The NIBLSE community is coordinating an effort to collect, customize, and disseminate high quality bioinformatics learning resources appropriate for undergraduate life science courses. Learning resources in this collection are organized below by NIBLSE Core Competencies; see the NIBLSE Core Competency page for full descriptions.
Jason Williams, Ray A. Enke, Oliver Hyman, Emily Lescak, Sam S Donovan, William Tapprich, Elizabeth F Ryder
Version: 2.0
This is a bioinformatics exercise using the DNA Subway Blue Line, a user-friendly pipeline of bioinformatics tools, to analyze a collection of mosquito DNA bar-code sequences.
phylogenetics, NIBLSE, DNA Barcoding, DNA sequence, BLAST, multiple sequence alignment, C1. Role of bioinformatics, C2. Computational concepts, C4. Bioinformatics tools, C5. Data retrieval, C8. Data types, Incubated at NIBLSE
In this activity you will study aspects of sequence evolution by working with a set of HIV sequence data from 15 different subjects (Markham, et al., 1998). You will first learn about the dataset, then study the possible sources of HIV for these...
Jason Williams, Ray A. Enke, Oliver Hyman, Emily Lescak, Sam S Donovan, William Tapprich, Elizabeth F Ryder
Version: 2.0
This is a bioinformatics exercise using the DNA Subway Blue Line, a user-friendly pipeline of bioinformatics tools, to analyze a collection of mosquito DNA bar-code sequences.
phylogenetics, NIBLSE, DNA Barcoding, DNA sequence, BLAST, multiple sequence alignment, C1. Role of bioinformatics, C2. Computational concepts, C4. Bioinformatics tools, C5. Data retrieval, C8. Data types, Incubated at NIBLSE
The Genome Solver Project began as a way to teach faculty some basic skills in bioinformatics - no coding or scripting. These Lessons also work well in the undergraduate classroom, culminating with an authentic community research project.
Jason Williams, Ray A. Enke, Oliver Hyman, Emily Lescak, Sam S Donovan, William Tapprich, Elizabeth F Ryder
Version: 2.0
This is a bioinformatics exercise using the DNA Subway Blue Line, a user-friendly pipeline of bioinformatics tools, to analyze a collection of mosquito DNA bar-code sequences.
phylogenetics, NIBLSE, DNA Barcoding, DNA sequence, BLAST, multiple sequence alignment, C1. Role of bioinformatics, C2. Computational concepts, C4. Bioinformatics tools, C5. Data retrieval, C8. Data types, Incubated at NIBLSE
In this activity you will study aspects of sequence evolution by working with a set of HIV sequence data from 15 different subjects (Markham, et al., 1998). You will first learn about the dataset, then study the possible sources of HIV for these...
In this computer lab module, students learn how to process an RNA-seq data set to identify differentially expressed genes (DEGs). The samples for this data set were collected from yeast cells expressing either a control gene or a pathogen...
The Genome Solver Project began as a way to teach faculty some basic skills in bioinformatics - no coding or scripting. These Lessons also work well in the undergraduate classroom, culminating with an authentic community research project.
Jason Williams, Ray A. Enke, Oliver Hyman, Emily Lescak, Sam S Donovan, William Tapprich, Elizabeth F Ryder
Version: 2.0
This is a bioinformatics exercise using the DNA Subway Blue Line, a user-friendly pipeline of bioinformatics tools, to analyze a collection of mosquito DNA bar-code sequences.
phylogenetics, NIBLSE, DNA Barcoding, DNA sequence, BLAST, multiple sequence alignment, C1. Role of bioinformatics, C2. Computational concepts, C4. Bioinformatics tools, C5. Data retrieval, C8. Data types, Incubated at NIBLSE
In this computer lab module, students learn how to process an RNA-seq data set to identify differentially expressed genes (DEGs). The samples for this data set were collected from yeast cells expressing either a control gene or a pathogen...
The Genome Solver Project began as a way to teach faculty some basic skills in bioinformatics - no coding or scripting. These Lessons also work well in the undergraduate classroom, culminating with an authentic community research project.
The Genome Solver Project began as a way to teach faculty some basic skills in bioinformatics - no coding or scripting. These Lessons also work well in the undergraduate classroom, culminating with an authentic community research project.
Jason Williams, Ray A. Enke, Oliver Hyman, Emily Lescak, Sam S Donovan, William Tapprich, Elizabeth F Ryder
Version: 2.0
This is a bioinformatics exercise using the DNA Subway Blue Line, a user-friendly pipeline of bioinformatics tools, to analyze a collection of mosquito DNA bar-code sequences.
phylogenetics, NIBLSE, DNA Barcoding, DNA sequence, BLAST, multiple sequence alignment, C1. Role of bioinformatics, C2. Computational concepts, C4. Bioinformatics tools, C5. Data retrieval, C8. Data types, Incubated at NIBLSE
The Genome Solver Project began as a way to teach faculty some basic skills in bioinformatics - no coding or scripting. These Lessons also work well in the undergraduate classroom, culminating with an authentic community research project.
This Critical Guide in the Introduction to Bioinformatics series provides a brief outline of the Protein Data Bank – the PDB – the world’s primary repository of biological macromolecular structures.
This Critical Guide in the Introduction to Bioinformatics series provides an overview of the BLAST similarity search tool, briefly examining the underlying algorithm and its rise to popularity.
This Critical Guide in the Introduction to Bioinformatics series briefly introduces the Unix Operating System, and provides a subset of some of the most helpful and commonly used commands....
