31st Annual ABLE Conference

(1) pH Ruler Java Applet for Developing Interactive Learning Exercises on Protonation States and Titration Curves
Isabelle Barrette-Ng and Elke Lohmeier-Vogel, University of Calgary

Students in introductory biochemistry courses often struggle to understand the basic concepts underlying the titration of weak acids, especially for important biological molecules like amino acids with more than one titratable group. In the past, we have only had limited success in trying to develop interactive laboratory and tutorial exercises to help students learn these extremely important concepts. To provide students with an intuitive and flexible graphical interface for learning about protonation states and titration curves, we have written a Java applet that allows students to explore in a self-directed and interactive manner how variations in pH affect the protonation states of carboxylate, amino, imidazole and thiol groups in amino acids and peptides. This simple software tool provides an effective means for developing inquiry-based computer laboratory exercises to help students improve their understanding of basic concepts involving ionization states. We also envision that once these basic concepts have been mastered, students can use the same applet to develop a deeper understanding of more advanced concepts in biochemistry, including protein purification procedures like ion exchange chromatography, protein characterization techniques like isoelectric focusing, protein-ligand interactions and enzyme catalysis.

(2) Strong Evidence for Intraspecific Competition in Bean Beetles
Benem-orom A. Davids, Lawrence S. Blumer, and Christopher W. Beck, Morehouse College

Beck and Blumer presented a Major Workshop at ABLE 2008 in which female bean beetles, Callosobruchus maculatus, preferentially laid eggs on beans that did not have the eggs of another female. This behavioral response suggested that females were trying to avoid putting their offspring in competition with the larvae of other females. However, data on survival to adult emergence of eggs laid alone (no competition) or in combination with other eggs from the same female (sibling competition) did not demonstrate competition. New data collected by undergraduate students from the Ecology Laboratory course at Morehouse College provide strong evidence for sibling competition in C. maculatus using both large and small host bean species.

(3) How to Choose and Use a Learning Object Repository
Betty Black, North Carolina State University

Learning objects (LOs) are becoming increasingly popular for use in classroom as well as distance education teaching. A digital LO can be quite simple, a short video clip for example, or as complex as an interactive Flash animation, Java simulation or annotated lesson plan. Many learning objects are freely available via the Internet from learning object repositories (LORs). This poster compares 3 types of LORs regarding their potential for use in teaching as well as feasibility for submitting a LO. The latter is of special interest, since it is possible for instructors to create a LO, submit it to a peer-reviewed repository, and cite the LO as a publication. It is concluded that BEN (BiosciEdNet) is the best LOR for locating scientifically valid LOs and for submitting LOs that can be referenced as publications. The North Carolina LOR is useful for linking LOs directly to learning management systems and for quick and easy submission of materials.

(4) An Examination of the Influence of Diet on the Growth, Development and Survival of Manduca sexta
Emily Boone, University of Richmond

In the wild, the tobacco hornworm, Manduca sexta, can be found on a variety of solanaceous plants including varieties of both tomato and tobacco species. Relatively few insects are solanaceous feeders because of toxic alkaloids present in the tissues of these plants. Manduca sexta however is able to sequester and secrete such toxins rendering them useless as a defense mechanism for the plant. Manduca are then able to consume large quantities of these plants with no adverse effects. It has long been established in the scientific community that Manduca is a specialist feeder, feeding only on members of the Solanaceae family. Recently however, researchers in the southwestern U.S. discovered previously unreported, non-Solanaceae species being routinely used as host plants for oviposition by Manduca females. Successful development and emergence from larvae to adult was reported, challenging what is known about this species. In this multi-week lab, students are asked to design and implement an experiment to investigate how nutrition influences the growth, development and survival of Manduca sexta.

(5) Large, Inexpensive Models for Large, Student-Centered Classrooms
Jane Caldwell, West Virginia University

Hands-on experience with models can help students learn (especially those who are tactile or kinesthetic learners), but how to do this in a large lecture class? Many commercially available models are too small to see, too expensive, or just not quite right for lecture purposes. Furthermore, teaching a large class with just one small model invites very passive learning and lecturing. When used effectively, however, models can transform large lecture classes into highly participatory, hands-on and minds-on events. Various options for building large-scale models will be presented, at a low enough cost that multiple copies can be brought into the classroom. Examples will be presented, including photos and activities for (1) organelles and (2) molecules involved in transcription and translation. Examples will include ways in which these models have been built into active learning exercises, as well as some preliminary assessment results.

(6) Population Genetics of Human STR
Kuei-Chiu Chen. Cornell University
We conducted a pilot lab that used short tandem repeats (STRs) to introduce students to Hardy-Weinberg principles in human population genetics. Students extracted DNA from their cheek cells and amplified 10 of the 13 FBI-established CODIS loci using PCR techniques to learn their own genetic profile. Using published allele frequencies of these loci, they calculated their random match frequency to be as low as one in more than 10 billion in some of the students.

(7) Integrating Study Skills and Writing Exercises into Introductory Biology Laboratory Activities
Liane Chen, Gillian Gass, Hilary Moors, Todd Bishop, and Jennifer van Dommelen, Dalhousie University

Principles of Biology (BIOL 1010 and 1011) is a large introductory science course with weekly laboratory sessions. Many students taking this course are new to university, and thus may not be equipped with the study skills needed to learn large volumes of new concepts for university-level exams, nor are they always well-prepared for academic writing. In order to introduce and develop these skills, we designed a series of short activities designed to introduce students to the techniques of effective studying and academic writing. These activities were integrated closely with the content of our weekly lab exercises. BIOL 1010 (Fall term) exercises integrated material from Study For Success, a study skills service provided by Dalhousie University; study strategies, awareness of learning styles, and types of multiple-choice questions were included. BIOL 1010 exercises also introduced proper paraphrasing and citation of source material. BIOL 1011 (Winter Term) exercises further developed research and writing skills. The activities were applied to biological concepts being used and evaluated in lab exercises and assessments, to make clear to students the link between writing, study skills and student success in BIOL 1010 and 1011. These activities also lay the groundwork for students’ success in future university courses.

(8) Student-Directed Investigations of the Actin Cytoskeleton in Chinese Hamster Ovary Cells
Pam Connerly, Indiana University Southeast

As part of an upper-level Cell Biology course, students utilize fluorescently labeled phalloidin to visualize actin in fixed Chinese hamster ovary (CHO) cells. Students are first introduced to the growth of animal cells in culture through an aseptic technique practice exercise. Next, they learn to grow and stain the cells for observation and characterization of chromosome number. The lecture portion of the class discusses the cytoskeleton in some depth, so students are asked to design their own experiment to manipulate some aspect of the CHO cell growth condition to see if changes in actin cytoskeletal structures can be observed. All groups use the same actin visualization procedure and each group gets time on the fluorescence microscope, using digital microscopy to record data. The fluorescent visualization of cortical actin is always dramatic, and students gain insights into cell culture methods, experimental design, fluorescence microscopy, and data analysis. Sample size is often limited, and variable results allow for important discussions about the importance of quantitation and reproducibility.

(9) Providing Quality Instruction in the Laboratory: A Training Program for Graduate Student Teaching Assistants
Miriam Ferzli, North Carolina State University

Although we rely on graduate student teaching assistants (GTAs) for teaching the laboratory component of undergraduate biology courses, more often than not, these GTAs receive little to no guidance in teaching skills and self evaluation. The quality of instruction in the laboratory is very important, because for a lot of students in large lecture biology courses, the lab setting is the only place where they get any direct student-teacher time. The laboratory is also the place where students have opportunities to extend upon the concepts they are learning in lecture. In an attempt to improve teaching in the laboratory, a certificate program for teaching in the life sciences was implemented. In this program, GTAs enroll in a two-semester seminar course. In the first semester, GTAs get the “methods” of teaching, covering such topics as classroom management, questioning skills, grading, assessment, and others. In the second part of the course, GTAs pair up to conduct self and peer-evaluations. During this semester, GTAs videotape each other and complete formal evaluations and plans of actions. GTAs also complete a teaching portfolio and attend at least three university-wide teaching workshops offered through the Graduate School. This program is still under development in collaboration with the Graduate School. Preliminary survey responses by GTAs completing the program suggest that GTAs felt prepared to teach, write and grade assessments, handle difficult moments in the classroom, and set goals for professional development.

(10) Student Use of a “Check My Activity” Tool in the Course Management System Blackboard to Increase Awareness of their Performance and their Academic Success
John Fritz and Suzanne H. Braunschweig. UMBC

Science 100 (SCI100) at University of Maryland, Baltimore County (UMBC) is an introductory, interdisciplinary non-majors laboratory course with approximately 300 students enrolled each semester. The course has a significant on-line component using Blackboard (BB), and students are expected to participate regularly in course discussion boards as well as to use BB for downloading lecture and lab materials on a weekly basis. Given that BB is a critical component of SCI100, and that students also routinely use BB to check their grades in the course, we conducted a preliminary study during the Fall 2008 semester to see how students use a “Check My Activity” (CMA) function in BB to compare their course activity anonymously to that of their peers, and whether or not such activity helps students at risk of failing to improve their grade. Previous work (1) has shown that students who receive a grade of D or F are 35% less active on-line than their peers earning a C or higher. In a survey asking about CMA tool usage, 28% of the students responding were surprised at how their activity compared to that of their peers and 54% of the students said they would be more likely to use the CMA tool before future assignments were due if the instructor posted grade distributions for prior assignments. The benefits to students using a CMA tool in BB are: students are able to determine their progress in the course relative to their peers at any time; they have a starting point for discussion with the professor about their progress if needed; the more information students at risk of failing have, the better a chance of successful intervention in the class. Additionally, the prevailing sense of several students in SCI100 is that they do not feel confident of their ability to learn or to do science. As part of a broader question examining students’ attitudes towards science, we are also interested in whether or not student access to, and feedback from, the CMA function will shift their perception of their ability to succeed in a science class as well as improve their actual grade.
(1) Caruso, Judith Borreson and Gail Salaway. 2007. The ECAR Study of Undergraduate Students and Information Technology: Key Findings. Educause Center for Applied Research. http://net.educause.edu/ir/library/pdf/ERS0706/EKF0706.pdf

(11) Calibrated Peer Review: Use of Open-Ended Versus Scaffolded Evaluations
Laurel Hester and Briana Timmerman, Cornell University

Students in a large introductory biology class peer reviewed each other’s lab reports using the Calibrated Peer Review (CPR) TM website (http://cpr.molsci.ucla.edu). Half of the students used a more scaffolded evaluation method whereas the other half used a more open-ended evaluation method. Final paper grades did not differ much between the two groups. Both groups had an overall negative evaluation of the process, in many cases due to technical difficulties with the site and the amount of time required. Draft text and calibration text scores were slightly but significantly correlated with final paper grade. Both groups of students found peer comments more useful than feedback from calibration text scoring. However, significantly more students from the scaffolded-evaluation group found the calibration procedure useful. Students in the more open-ended evaluation group had more difficulty matching the calibration text scoring and therefore received slightly lower CPR grades.

(12) Relating Biochemistry to Morphology Using Inquiry-Based Collaborative Student Research in Developmental Biology
Carl S. Hoegler, Mount Saint Mary College and Charlene F. Blando-Hoegler, Pace University

The paradigm of inquiry-based learning requires continual reassessment of its efficacy in courses like Developmental Biology. This study encourages students to use animal embryogenesis as a medium for relating biochemical changes to morphological events and organ differentiation. Phase I of this inquiry-based collaboration introduces students to amphibian embryo culturing, protein electrophoresis and database searching using prescribed instructor exercises. In Phase II each student team develops a hypothesis and proposal about their research interest, such as the effects of environmental alterations or teratogenic (e.g. lithium salts) agents on embryonic development. After instructor review, teams complete the project and present results. Data include mortality and morbidity rates as well as changes in the number and character of protein banding patterns. The use of Western blotting and marker proteins (myosin heavy and light chain and actin) helps to identify target proteins in normal and abnormal embryos. Later stages of spontaneous abnormal (e.g. bent tail) specimens showed marked behavioral and morphological deterioration but still evidenced myosin light chain banding. Explaining this discrepancy will challenge the critical thinking skills of students. Future student projects might include a study of other protein or enzymes targets that underlie morphological changes; in addition, focusing on the presence of intracellular messengers will shed light on the mechanism of organogenesis. Thus the instructor might encourage future generations of students to continue a study from an earlier group of students, promoting the idea of continuity in science investigations. The strategy and ultimate goal of this pedagogy is to build undergraduate student confidence and analytical skills and hopefully motivate students to sustain their interest in biology beyond college.

(13) A Case Study on the Metabolic Disease Phenylketonuria: A Tool Used to Introduce Students to the Role of Genetics and Molecular Biology in the Development of Disease
Jennifer Holzman and Tiffany R. Oliver, Emory University

A two part case study was developed in order to teach students in an introductory biology lab about the role of molecular biology and genetics in disease. In this case study, the disease Phenylketonuria (PKU) was used a model. Results from our analysis suggest that more than 60% of the students felt that the case study helped them to understand the role of genetics and molecular biology in disease. While students understood questions about the symptoms and molecular biology of PKU, only 33% correctly answered questions about the genetics of the disease. Thus the case will be altered to place additional emphasis on the genetics of PKU.

(14) Manipulation of Yeast Respiration Using Acetic Acid to Demonstrate the Scientific Method

Michael J. Keller and Curtis Gilliam, University of Maryland
The application of the Scientific Method to realistic scenarios using authentic experiments should be an important component of the teaching laboratory. As part of a large introductory biology lab course, the manipulation of yeast respiration has proven to be a reliable, engaging exercise showcasing hypothesis generation and testing. Recent research on Saccharomyces cerevisiae cells has demonstrated that, at under acidic conditions, acetic acid interferes with cellular respiration and can induce apoptosis. In the teaching lab, we have implemented protocols for testing hypotheses addressing the possible effects of acetic acid on CO2 production by yeast, measured by a simple respirometer, including (1) suppression of cellular respiration, (2) reduced cellular proliferation, and (3) enhanced cell death. Students generate hypotheses based on fictitious scenario, frame alternative and null hypothesis, test their hypotheses, and draw conclusions based on class data. This exercise provides beginning students experience with hypothesis testing and introduces them to basic data analysis and experimental error. These lessons are reinforced throughout the semester through a series of exercises explicitly stressing different components of the Scientific Method.

(15) The 2D:4D Ratio: An Investigation of a Sexually Dimorphic Trait in the Human Skeleton
Karen A. McMahon, University of Tulsa

The ratio of the length of the 2nd digit (index finger) to the 4th digit (ring finger) is sexually dimorphic in humans. Males have a significantly lower 2D:4D ratio because the 2nd digit is usually shorter than the 4th digit whereas in females the 2nd and 4th digits are usually of equal length. This dimorphism is apparently a reflection of testosterone levels during prenatal development and can be observed by the end of the first trimester. The 2D:4D ratio is constant and does not change over the life span. 2D:4D ratios have been correlated with certain diseases (osteoarthritis) academic professions, sport ability, math proficiency and verbal skills. Students can easily measure digit lengths by a variety of methods: directly with a metric ruler or calipers, or from a Xerox of the hands. This exercise brings an investigative approach to the study of the human skeleton and introduces provocative discussions about the effects of fetal sex hormones.

(16) Global Climate Change and Campus Sustainability Group Projects
Amber Reece, Saint Louis University

This laboratory project was an attempt to introduce students to the current climate change crisis and the resulting “green movement” in sustainability. The lab began with a viewing of the documentary An Inconvenient Truth. Then each lab class was separated into six groups, each with a different project assignment. Two weeks later each group presented their information and/ or findings to their peers.

(17) Introducing Statistical Tools to Facilitate Student Research in Biology Laboratory Classes
Alysa J. Remsburg, Michelle A. Harris, and Janet C. Batzli, Unity College

Quantifying the level of support for hypotheses is a critical component of the scientific method, but challenging to add to biology curriculum. Having a basic knowledge of statistical tools enables science students to analyze results from inquiry-based laboratory projects. With the right timing, these laboratory projects also motivate students to learn statistics. We designed and assessed statistics instructional materials that can be implemented in four weeks of a biology laboratory class. The learning objectives focus on replicates in experimental design, appreciating the role of statistics in research, and conducting independent and paired t-tests using Excel software. To complement student research projects in the laboratory class, we provided statistics tutorials and active learning lessons that use modified “jigsaw” and immediate feedback techniques. Assessments using prior and posterior surveys paired by individual student indicated improved student confidence in most of the stated learning objectives and a rise in the number of students planning to take a statistics class.

(18) Quick DNA Isolation from Pseudomonas fluorescens
Andrew Samuelsen, Albright College

Bacterial DNA is isolated via KOH lysis, spooling on a glass transfer pipet, breakage of the pipet tip and recovery by gentle grinding and centrifugation. Students may then subject this DNA to enzymatic digestion and gel electrophoresis in order to visualize the effects of these treatments. This method provides a simple and effective way to "see" DNA both by spooling it and running it on gel electrophoresis and to utilize the sample for further experimentation.

(19) Playing Games: The Importance of Activities in the Science Classroom
Kristen Sargent and Joshua Corrette-Bennet, Westminster College

Our primary goal is to create a board game that increases students’ comprehension and retention of biological facts and concepts by encouraging interaction and discussion. A second, but no less important, goal is to create an engaging learning experience that will pique student interest in the legal and ethical issues surrounding genetic technologies. A lesson plan focused on the genetic and cellular aspects of new genetic technologies was presented to two 10th grade biology classes and two 12th grade AP biology classes. All four classes were presented with the same lesson plan. One class of each grade served as a control, participating in a more traditional oral review the day following the lesson. The experimental class of each grade played the board game in place of the standard review session. A pre/post-test assessment method was employed to determine the effect of playing the board game on student comprehension and retention of material. Both the control and experimental classes showed significantly higher post test scores than their respective pre test scores. This result indicates learning occurred within both the control and experimental groups of each grade. However, the post-test scores of each experimental group increased by a significantly greater amount than that of each respective control group, implying that the students who played the board game experienced an educational benefit beyond the traditional lesson plan and review. Significantly higher test scores coupled with positive reviews from both college and high school students show that this board game achieved its primary and secondary goals. It can be easily modified for college courses as well as adapted to cover other biology topics.

(20) Incorporating Prescribed Active Learning and Laboratory Activities in Peer-Facilitated Recitation Sessions
Cheston A. Saunders, University of North Carolina Wilmington

In recent years, the popularity of peer-instruction methods has risen drastically within the educational community. Up until now, many professors have looked down on instruction “presided” over by students who are not currently pursing graduate education. The Supplemental Instruction movement was fostered by the finding that not only do students who receive collaborative instruction by baccalaureate and post-baccalaureate students demonstrate the same level of subject matter mastery as students who receive instruction from graduate students, they also report higher levels of interest in science itself, particularly biology. In addition to the review of course content, supplemental instruction sessions provide a venue for the review and introduction of new laboratory techniques and concepts.

(21) Linking Multiple Concepts in an Active Introductory Diversity Lab at the Zoo
Michele Schutzenhofer, McKendree University

Introductory biology labs often address the topic of organismal diversity using a standard approach of surveying a variety of specimens in the classroom. We have developed a more inquiry based method where students learn about diversity using the resources at the local zoo. In the exercise, students incorporate the topics of adaptations, biomes, and conservation, ultimately linking habitat diversity and organismal diversity. Following a series of guided questions, students first gain an understanding of the purpose of zoological parks. The class is then broken into groups, which are assigned to explore different taxa. They then proceed to make observations regarding adaptations, camouflage, habitat, and exhibit construction. Finally, students proceed to discuss their observations in order to address a series of open-ended questions. This exercise gives students an opportunity to choose which exhibits and species they explore based on their interests, while still learning about a broad spectrum of diversity through mixed group discussions. Additionally, students work to discover the connections between evolution and ecology in shaping diversity.

(22) Development of Matlab Applications for Improving Quantitative Skills in Biology Classes
Kathy Schwab, Huston-Tillotson University

Huston-Tillotson University received a MSEIP grant from the US Department of Education to improve quantitative and concept skills in the biology curriculum. We chose to do this using MATLAB technology. Our Math faculty designed programs in MATLAB that were then used in the biology program. Specifically we have designed modules on heart rate/blood pressure, dilution calculations, comparing amino acid sequences from different species, mitosis, population growth, and using correct metrics in measuring. These are being used in freshman and sophomore level biology courses. We are also using biology examples in the math and computer science courses to enable the students to see correlations between science and math. So far our data shows that the students not only enjoy the modules but they increase their understanding of the concepts. Many schools use MATLAB and we will gladly share modules with others.

(23) Regulation of Meiosis in Saccharomyces cerevisiae Via PKA
Aikaterini Skokotas and Edward Winter, Rosemont College

The study of mitosis and meiosis is an essential part of learning biology. The budding yeast Saccharomyces cerevisiae is an outstanding system to study these processes. Diploid yeast cells divide when nutrients are abundant and enter meiosis and form spores in response to starvation signals. Following meiotic induction, cells duplicate the genome in meiotic S-phase and then enter prophase when the meiosis-specific processes of homolog pairing and genetic recombination take place. Subsequently, cells exit from meiotic prophase and undergo the meiotic divisions (MI and MII) to generate four haploid products that are then encapsulated in spore walls. If nutrients are added prior to the completion of prophase, cells will exit the meiotic program and return to mitotic growth. However, if cells have exited prophase, they will complete meiotic development and form spores irrespective of nutrients. Thus, exit from prophase marks the commitment point for meiotic development after which cells no longer require the inducing signal (starvation). Glucose is a potent inhibitor of meiosis that activates protein kinase A. In this study we have developed a genetic system for studying the role of PKA in regulating prophase exit and meiotic commitment. This system utilizes mutant forms of PKA that can be inhibited by the cell-permeable ATP analog, 1NM-PP1. We developed strategies to induce meiosis and trap cells in meiotic prophase. Subsequently, cells were treated with glucose with and without 1NM-PP1. Our results suggest that glucose inhibits prophase exit through PKA and provide a system for studying how PKA controls meiosis using molecular, genetic, and cellular assays. These studies provide a well-suited experimental system for exposing talented undergraduates to hypothesis-driven scientific investigation.

(24) Plant Biodiversity in the Greater Vancouver Area (Pacific Northwest)
Robyn Wood, Hilary Brown, Cherri McGarvie, Jane Huang, and Mike Robinson, Vancouver Community College

Vancouver Community College Science department has a long history of providing field based instruction to adult learners. We teach grade 11 level students plant identification techniques and plant ecology through classroom and field based activities. This poster will describe and present our field trip locations, along with our classroom based techniques for teaching students how to collect and preserve plant materials.