Inquiry Unit (u11701.xml)

High School Freshmen use Biology Workbench to help molecular biologist decide which amino acids to mutate next. News at 11!

Kathleen Gabric (kgabric@hinsdale86.org) (ready to use)

Coauthors

Steve Moore (samoore@students.uiuc.edu)

ASK Partner Projects

Biology Student Workbench

Subject Areas

Science

Grade Levels

9, 10, 11, 12

Unit Keywords

DNA, proteins, biology workbench, GK-12, evolution

Rationale of the Unit

The goals of this project are twofold. The first goal is to expose students to the work of a real researcher in molecular biology. The second goal is to have students use one of the tools of research (the Biology Workbench) to involve students directly in the research process.


	INVESTIGATE	Go to Top

Background and Resources

BACKGROUND -- Students need a good understanding of cellular biology especially in the areas of DNA, proteins, transcription, and translation. With that background in place, students are able to learn how Biology Workbench can be used as a tool. In the process of learning how to use this tool, they reinforce and apply their knowledge. To start students off, the tutorial on sickle cell anemia by John Sabo is highly recommended. It can be found at http://peptide.ncsa.uiuc.edu/tutorials_current/Sickle_Cell_Anemia/SC2001/ .

READINGS -- The following chapters in any introductory biology book: 1.Biological molecules, 2. Cell structure and functions, 3. Membrane Structure and Function, 4. DNA Structure and Replication, and 5. RNA Transcription and Protein Translation.

WEB SITES -- Tutorial for biology workbench at http://peptide.ncsa.uiuc.edu/tutorials/index.html

RESOURCES AND SUPPLEMENT MATERIALS Computers with internet access are necessary. A LCD projector is very useful.


	CREATE	Go to Top

Activities and Open-ended problems

IN-CLASS ACTIVITIES -- The first activity was a power point presentation by Steve of the research he is doing at the University of Illinois, UIUC. His presentation can be seen at http://www.district86.k12.il.us/central/faculty/k-gabric/Steveppt_files/frame.htm

Students were also exposed to the lab he works in. http://www.district86.k12.il.us/central/faculty/k-gabric/SteveLab_files/frame.htm

LAB ACTIVITIES --
1) On days 1 and 2 students went through the sickle cell anemia tutorial with the teacher and the researcher.
http://peptide.ncsa.uiuc.edu/tutorials_current/Sickle_Cell_Anemia/SC2001/ After 1 period we found it best to use a projector and go through the process as a class.

2)On days 3 and 4 students began researching the molecular similarities between 2 known cell membrane receptors: Angiotensin II Type-1 membrane receptor as compared to Angiotensin II Type-2 membrane receptor in humans. Students compared the amino acid sequence of the 2 receptors and looked for conserved regions that could potentially be mutated to further Steve's thesis project. They then were asked to compare the human type 2 receptor to the same receptor in rats, mice and sheep to determine evolutionary relationships.
http://www.district86.k12.il.us/central/faculty/k-gabric/bio_wbench2.htm They could choose to work individually or with a partner. All of the work was done in class.

3)On day 5 students began their individual research on G Protein Membrane Receptors. Each student or pair of students selected 3 other G-protein membrane receptors to compare to Angiotensin II Type-2 membrane receptor in humans. Students identified conserved amino acids in the intracellular loops of the molecule thought to be involved in G-protein coupling. The results from this student research will identify amino acids that may be involved in G-protein coupling. This will facilitate Steve's decision as to which amino acids to mutate.

They began the second part of this project in class. The rest was to be done on their own.
http://www.district86.k12.il.us/central/faculty/k-gabric/bio_wbench3.htm

4)An example of a Part 1 project..
http://www.district86.k12.il.us/central/faculty/k-gabric/jillsProj.htm
An example of a Part 2 project..
http://www.district86.k12.il.us/central/faculty/k-gabric/jillProj2.htm

5)Steve revisted the classes after compiling the data from student research to reveiw the results with them. The impact of their work on future directions of Steve's research was discussed.
http://www.district86.k12.il.us/central/faculty/k-gabric/Research_files/Results.ppt

ACTIVITIES OUTSIDE OF CLASS / INDEPENDENT WORK
Students were instructed to register at Biology Workbench outside of class. This is free. All that is required is a name and password.
http://www.district86.k12.il.us/central/faculty/k-gabric/biology_workbench.htm

OPEN-ENDED PROBLEMS -- creative extensions


	DISCUSS	Go to Top

Dialogues, Discussions, and Presentations

FACE-TO-FACE DIALOGUES Students had the researcher, Steve, in class and were able to talk to him on an as-need basis. The teacher is also available for dialogues.

GROUP DIALOGUES In our class, each student had a laptop. As they worked through their research, they often discussed short cuts and solutions to each others problems.

ON-LINE DIALOGUES Students were seen at times checking their email while in class.

IN-CLASS DISCUSSIONS Once or twice a day, a short 5 minute discussion was held as a class to summarize findings, discuss problems, review necessary biology content, etc.
Steve revisted the classes after compiling the data from student research to reveiw the results with them. We discussed the impact of their work on future directions of Steve's research.

PRESENTATIONS A final paper will be turned in with research results. Steve will also return to class to see what they have discovered that may be of use to the research in his lab.


	REFLECT	Go to Top

Assessment, Related Questions, and Story of the Unit

ASSESSMENT By having the students complete part 2 at home on their own, it was possible to assess the student's ability to use Biology Workbench as a research tool. In addition, the answers that they turned in had to reflect their understanding of conserved amino acids in relation to evolution and protein function. Students were in no way required to know the specific content involved in G-Protein membrane receptors.

RELATED QUESTIONS

STORY OF THE UNIT -- How did it go? On day 1, both the teacher and the researcher thought they nuts to attempt this. What the students thought is unrepeatable. Day 2 went much better and a few students started to take off on their own. By day 3, everything started to fall into place and students were more comfortable with the Biology Workbench and the task at hand. By day 4, almost every student was working independently. Overall, we are very pleased with the results. What is especially exciting are the inferences that students were able to make about evolution and human physiology (subjects not yet taught) and the complexity of questions that students asked.

RESPONSES FROM OTHERS (teachers)

Uploaded Files:
HonorsPresentation.ppt
biology_workbench.htm
bio_wbench2.htm
bio_wbench3.htm

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