approach

    Learning Objectives
    • Students will be able to compare protein sequences and identify conserved regions and putative domains.
    • Students will be able to obtain, examine, and compare structural models of protein domains.
    • Students will be able to interpret data on protein interactions (in vitro pull-down and in vitro and in vivo functional assays)
    • Students will be able to propose experiments to test protein interactions.
  • 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
  • Adult female Daphnia dentifera. Daphnia spp. make a great study system due to their transparent body and their ease of upkeep in a lab.

    Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year...

    Learning Objectives
    Students will be able to:
    • Construct written predictions about 1 factor experiments.
    • Interpret simple (2 variables) figures.
    • Construct simple (2 variables) figures from data.
    • Design simple 1 factor experiments with appropriate controls.
    • Demonstrate proper use of standard laboratory items, including a two-stop pipette, stereomicroscope, and laboratory notebook.
    • Calculate means and standard deviations.
    • Given some scaffolding (instructions), select the correct statistical test for a data set, be able to run a t-test, ANOVA, chi-squared test, and linear regression in Microsoft Excel, and be able to correctly interpret their results.
    • Construct and present a scientific poster.
  • Modeling the Research Process: Authentic human physiology research in a large non-majors course

    Learning Objectives
    Students will be able to:
    • Read current scientific literature
    • Formulate testable hypotheses
    • Design an experimental procedure to test their hypothesis
    • Make scientific observations
    • Analyze and interpret data
    • Communicate results visually and orally

Pages