A challenge in introductory biology laboratory courses is to provide students with authentic, engaging research opportunities that allow them to take ownership of their experiments. We present a nine-week introductory biology module that allows students to engage with the process of science, gain experience with various laboratory techniques, and communicate their results to a peer audience. These modules use the inexpensive and accessible invertebrate model of the brine shrimp Artemia, which has many applications from aquaculture to ecology to behavior. Students explore known taxis behaviors in the larval (or “naupliar/nauplii”) stages of these brine shrimp before designing their own experiments, collecting and analyzing data, presenting their results orally, and redesigning their experiments based on peer and instructor feedback. This LessonPlus article highlights the exploration of known taxis behaviors and the scaffolding for having students design their own experiments. We originally designed this module to be highly flexible and used it to teach students both remotely and in-person during the early years of the pandemic. We have since found it to be easily adaptable in terms of timing, materials used, and learning modality. Most importantly, we have observed a number of positive outcomes related to student engagement and proficiency, including increased quality of summative assessments.

Primary Image: Artemia nauplius. A scientific illustration of the nauplius stage of Artemia sp. used in these experiments to study taxis behaviors. ©2024 Liesl V. McCormick.

In introductory courses, students learn about microtubules as important structures but may not engage in a hands-on experience to localize microtubules themselves or to learn about their connection to cancer treatment. In this lesson, students review microtubule structure and function and then design a concept map based on what they have learned. Students also conduct an immunofluorescence procedure using budding yeast cells to observe microtubule localization at different stages of cell division. This technique involves using alpha-tubulin-specific antibodies which work on both yeast and mammalian cells. In the second part of the lesson, students examine their results from the immunofluorescence procedure using fluorescence microscopy and begin to explore different classes of chemotherapy drugs that alter microtubule structure in eukaryotic cells. They also search a clinical trials database to find examples where these microtubule-altering drugs are used for cancer treatment. Many students may have heard of chemotherapy as part of a first line treatment for cancer but may not understand how certain drugs disrupt microtubules to stop cancer. Students report back what they have learned about the different classes of microtubule drugs in small groups, and then add to their concept maps to introduce where a drug may alter microtubule structure and/or function. Using a combination of on-line tools and in class laboratory work, this lesson strengthens students’ understanding of microtubule structure and function, critical to the life of the cell. Students are assessed for their understanding of the topic in several ways, including as a part of a laboratory exam.

Primary Image: Concept Map and Immunofluorescence Results. Shown here in an example of a concept map (A) of the structure and function of microtubules created by the author based on the best examples of student work as well as a fluorescence microscopy image (B) of the results of a student immunofluorescence procedure to observe microtubules in budding yeast. The microtubules are shown in green.