“BSP, May I Be Excused? My Brain Is Full.”

1. “BSP, May I Be Excused? My Brain Is Full.” Gary Larson – The Far Side ASSESSMENT

2. Research Immersion Lab in Virology MIMG 103AL http://www.youtube.com/watch?v=rzdwfwuVWUU UCLA Instructional Laboratories: Where Leading-Edge Science Education Is Always Bruin

3. RESEARCH PROJECT: • Virus Discovery – A Platform for Ultra-Structural Investigations & Genome Annotation. • Students will discover a unique bacterial virus (phage) and characterize viral particles by electron microscopy (EM). • Students will prepare viral DNA for 454 DNA sequencing of viral genomes. • Students will annotate the genome of a novel bacterial virus.

4. Learning Objectives and Outcomes • Objective: • Demonstrate knowledge of key disciplinary concepts & their relationship to biological systems. • Measurable Outcomes: • Describe key steps of the lysogenic lifestyle. • Explain why lysogenic phage plaques often demonstrate turbid or “bull’s eye” morphologies while lytic phage plaques are clear. • Recognize role of lysis and lysogeny in shaping environmental systems

6. Learning Objectives and Outcomes • Objective: • Demonstrate ability to Critically read scientific literature • Measurable Outcomes: • Summarize the purpose or goal of a study. • i.e. Identify gaps in the knowledge. • Identify the specific hypothesis that is tested in each experiment or the scientific question asked. • Illustrate key experimental procedures and connect to expected results. • Design a follow-up experiment for the study.

7. CREATE Approach to Primary Literature Sally G. Hoskins, City College of the City University of New York

8. OBJECTIVE 2 - CREATE FA FA LA Formative Assessment LA FA FA R1 – Warm up Q: Phage/biosphere R2 – Discuss Muddiest points with Team R3 – Mini-lecture: Methods; JITT R4 – Elucidate hypotheses and Analyze data in Teams using Analysis Template (Hoskins) R5 – Whole class discussion Table 1/Figure 1 LA Learning Activity LA FA SA T1 – Warm Up Q: Plaque formation T2 – Lytic Cycle: Lecture/Discuss/Video T3 – 1 min Paper on Lysogeny video T4 – Concept Map lysogeny T5 – 1 min Paper Wrap UP LA E A SA Summative Assessment out-of-class activities FA in-class activities LA FA LA FA Williamson 2008 W1 – Revise Concept map to include paper intro ideas W2 – Submit 3 Muddiest Points W3 – Draw artoon Expt. cartoons and Annotate Figures M1 – Phage Lifecycle Lit Review Reading Assignment M2 – Content Check (short answer/online) F1 – Revise Concept Map to include Williamson figures as nodes F2 – Think of next experiments Follow-up to this study Team phage expt. feasible to execute FA LA LA C LA SA FA LA FA OBJECTIVE 1 Lysogeny FA R SA LA T E

9. M2 Phage Lifecycle Content Check Echols (1986) 1. Briefly outline the general features of lambda development. 2. What the three functions of the lambacII protein, and what is the effect of cII concentration on the choice of the lytic or lysogenic pathway? 3. Briefly, what is the mechanism of mytomycin C and UV induction of prophage? You may have to look at outside resources to fully answer this question.

10. T1 Discussion Questions A plaque forms on a lawn of bacteria when • bacteriophages adsorb to the host cells. • phages replicate their genome, produce capsid proteins, and assemble progeny virions. • phage lyse the host cells, releasing progeny virions. What factors may influence the appearance of plaques?

11. T1 The expected relationships between plaque size and various phage traits Gallet et al. BMC Microbiology 2011 11:181

12. Plaque Formation – GFP expressing Virus T2 Science 12 February 2010: Vol. 327 no. 5967 pp. 873-876

13. Discussion Question T2 Why does the expression of Green Fluorescent Protein (GFP) lag behind the infection front (CPE – cytopathic effects)?

14. T3 Bacteriophage lambda lysisand lysogeny Proc NatlAcadSci U S A. 2008 Dec 30;105(52):20705-10 http://www.youtube.com/watch?v=sLkZ9FPHJGM

15. My Old Assessment Strategyvs. 2-Buck Chuck Exclusive Use of Think-Pair-Share as Formative Assessment 2-Buck Chuck wine review by Blogger Jesse at WestToast.com “The common thread through most of the wineswas that there was a lack of distinct flavor. It is exactly this characteristic that feeds the success for thislabel. Particularly for new wine drinkers, I can understand why this wine has mass appeal. Without drinking a lot of wine you don’t know what you like and what you don’t like, and it is an expensive journeyto find out. Charles Shawproduces a wine that appeals to people without distinct tastes…” • “The common thread through most of the class meetings was that there was a lack of distinct flavor. • It is exactly this characteristic that feeds the success for this pedagogy. • Particularly for new student centered instructors, I can understand why this wine has mass appeal. • Without doing a lot of assessment you don’t know what you like and what you don’t like, and it is an intimidating processto find out. • Think-Pair-Shareproduces a formative assessmentthat appeals to people without the benefit of the BSP…”