“BSP, May I Be Excused? My Brain Is Full.”
Gary Larson – The Far Side
Research Immersion Lab in Virology
Jordan Moberg Parker
http://www.youtube.com/watch?v=rzdwfwuVWUU
UCLA Instructional Laboratories: Where Leading-Edge Science Education Is Always Bruin
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.
Learning Objectives
1. Demonstrate knowledge of key
disciplinary concepts & their relationship
to biological systems.
2. Demonstrate ability to Critically read
scientific literature
Learning Objectives and Outcomes
Objective:
1. 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
Learning Objectives and Outcomes
Objective:
2. 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.
Demonstrate knowledge of key disciplinary concepts & their relationship to biological
systems.
Learning
Objectives
Learning
Outcomes
Students will
be able to…
Taxonomy
Level/
Category
Learning Activities
Remember
Understand
Outside of class
Review lytic and lysogenic
bacteriophage lifestyles
· Read Echols (1986) Review of
lysogeny
· Students identify their own
resources for review material
Describe key
steps of the
lysogenic
lifestyle.
Understand
Explain why
lysogenic
phage plaques
often
demonstrate
turbid or
“bull’s eye”
morphologies
while lytic
phage plaques
are clear.
Apply
In-class
· Individually Construct a
concept map of lysogeny, using
the provided terms. Add their
own ideas as needed and use
relationship descriptors on
arrows.
· Compare individual concept
maps with team members.
· Discuss and develop team
concept map
In-class
10-minute introduction on culturing
viruses:
· What is a plaque?
· Show three plaque formation
videos (Science 12 February
2010: Vol. 327 no. 5967 pp.
873-876)
· 1 min Discussion Question:
· Why does the expression of
Green Fluorescent Protein
(GFP) lag behind the infection
front (CPE – cytopathic
effects)?
Formative Assessment
(Assignment questions)
Lysogeny Concept
Map
temperate
lysogen
prophage
host DNA
integration
replication
lytic cycle
induction
repression
signal
regulation
strategy
maintenan
ce
stress
Think-pair-share of 1 minute
Discussion question.
·
·
1 minute Essay:
On the top of a piece of
paper, answer the
following question: Why
might lysogenic phage
plaques often demonstrate
turbid or “bull’s eye”
morphologies while lytic
phage plaques are clear?
Revised Lysogeny Team Concept
Map
Summative
Assessment
(Graded
Assignment)
Content Knowledge
Check (Online)
Reading Assessment
Questions
Lower order
questions from
current RA1 and
RA2.
CREATE Approach to Primary Literature
Sally G. Hoskins,
City College of the
City University
of New York
OBJECTIVE 2 - CREATE
in-class
activities
Learning Activity
Formative
Assessment
L
A
F
A
R1 – Warm up Q:
Phage/biosphere
out-of-class
activities
F
A
T1 – Warm Up Q:
Plaque formation
R2 – Discuss Muddiest L
points with Team
A
F
A
T2 – Lytic Cycle:
Lecture/Discuss/Video
F
A
L
S
A
T3 – 1 min Paper on A
Lysogeny video
Summative
Assessment
T4 – Concept Map
lysogeny
L
A
R3 – Mini-lecture:
Methods; JITT
EA
F
A
A
M1 – Phage Lifecycle
Lit Review Reading
Assignment
L
A
M2 – Content Check
(short answer/online)
S
A
Williamson 2008
C
R
W3 – Draw artoon
Expt. cartoons and
Annotate Figures
L
A
L
A
W1 – Revise Concept
map to include paper
intro ideas
W2 – Submit 3
Muddiest Points
OBJECTIVE 1
Lysogeny
R4 – Elucidate
hypotheses and
L
Analyze data in Teams A
using Analysis
Template (Hoskins)
R5 – Whole class
discussion Table
1/Figure 1
T5 – 1 min Paper
Wrap UP
F
L
A
L
A
F
A
F
A
L
A
F
A
L
A
F
A
S
A
F
A
S
A
F
A
F1 – Revise Concept
Map to include
Williamson figures as
nodes
F2 – Think of next
experiments
1. Follow-up to this
study
2. Team phage expt.
feasible to
execute
M2
Phage Lifecycle Content Check
Echols (1986)
1. Briefly outline the general features of
lambda development.
2. What the three functions of the lamba cII
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.
T1
Discussion Questions
A plaque forms on a lawn of bacteria when
I. bacteriophages adsorb to the host cells.
II. phages replicate their genome, produce capsid
proteins, and assemble progeny virions.
III. phage lyse the host cells, releasing progeny
virions.
What factors may influence the appearance of
plaques?
T1 The expected relationships between plaque size
and various phage traits
Gallet et al. BMC Microbiology 2011 11:181
Plaque Formation – GFP expressing Virus
T2
Science 12 February 2010:
Vol. 327 no. 5967 pp. 873-876
T2
Discussion Question
Why does the expression of Green Fluorescent
Protein (GFP) lag behind the infection front (CPE
– cytopathic effects)?
T3
Proc Natl Acad Sci U S A.
2008 Dec 30;105(52):2070510
Bacteriophage lambda
lysis and lysogeny
http://www.youtube.com/watch?v=sLkZ9FPHJGM
My Old Assessment Strategy vs. 2-Buck Chuck
Exclusive Use of Think-Pair-Share
as Formative Assessment
• “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
process to find out.
• Think-Pair-Share produces a formative •
assessment that appeals to people
without the benefit of the BSP…”
2-Buck Chuck wine review by
Blogger Jesse at WestToast.com
“The common thread through most
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lack of distinct flavor.
It is exactly this characteristic that
feeds the success for this label.
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
journey to find out.
Charles Shaw produces a wine that
appeals to people without distinct
tastes…”