RNA processing and northern blot technique problem part of Pedagogy in Action:Library:Coached Problem Solving:Examples
Students are given a figure of a northern blot from a journal article, and are asked to interpret the results, demonstrating an understanding of both the northern blot technique and RNA processing in eukaryotic cells.
Gene expression during development: Experimental design problem part of Pedagogy in Action:Library:Coached Problem Solving:Examples
This problem challenges students to design experiments using techniques measuring gene expression (reverse transcriptase PCR, microarrays, in situ hybridization) to answer questions about early developmental stages in Drosophila larvae.
Phylogenetics problems part of Pedagogy in Action:Library:Coached Problem Solving:Examples
Students receive information about cladistics and apply this phylogenetic approach to two different problems. In the first problem, involving dinosaurs, students determine whether traits are ancestral or derived and use this information to select the most parsimonious tree. In the second problem, students collect data from primate skulls and follow the same process.
Malnutrition, DNA replication, development, and schizophrenia homework problem part of Pedagogy in Action:Library:Coached Problem Solving:Examples
At the beginning of a unit on DNA, DNA replication, and mitosis, students are given a short science news article summarizing a recent research paper linking folic acid deficiency and schizophrenia. This assignment links the science news article to figures and key techniques from a related journal article. In order to answer the questions, students must apply and transfer the knowledge they gained about DNA and DNA replication in the unit, and they must extend these ideas to think about the role of cell division in development.
Human Single Nucleotide Polymorphism Determination part of Teaching Genomics at Small Colleges:Genomics Instructional Units Minicollection
In this laboratory exercise, students determine which allelic form of a particular single nucleotide polymorphism (SNP) they have (one located in an intron, and not associated with any known phenotype). Students may be homozygous for the A/T pair or the G/C pair, or they may be heterozygous with A/T on one chromosome and G/C on the homologous chromosome. Students isolate their own DNA, perform polymerase chain reaction (PCR) to amplify a region surrounding this SNP, and use RFLP (restriction fragment length polymorphism) analysis to determine their genotype.
Reconstructing the Evolution of Cauliflower and Broccoli part of Teaching Genomics at Small Colleges:Genomics Instructional Units Minicollection
This laboratory exercise allows students to make connections between plant morphology and the genetic differences affecting plant development. Students look for gene and protein sequence differences that explain differences in morphology between Brassica oleracea subspecies, using the Student Interface to the Biology Workbench. Note: The Student Interface to Biology Workbench site is no longer reliably available. Instead you'll need to use Biology Workbench and adjust the instructions accordingly.
Goldenrod Gall Flies: Writing a Lab Report in the Form of a Scientific Paper part of Teaching Resources:Quantitative Writing:Examples
In this biology lab, students investigate whether goldenrod gall fly larvae collected from restored prairie area are different from larvae collected from a small native prairie 10 km away. They look for biochemical differences in proteins using cellulose acetate electrophoresis. Students determine the genotype of each gall fly; students compare the combined class' genotypes for the two groups of gall flies statistically using chi-square analysis. Students read a related scientific paper and discuss it in a subsequent lab session. Students write a full lab report describing their results using standard scientific paper formatting. A detailed description of this format and the writing process is provided.
SNP Lab First Draft part of Teaching Genomics at Small Colleges:Genomics Instructional Units Minicollection
This is an introductory biology laboratory exercise in which students isolate DNA from their cheek cells, amplify (using PCR) a region of DNA surrounding a single nucleotide polymorphism (SNP), and perform RFLP (restriction fragment length polymorphism) analysis to determine which variant of the SNP they have.
Faculty-coached, In-class Problem Solving part of Pedagogy in Action:Library:Coached Problem Solving
Debby R. Walser-Kuntz, Sarah E. Deel, and Susan R. Singer Carleton College, Northfield, MN What is Faculty-coached, In-class Problem Solving? In this class format, students work collaboratively to solve problems, ...
SNP Background Information for Students part of Teaching Genomics at Small Colleges:Genomics Instructional Units Minicollection
Return to Main Lab Page Text used with permission from "SNPs and snails and puppy dog tails, and that's what people are made of..." A Case Study in Genome Privacy by Debby Walser-Kuntz, Sarah Deel, ...