31st Annual ABLE Conference

Presenter: Joseph D. Maness, Southwestern Oklahoma State University
Title: The Nature of Science
Enrollment: Limited to 25
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

College freshmen, like most of the general public, lack an understanding of the scientific process. As a result they have difficulty distinguishing between scientific and non-scientific explanations, such as evolution and intelligent design, astronomy and astrology, etc. Most textbooks present a formulaic scientific method that contributes to this misunderstanding by inferring that scientific knowledge can only be derived from controlled experiments.

This lab exercise is designed to address this problem and at the same time give students the opportunity to practice scientific thinking. Students will participate in three activities during the laboratory. (1) Students answer a series of true/false questions about the nature and practice of science. This activity also will be utilized as a post-lab assessment after which they will discuss their responses. (2) Proposing Explanations for Fossil Footprints is adapted from Teaching About Evolution and the Nature of Science, (NAS). Students, working individually, propose explanations for a series of fossil footprints revealed a section at a time and then share and defend their explanation with the class. They learn to make observations, to infer past events based on available evidence, and that explanations may result from different interpretations and can change as additional evidence becomes available. (3) The Checks Lab is adapted from ENSI. Groups examine samples of cancelled checks, revealed a few at a time, and propose an explanation or story. They learn the tentative nature of scientific explanations and the value of collaboration as they reinforce experiences from the previous activity.

This successful first lab stimulates student interaction with each other and the instructor. It establishes the practice of making observations, asking questions, proposing explanations, and testing the explanations with data.

Presenter: Todd Nickle, Mount Royal College (AB), Nancy McInerney, Red Deer College (AB), and Jean Heitz, University of Madison
Title: What a Lab FOR? Working Together to Optimize the Laboratory Experience and Teaching Space
Enrollment: Limited to 45
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

We all know that the study of biology, or any other science, involves more than assimilating factual information. It also involves learning how to effectively use that information for problem solving, posing hypotheses, conducting experiments, and interpreting experimental results. Given this, if we want our students to understand what science is, we need to provide them with both conceptual knowledge and practice in using that knowledge. That is, we need to give them opportunities to actively practice the process of science. The laboratories associated with biology courses seem an obvious place for providing this practice.

How we do we do this? How do we engage our students in the process of science? If we could remodel our laboratory space, what designs facilitate these experiences? We need models not only for the development of the lab experiences themselves, but also for the laboratory space or design. Details we take for granted, such as placement of electrical outlets and safety equipment loom large in the planning.

This session will provide a round table for a dialogue about planning and organizing both laboratory experiences and teaching space. In this workshop, participants will collaborate to come up with the skills and abilities that we think laboratories should be designed to build, and compare them with results Jean Heitz has accumulated during her career as an educator and laboratory coordinator. We’ll have a hands-on demonstration showing how an open-ended lab can be constructed using simple equipment. We will finish by showcasing several laboratory designs submitted by colleagues. Ideas about what is good in these laboratory designs and what could be improved will be investigated. The findings will be summarized and communicated in the ABLE Proceedings.

There will be a mixture of round-table, hands-on, and formal presentation. We three presenters (Todd Nickle, Nancy McInerney, and Jean Heitz) will provide our experiences with laboratory renovations and course delivery. We three are proponents of inquiry based, student-centred learning, and will talk about how the physical space promotes and detracts from this goal.

Presenter: Robin E. Owen, Mount Royal College (AB)
Title: Correlation and Causation in Biological Systems with Applications to Asymmetry
Enrollment: Limited to 24
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

Associations between variables are common in biological systems. A “natural” measurement of this association is the correlation coefficient, and significant (i.e. non-zero) correlations occur in morphology, ecology and genetics. However correlation does not imply direct causation as most associations between variable arise through multiple causes and interactions. In this laboratory students will gain some appreciation of the conceptual basis of correlation and how to use and interpret the linear correlation coefficient correctly. They will be introduced to the basic theory of correlation and be able to calculate the Pearson Product Moment Correlation Coefficient, compare two correlation coefficients and to be able to calculate and use partial correlation coefficients. They will also be introduced to asymmetry in biological systems, and understand how to distinguish between conspicuous asymmetry, directional asymmetry and fluctuating asymmetry. They will then apply this theory in two laboratory exercises where they will gather data on (1) Fiddler Crabs where they will make hypotheses about the correlation between body size and large and small cheliped size in males. They will test these hypotheses by making measurements on preserved specimens. (2) They will then gather and analyze class data on human total fingerprint ridge counts and use an index based on the correlation coefficient to test for fluctuating asymmetry.

Presenter: Sarah Deel, Susan Singer, and Debby Walser-Kuntz, Carleton College
Title: Human Single Nucleotide Polymorphism (SNP) Determination
Enrollment: Limited to 16
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

SNPs are single nucleotide polymorphisms; they represent the simplest type of genetic variation between individuals. A SNP refers to a specific location in the genome where at least 1% of the individuals in a population have a different nucleotide.

In this laboratory exercise, students determine which allelic form of a particular SNP they have (one located in an intron, and not associated with any known phenotype). Students may be homozygous for the A/T pair or the G/C pair, or they may be heterozygous with A/T on one chromosome and G/C on the homologous chromosome. Students isolate their own DNA, perform polymerase chain reaction (PCR) to amplify a region surrounding this SNP, and use RFLP (restriction fragment length polymorphism) analysis to determine their genotype. This lab is suitable for introductory students and can provide a straightforward route to better understanding PCR, gel electrophoresis, human genetics, and evolution (population data are available for this SNP). Students are excited to learn about their own DNA.

Typically, this lab spans two weeks during the term (these need not be contiguous). At ABLE, participants will have the opportunity to isolate their own DNA (from cheek cells using a modified QIAGEN kit) and set up a PCR reaction (using PCR beads from GE Healthcare) during the Major workshop. We will present and discuss examples of student results and published population data. At a later Mini workshop, participants will be able to see the results from restriction enzyme digestion and subsequent agarose gel electrophoresis of their amplified DNA.

Presenter: Paula Lessem, University of Richmond
Title: Engaging Non-Science Students: Applications of Tools of Molecular Biology
Enrollment: Limited to 20
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

Mass media, as they are searching for the attention-catching titles and topics that attract viewers/readers, have a tendency to represent biology-related topics in a sensational manner. This often results in misleading presentations of biological concepts in large and small screen industry productions as well as in printed media and ever growing web sources. From the portrayal of eugenics in GATTACA to numerous uses of DNA technology in TV shows, the public is constantly assaulted with surreal and frightening scenarios. The inability to comprehend the relevance of this information is likely to multiply as the public struggles to keep up with a fast growing body of knowledge in biology – including its implications for advances in health care, the environment, and national security. In this module, the non-science student will be introduced to basic tools in molecular biology using the ß-lactamase gene to illustrate PCR, restriction digestion, agarose gel electrophoresis, and induction of antibiotic resistance in bacteria. As a result of these experiments, the students will be more equipped evaluate biologic data as it becomes available.

Presenter: Carrie Doonan, Carnegie Mellon University
Title: Regulation of Gene Expression
Enrollment: Limited to 24
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

This experiment will be "revisiting a classic". It demonstrates that expression of the lactose genes of E. coli are regulated by the availability of certain small sugar molecules. Bacteria cells prefer glucose as a carbon source as the cells can readily use it. The disaccharide lactose must first be converted to glucose and galactose monomers by the enzyme, b-galactosidase. In this experiment, the growth of two bacterial cultures is monitored and samples are removed at regular intervals to assay for the enzyme b-galactosidase, one of the three enzymes involved in the utilization of lactose. Students observe how the activity of this enzyme changes upon the addition of different sugars to the growth medium. Students will also demonstrate that the genes can be turned off again by the addition of another sugar, glucose. Each group of students will have two cultures. To the first, they will add lactose and then glucose. The second flask serves as a control where students must choose whether to add glucose, lactose or galactose to the culture. Based on what is known about the regulation of the genes of the lac operon, students can predict the effect of each of these sugars on the intercellular levels of b-galactosidase. Upon completion of the lab experiment, students will measure and graph the growth of bacteria, and quantitate the amount of the enzyme b-galactosidase produced by the cells. They can assess the validity of their hypothesis on sugar utilization by the bacterial cells by analyzing their results.

This experiment will be presented as a hands - on workshop. After a short pre-lab talk to cover the background of the experiment, the participants will perform the experiment. They will have the opportunity to observe regulation of gene expression through the additions of various sugars to the growth media. The growth and enzyme activity data will be graphed, and the relationship between bacterial growth and specific b-galactosidase enzyme activity examined after the sugar additions. Upon completion of this experiment, there will be a discussion of how to adapt this experiment for various age levels.

Presenter: Mike Adams, Eastern Connecticut State
Title: Teaching with Chlamydomonas
Enrollment: Limited to 20
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

This hands-on workshop will introduce faculty to the advantages of using Chlamydomonas and provide experience in several of the key types of experiments that can be done at the undergraduate level. The basics of Chlamydomonas culturing and life cycle will be presented, along with the advantages of working with this organism. A short examination of the appearance and behavior of normal and mutant strains is followed by two sets of experiments. In the first, gametes of the two mating types are mixed and the various steps of the mating process are observed. This is combined with mating two paralyzed mutants and seeing ‘dikaryon rescue’ in which each provides the missing protein to the other. The second set of experiments follow the kinetics of regrowth of flagella after removal by pH shock. In both sets of experiments additional, follow-up, exercises are suggested. For all aspects of the workshop, more information is available at the Chlamydomonas Teaching site at http://149.152.132.141/~mikeadams.

Presenter: Lawrence S. Blumer, Morehouse College, and Christopher W. Beck, Emory University
Title: Inducing Evolution in Bean Beetles
Enrollment: Limited to 18
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

Demonstrating and measuring evolution in a laboratory environment with animal species is typically very challenging. However, insects are among the most amenable species for such studies and the bean beetle, Callosobruchus maculatus, is the easiest species in which such studies may be conducted. Bean beetles are agricultural pest insects of Africa and Asia. Females lay their eggs on the surface of beans (Family Fabaceae) and the entire pre-adult parts of the life cycle occur inside the host bean. In this study, students design and conduct experiments to evaluate whether evolution by natural selection (or alternatively, genetic drift) may be induced in laboratory populations.

Presenters: Amy Marion and Ralph Preszler, New Mexico State University
Title: Evolution of Bacterial Resistance to Antibiotics
Enrollment: Limited to 24
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

This exercise allows students to work with important components of evolutionary theory; and provides a compelling example of the relevance of this theory. The exercise includes two hands-on simulation experiments, using various tools as antibodies and miscellaneous small objects as bacteria. These simulations help students distinguish the interacting roles of environmental selection pressures, an individual’s fitness, and the evolution of a population. As students work their way through simulations, they will see the affect of variation on evolutionary rate. In the first simulation, they investigate how the history of selection, the timing of antibiotic treatments, influences the amount of variation in a population, and ultimately, influences each population’s ability to evolve in response to selection. In the first experiment, students are given a hypothesis and they are given explicit methods. They must determine the predicted result of the hypothesis, conduct the simulation, collect the observed results, and use their results to evaluate the hypothesis. In the second simulation, each student group proposes their own hypothesis, and designs and conducts a simulation in order to evaluate their hypothesis.

Presenter: Ginger North, Delaware Nature Society
Title: Stream Ecology and Water Quality Field Test Methods
Enrollment: Limited to 20
Session 1, 8:30am - 11:30am
Session 2, 2pm - 5pm

Benthic macroinvertebrates are important indicators of water quality of streams and rivers. Macroinvertebrates commonly found in Delaware's streams include insects, clams, mussels, snails, worms, grass shrimp, amphipods, crayfish, and crabs. In Delaware streams there are thousands of different macroinvertebrate species, each with its own unique requirements for survival. Basic visual, physical, and chemical data are valuable for a more complete picture of the water quality. This workshop will focus on collecting visual, chemical, and biological data in the field at a local stream on Delaware Nature Society’s Ashland Nature Center in Hockessin. We will then learn to interpret these data to determine the water quality. Teaching students outside offers the benefit of real world experiences, appealing to many different learning styles and heightened interest due to the always changing natural environment. The unique aspects of teaching a lab in the field will be highlighted and a discussion of the best ways to incorporate these aspects into an effective learning experience for students will wrap up the workshop.