Sickle Cell

Cancer and Social Justice

Cell Signaling Case Study Resources

In order to function correctly, proteins must be localized to a specific subcellular location. We have designed this lesson to use data from the primary literature to teach students about the mechanisms cells use to direct proteins to the appropriate destinations and about the types of experiments that scientists use to investigate these mechanisms. Exposing undergraduate students to primary literature and experimental science in biology courses can prepare them for the demands of the job market and graduate programs. However, students can struggle when asked to analyze data from publications due to the high cognitive load involved with figure interpretation. We have designed this lesson to help students draw meaningful conclusions from figures in primary literature. To make the figure interpretation process more accessible to students, we use a combination of scaffolding to break down figure interpretation into smaller attainable steps and group work to allow students to combine their knowledge and work collaboratively. In this lesson, student groups are given a subset of figures from a scientific article along with questions that guide them through the process of decoding and interpreting these figures. The students interpret three figures that use different experimental techniques to address the subcellular localization of the TIN2 protein and one figure that determines the locations of the signal sequences in the protein that are critical for the correct localization. Taken together, this lesson helps students understand both how the eukaryotic cell localizes proteins to the correct subcellular localization and how scientists study this question.

Incorporating active learning exercises into large lecture courses is particularly challenging, especially when it comes to examination preparation materials. Traditionally, study guides are used as a tool to guide student learning and review pertinent information. However, instructor produced review guides limit active participation of students in the study process, and the independent reading and review of study materials has previously been shown to fall short of being inclusive for students. Here I describe a tool used in a large introductory biology lecture for the implementation of peer produced study guides. The activity includes in-person peer discussion followed by online peer collaboration to design a study guide of potential exam materials, incorporating the advantages of both active learning and the use of study guides. This format provides a platform for students of diverse learning backgrounds to actively participate in the development and refinement of study materials. I conclude by discussing the assessment, secondary advantages, and adaptability of this tool and teaching strategy.

Primary image: Peer Studying and Online Learning. This image represents the combination of peer collaborative learning and the use of online resources for study. The image is not copyrighted and was downloaded for the copyright free site “Unsplash.”

To use prior to 3D printing module?

Introductory Biology courses typically introduce the structure and function of biomolecules such as proteins and nucleic acids. To understand biomolecules fully, students require knowledge of fundamental chemistry concepts such as covalent bonding, intermolecular interactions and hydrophilicity/hydrophobicity (1). Students enter our large (>400 student) course with a notoriously limited conceptual grasp of basic chemistry principles. Our lesson is an activity designed on the principles of POGIL (Process Oriented Guided Inquiry Learning). In 50 minutes, students build their own definitions of the following: polar vs. non-polar covalent bonds, hydrophilicity/hydrophobicity and the nature of hydrogen bonding based simply on the relative electronegativities of oxygen, nitrogen, carbon and hydrogen. We find that this exercise improves students’ understanding of these chemical concepts. Since adopting this activity, students have been better able to understand biomolecular structures and predict interactions between molecules.

Primary image: Hydrogen Bond. Possible hydrogen bond interaction that can form between two simple organic molecules.

Adaptation of the "TIEE Module- How does nutrient pollution impact stream ecosystems locally and nationally?" specifically to include information on the SE (particularly Atlanta, GA).

The research process

Problem-based learning: The CS

Moths and frogs – modeling evo

Active learning strategies

Learning R

Phylogeny of primates

Building biodiversity datasets

Georeferencing of specimens

Backward Design

The relationship between protein structure and function is a foundational concept in undergraduate biochemistry. We find this theme is best presented with assignments that encourage exploration and analysis. Here, we share a series of four assignments that use open-source, online molecular visualization and bioinformatics tools to examine the interaction between the SARS-CoV-2 spike protein and the ACE2 receptor. The interaction between these two proteins initiates SARS-CoV-2 infection of human host cells and is the cause of COVID-19. In assignment I, students identify sequences with homology to the SARS-CoV-2 spike protein and use them to build a primary sequence alignment. Students make connections to a linked primary research article as an example of how scientists use molecular and phylogenetic analysis to explore the origins of a novel virus. Assignments II through IV teach students to use an online molecular visualization tool for analysis of secondary, tertiary, and quaternary structure. Emphasis is placed on identification of noncovalent interactions that stabilize the SARS-CoV-2 spike protein and mediate its interaction with ACE2. We assigned this project to upper-level undergraduate biochemistry students at a public university and liberal arts college. Students in our courses completed the project as individual homework assignments. However, we can easily envision implementation of this project during multiple in-class sessions or in a biochemistry laboratory using in-person or remote learning. We share this project as a resource for instructors who aim to teach protein structure and function using inquiry-based molecular visualization activities.

Primary image: Exploration of SARS-CoV-2 spike protein: student generated data from assignments I - IV. Includes examples of figures submitted by students, including a sequence alignment and representations of 3D protein structure generated using UCSF Chimera. The primary image includes student generated data and a cartoon from Pixabay, an online repository of copyright free art.