Professor’s Job:

2. If protein synthesis were attempted experimentally under invitro conditions (in a test tube) using ribosomes from bacteria, tRNAs from frog eggs, mRNA from rat muscle cells, and amino acids from fruit flies, what products would result? A. A mixture of proteins from bacteria, frog eggs, rat muscle, and fruit flies in a random proportion. B. bacterial proteins only C. frog egg proteins only D. rat muscle proteins only E. fruit fly proteins only F. none; no protein synthesis would occur `

3. Provide Answers Student’s Job: Remember Answers Professor’s Job:

4. Biology 360 Cell Biology • Large enrollment • Required for majors • Reduced coverage • Analytical emphasis

5. Content Thinking Skills Content Less is More

6. Data Analysis Problem A cell line commonly used for studies of adenylyl cyclase is the S49 lymphoma cell. Genetic variants of the cell exist with mutations of certain components of the system. The wild type form of the cell has receptors for the hormones epinephrine and somatostatin. The following graphs illustrate measurements made with membranes from a sample of a certain variant of S49 lymphoma cells. The data in the left graph represent wild type cells incubated with only GTP (“con”), epinephrine and GTP (“epi”) or with one hour prior treatment with cholera toxin, GTP and NAD+ (“CT”). At time zero on the graph, radioactive ATP was added to start the assay. The center graph is a repeat of the same experiment with the variant cell. The third graph displays the binding of radioactive epinephrine to wild type (solid squares) and variant cells (triangles). Based on these data what mutation(s) is/are possible in the variant cells?

7. A cell line commonly used for studies of adenylyl cyclase is the S49 lymphoma cell. Genetic variants of the cell exist with mutations of certain components of the system. The wild type form of the cell has receptors for the hormones epinephrine and somatostatin. The following graphs illustrate measurements made with membranes from a sample of a certain variant of S49 lymphoma cells. The data in the left graph represent wild type cells incubated with only GTP (“con”), epinephrine and GTP (“epi”) or with one hour prior treatment with cholera toxin, GTP and NAD+ (“CT”). At time zero on the graph, radioactive ATP was added to start the assay. The center graph is a repeat of the same experiment with the variant cell. The third graph displays the binding of radioactive epinephrine to wild type (solid squares) and variant cells (triangles). Based on these data what mutation(s) is/are possible in the variant cells? Data Analysis Problem Multiple Choice Version a. a mutated β-adrenergic receptor that cannot communicate with Gs b. no β -adrenergic receptor c. a β -adrenergic receptor with reduced affinity for epinephrine d a mutated Gs that does not communicate with the receptor e. a mutated Gs that does not communicate with adenylate cyclase f. a mutated Gs that does not hydrolyze GTP g. a mutated Gs that does not bind GTP h. no Gs i. a mutated Gi that does not hydrolyze GTP j. no Gi

8. A cell line commonly used for studies of adenylyl cyclase is the S49 lymphoma cell. Genetic variants of the cell exist with mutations of certain components of the system. The wild type form of the cell has receptors for the hormones epinephrine and somatostatin. The following graphs illustrate measurements made with membranes from a sample of a certain variant of S49 lymphoma cells. The data in the left graph represent wild type cells incubated with only GTP (“con”), epinephrine and GTP (“epi”) or with one hour prior treatment with cholera toxin, GTP and NAD+ (“CT”). At time zero on the graph, radioactive ATP was added to start the assay. The center graph is a repeat of the same experiment with the variant cell. The third graph displays the binding of radioactive epinephrine to wild type (solid squares) and variant cells (triangles). Based on these data what mutation(s) is/are possible in the variant cells? Data Analysis Problem Constructed Response State in one sentence each of the conclusions justified by the data.

9. Pre and Post Test Performance Data

10. Chromatin Problem Performance Data

11. Self Efficacy: Table

12. Self Efficacy: Research Data

13. Self Efficacy: Text Figure

14. Self Efficacy: Published Paper

15. Attitudes Survey Complete List

16. Attitudes Survey Results

17. YES! Academic Perspective:

18. Probably Not! Personal Perspective:

19. First Exam Last Exam (SMP) Student Mobility Profile A measure oflearning how to learn

20. Student Mobility Profile Z score = Individual Raw Score – Class Mean = number of S.D. from mean Standard Deviation Calculate Z-scores from Exam 1 and Exam 2 Z2 – Z1= ΔZ

21. % of class <-1 <-2 <-3 0 >1 >2 >3 Student Mobility Profile ΔZ decline improve Graph as the percentage of the class that has an increment (or decrement) of Z-score ≥ various values along the x-axis

22. Student Mobility Profile

23. Read and Highlight the Text

24. Take Notes in Class

25. Cram for the Exam

26. Average amount they improved equals Average amount they declined Case of Symmetry Routine Learning Behaviors

27. Case of Asymmetry Learned How to Learn Better

28. Content—Foundational facts, concepts, theories Skill—Think like practitioners in the field Epistemology—Improved scholastic behavior CourseObjectives

29. “I” Professor “Them” Students

30. Read Hear See Talk Draw Write Teach What Can a Student Do?

31. Active Learning Draw • Read • Hear • See • Talk • Draw • Write • Teach

32. Active Learning Write Arrange these words (or a form of them) in a logical sequence. Add words as needed. Create a meaningful sentence that captures the essence of transcriptional regulation in a eukaryotic cell. transcription initiate RNA polymerase enhancer transactivator recruit basic complex promoter • Read • Hear • See • Talk • Draw • Write • Teach Control of the initiation of transcription in eukaryotes is achieved when a transactivator binds to an enhancer element in DNA, which helps to recruit the basic complex (including RNA polymerase) to a promoter.

33. Active Learning Reconstruct What is the correct signaling sequence? Random Order Complete Signaling Sequence

34. Active Classroom

35. “Clone Myself as a Teacher”

36. EQ Session How does the receptor activate Gs?

37. EQ Session Why does the activity go down?

38. What’s the result of phosphorylating that tyrosine? EQ Session

39. In-Class Formative Assessment • Simulate test conditions • Critique good and poor responses • Feedback • Identify misconceptions • Formulate future action plans

40. “Classroom As Laboratory” Poster # B556, Today 1:30 – 3:00 Jen Nelson, Student Mobility Profile We would like to perform the SMP analysis for anyone who is interested. This can be easily done using existing data from past courses. Supported by a grant from the U.S. Department of Education (P116B041238), Fund for the Improvement of Post-Secondary Education