Skip to main content

You are here

Filters

Search found 48 items

Search

  • Possible implementations of a short research module

    A Short Laboratory Module to Help Infuse Metacognition during an Introductory Course-based Research Experience

    Learning 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.
  • 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.
  • 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.
  • 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.
  • Cold-blooded animals and chemical kinetics

    Teaching the Biological Relevance of Chemical Kinetics Using Cold-Blooded Animal Biology

    Learning Objectives
    Students will be able to:
    • Predict the effect of reaction temperature on the rate of a chemical reaction
    • Interpret a graph plotted between rate of a chemical reaction and temperature
    • Discuss chemical kinetics utilizing case studies of cold-blooded animals
  • A A student assists Colorado Parks & Wildlife employees spawning greenback cutthroat trout at the Leadville National Fish Hatchery; B greenback cutthroat trout adults in a hatchery raceway; C tissue samples collected by students to be used for genetic analysis (images taken by S. Love Stowell)

    Cutthroat trout in Colorado: A case study connecting evolution and conservation

    Learning Objectives
    Students will be able to:
    • interpret figures such as maps, phylogenies, STRUCTURE plots, and networks for species delimitation
    • identify sources of uncertainty and disagreement in real data sets
    • propose research to address or remedy uncertainty
    • construct an evidence-based argument for the management of a rare taxon
  • 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
  • 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 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.
  • How Silly Putty® is like bone

    What do Bone and Silly Putty® have in Common?: A Lesson on Bone Viscoelasticity

    Learning 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.
  • Format of a typical course meeting
  • Reprinted by permission from Macmillan Publishers Ltd.

    A Hands-on Introduction to Hidden Markov Models

    Learning Objectives
    • Students will be able to process unannotated genomic data using ab initio gene finders as well as other inputs.
    • Students will be able to defend the proposed gene annotation.
    • Students will reflect on the other uses for HMMs.
  • Figure 2. ICB-Students come to class prepared to discuss the text
  • DNA

    Using CRISPR-Cas9 to teach the fundamentals of molecular biology and experimental design

    Learning Objectives
    Module 1
    • Generate a testable hypothesis that requires a creative design of reagents based on critical reading of and review of prior research.
    • Demonstrate proficiency in using molecular cloning software to analyze, manipulate and verify DNA sequences.
    • Predict the downstream effect on the mRNA and protein after successfully inserting a DNA repair template into the genome of a cell/organism.
    • Compare and contrast the processes of DNA duplication and PCR.
    • Demonstrate the ability to design primers to amplify a nucleotide sequence.
    • Analyze and evaluate the results of DNA agarose gel electrophoresis.
    Module 2
    • Identify the key features in genomic DNA, specifically those required for CRISPR-Cas9 mediated gene edits.
    • Explain how compatible ends of DNA are used to produce recombinant DNA in a ligation reaction.
    • Explain the chemical principles behind plasmid DNA purification from bacterial cultures.
    • Devise a strategy to screen clones based on antibiotic selection and the mechanism of digestion by DNA endonucleases.
    • Predict and evaluate the results of a diagnostic digest.
    Module 3
    • Explain the chemical principles behind DNA purification using phenol-chloroform extraction and ethanol precipitation.
    • Explain the key differences between DNA duplication and transcription.
    • Demonstrate the ability to perform lab work with sterile technique.
    • Compare and contrast the results of a non-denaturing vs. denaturing agarose gel.
    • Evaluate the results of a denaturing agarose gel.
    Module 4
    • Design and implement an experiment that tests the CRISPR-Cas9 principle.
    • Predict the outcome of a successful in vitro Cas9 digest.
    Presentation of Data Post Lesson
    • Summarize important background information on gene of interest from analysis of primary literature.
    • Produce figures and figure legends that clearly indicate results.
    • Organize and construct a poster that clearly and professionally displays the important aspects of the lesson.
    • Demonstrate understanding of the lesson by presenting a poster to an audience in lay terms, mid-level terms, or at an expert level.
    • Demonstrate understanding of procedures by writing a formal materials and methods paper.
  • 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
  • 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.  
  • 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
  • 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)
  • Your Tax Dollars at Work: A mock grant writing experience centered on scientific process skills

    Learning Objectives
    Students will be able to:
    • Propose a testable, novel question contributing to a biological field of study.
    • Formulate a study rationale.
    • Describe relevant background information on a topic using the primary literature.
    • Choose appropriate scientific, mathematical, and statistical methods to analyze a research question.
    • Determine the financial costs of a research project.
    • Present a proposal for peer review and compose a constructive peer review.
    • Collaborate as a member of a scientific team.
    • Articulate the review criteria and process used in NSF-style proposal review.
  • 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.
  • “Phenology of a Dawn Redwood” – Images collected by students for this lesson pieced together illustrating a Metasequoia glyptostroboides changing color and dropping its leaves in the fall of 2017 on Michigan State University campus.

    Quantifying and Visualizing Campus Tree Phenology

    Learning Objectives
    The Learning Objectives of this lesson span across the entire semester.
    • Observe and collect information on phenological changes in local trees.
    • Become familiar with a database and how to work with large datasets.
    • Analyze and visualize data from the database to test their hypotheses and questions.
    • Develop a research proposal including empirically-driven questions and hypotheses.
    • Synthesize the results of their analysis in the context of plant biodiversity and local environmental conditions.
  • 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.
  • 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
  • photo credit John Friedlein. Author (SRB) helps a student troubleshooting RStudio in the workshop session of class.
  • CRISPR/Cas9 in yeast experimental overview

    CRISPR/Cas9 in yeast: a multi-week laboratory exercise for undergraduate students

    Learning Objectives
    Week 1: CRISPR design
    • Locate the coding sequence, flanking sequence, protein product, and characteristics of a given gene from the Saccharomyces Genome Database (https://www.yeastgenome.org/).
    • Design and defend the design of guide RNA and single stranded template for DNA repair in CRISPR/Cas9 gene editing studies to generate Saccharomyces cerevisiae auxotrophic mutants.
    Week 3-4: Cloning
    • Describe the qualities of the vector, pML104, that allow replication and selection in bacteria and yeast as well as allow expression of necessary factors in CRISPR/Cas9 genome editing, including Cas9 and sgRNA.
    • Describe the rationale of and perform procedures necessary for cloning a small cassette (i.e., sgRNA gene) into a vector (i.e., pML104) including; restriction digest, annealing of DNA strands, removal of 5’ phosphates, ligation, and transformation.
    • Recognize and design appropriate controls for cloning procedures such as ligation and transformation.
    Week 5: Screening clones
    • Describe the method of polymerase chain reaction (PCR), including the rationale for essential components of a reaction mixture and thermal-cycling conditions.
    • Locate the binding sites of and design primers for PCR, then report the expected size of the amplification product.
    • Describe and perform isolation of plasmid DNA from E. coli.  
    Week 6: Selection of clones and transformation of yeast
    • Describe the rationale for and perform procedures to transform yeast, including the essential components of a transformation mixture and conditions necessary for transformation.
    • Describe the basic conditions required for cultivating yeast.
    • Describe the rationale for and perform agarose gel electrophoresis of a given size of DNA.
    • Analyze DNA separated by agarose gel electrophoresis, including size estimation.
    • Recognize and describe the qualities of a template for DNA repair that allows efficient DNA repair. 
    Week 7: Phenotyping
    • Design an experiment to determine auxotrophic phenotypes.
    • Predict the outcome of multi-step experiments.
    Multiweek
    • Recognize and describe conditions necessary for growth of E. coli and S. cerevisiae.
    • Qualitatively and quantitatively analyze scientific data from scientific experiments, including bacterial and yeast transformation, agarose gel electrophoresis, extraction of plasmid DNA from bacteria, PCR, and auxotroph phenotypic analysis.
    • Communicate science to peers through maintenance of a laboratory notebook, verbal communication with group members, and writing of a formal laboratory report written in a format acceptable for journal publication.
    • Troubleshoot scientific protocols by identifying procedures that are prone to error, comparing recommended protocols to actual procedure, and using positive and negative controls to narrow the location of a potential error.
    • Communicate specific potential or actual uses of CRISPR/Cas9 in science and/or medicine.
    Alignment with Society-Generated Learning Objectives - From Biochemistry and Molecular Biology, and Genetics Learning Frameworks
    • Use various bioinformatics approaches to analyze macromolecular primary sequence and structure.
    • Illustrate how DNA is replicated and genes are transmitted from one generation to the next in multiple types of organisms including bacteria, eukaryotes, viruses, and retroviruses.
    • Define what a genome consists of and how the information in various genes and other sequence classes within each genome are used to store and express genetic information.
    • Explain the meaning of ploidy (haploid, diploid, aneuploid etc.) and how it relates to the number of homologues of each chromosome. 
    • Predict the effects of mutations on the activity, structure, or stability of a protein and design appropriate experiments to assess the effects of mutations.
    • Predict the growth behavior of microbes based on their growth conditions, e.g., temperature, available nutrient, aeration level, etc.
    • Discuss the benefits of specific tools of modern biotechnology that are derived from naturally occurring microbes (e.g. cloning vectors, restriction enzymes, Taq polymerase, etc.)
    • Accurately prepare and use reagents and perform experiments.
    • When presented with an observation, develop a testable and falsifiable hypothesis.
    • When provided with a hypothesis, identify the appropriate experimental observations and controllable variables.
  • 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.
     
  • 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.
  • DNA barcoding research in first-year biology curriculum

    CURE-all: Large Scale Implementation of Authentic DNA Barcoding Research into First-Year Biology Curriculum

    Learning Objectives
    Students will be able to: Week 1-4: Fundamentals of Science and Biology
    • List the major processes involved in scientific discovery
    • List the different types of scientific studies and which types can establish causation
    • Design experiments with appropriate controls
    • Create and evaluate phylogenetic trees
    • Define taxonomy and phylogeny and explain their relationship to each other
    • Explain DNA sequence divergence and how it applies to evolutionary relationships and DNA barcoding
    Week 5-6: Ecology
    • Define and measure biodiversity and explain its importance
    • Catalog organisms using the morphospecies concept
    • Geographically map organisms using smartphones and an online mapping program
    • Calculate metrics of species diversity using spreadsheet software
    • Use spreadsheet software to quantify and graph biodiversity at forest edges vs. interiors
    • Write a formal lab report
    Week 7-11: Cellular and Molecular Biology
    • Extract, amplify, visualize and sequence DNA using standard molecular techniques (PCR, gel electrophoresis, Sanger sequencing)
    • Explain how DNA extraction, PCR, gel electrophoresis, and Sanger sequencing work at the molecular level
    Week 12-13: Bioinformatics
    • Trim and assemble raw DNA sequence data
    • Taxonomically identify DNA sequences isolated from unknown organisms using BLAST
    • Visualize sequence data relationships using sequence alignments and gene-based phylogenetic trees
    • Map and report data in a publicly available online database
    • Share data in a formal scientific poster
  • blind cave fish
  • In small groups students brainstorm a list of responses to the prompt and then exchange their lists with another group to circle sex characteristics and star gender characteristics.  The image has whiteboards completed by students.

    Sex and gender: What does it mean to be female or male?

    Learning Objectives
    • Students will be able to distinguish between sex and gender, and apply each term appropriately.
    • Students will be able to compare and contrast levels of sexual determination.
    • Students will be able to critique societal misrepresentations surrounding sex, gender, and gender identity.
  • A schematic of the relationship between the different types of pasta or beans and the respective gut and environmental bacteria

    The impact of diet and antibiotics on the gut microbiome

    Learning Objectives
    After completing the exercise, students will be able to:
    • Identify several of the nine phyla that contribute to the gut microbiome and name the two predominant ones;
    • Describe how diet impacts the gut microbiome and compare the composition of the gut microbiome between different diets;
    • Describe how antibiotic treatment impacts the gut microbiome and understand how this leads to infection, for example by Clostridium difficile;
    • Trace the response to a change in diet, starting with i) changes in the composition of the microbiome, followed by ii) changes in the bacterial metabolic pathways and the respective excreted metabolic products, resulting in iii) a molecular response in the host intestinal cells, and eventually iv) resulting in human disease;
    • Improve their ability to read scientific literature;
    • Express themselves orally and in writing;
    • Develop team working skill
  • Results formula questions. Shows the five questions that comprise the formula for writing a scientific Results section.
  • A photo of grizzly bears fishing in the McNeil Falls in Alaska, taken using BearCam by Lawrence Griffing.

    Authentic Ecological Inquiries Using BearCam Archives

    Learning Objectives
    Students 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.
  • 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.
  • ACTN3 from https://upload.wikimedia.org/wikipedia/commons/3/33/Protein_ACTN3_PDB_1tjt.png

    The Science Behind the ACTN3 Polymorphism

    Learning Objectives
    This article accompanies the lesson "The ACTN3 Polymorphism: Applications in Genetics and Physiology Teaching Laboratories." Learning objectives for the lesson include:
    1. Test hypotheses related to the role of ACTN3 in skeletal muscle function.
    2. Explain how polymorphic variants of the ACTN3 gene affect protein structure and function.
    3. List and explain the differences between fast twitch and slow twitch muscle fibers.
    4. List and explain possible roles of the ACTN3 protein in skeletal muscle function.
    5. Find and analyze relevant scientific publications about the relationship between ACTN3 genotype and muscle function.
    6. Formulate hypotheses related to the relationship between ACTN3 genotype and skeletal muscle function.
    7. Design experiments to test hypotheses about the role of ACTN3 in skeletal muscle function.
    8. Statistically analyze experimental results using relevant software.
    9. Present experimental results in writing.
  • ACTN3 from https://upload.wikimedia.org/wikipedia/commons/3/33/Protein_ACTN3_PDB_1tjt.png

    The ACTN3 Polymorphism: Applications in Genetics and Physiology Teaching Laboratories

    Learning Objectives
    1. Test hypotheses related to the role of ACTN3 in skeletal muscle function.
    2. Explain how polymorphic variants of the ACTN3 gene affect protein structure and function.
    3. List and explain the differences between fast twitch and slow twitch muscle fibers.
    4. List and explain possible roles of the ACTN3 protein in skeletal muscle function.
    5. Find and analyze relevant scientific publications about the relationship between ACTN3 genotype and muscle function.
    6. Formulate hypotheses related to the relationship between ACTN3 genotype and skeletal muscle function.
    7. Design experiments to test hypotheses about the role of ACTN3 in skeletal muscle function.
    8. Statistically analyze experimental results using relevant software.
    9. Present experimental results in writing.
  • Newspapers for a rainy day, filled with reports of the ways that science and society are interwoven. ©Eleanor Vandegrift

    Building student literacy and metacognition through reading science in the news

    Learning Objectives
    For each specific topic (stem cells and cloning, genetically modified organisms, and the human genome and human genetic diseases), students will be able to:
    • describe the underlying biology and explore how scientific reasoning and methods develop this understanding,
    • discuss the types of policy decisions that regulate studies related to biology or its application to human or environmental health,
    • evaluate scientific information to distinguish reliable information from propaganda,
    • explain how scientific controversies can arise when the same scientific questions are approached in different ways,
    • explore why some types of biological issues trigger regulatory decisions that can affect both research that would deepen our understanding of the issue and application of the results to policy decisions,
    • write about scientists who are researching topics related to our course, and
    • read science writing published in popular media sources.
  • 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
  • Two cells stained

    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
  • Sample Student Growth Curve. This image shows a yeast growth curve generated by a student in our lab, superimposed on an image of Saccharomyces cerevisiae cells.

    Using Yeast to Make Scientists: A Six-Week Student-Driven Research Project for the Cell Biology Laboratory

    Learning 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
  • Set Up Fly Traps: The photo is of the fly traps after being set up for the experiment

    Gotcha! Which fly trap is the best? An introduction to experimental data collection and analysis

    Learning Objectives
    Students will:
    • design and execute an experiment
    • collect, organize, and summarize data
    • analyze and interpret data and make inferences
  • Human karyotype

    Homologous chromosomes? Exploring human sex chromosomes, sex determination and sex reversal using bioinformatics...

    Learning Objectives
    Students successfully completing this lesson will:
    • Practice navigating an online bioinformatics resource and identify evidence relevant to solving investigation questions
    • Contrast the array of genes expected on homologous autosomal chromosomes pairs with the array of genes expected on sex chromosome pairs
    • Use bioinformatics evidence to defend the definition of homologous chromosomes
    • Define chromosomal sex and defend the definition using experimental data
    • Investigate the genetic basis of human chromosomal sex determination
    • Identify at least two genetic mutations can lead to sex reversal
  • Cavities and Tubes in Humans

    The Inside and Outside the Body

    Learning Objectives
    Students will be able to:
    • correctly identify when a substance (e.g. fetus, bacteria, toxins) is inside or outside the body.
    • recognize the point at which a substance transitions from the inside to the outside of the body and vice versa.
    • apply the concept of inside and outside the body to both normal events, such as the movement of oxygen from the alveolus to the blood, and abnormal events, such as the presence of blood in the urine.
  • Strawberries

    The Case of the Missing Strawberries: RFLP analysis

    Learning Objectives
    Students will be able to:
    • Describe the relationship of cells, chromosomes, and DNA.
    • Isolate DNA from strawberries.
    • Digest DNA with restriction enzymes.
    • Perform gel electrophoresis.
    • Design an experiment to compare DNAs by RFLP analysis.
    • Predict results of RFLP analysis.
    • Interpret results of RFLP analysis.
    • Use appropriate safety procedures in the lab.
  • “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
  • Sodium-Potassium pump

    Lights, Camera, Acting Transport! Using role-play to teach membrane transport

    Learning Objectives
    At the end of this activity, students should be able to:
    • Compare and contrast the mechanisms of simple diffusion, facilitated diffusion, and active transport (both primary and secondary).
    • Identify, and provide a rationale for, the mechanism(s) by which various substances cross the plasma membrane.
    • Describe the steps involved in the transport of ions by the Na+/K+ pump, and explain the importance of electrogenic pumps to the generation and maintenance of membrane potentials.
    • Explain the function of electrochemical gradients as potential energy sources specifically used in secondary active transport.
    • Relate each molecule or ion transported by the Na+/glucose cotransporter (SGLT1) to its own concentration or electrochemical gradient, and describe which molecules travel with and against these gradients.
  • 	http://biocyc.org/META/NEW-IMAGE?type=PATHWAY&object=TCA. Image adapted from :Image:Citric acid cycle noi.svg| (uploaded to Commons by wadester16)

    A simple way for students to visualize cellular respiration: adapting the board game MousetrapTM to model complexity

    Learning Objectives
    • Students will be able to describe the three stages of cellular respiration.
    • Students will be able to identify the reactants entering and the products formed during each stage of cellular respiration.
    • Students will be able to explain how chemical energy in carbohydrates is transferred to ATP through the stages of cellular respiration.
    • Students will be able to explain the effects of compartmentalization of cellular respiration reactions in different cellular spaces.
    • Students will be able to predict biological outcomes when a specific stage(s) of cellular respiration is altered.