scholarly journals Demonstrating core molecular biology principles using GST‐GFP in a semester‐long laboratory course

2021 ◽  
Author(s):  
Nicole Verity ◽  
Brittany Ulm ◽  
Katrina Pham ◽  
Baggio Evangelista ◽  
Robert Borgon
Keyword(s):  
Molecular Biology ◽  
Laboratory Course

scholarly journals A guided‐inquiry investigation of genetic variants using Oxford nanopore sequencing for an undergraduate molecular biology laboratory course

2021 ◽  
Author(s):  
Princess D. Rodriguez ◽  
Michael Mariani ◽  
Jamie Gay ◽  
Tyler C. Hogan ◽  
Eyal Amiel ◽  
...  
Keyword(s):  
Molecular Biology ◽  
Genetic Variants ◽  
Nanopore Sequencing ◽  
Guided Inquiry ◽  
Laboratory Course ◽  
Oxford Nanopore ◽  
Biology Laboratory

scholarly journals Gene amplification by PCR and subcloning into a GFP-fusion plasmid expression vector as a molecular biology laboratory course

2004 ◽  
Vol 32 (3) ◽  
pp. 173-182 ◽  
Author(s):  
Joshua A. Bornhorst ◽  
Michael A. Deibel ◽  
Amy B. Mulnix
Keyword(s):  
Molecular Biology ◽  
Gene Amplification ◽  
Expression Vector ◽  
Laboratory Course ◽  
Biology Laboratory

scholarly journals Characterization of Pathogenic Human MSH2 Missense Mutations Using Yeast as a Model System: A Laboratory Course in Molecular Biology

2004 ◽  
Vol 3 (1) ◽  
pp. 31-48 ◽  
Author(s):  
Alison E. Gammie ◽  
Naz Erdeniz
Keyword(s):  
Molecular Biology ◽  
Mismatch Repair ◽  
Recombinant Dna ◽  
Dna Mismatch Repair ◽  
Genetic Material ◽  
Molecular Techniques ◽  
Original Research ◽  
Missense Mutations ◽  
Laboratory Course ◽  
Dna Mismatch

This work describes the project for an advanced undergraduate laboratory course in cell and molecular biology. One objective of the course is to teach students a variety of cellular and molecular techniques while conducting original research. A second objective is to provide instruction in science writing and data presentation by requiring comprehensive laboratory reports modeled on the primary literature. The project for the course focuses on a gene, MSH2, implicated in the most common form of inherited colorectal cancer. Msh2 is important for maintaining the fidelity of genetic material where it functions as an important component of the DNA mismatch repair machinery. The goal of the project has two parts. The first part is to create mapped missense mutation listed in the human databases in the cognate yeast MSH2 gene and to assay for defects in DNA mismatch repair. The second part of the course is directed towards understanding in what way are the variant proteins defective for mismatch repair. Protein levels are analyzed to determine if the missense alleles display decreased expression. Furthermore, the students establish whether the Msh2p variants are properly localized to the nucleus using indirect immunofluorescence and whether the altered proteins have lost their ability to interact with other subunits of the MMR complex by creating recombinant DNA molecules and employing the yeast 2-hybrid assay.

An introductory laboratory course in biochemistry and molecular biology in Africa

1994 ◽  
Vol 22 (2) ◽  
pp. 85-88 ◽  
Author(s):  
Anne-Marie Leseney ◽  
Annik Prat ◽  
Paul Cohen
Keyword(s):  
Molecular Biology ◽  
Laboratory Course

scholarly journals Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course

2011 ◽  
Vol 10 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Daniel J. Treacy ◽  
Saumya M. Sankaran ◽  
Susannah Gordon-Messer ◽  
Danielle Saly ◽  
Rebecca Miller ◽  
...  
Keyword(s):  
Molecular Biology ◽  
Basic Research ◽  
Site Directed Mutagenesis ◽  
Lens Protein ◽  
Introductory Biology ◽  
Gene Encoding ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
Eye Lens Protein ◽  
Biology Laboratory

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students’ skills in critical thinking and analysis, and has promoted interest in basic research in biology.

scholarly journals Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

2008 ◽  
Vol 7 (4) ◽  
pp. 382-393 ◽  
Author(s):  
Jonathan D. Knight ◽  
Rebecca M. Fulop ◽  
Leticia Márquez-Magaña ◽  
Kimberly D. Tanner
Keyword(s):  
Active Learning ◽  
Molecular Biology ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
San Francisco ◽  
Learning Goals ◽  
College Level ◽  
Laboratory Course ◽  
Biology Laboratory

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

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