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A dynamic 3D computer animated video takes you "inside" for a close-up look at how we're made. Watch as the mysteries of the Human Genome are literally "unraveled." 3D modeling and animation created by Bill Baker, Bakedmedia, Inc. and Mike Fisher for the National Human Genome Research Institute.

You will learn about "Dalton's Atomic Theory" in this video. John Dalton was an English chemist who is very well known today for his work in the development of atomic theory. Let us learn the postulates of Dalton's atomic theory. All matter, whether an element, a compound or a mixture are made up of very tiny particles called atoms. All atoms of a given element are identical in size, mass and chemical properties. Atoms of different elements differ in size, mass and chemical properties. Atoms are indivisible particles which can neither be created nor destroyed in a chemical reaction. Atoms combine together in fixed whole number ratios to form compounds. In a chemical reaction, atoms only get rearranged. An atom of an element does not change into the atom of another element.

But now, a century and a half later, scientists from 11 different institutions have joined forces to amass all of that information, plus new data, to create the most comprehensive version of the tree so far. As detailed in a recent article in Proceedings of the National Academy of Sciences, the new Tree of Life shows how 2.3 million different types of animals, plants, fungi and microbes are interconnected, and how those relationships have diverged since life began on Earth more than 3.5 billion years ago.

THE prospect of creating intelligent designer babies has been the subject of ethical debate for decades, but we have lacked the ability to actually do it. That may now change, thanks to a new method of testing an embryo's genes that could soon be available in some IVF clinics in the US, New Scientist can reveal.

This case study provides an overview of the seminal experimental work that led to the discovery of DNA structure and the confirmation of the semi-conservative model of DNA replication. By guiding students through a chronological series of historic experiments and discussing some of the collaborations and controversies involved in the original research, students learn about the history and nature of science in addition to several important biological concepts. A number of recommended videos, including one created by the author, enable instructors to use the "flipped-classroom" mode of instruction according to which students read primary literature and watch videos on their own before group discussions and activities. The case study was developed for use in an introductory undergraduate biology course, and would also be appropriate for use in a high school biology course. Some prior knowledge or instruction may be required, depending on the level and learning objectives of the course.

This flipped case study tells the story of Joyce, a biology student who notices the development of some unusual symptoms (foot slapping and slurred speech) in her mother. In an effort to understand the cause, Joyce views a documentary-style trigger video (created by the case author) that suggests to Joyce that her mom may in fact have amyotrophic lateral sclerosis or ALS. The rest of the case walks Joyce through understanding how normal neurons compare to neurons in ALS patients and how that might affect muscle function. The case explores the link between genes, particularly SOD-1, to the formation of malformed proteins and its potential role in the development of ALS. The case concludes with a discussion of drug development and highlights the timeline and costs associated with drug discovery as Joyce becomes concerned about the lack of drugs in the pipeline for ALS, which her mother is ultimately diagnosed with. The case is appropriate for a number of classes including general biology, biotechnology, anatomy and physiology, upper level-cell biology, or any human health and disease-related course.

In this interrupted case study, students meet a pair of fictional newlyweds on their way to Australia for their honeymoon. Initially eager to enjoy the sun, sand, and sights, Tanya and Julien Brahim end up more intimately acquainted with the local wildlife than they had planned. Tanya is bitten by a venomous arachnid and Julien has a run-in with a dangerous cnidarian. This case study was created to help students solidify their knowledge about cardiac myocytes, particularly ion movements associated with action potential generation in autorhythmic and contractile cells. As students work through the case, they will complete fill-in-the-blank paragraphs describing the heart, diagram membrane potentials and ion movements, and compare and contrast action potentials from different cell types. Written for a course in human physiology, the case requires some prior knowledge of membrane potentials, equilibrium potentials, ion gradients, neuronal action potentials, and skeletal muscle action potentials. An optional pre-case assignment (included in the teaching notes) can be used to make sure that students are familiar with the necessary concepts.

This flipped case study is suited for general education undergraduate level biology. Students prepare ahead of time for class by viewing a video created by the authors that reviews the basics of nutrition and digestion; in class, students then engage in three activities to further explore aspects of the video's content using specific and concrete examples of diverse foods. During the first part of the case study, students learn information about balanced diets, nutrition and the digestive system. Students apply their knowledge on how food passes through the digestive tract, and how absorption and breakdown of nutrients occur by explaining and presenting the process based on assigned food items. Students are then asked to further apply their knowledge when presented with two scenarios ("mini-cases"), one involving gastric bypass surgery and the other the effects of cholera.

A paper published today in Science Advances just might change that. By creating a reliable method of studying viruses' long evolutionary history-hitherto nearly impossible-researchers have found new evidence that strongly suggests viruses are indeed living entities.

As you read the chapters in Stiff, attach a post-it note to pages where you highlight something interesting. You should have 4-10 Post-It's per chapter, use the following symbol guide to create your notes. Stiff has 12 chapters, you are only required to map (Post-It) 8 of those chapters. You are welcome to read them all, of course, but you can also choose to focus on chapters that interest you the most or skip those you do not find interesting. You may wish to skim the chapters or browse the table of contents. Each Post-It will contain three items 1. Symbol (see chart) 2. Page and paragraph number 3. Content

 Collection of phenomena for lessons. Because the NGSS reflect how TJ thinks about science, he hopes that through curating a cache of phenomena this will open conversations and  with educators across the nation who are hoping to create the next generation of student engagement in science.  

"That changed when NASA created the Landsat program, a series of satellites that would perpetually orbit our planet, looking not out but down. Surveillance spacecraft had done that before, of course, but they paid attention only to military or tactical sites. Landsat was a notable exception, built not for spycraft but for public monitoring of how the human species was altering the surface of the planet."

"We have found that the best way to keep a record of activity and ideas is to create a table with four columns-1) Activities we did, 2) Patterns or observations, what happened?, 3) What do you think caused these patterns or observations?, 4) How do these patterns help us think about the essential question or puzzling phenomenon? "

"This modular case study tells the story of Dan and Annie, a married couple of Acadian ancestry who have a genetic form of deafblindness called Usher syndrome. They live in Southwest Louisiana, home of the largest population of DeafBlind citizens in the United States. Acadian Usher syndrome is caused by an allele of the USH1C gene that came to Louisiana with the first Acadian settlers from Canada who founded today's Cajun population. This allele's single nucleotide substitution creates an erroneous splice site that produces a defective cytoskeletal protein (harmonin) of the cochlear and vestibular hair cells and retinal photoreceptors. This splice site is the target of a promising gene therapy. The case study applies and connects Mendelian inheritance, chromosomes, cell division, vision and hearing, DNA sequences, gene expression, gene therapy and population genetics to a specific gene and its movement through generations of Dan and Annie's families.  After the introduction, each of the remaining sections can be used independently either for in-class team activities or out-of-class extensions or assignments over an entire year of introductory undergraduate biology. "

The following pages contain a wide range of resources for secondary science teachers to use in their classroom. The majority of these lessons have been created through CPET programs by teachers and graduate students, but also lessons used by CPET during the programs as well as best practices that teachers have contributed to our collection.

In the study, published Monday (May 1) in Nature Biotechnology,  Luo and colleagues set their sights on two fusions genes they had previously found to be associated with prostate cancer and various forms of rapid and invasive cancer, including liver tumors. Using a modified CRISPR-Cas9 tool that creates a single- rather than double-stranded break in DNA, they targeted the chromosomal breakpoints that form these fusion genes and replaced fusion DNA with a gene encoding the enzyme HSV1-tk. This enzyme effectively kills tumor cells by converting the drug ganciclovir into its active form, which then blocks DNA synthesis and leads to cell death. (Ganciclovir is used to treat cytomegalovirus in humans.)

In a striking advance that helps open the door to organ transplants from animals, researchers have created gene-edited piglets cleansed of viruses that might cause disease in humans.

While the "vaccine controversy" has made headlines since the late 1990s, the emergence and popularity of social media has created a public opinion space bursting with pseudoscience, debatable claims and anecdotes regarding the value and importance of childhood vaccines. Because college students get a good deal of news and information from these resources, it is imperative that they distinguish science from pseudoscience and do not perpetuate rumor and falsehoods.  In this case study, written for lower division non-science majors, students will view videos on the scientific method and a mock talk show, analyze data, and scrutinize social media posts.  One of the takeaway points is that if a post/blog/interview identifies a victim, villain, and hero then the student should suspect a story grounded in belief involving pseudoscience.  Following completion of the case, students will hopefully come to conclusions about vaccines based more in the realm of science rather than pseudoscience and continue to apply the scientific method when evaluating social media posts on other scientific topics.

Tutoring Services has created a series of academic handouts to supplement the instruction content of Germanna courses.

The protagonist of this two-day flipped case study, "Maria," has two problems. She doesn't like it when the apple slices in her lunch turn brown, and she needs to find a project for her biology class that includes molecular biology, preferably one that incorporates plants. Students are enlisted to help Maria understand Arctic Apples™, which don't turn brown because they have been genetically modified to suppress the expression of polyphenol oxidase via RNAi. The case also explores the health, environmental, and safety aspects of growing and eating plants that have been genetically modified to use RNAi. The case applies the central dogma of biology to the creation of genetically modified foods and RNAi and includes a discussion of whether genetically modified foods should be labeled. Several videos are included with the case, including one created by the author specifically for the case. The case is appropriate for use in an introductory level biology or survey level biochemistry course.