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From Nano to Life: Interpreting graphs from Nanopore sequencing of bacterial genomes

Author(s): Carlos C. Goller1, Carly Sjogren1, Jason Williams2

1. North Carolina State University 2. Cold Spring Harbor Laboratory

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BioGraphI FMN Fall 2022

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Summary:
In this lesson, learners meet several scientists working on sustainable ways of recycling discarded electronics. Through an interactive H5P activity, participants watch videos and complete a series of knowledge checks. In the process, they meet…

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In this lesson, learners meet several scientists working on sustainable ways of recycling discarded electronics. Through an interactive H5P activity, participants watch videos and complete a series of knowledge checks. In the process, they meet Jason Williams and learn how Nanopore sequencing works. Importantly, Williams teaches learners how to analyze output from Oxford Nanopore sequencers.

Licensed under CC Attribution-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 31 May 2023 doi:10.25334/53CB-N707 - cite this

Keywords

  1. graph interpretation
  2. fmn
  3. Nanopore
  4. Representation
  5. BioGraphI
  6. representation in STEM
  7. Nanopore sequencing

Alignments

  1. Resource Type
  2. Audience Level
  3. Activity Length
  4. Software Used
  5. Inclusive Pedagogy for Life Science Education
  6. QUBES Universal Design Tagging Ontology
  7. Open Science and Education Practices Ontology
Contents:
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Description

This lesson was designed for the Biologists and Graph Interpretation (BioGraphI) Faculty Mentoring Network, an online professional development community. Target learner level is faculty and future faculty, though the materials could be adapted for other learners. The materials here include an instructor guide (1_LessonGuide_NanotoLife), presentation slide deck (Google slides; 2_PresentationSlides_NanotoLife), and a link to the interview with Jason Williams, (BioGraphI Interview with Jason Williams: https://youtu.be/vx93Re_rP5c).

Quantitative learning objectives 

  1. Identify specific components of graphs from Oxford Nanopore Technologies sequencing output. 

  2. Reflect on your perceptions about using graphs or figures in biology.

 

Diversity/equity/inclusion learning objectives

  1. Reflect on your perceptions of people who do biology.

  2. Compare your own interests and/or identities to those of people who do biology.

 

Content learning objectives 

  1. In 3-5 sentences, including specific details about the graph, describe the major findings and limitations of the Nanopore sequencing dataset depicted.

  2. Phrase a testable hypothesis based on the use of  Oxford Nanopore Technologies sequencing for bacterial genome sequencing. 

Using miro.com, GoogleSlides, or Jamboard, design a simple flowchart describing a future experiment.

 

 

 

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