Poster presenters were asked to be present on 25 June 2010 for the poster session at ABLE 2010. See their titles, names, and abstracts below, sorted alphabetically by last name.
All Chlamy, all the time
( Mike Adams )
Chlamydomonas lends itself to a variety of long-term projects, ranging from a few weeks to years. Two areas of specific adaptability are the regeneration of flagella after deflagellation and the conditions surrounding the mating process. Experiments range from simple, first-year procedures, to complex projects involving radioactive labeling, confocal microscopy and use of antibodies. Examples of past projects will be described.
Information literacy in introductory biology
( Ruth E Beattie )
The Department of Biology at the University of Kentucky is in the process of revising the curriculum for both the B.S. and B.A. in Biology. As part of the revision, the entire introductory biology lecture and laboratory course sequence has been reformatted. The traditional introductory biology wet labs have been replaced with an information literacy laboratory course. The primary goal of this course is to familiarize the student with the literature, genomic and proteomic databases available to modern biologists. In this course the students use Calibrated Peer Review to critically read, review and write about current biological research. They acquire genomic and proteomic data from public databases and compare specific sequences of proteins and genes to determine evolutionary relatedness of these genes and proteins. The format and the results of the piloting of this course will be discussed.
Physiological costs of reproduction in the bean beetle
( Emily Boone )
So you have been to the ABLE bean beetle workshops, carefully smuggled your beetles through airport security, performed the experiments…now what? You design your own bean beetle lab of course. This simple experiment was designed for an introductory physiology class to examine the costs of reproduction in bean beetles. Students design and conduct experiments to evaluate the overall fitness costs that beetles experience as a result of mating and egg laying.
Paper-based genetics laboratory exercise using Drosophila melanogaster
( Frances E. Bosch )
Students often do not connect the processes of meiosis and fertilization at the genetic level. We have developed a laboratory exercise that includes scientific vocabulary and principles to introduce the concepts of meiosis, fertilization, genotype, and phenotype through the model organism Drosophila melanogaster. Through this exercise, students explore Drosophila chromosomes, genes, the origins of gene names, and the historical significance of those gene names. Students construct genotypes on paper chromosomes then simulate meiosis and fertilization. The students are required to construct illustrations of the fly offspring at larval and adult life stages complete with all traits included in the exercise. We have used this exercise in our introductory course for majors; students report enjoyment of the exercise and retention of concepts over time.
Crime Investigation laboratory captivates interest of non-majors students
( Allison D’Costa, Andrew Benson and Diane Dorsett )
Non-majors biology students often lack both interest and motivation in science survey courses and laboratories. However, these same students have a great level of interest in popular crime dramas airing on television that involve forensic techniques to investigate murder scenes and identify criminals. In an attempt to captivate students’ interest in forensic investigation through a learner-centered environment, a 3 weeklong “crime drama“ laboratory module was developed. After reading a narrative describing a murder, each group of students picked one of three potential suspects that they would analyze to either clear or indict as the murderer. During the course of the module, each group tested and collated hair, blood and DNA samples from their suspect, the victim, and murderer using common techniques such as microscopy for hair analysis, ABO blood typing, karyotyping and DNA fingerprinting. Groups compared their data at the end of each lab period in an attempt to eliminate suspects. The module was designed to demonstrate that while individuals may share similarities in characteristics such as blood group or karyotype, known to be heterogeneous in human populations, it is the highly variable areas in our DNA, the short tandem repeats (STR), that allows for unique identification of individuals. Therefore, students were unable to correctly identify the murderer until DNA analysis was completed on the final day of the module. In order to reinforce concepts learned in lab, instructors assigned additional investigative case studies, which allowed students to analyze real-life scenarios and biological anomalies.
Increased comprehension of the scientific method using inquiry-based labs
( Allison D’Costa and Mark Schlueter )
Knowledge and ability to correctly apply the scientific method is a skill not possessed by most first-year students. We had 2 main goals for the current study. The first goal was to identify which specific elements of the scientific method were poorly understood by students. The second goal was to develop a method or activity that would improve a student’s use and understanding of the scientific method. It was believed that inquiry- based labs were the best method to accomplish this second goal. In order to explore these questions, we used two groups of freshman students; the control group spent the semester doing only standard “cookbook” labs, while the experimental group was exposed to inquiry- based labs. Both groups of students were taught by the same instructor in two different sections of the same course. Knowledge and comprehension of the scientific method was measured by a scientific method assessment exam. Both groups of students were assessed prior to the laboratory activities (pre-test) and after the laboratory activities (post-test). We compared pre and post test scores for each student in both groups. Statistical analysis of the results showed that the students in the experimental group demonstrated better understanding of the scientific method after inquiry- based labs (t-value = 3.784, p value = 0.0013), while students in the control group did not after improve in their understanding of the scientific methods completing standard “cookbook” labs (t-value = 0.8148, p value = 0.4258). We also discovered that students had the most difficulty with correctly identifying the independent variable and dependent variables in scientific experiments. This study has helped us identify areas needing more emphasis while teaching students the scientific method. In addition, the study provides support that inquiry- based laboratories increase a student’s understanding of the scientific method.
Studying gene frequencies in a real population
( Linda K. Ellis )
The domestic cat makes an ideal subject for gathering information regarding more than a dozen genotypes, simply by observing coat color and patterning. From the data, the frequency of the alleles at each of the various loci can be calculated and from this information it is possible to determine if a population is in Hardy-Weinberg equilibrium. Using a population of familiar animals as opposed to flipping coins or some of the other paper labs that are published on this topic brings the concepts to life and is interesting, motivational and fun.
Relating biochemistry to morphology using inquiry-based collaborative student research in developmental biology. Part ii. Implementation of the pedagogy
( Carl S. Hoegler and Charlene Blando-Hoegler )
After our 2009 ABLE presentation of an experimental plan for inquiry-based collaborative (IBC) laboratory learning, the following fall this plan was introduced into a Developmental Biology lab course. The lab was divided into two phases. Sixteen upper-level science majors were first presented with Phase I (instructor-prescribed) to prepare them for Phase II (student-centered) wherein they developed their own research project. The success of this pedagogy was evaluated from students’ outcomes as well as responses to end-course questionnaires. In Phase I students reacted positively to library research, culturing methods, research protocols and reports. In Phase II the class was divided into 4 teams, which executed and presented their own research project related to amphibian development. Questionnaire results suggested overwhelming approval of research in small groups. However, such team research as part of the undergraduate curriculum, was rated most important by 20% of the students, despite class enthusiasm for such research. In contrast, 73% of students expressed confidence about performing independent research and 53% felt success after completing this requirement. Moreover, four students did submit two projects at an intercollegiate undergraduate conference. Although most science students in this course do not seem to feel strongly that IBC should guide their undergraduate education, exposure to this pedagogy appears to provide a rewarding experience.
Chicks and their genes: a collaborative method for teaching upper-division laboratory courses at a small women’s college
( K. Joy Karnas and Audrey Ettinger )
Upper-division college biology courses are often taught separately, with information compartmentalized under course titles such as “Animal Behavior” or “Genetics.” The consequence of dividing the biological sciences this way ultimately produces students who may have gained depth in two or more distinct sub-disciplines, but who are unable to connect related concepts – the “bigger picture” so often missed by the typical student. To purposefully illustrate and facilitate student understanding of the connections between sub-disciplines, a crossover lab was designed between the Developmental Biology (BIO 332) and Molecular Genetics II (BIO 336) courses at Cedar Crest College during the Spring 2010 semester. While this lab served as only one of several exercises covered in each laboratory course, it allowed students of both populations to experience a segment of a class in which they were not currently enrolled and to meet the project goal of forging a connection between two biology sub-disciplines. Implementation of the crossover lab began with the developmental biology students qualitatively examining the effects of teratogens on chick embryo development. The project was continued in the molecular biology lab where students conducted a microarray-based experiment comparing gene expression in control versus treated embryos; arrays were obtained through the HHMI-funded GCAT program. The goal was for students from both labs to utilize the data generated by the microarrays to draw quantitative conclusions regarding the effects of the teratogens. Students from both classes collaboratively created research posters detailing the entire experiment. Finally, students were required to present their results to the entire class as well as at a local college conference, which meant they needed to understand the entire project, even the parts that they were not personally responsible for conducting. The project was assessed through an evaluation of the students’ poster presentations and the use of pre- and post-tests containing both developmental and molecular questions. The results of the assessments, lessons learned by the faculty involved, and implications for future course collaborations will be presented. Sample data from the project and examples of the student posters will also be available for review.
The efficacy of animations in promoting student knowledge of muscle/neurophysiology
( Kebret T. Kebede and Tony Scinta )
OBJECTIVE: To determine the efficacy of animations in promoting student knowledge of Muscle/Neurophysiology
METHOD: Students (N = 65) in three undergraduate Anatomy & Physiology courses first received instruction in muscle/Neuro physiology using static imagery embedded in PowerPoint lectures. This exercise was followed by a 20-item “pre-animation” test of structures, functions, and relationships within the Sarcomere/Neuron during the process of contraction. In the subsequent class period, all students received instruction in the same principles of muscle/Neuro physiology, only with animations illustrating the movement of ions and sliding of muscle fibers. Finally, students completed a “post-animation” test involving the same 20 questions included on the pre-test.
RESULTS: Scores on individual test items were summed to create composite pre-animation and post-animation indexes. A t-test for dependent means revealed a significant difference between the conditions, with improved performance exhibited on post-animation scores (M = 9.05, SD = 3.51) relative to pre-animation scores (M = 7.34, SD = 2.81), t(63) = 4.131, p < .001.
CONCLUSION: Relative to static imagery, the animations may provide students with a better understanding of the mechanisms associated with organ function by illustrating the sequence of procedural steps in an incisive and regulated manner.
A rapid immunoblot technique for anti-Salmonella IgY antibodies in chicken eggs
( Gerald L Kreider )
Contamination of poultry with Salmonella spp. continues to be a major health concern. Enzyme linked immunosorbant assays (ELISA) are often used to evaluate eggs for the presence of related IgY anti-Salmonella antibodies. To avoid the long ELISA procedure, involving parts of two or three lab periods, we developed an accelerated method completed in one three-hour period. Initially, several serovar-specific lipopolysaccharide (LPS) antigens were bound to nylon membranes. After blocking, these were cut into strips, exposed to egg yolk solution taken by needle biopsy from single eggs, and developed with secondary antibody and chromogenic substrate. Results were observed the same day. In a 3-hour lab format, eggs were taken from many sources (chain stores, farmer’s markets, farms, and organic or free-range growers). Each student used four eggs from each of three sources. Typical thesis statements, based on prelab discussion, called for comparison of IgY levels in eggs from two or more sources. And, since LPS antigens from many Salmonella enterica serovars with known O-antigen formulas were compared on each strip, hypothetical predictions were made regarding antigen cross-reactivity. After the initial lab, results were discussed and a lab report submitted. Over 90% of all samples tested, regardless of origin, were positive for some form of anti-Salmonella antibodies. Virtually all samples positive for Typhimurium LPS were positive for Enteritidis LPS, based on their similar O-antigen formulas ([1, 4, 12] and [1, 9, 12], respectively; these showed no relationship to the Minnesota serovar with antigen formula [21]. During the follow-up week, student initiated technical improvements were tested and integrated into a revised protocol, providing each student with experience in design and improvement of the final protocol.
Diversity in microcosms for introductory biology
( Mary Ann McLean )
Diversity is an important component in our Introductory Biology sequence, however, bringing home the idea of biodiversity can be a challenge. Students relate biodiversity with programs on Discovery channel and have little concept of their local biodiversity. The creation of Winogradsky columns during the first week of labs in the fall allowed students to investigate their local diversity of microbes and invertebrates over the next 8 months. Each student constructed a Winogradsky column from soil and water and included sources of carbon, sulfur, and other minerals. Columns were maintained on the lab windowsill throughout. Column communities and diversity differed significantly depending on the source of the original soil and water, the nutrients supplied and the proportion of masking on the column. During the year, the students sampled their columns for bacteria, cyanobacteria, protists, algae, fungi, moss, plant seedlings and small invertebrates (eg nematodes, mites, insect larvae, rotifers, crustaceans, earthworms). Not only did each student observe a wide diversity of organisms in their own column, they also observed a different suite of organisms in other students’ columns. These columns also permitted discussions of food webs and ecological communities. For each student, the value of their own personal Winogradsky column using their own garden or local soil was tremendous in terms of knowledge and enthusiasm.
Edison’s Ear
( Dani Meyers )
Did you know that Thomas Edison would clamp his teeth down on a wooden table holding his phonograph to hear his music more clearly? This was his start to thinking about hearing aids and the basic idea for cochlear implants. He utilized his skull’s ability to transmit sound waves to activate his auditory nerve. This activity will introduce students to the conductive of their own skulls. Using different types of wood and a transistor radio students should be able to replicate Thomas Edison’s experience with wood and sound. A variety of woods and cardboard will be available to test this amplification process. Students will be given a variety of woods as well as cardboard to investigate their conduction properties. The quality of the sound will differ with the types of wood and their dimensions. The lab could be configured to be quite open, having the students experiment with densities, types of wood, lengths of wood and/or different sources of sound. During this workshop I will be presenting a more formal type of setting using set dimensions and a variety of wood connected to a transistor radio.
How people learn (National Academies Press) meets bioinformatics
( Amy Mulnix )
A wealth of information is available about how students learn (e.g. How People Learn). From these, suggestions about how to improve classroom and laboratory teaching can be drawn. At the same time, it is becoming increasingly important to expose undergraduate students to the abundant information in molecular databases. At Earlham College we have designed a freshman-level, multi-week, computer-based laboratory exercise that has students work in small groups to trace the effect of a mutation on mRNA production, protein expression and activity and the cellular/organismal consequences of disruption of a gene. Databases used include: Gene Entrez, HPRD, GenCards, and OMIM. In addition to introducing students to bio-informatics, this exercise is used to re-enforce material covered in the lecture of an introductory genetics course in ways consistent with our better understanding of how students learn: increased time on task, repetition of material in a new context, application and extension of material, elements of discovery, modeling of expert knowledge process, and personalization of material.
Inquiry-based computer exercises for chromatography
( Kenneth Ng )
Chromatographic procedures are widely used in undergraduate laboratories to analyze complex mixtures or to purify a desired molecule. Most lab exercises only ask students to follow a cookbook method to perform a specific chromatographic procedure. This approach is effective for introducing chromatographic methods, but it does not allow students the opportunity to see how variations in chromatographic matrices and solvents affect separations. To provide an inquiry-based approach for developing a deeper understanding of basic chromatographic methods, I have created several simple, interactive computer exercises that allow students to see how chromatographic separations develop in real time while key parameters like solvent polarity, pH and ionic strength are continuously varied. Preliminary feedback from undergraduate and graduate students indicates that these exercises are useful for developing a deeper and more practical understanding of chromatography. This approach may also be applied to developing novel exercises for other analytical and preparative procedures commonly taught in undergraduate laboratories.
The use of horseshoe crab and fish eggs to demonstrate osmosis
( Kathleen Nolan and Neeti Bathala )
Horseshoe crab eggs may be obtained from the Atlantic seashore in June during the spawning season and then frozen. Salmon and whitefish eggs can be easily obtained from a specialty deli or over the Internet. First, the eggs are weighed before placing them in water or various salt and sugar solutions. The eggs will gain or lose weight depending on the solution in which they are placed, there will be a visible difference in appearance. The eggs may be then photographed under the microscope. The horseshoe crab eggs display the most resistance to environmental change, which perhaps reflects the fact that they receive the most abrasion through sand and wave action. After conducting this experiment, students can then discuss how the difference in egg composition and behavior reflect the organisms’ life styles.
The University of Houston’s campus garden: A collaborative informal science education initiative
( Donna L. Pattison )
A campus garden provides an excellent opportunity for informal science education and community outreach. Participation by students in The University of Houston’s Campus Garden has opened the door to discussions on traditional breeding, hybridization, and genetic engineering of crops. Conversations occur regularly about pest management, plant disease, and nutrient and light requirements. The first pilot garden at the University of Houston began as part of the University’s “Go Green” initiatives. The project was initially conceived by the University’s Services Department and evolved over the last two years to involve campus Facilities, Dining Services, the Horticulture Society, Urban Harvest, and interested students. Urban Harvest is a community-based organization which helps local groups and schools develop community gardens for food production, habitats, and general enjoyment. At present, the Horticulture Society sows seeds and raises seedlings in the campus greenhouse for planting in the garden in the spring. The garden itself was designed by Urban Harvest. Funding and oversight are provided by the Services Department. Campus facilities constructed the garden and laid the irrigation system. The garden is planted and maintained by interested students, staff, and faculty. A future goal of the Campus Garden participants is to produce tomatoes, basil, and cilantro for use in “Shasta’s Salsa” (Shasta is the school mascot) which will be created in the campus dining hall and served on campus. This collaborative effort has brought together individuals across the campus from a number of disciplines. The garden brings plant science out of the realm of the biology department and makes it accessible to the general public.
Edible enzyme essentials: Learning the properties of enzyme function through cheesemaking (and eating)
( Aimee Phillippi )
Often in general biology labs enzyme properties are explored through the use of spectrophotometer activities. While these offer the benefit of quantitative data that can be used for graphic functions, if the primary goal is to have students to really understand the roles of temperature, pH, concentration, and substrate type in enzyme function, the technical aspects of the spectrophotometry labs can sometimes cause students to miss the important points and often require multiple lab sessions to master. However, the practical application of cheese production offers a qualitative approach to exploring enzyme properties that may aid student conceptual understanding, and can be completed in two hours. In this lab activity, the enzyme chymosin is used, in the form of rennet, to make cheese from store-bought milk. By allowing students to experiment with temperature, pH, enzyme concentration, and substrate type, they are able to see (and taste) the practical results of enzyme properties.
A comparison of the sensitivities of Serratia marcescens and Deinococcus radiodurans to ultraviolet irradiation
( Lawrence A. Porter )
In recent years, there has been an increased interest in control of microbial growth, especially in light of single and multiply drug-resistant “superbugs”. Most students are also aware, at some level, of the side effects resulting from the exposure of humans to ultraviolet radiation. It is not uncommon, therefore, for an introductory lab to include an exercise that explores physical control of microbial growth by means of UV mutagenesis. I have developed a simple, engaging, interactive exercise for introductory freshman and sophomores that is an extension of such an exercise — one that compares the efficacy of UV irradiation on a commonly-occurring, mildly pathogenic, pigmented organism, Serratia marcescens, to that of an unrelated, non-pathogenic, pigmented organism, Deinococcus radiodurans. Students inoculate TSA (enriched medium) plates with microorganism, irradiate with ultraviolet light for specified times, and, subsequently score plates for numbers and phenotypes of microorganism. Results demonstrate a dose-dependent sensitivity of the Serratia marcescens to UV irradiation, with lethality and loss of pigmentation the most commonly scored phenotypes. By contrast, similarly treated Deinococcus radiodurans cultures are resistant to the effects of UV irradiation, regardless of the length of exposure. The results are discussed relative to bacterial type, cell structure.
Using field notebooks in a freshmen biology laboratory course
( Rachel Ratcliff )
The field notebook is being resurrected and used as a tool to engage students by improving their observational skills and making them more aware of the natural world in which they live. This presentation documents the use of the time-honored field notebook in a freshmen Biology laboratory course. The format and content of the field notebook will be given as well as student feedback, on the use of the field notebook. I am also using the field notebook in my non-majors Biology course with good results.
Popular press biology readings: assignments beyond the summary
( Alysa Remsburg )
A wide variety of biology-focused news articles and popular books bring alive the relevance of challenging biology concepts. As a result of their writing style, students are much more interested and willing to read these biology explanations than their textbook. A supplemental mass media reading assignment that includes much student choice can foster learning from a diverse student body. The accompanying think-piece writing assignments require that students practice critical thinking, rather than simply summarizing articles. A survey assessing disposition suggests that the assignment sparked many students’ interest to learn more about biology topics and helped some students improve writing skills. The written reflections can also prepare students for discussions during class, although timing and student choice of articles pose challenges. Accompanying this poster are lists of suggested articles / excerpts from the popular press for the think-piece assignments in introductory biology and conservation biology courses.
Using the Experimental Design Ability Test (EDAT) to measure gains in scientific thinking
( Karen Sirum )
A new assessment instrument, called the Experimental Design Ability Test (EDAT), is used to measure students’ understanding of the criteria for good experimental design through their open-ended response to a prompt grounded in everyday life science problems. The EDAT can be administered in a pre/post test format to measure gains, is content independent, and only takes 10-12 minutes of class time to administer. Consistent and rapid evaluation of student responses is accomplished using a simple and specific 10-point scoring rubric that identifies whether students include each of 10 key aspects of experimental design. EDAT scores serve as a diagnostic, indicating which areas are in need of further instruction, because the scoring rubric is hierarchical: the 10th point is less frequently included in student responses than the first and if, for example, a student scores a “5”, that generally means only items 1-5 were included. Undergraduate science education goals include development of students’ scientific and rational thinking skills but currently accepted intelligence and placement tests do not measure rational thinking. The novel feature of the EDAT is that it assesses not only what students know about the scientific method, but it probes understanding based on what students are able to do. I have found that basic experimental design can be taught and gains in EDAT scores can be achieved, even in the non-majors introductory biology classroom.
Flatheads pursue diversity: Beyond the phases of meiosis
( Janet Vigna )
Labs teaching meiosis often depend on students viewing cells suspended in their various static phases. As a result, students tend to remember the names of the phases, but not always the importance of what the phases accomplish. In addition, it is difficult for students to connect the molecular process of meiosis to the diversity of physical traits we see in populations. To engage students in the dynamic process of meiosis we developed a lab activity where students become members of a fictional Flathead population. As members of the population students go through the process of meiosis to produce gametes and reproduce offspring bearing various inherited traits. The model “Flathead” organism is a great visual tool to demonstrate the relationship of genotype to phenotype, and also to demonstrate how independent assortment and fertilization result in diversity within populations. The content complexity of this lab activity can be adjusted for use in both non-majors and majors biology and genetics labs. Genes, alleles and physical traits can be easily altered to incorporate different modes of inheritance and gene expression.
Introductory Biology Project: A research coordination network
( Mark Walvoord, Gordon Uno, and Sheri Potter )
The Introductory Biology Project (IBP) is a five-year NSF funded Research Coordination Network project focusing on undergraduate biology education. The project will articulate a shared vision of introductory biology courses to prepare biology students and will develop a collaborative network of individuals, projects, and societies actively engaged in the reform of undergraduate introductory biology education. The project will transform courses from encyclopedic lists of facts into a rich array of experiences including the use of a thematic introduction to the study of life built around an evolutionary perspective and integrating current research opportunities across the curriculum. It will provide a strategy for helping faculty deal with the ever-increasing content of biology and for students to conduct authentic research, learn about careers related to biology, and improve their ability to apply their understanding of key biological concepts to novel situations. The project will bring together scientists, science educators, biology instructors, and members of biological professional societies in a series of meetings over five years and through an online network to connect existing projects and stimulate the broadscale implementation of innovative ideas. http://ibp.ou.edu