Group items tagged

The article "Data back ban of artificial trans fats" (10.8 readability score) summarizes new research showing that banning artificial trans fats in foods could reduce the risk of heart attacks and strokes. Students can focus on details reported in the article, follow connections to earlier articles about trans fats research, engage in a classroom discussion of related scientific and government policy questions and make connections between the science of food and their health. Students can also conduct their own experiments to analyze foods for fats and then research the types of fats within different foods to make recommendations about dietary consumption.

Review of many examples of epigenetics and mechanisms. Discussion incorporates evolution.

In this case study, students will have the opportunity to model the spread of tuberculosis and development of antibiotic resistance in a hypothetical prison environment. After reading a brief handout and viewing a short video, students play a simulation game by first identifying a group of prison inmates represented by index cards. The placement of the cards will influence how drug resistance spreads from one inmate to another. Using a dice roll to mimic random probability of infection and antibiotic misuse, students then track the development of resistance to four specific antibiotics, determined by selection of playing card suit. Opportunity for release or transfer on inmates from one facility to another introduces a further level of complexity, allowing students to study resistance spread. This activity was originally designed for a section of an upper-division biology course about antibiotic resistance, but it would also be appropriate for lower-division undergraduate and high school biology courses discussing antibiotic use.

This directed case study was developed to introduce students to the CRISPR-Cas9 system for genome editing. CRISPR-Cas9 has made numerous headlines in both the scientific and popular press, and thus serves as an excellent model for learning current biotechnology and applying concepts from biology courses. After providing a general overview of CRISPR-Cas9, the majority of the case focuses on the clinical applications of the system as experienced by a carrier for the X-linked recessive allele underlying Duchenne Muscular Dystrophy. The case is structured so that students use a variety of popular and scientific sources (some of which may require a subscription to access-check with your institution), increasing in difficulty as they move through each part of the case. The goals are for students to learn the molecular mechanisms of CRISPR-Cas9, the benefits and limitations of the system, and the clinical applications of the technology. Open-ended questions are included to spark discussion of ethical considerations, societal impacts, and the overall implications of the technology.

Explore speciation with The Amoeba Sisters. This video discusses sympatric and allopatric speciation and covers several types of isolation types including behavioral, temporal, and habitat isolations.

Dr Adam Rutherford discusses the early evolution of complex life on Earth with geneticists Professor Steve Jones and Dr. Nick Lane.

This case study is designed to help students learn about the ecosystem services of Earth (Biosphere 1) by examining the challenges faced by the designers who tried to replicate its components in Biosphere 2. In 1991, four men and four women entered Biosphere 2, a man-made closed ecological system in Arizona, to see if eight biospherians could be sustained by this miniature version of Biosphere 1. The project succeeded in producing most of the food needed, but required additional oxygen before the end of the two-year experiment. After an introduction to Biosphere 2, students learn about the four main types of ecosystem services and discuss how Biosphere 2 might provide these services. At the end of the case, students calculate their own ecological footprint, demonstrating how humans are overreaching the ecosystem services of Biosphere 1, just as the biospherians could not be sustained by the ecosystem services included in Biosphere 2. The case is suitable for an introductory undergraduate course in biology, ecology, or environmental science.

This case study describes a visit by "Naomi" to her physician, who upon seeing Naomi's bloodwork decides to prescribe her a cholesterol-lowering agent, a statin. The case discusses (1) the prevalence of non-communicable diseases such as atherosclerosis, which can lead to strokes and heart disease; (2) circulating lipoprotein particles including LDL and HDL, differentiating between which is a risk factor for heart disease and which is protective;  (3) the pathway for cholesterol synthesis; (4) the evidence demonstrating that statins inhibit the enzyme HMG-CoA reductase, which is the committed step for cholesterol synthesis; and (5) the kinetic mechanism by which statins inhibit the enzyme. Students examine and interpret data from radioactive tracer and enzyme kinetics studies. The case ends with another visit by Naomi to her physician, who reexamines her bloodwork after she has been taking a statin for six months. Students are asked to determine whether the drug was effective for Naomi and, if not, what changes could be made to her regimen. The case was originally written for use in a survey of biochemistry course for upper level undergraduates.

This flipped case study begins with a video in which a student reveals a family member's diagnosis with breast cancer and then considers the whirlwind of questions that arise in such a situation. Students are asked to relate to the main character and identify what questions they would have and what resources they could consult to seek information.  This sets the context for students to use websites and videos to investigate the nature of cancer, its causes, and progression. Students then learn about the major methods of cancer treatment (surgery, radiation therapy, and chemotherapy), how they work, and the limitations and side effects of each. The case concludes by addressing the claim of one of the characters that there is a conspiracy to hide a cure for cancer. The case would be implemented near the middle of a high school, non-majors, or introductory biology course after discussion of basic cell biology and the cell cycle.

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.

This clicker case addresses several concepts related to the evolutionary ecology of herbivore defenses. A survey of several different studies that investigated chemical defenses in Thymus vulgaris (thyme) gives students the opportunity to develop hypotheses, pose potential experiments, and interpret data to develop a better understanding of not only herbivore deterrence, but also how natural selection can involve different pressures selecting for different phenotypes. The case study incorporates group discussion, analysis of experimental design, and data evaluation as central activities. It can be taught in a single 50-minute class session, an economy that is achieved in part by using a "flipped" approach. Students prepare outside of class by watching several short videos (one of which was made by the author) that teach the basics of herbivore deterrence and abiotic and biotic forces in the environment that can influence plant adaptations. The case study was designed for use in a large introductory-level class, but would also be appropriate for smaller classes or upper-level evolution courses.

This case study was written for an introductory course for biology majors who are first learning about embryonic development. The case is composed of several parts and involves a storyline about a team of researchers who find frogs and eggs in bamboo plants during a field study. Students consider what these observations mean, learn basics about the stages of animal embryonic development, and make connections to phylogeny and natural selection. Students then apply their understanding of animal embryonic stage development to the chemical atrazine in the environment by examining data from several experiments. As a concluding activity students write a letter to an agency or newspaper of their choosing stating their opinion surrounding the use of atrazine in the environment. The case proceeds in a progressive disclosure format and involves a combination of class discussion, small group work, and homework. Because the case focuses on very basic animal embryonic development, it would also be a great start to a developmental biology course or an embryology course.

Post the link to the Science News article "Life on Earth may have begun in hostile hot springs" to your virtual classroom. Ask students to read the article for homework and prepare for online class by answering the first question. Before the class meets, provide the students with the links to all articles they will need for class. Class discussion can be conducted via Zoom; the research and recipe-building components can be conducted in breakout rooms.

We are a group of 5000+ scientists who are available to video chat into your classroom and have an open discussion with your class! The goal of the program is for students to have positive experiences with scientists and form a personal connection with someone working in a scientific field.

This activity guides the analysis of a published scientific figure from a study that modeled the impact of an infectious fungal disease on a bat population. In 2006, a disease called white-nose syndrome (WNS) began wiping out bat populations in North America. Because many of these bats eat insect pests, the spread of WNS may devastate ecosystems and increase pest control costs. In this study, scientists mathematically modeled the effects of WNS to estimate extinction probabilities for the little brown bat (Myotis lucifugus) population in the northeastern United States. This figure shows these probabilities projected for five annual rates of population decline. Each projection is simulated up to 100 years after WNS emerged in the population. The "Educator Materials" document includes a captioned figure, background information, graph interpretation, and discussion questions. The "Student Handout" includes a captioned figure and background information.