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LET THERE BE LIGHT: Quorum Sensing in Bacteria

LET THERE BE LIGHT: Quorum Sensing in Bacteria. Mary Shane Alexandra Fairfield Nick Galt Davida Smyth Vedham Karpakakunjaram Carolyn Wetzel Sarah Prescott Monica GuhaMajumdar. 1. of 10. Why did we choose Quorum Sensing?.

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LET THERE BE LIGHT: Quorum Sensing in Bacteria

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  1. LET THERE BE LIGHT: Quorum Sensing in Bacteria • Mary Shane • Alexandra Fairfield • Nick Galt • Davida Smyth • Vedham Karpakakunjaram • Carolyn Wetzel • Sarah Prescott • Monica GuhaMajumdar 1 of 10

  2. Why did we choose Quorum Sensing? • Wanted a fun, interactive and visual way to teach a complicated system • Covers topics in the NGSS as well as Intro Biology to Microbiology, Genetics and more (we can dream!) • No known Cell Collective simulations or interactive modules for teaching quorum sensing 2 of 10

  3. What concepts they will learn from this • Two-component signal transduction systems • Quorum sensing as a density-dependent phenomenon • Interaction between an inducer and a receptor • External factors affect quorum sensing (genetic regulation) • Positive feedback loop • Deleterious mutations and compensation in communities 3 of 10

  4. Lesson Plan in Brief 4 of 10

  5. The LuxR-LuxI Model Quorum Sensing – Answer Key glucose density CRP Pheromone LuxR LuxI LuxR-LuxR LuxCDABE Luciferase Bioluminescence 5 of 10

  6. Sample Case Study After a long night of working in the lab, Student D was exhausted. Instead of putting the Vibrio culture in the 25°C incubator, they put the culture in the fridge • Run Simulation • Answer questions a) Impact of temperature on bacterial growth b) Impact of temperature on luminescence 6 of 10

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  8. Wild-type LuxR gene >NC_006841 LuxR ATGAACATTAAAAATATAAATGCTAATGAGAAGATAATTGATAAAATTAAAACTTGTAATAATAATAAAGAT >YP_206883.1 LuxR family transcriptional regulator MNIKNINANEKIIDKIKTCNNNKD Mutant LuxR gene >LuxR mutant DNA sequence ATGAACATTAAAAATACAAATGCTAATGAGAAGATAATTGATAAAATTAAAACTTGTAATAATAATAAAGAT >LuxR mutant protein sequence MNIKNTNANEKIIDKIKTCNNNKD Students will have to translate & align the sequences => It’s a missense mutation! 8 of 10

  9. What could we assess? • Their model reconstruction • Their graphs derived from the simulation/data • If they can identify the mutations • Their reflections on the exercise Most importantly! Can they problem solve? 9 of 10

  10. Future Directions • Complete this Project • Test in the Classroom in the next Academic Year • Share and collaborate • Improve (if needed) • Present the results in Virginia , NSTA and other places… 10 of 10

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