scholarly journals Undergraduate cell and developmental biology laboratory designed to increase student learning of transfection of cultured cells with GFP plasmids

2007 ◽  
Vol 306 (1) ◽  
pp. 321
Author(s):  
Debra E. Bramblett ◽  
Fred A. Pereira ◽  
Rosemarie C. Rosell
Keyword(s):  
Developmental Biology ◽  
Student Learning ◽  
Cultured Cells ◽  
Biology Laboratory

Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry

2012 ◽  
Vol 36 (4) ◽  
pp. 325-335 ◽  
Author(s):  
Douglas B. Luckie ◽  
Jacob R. Aubry ◽  
Benjamin J. Marengo ◽  
Aaron M. Rivkin ◽  
Lindsey A. Foos ◽  
...  
Keyword(s):  
Student Learning ◽  
Response Rates ◽  
Introductory Biology ◽  
Student Opinions ◽  
Medical College ◽  
Admissions Test ◽  
Content Coverage ◽  
Classroom Laboratory ◽  
Biology Laboratory ◽  
Increasing Student Learning

In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased, student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wk-long inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories ( n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk ( n = 543) or 14-wk ( n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculate traditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.

scholarly journals A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

2009 ◽  
Vol 8 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Michelle A. Harris ◽  
Ronald F. Peck ◽  
Shannon Colton ◽  
Jennifer Morris ◽  
Elias Chaibub Neto ◽  
...  
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Cell Biology ◽  
Three Dimensional ◽  
Physical Models ◽  
Control Group ◽  
And Function ◽  
And Control ◽  
Biology Laboratory ◽  
Computer Imagery

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models.

scholarly journals Developmental biology of Aspavia armigera (Fabricius, 1775) (Hemiptera: Pentatomidae) on rice (Oryza sativa L.) (Poaceae) and three other hosts in Nigeria

2019 ◽  
Vol 88 (4) ◽  
pp. 349-361
Author(s):  
Abiodun Oladipupo Joda
Keyword(s):  
Developmental Biology ◽  
Host Plants ◽  
Oryza Sativa L ◽  
Head Capsule ◽  
Plant Biology ◽  
Ambient Conditions ◽  
Rice Varieties ◽  
Growth Ratio ◽  
The Mean ◽  
Biology Laboratory

Abstract The developmental biology of Aspavia armigera on four rice varieties ITA 301, ITA 305, ITA 307 and ITA 315 was studied under ambient conditions at the Plant Biology Laboratory, Olabisi Onabanjo University, Ago-Iwoye, Nigeria. Alternative host plants were also used in the experiment. The results showed that the development of A. armigera depended on its hosts. Oviposition periods were 41.7 days, 30.8 days, 22.6 days and 18.1 days on rice varieties ITA 301, ITA 305, ITA 307 and ITA 315, respectively. Fecundity ranged from 80.3 eggs on ITA 301, 79.6 eggs on ITA 307, 76.1 eggs on ITA 305 and 65.6 eggs on ITA 315. The differences in fecundity were not statistically significant. The eggs incubated for 4 to 6 days before hatching into nymphs on all the varieties. The longevity of mated and unmated males and mated females on the rice varieties were not statistically different, while unmated females lived significantly longer on ITA 305. There were five nymphal instars, which persisted for 16.8-19.5 days depending on the variety. The developmental period was significantly (p<0.05) delayed on ITA 315, and the mean growth ratio of head capsule measurements was 1.27. Oviposition periods ranged between 5 and 20 days on cowpea and 6 and 18 days on rice. A significantly higher number of eggs (fecundity) was laid by mated females of A. armigera fed on soybean than those fed on cowpea. Mean developmental periods were 25.7, 25.5, 21.4, and 20.3 days on soybean, amaranthus, rice and cowpea, respectively. Mated females lived for a significantly shorter period on cowpea (21.9 days) than on the other hosts.

scholarly journals Glucose Transport in Cultured Animal Cells: An Exercise for the Undergraduate Cell Biology Laboratory

2002 ◽  
Vol 1 (3) ◽  
pp. 76-86 ◽  
Author(s):  
Mary Lee S. Ledbetter ◽  
Malcolm J. Lippert
Keyword(s):  
Membrane Transport ◽  
Glucose Transport ◽  
Undergraduate Students ◽  
Cell Biology ◽  
Cultured Cells ◽  
Cell Physiology ◽  
Animal Cells ◽  
Biologically Relevant ◽  
Key Aspects ◽  
Biology Laboratory

Membrane transport is a fundamental concept that undergraduate students of cell biology understand better with laboratory experience. Formal teaching exercises commonly used to illustrate this concept are unbiological, qualitative, or intricate and time consuming to prepare. We have developed an exercise that uses uptake of radiolabeled nutrient analogues by attachment-dependent animal cells cultured on multiwell trays. This system can readily be manipulated within a typical 3-h laboratory period to yield reproducible, biologically relevant, quantitative data regarding key aspects of membrane transport. Each 24-well tray of cultures allows a group of two to four students to compare eight conditions in triplicate. If different groups of students test different conditions or different types of cells, data can be shared for an even broader experience. The exercise is also readily adaptable for open-ended student projects. Here we illustrate the exercise measuring uptake of the nonmetabolizable glucose analogue [3H]-2-deoxy-d-glucose. Students successfully tested the effects of competing sugars, putative inhibitors of the GLUT1 transporter, and changes in cell physiology that might be expected to affect glucose transport in epithelial cells and fibroblasts. In this exercise students find the nutritional and medical implications of glucose transport and its regulation intriguing. They also learn to handle radioisotopes and cultured cells.

Ultrastructural Correlations between Clonal Human Tumor Colonies and in Vivo Neoplasms

1982 ◽  
Vol 40 ◽  
pp. 210-211
Author(s):  
M.J. Murphy ◽  
R.R. Price ◽  
J.C. Sloman
Keyword(s):  
Cultured Cells ◽  
Human Tumor ◽  
Cell Type ◽  
Tumor Mass ◽  
Initial Cell ◽  
Cloning Assay ◽  
Human Tumor Cloning ◽  
The Relationship

The in vitro human tumor cloning assay originally described by Salmon and Hamburger has been applied recently to the investigation of differential anti-tumor drug sensitivities over a broad range of human neoplasms. A major problem in the acceptance of this technique has been the question of the relationship between the cultured cells and the original patient tumor, i.e., whether the colonies that develop derive from the neoplasm or from some other cell type within the initial cell population. A study of the ultrastructural morphology of the cultured cells vs. patient tumor has therefore been undertaken to resolve this question. Direct correlation was assured by division of a common tumor mass at surgical resection, one biopsy being fixed for TEM studies, the second being rapidly transported to the laboratory for culture.

Electron Probe Microanalysis of Frozen Hydrated Kidneys, Isolated Cells, and Cultured Cells

1982 ◽  
Vol 40 ◽  
pp. 402-403 ◽  
Author(s):  
Claude Lechene
Keyword(s):  
Liquid Nitrogen ◽  
Electron Probe Microanalysis ◽  
Electron Probe ◽  
Cultured Cells ◽  
Liquid Nitrogen Temperature ◽  
Elemental Content ◽  
Isolated Cells ◽  
Renal Tubular Cells ◽  
Diamond Saw ◽  
Saw Blade

Electron probe microanalysis of frozen hydrated kidneysThe goal of the method is to measure on the same preparation the chemical elemental content of the renal luminal tubular fluid and of the surrounding renal tubular cells. The following method has been developed. Rat kidneys are quenched in solid nitrogen. They are trimmed under liquid nitrogen and mounted in a copper holder using a conductive medium. Under liquid nitrogen, a flat surface is exposed by sawing with a diamond saw blade at constant speed and constant pressure using a custom-built cryosaw. Transfer into the electron probe column (Cameca, MBX) is made using a simple transfer device maintaining the sample under liquid nitrogen in an interlock chamber mounted on the electron probe column. After the liquid nitrogen is evaporated by creating a vacuum, the sample is pushed into the special stage of the instrument. The sample is maintained at close to liquid nitrogen temperature by circulation of liquid nitrogen in the special stage.

The Infection of Cells by Bullet-Shaped Viruses

1969 ◽  
Vol 27 ◽  
pp. 372-373
Author(s):  
Frederick A. Murphy ◽  
Alyne K. Harrison ◽  
Sylvia G. Whitfield
Keyword(s):  
Electron Microscopy ◽  
Physical Properties ◽  
Host Cell ◽  
Thin Section ◽  
Cultured Cells ◽  
Cell Infection ◽  
Thin Section Electron Microscopy ◽  
Section Electron ◽  
Section Electron Microscopy

The bullet-shaped viruses are currently classified together on the basis of similarities in virion morphology and physical properties. Biologically and ecologically the member viruses are extremely diverse. In searching for further bases for making comparisons of these agents, the nature of host cell infection, both in vivo and in cultured cells, has been explored by thin-section electron microscopy.

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