This resource is a recitation activity designed for an introductory biology course in which students explore a lac operon simulation (https://qubeshub.org/resources/phetlacoperon).

In this adaptation, students learn how CRISPR/Cas9 is used in bacterial immunity and gene editing. Students create both a gRNA target and a donor template to edit a gene. Mutations can be from the case study, Piwi Matter, or designed by the instructor.

Introduction to the Ames Test, published as GSA Learning Resource

Incorporating authentic research experiences into undergraduate labs, while shown to be particularly effective at engaging and retaining students in STEM majors, can be difficult to accomplish within the constraints of resource availability or cost, and time limitations. One area that is particularly amenable to adaptation for undergraduate lab classes is the discovery and validation of targets of microRNAs (miRs). The human genome encodes several hundred, possibly several thousand miRs, each of which is a 22 nucleotide long RNA molecule capable of regulating the expression of multiple target genes. miRs have been shown to be critical during development, for human health and disease, and are currently being investigated as both therapeutic agents, as well as possible drug targets. A lack in understanding the mechanisms by which miRs recognize their targets makes computer-based predictions of miR targets quite inaccurate, necessitating experimental verification of such predictions. In this lesson, we describe an easily adaptable lab module that can be used in existing undergraduate molecular biology lab courses to conduct authentic scientific research. Students use a variety of databases to identify likely candidate genes whose expression may be altered by a given miR, and then experimentally test their predictions in human cells. This inquiry-based module gives students a taste of real scientific research and excites them about the possibility that, even as a student, they have the potential to contribute to this cutting edge research.

An understanding of protein structure, function, and interaction is central to biochemistry. One angle into this topic is to engage students in considering protein domains as modules that develop form and execute function semi-independently. Here, I describe a modular guided inquiry Lesson for students with an introductory background in molecular biology and biochemistry. The Lesson enables students to further explore how we define and investigate the structure and function of protein domains in a research context. Activities focus on bioinformatic approaches and interpretation and design of experiments to investigate protein interactions. Possible extensions into wet-lab and/or research projects are also highlighted. Students from various science majors enrolled in an intermediate-level biochemistry course reported that this Lesson strengthened their ability to analyze protein sequence and structure and to understand approaches to determining protein interactions.

Beginning undergraduate students in biology need basic laboratory, data analysis, and science process skills to pursue more complex questions in course-based undergraduate research experiences (CUREs). To this end, we designed an introductory lesson that helps students learn to use common laboratory equipment such as analytical balances and micropipettes, analyze and present data in Google and Microsoft spreadsheet software, and perform simple descriptive and inferential statistics for hypothesis testing. In this lesson, students first learn to use micropipettes by pipetting specific volumes of water correctly and incorrectly. After determining the masses of the water samples pipetted, students enter the data into a shared Google spreadsheet and then use statistics to test a null hypothesis; ultimately, they determine if there is a statistically significant difference between the mass of water pipetted correctly versus incorrectly. Together, these activities introduce students to important data analysis and science process skills while also orienting them to basic laboratory equipment.

Reported misconceptions of enzyme-substrate interactions highlight the necessity for better, targeted instructional tools and assessments. A series of active learning activities with corresponding three-dimensional (3D) physical models were developed to target undergraduate biochemistry students’ conceptual understanding of space, electrostatic interactions, and stereochemistry in enzyme-substrate interactions. This lesson includes two activities utilizing physical models of elastase, chymotrypsin, and trypsin. These enzymes are widely taught in undergraduate biochemistry courses and are exceptional examples of a variety of enzyme paradigms. The Model Exploration activity guides students in an exploration of these models to connect conceptual and visual content. The Problem Solving activity uses two-dimensional representations of the physical models to further build student's understanding of enzyme-substrate interactions. These activities are implemented in two consecutive fifty-minute classes or alternatively combined for a seventy-five-minute class. These lessons are an inclusive, student-centered approach to teaching that enables students to confront misconceptions and promotes mastery of the material.

Primary image: Backbones and Surfaces and Substrates! Oh My! Undergraduate Biochemistry Students Working with the Serine Protease Model Set.