Teaching Genomics at Small Colleges > I3U Collection

Example Genomic Activities

Getting Started

A major goal of our Big Science at Small Schools initiative is to advance genomics pedagogy through the development of inquiry-based integrated instructional units (I3Us).


Results 1 - 10 of 14 matches

Using Metagenomics to Investigate Microbial Diversity part of Genomics Instructional Units Minicollection
David Esteban, Vassar College; Elizabeth Collins, Vassar College
Using Winogradsky columns, a soil enrichment culture, students explore microbial diversity through metagenomics. The Winogradsky column is a complex community of interacting microorganisms. In a community such as ...

Exploring the Chamaecrista Gene Space part of Genomics Instructional Units Minicollection
Susan Singer, Carleton College
Whole transcriptome sequencing can provide undergraduates with large data sets forming a foundation for authentic research experiences in the context of a teaching lab. This laboratory experience integrates in ...

Local Population Structure and Behavior of the Wood Frog, Rana sylvatica part of Genomics Instructional Units Minicollection
Derek Dean, Williams College
Assess population structure, genetic health, and behavior of your local wood frog population by determining microsatellite allele frequencies.

Constructing and using a PAM style scoring matrix part of Genomics Instructional Units Minicollection
Eliot Bush, Harvey Mudd College

Integrative activities to study the evolution of nervous system function part of Genomics Instructional Units Minicollection
Ginger Withers, Whitman College; Christopher Wallace, Whitman College
The overall goal of this multi-week inquiry-based project is to have students combine levels of analysis, including behavioral, anatomical, cell biological, molecular and genomics tools to study how specialized functions of the nervous system evolved.

Expression of gerontogenes in neurons: A comparative genomic approach to studying the role of the nervous system in lifespan/aging part of Genomics Instructional Units Minicollection
Kathleen Susman, Vassar College
This multi-week laboratory module is appropriate for an intermediate-level neuroscience and behavior course. Students design behavioral experiments in wildtype and mutant C. elegans with defects in neurally-expressed genes implicated in aging. Students then use bioinformatic and comparative genomic tools to explore orthologous genes in at least ten different animal taxa.

Behavior, Neuroanatomy, Genomics: what can we learn from mouse mutants? part of Genomics Instructional Units Minicollection
Carol Ann Paul, Wellesley College; Ginny Quinan, Wellesley College
In this sequence of labs students will be provided a mutant mouse with an unspecified motor mutation and its wild-type control. The goal of this sequence is to identify and characterize the mutant using behavior, neuroanatomy and genomics.

Molecular evolution of gene families part of Genomics Instructional Units Minicollection
Cara Constance, Hiram College
Bioinformatics lab on concepts of orthologs and paralogs, sequence conservation at genomic DNA, mRNA and amino acid levels, and molecular phylogenetics. Wet-lab using RT-PCR to determine gene expression patterns in distinct tissues.

Modeling Molecular Evolution part of Genomics Instructional Units Minicollection
Jodi Schwarz, Vassar College
Biology and Computer Science majors collaborate to model the process of mutation at the DNA level, and examine the consequences at the protein level.

Comparison of Protein Sequences: BLAST searching and Phylogenetic Tree Construction part of Genomics Instructional Units Minicollection
Wade Powell, Kenyon College
This laboratory exercise is a guided discovery of computational methods for comparing protein sequences. Students perform BLAST searches of reported CYP1A sequences and construct phylogenetic trees using CYP1A amino acid sequences from various vertebrate species, especially those with multiple CYP1A paralogs.

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