Investigation of Essential Oils as Antibiotics

2010 ◽  
Vol 72 (8) ◽  
pp. 499-500
Author(s):  
Amy Morris
Keyword(s):  
High School ◽  
Essential Oils ◽  
Black Pepper ◽  
Medical Applications ◽  
Volatile Oils ◽  
Tea Tree ◽  
Biology Students ◽  
College Biology ◽  
Introductory College Biology ◽  
Introductory College

Many biology students are drawn to medically oriented topics. This lab activity engages students with medical interests in botany. I find that students are interested in how plants can have medical applications, for example in pharmaceuticals. Several volatile oils of plants, such as thyme, oregano, tea tree, and black pepper oils, have been found to have antibacterial, antifungal, or antiviral properties. To further their interest in the plant kingdom, teachers can have students test a variety of essential oils for effectiveness as antibiotics. This activity requires only minimal microbiology technique and is appropriate for high school through introductory college biology and botany courses.

A Hands-on Approach to Teaching Protein Translation & Translocation into the ER

2013 ◽  
Vol 75 (3) ◽  
pp. 211-213
Author(s):  
Michelle L. LaBonte
Keyword(s):  
Endoplasmic Reticulum ◽  
Protein Translation ◽  
Protein Insertion ◽  
Biology Students ◽  
College Biology ◽  
Introductory College Biology ◽  
Hands On ◽  
Approach To Teaching ◽  
Introductory College ◽  
Er Membrane

The process of protein translation and translocation into the endoplasmic reticulum (ER) can often be challenging for introductory college biology students to visualize. To help them understand how proteins become oriented in the ER membrane, I developed a hands-on activity in which students use Play-Doh to simulate the process of protein insertion into the ER membrane. After completing the hands-on activity, students are better able to solve problems in which they have to predict the membrane orientation of a protein.

An Authentic RFLP Lab for High School or College Biology Students

1998 ◽  
Vol 60 (6) ◽  
pp. 448-452 ◽  
Author(s):  
Patrick G. Guilfoile ◽  
Stephen Plum
Keyword(s):  
High School ◽  
Biology Students ◽  
College Biology

scholarly journals From Genes to Proteins to Behavior: A Laboratory Project That Enhances Student Understanding in Cell and Molecular Biology

2009 ◽  
Vol 8 (4) ◽  
pp. 291-308 ◽  
Author(s):  
Benjamin D. Aronson ◽  
Linda A. Silveira
Keyword(s):  
Saccharomyces Cerevisiae ◽  
Molecular Biology ◽  
Type Strain ◽  
Wild Type Strain ◽  
Student Understanding ◽  
Student Survey ◽  
Wild Type ◽  
College Biology ◽  
Introductory College Biology ◽  
Introductory College

In the laboratory, students can actively explore concepts and experience the nature of scientific research. We have devised a 5-wk laboratory project in our introductory college biology course whose aim was to improve understanding in five major concepts that are central to basic cellular, molecular biology, and genetics while teaching molecular biology techniques. The project was focused on the production of adenine in Saccharomyces cerevisiae and investigated the nature of mutant red colonies of this yeast. Students created red mutants from a wild-type strain, amplified the two genes capable of giving rise to the red phenotype, and then analyzed the nucleotide sequences. A quiz assessing student understanding in the five areas was given at the start and the end of the course. Analysis of the quiz showed significant improvement in each of the areas. These areas were taught in the laboratory and the classroom; therefore, students were surveyed to determine whether the laboratory played a role in their improved understanding of the five areas. Student survey data demonstrated that the laboratory did have an important role in their learning of the concepts. This project simulated steps in a research project and could be adapted for an advanced course in genetics.

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