Pre-Institute ASM
Below is information about what I did prior to the institute.
Week Outline: (See slide for CASTLE)
Saturday-Monday: Students read chapter on gene expression from the textbook. Students watch videos on
transcription, translation, and RNA splicing. Students answer questions over reading material on gene
expression due prior to class over concepts from textbook and videos.
Tuesday: Students examine the gene expression process and synthesize concepts together. Individual
class poll question – relationships between, DNA RNA and Protein. Students work through the mapping
of the pathway and figure development, then add in types of RNA and their roles in your map. Students
then were walked through RNA splicing in lecture format.
Wednesday: Students write a short discussion on gene expression.
Thursday: Students discover how to read the chart of the genetic code. Students then watch a translation
video, problem with code to protein and working back from protein to code possibilities, walk them
through DNA to RNA to Protein, and identify start and stop codon
Friday: Students review material
Goal: Unknown
Objective: Understand the information pathway from DNA to protein and the processes of replication,
transcription, and translation. (Understand)
Outcome: Unknown
Activity 1: Students read textbook chapter over all kinds of material including gene expression.
Assessment 1: Students answer questions on material. As you see, some material is not really applicable
to the goal.
Pre-Class Book Reading Questions for Content Example:
Biologists often describe organisms that are easy to manipulate as _______ organisms.
a. genetic
b. malleable
c. model
d. developed
e. Beadle
What does this have anything to do with gene expression? Whoops…
Activity 2: Students work in groups to draw a graphic sketch of gene expression.
Assessment 2: Formative: In-class small group process flow graphical
Assessment 3: Summative: Exam 3 Essay:
Describe the path to functional protein production from DNA. Make sure to include all structures,
locations, processes, and the order of events. Average 43.9% +/- 23.8%; with only 5 out of 23 receiving a
C or higher.
Assessment 4: Formative: Exam 3 Redo next class:
You are a cell interested in making a protein that is present on the plasma membrane. Describe the path to
functional protein production from DNA. How does the protein make it to the plasma membrane? Make
sure to include all structures, locations, processes, and the order of events. Average 46% +/- 24.8%; with
only 5 out of 20 receiving a C or higher.
Assessment 5: Summative: Final Exam 4 Short Answer Essay in parts:
Breast cancer is often triggered by overexpression of the proto-oncogene HER2 receptor on the surface of
the epithelial cell. This receptor then binds growth factors and triggers cancerous cell growth. Answer the
following questions/parts to show how the HER2 receptor is produced at high levels in cell. To answer
this question you will follow DNA and its transformation to HER2 protein receptor and how it ends up on
the plasma membrane in epithelial cells. Answer by filling in the blanks or answering with short
sentences.
A. DNA is found where in this cell?
B. This DNA is converted into RNA through the process of _________. Where does this occur?
C. This RNA is then spliced, removing the ____________ and splicing together the ___________. Then
this RNA adds to it a ____________ and a ______________. This new RNA is called
_________________.
D. What happens to the 'new RNA' after step C?
E. Where and when does translation take place?
F. Translation involves the use of tRNA. tRNA brings __________ to the location of translation. tRNA
also binds with its anti-codon to what molecule? What happens at the location of translation after
synthesis of the HER2 protein?
G. What happens immediately to the HER2 protein after it's amino acid sequence is made to form a fully
functional HER2 protein?
H. Describe the process by which the HER2 protein makes its way from the "location of translation" to
the plasma membrane. Make sure to include the correct order of organelles and proteins involved.
Some students improved their scores (13 out of 23). The mean for this question was 52.5% +/- 36.6%;
with 9 out of 24 receiving a C or higher. Student’s t-test revealed p-values for all comparisons to be >0.05
(0.77, 0.34, 0.50) and thus not significant. It was apparent that the students either knew the material or did
not by the final, with those receiving a C or higher acquiring an average (mean) of 96.7% +/- 13.1% and
those receiving a D or lower average (mean) of 26.0% +/- 5.6%. Need to identify what is preventing the
lower performing students from understanding this critical course concept. Clearly, I am not preparing my
students well for higher level learning.
It is for these reasons above that this institute was valuable. Below are my modifications that I made for
this important topic in my course.
ASM Institute Product
Goal: Critically examine the structure of cells and how molecular pathways mold these structures for
overall cellular function. (Understand, Analyze)
Objective: Structure the roles of gene expression and implement these roles in terms of cellular function.
(Apply, Analyze)
Outcome 1: Integrate the plan of action in a cell to make a protein which applies a new function for the
cell. (Analyze) (BIB: Information flow, exchange, and storage – structure & function) (Highlighted in
Presentation GRID and CASTLE)
Activity 1: Students read chapter on gene expression from the textbook. Students watch videos on
transcription and translation.
Assessment 1: Formative; Students individually answer questions over reading material on gene
expression due prior to class over concepts from textbook and videos. One question should include the
Central Dogma. (Remember)
Activity 2: Students individually use a strip sequence of gene expression steps and major components and
organize the steps and components. Students enter into small groups and talk about their order of strips.
Students in groups then create a sketch of gene expression within a cell of their choosing.
Assessment 2: Formative; Students get individual feedback from fellow students on the flow of
information. Students get group feedback from instructor on flow of information and graphical sketches
(Understand)
Assessment 3: Formative; Exit Poll with (1) a question to see if students can summarize the flow of
information (Understand) and (2) a question to see if students can infer what would happen if a
modification occurred at a certain part of the process (Apply) and (3) a question to demonstrating level of
comfort with the flow of information.
Activity 3: Students re-examine the application question from the Exit Poll Assessment in small groups
and come to a consensus on their solution. Groups present graphical sketches of solution.
Assessment 4: Formative; Students get group feedback on their graphical sketches from instructor on their
information flow and manipulation. (Apply)
Assessment 1 Example Question:
1. The template in transcription is:
a. a primer.
b. an enzyme.
c. a strand of DNA.
d. a strand of RNA.
e. ribonucleoside triphosphates.
2. Which of the following processes would be first to occur in the process of gene expression?
a. transcription
b. translation
c. replication
d. protein folding
e. RNA splicing
Assessment 3 Example Questions:
1. Describe the role of RNA Polymerase in terms of Gene Expression?
2. What would happen if the active tRNA were not function properly? Describe how the system of gene
expression will be modified?
3. Indicate your level of comfort in understanding the flow of information during the process of gene
expression.
5 – Very comfortable.
4 – Somewhat comfortable.
3 – Neither comfortable nor uncomfortable.
2 – Somewhat uncomfortable.
1 – Uncomfortable.
4. Based upon your answer above, what part of gene expression are you having the most trouble with
implementing?
Assessment 4 Example Question:
1. Once a protein is made it has a function in the cell. One protein, called YAP, functions in the nucleus to
promote growth of a cell. However, YAP protein relies on gene expression in order to be made to help
promote cell growth. Demonstrate in a graphical sketch what would happen to the gene expression of
YAP and consequently cell growth if RNA Polymerase was activated at the transcription start site for the
YAP gene.
Outcome 2: Integrate a plan of action in a cell to coordinate the movement of a protein which applies a
new function for the cell. (Analyze) (BIB: Information flow, exchange, and storage – structure &
function)
Activity 1: Students read chapter material on protein folding (previously covered in course) and transport
from the textbook. Students watch videos on protein folding and transport.
Assessment 1: Formative; Students individually answer questions over reading material on gene
expression due prior to class over concepts from textbook and videos. One question should include the
transport of proteins via vesicles. (Remember)
Activity 2: Students individually work using strip sequences to order the steps and content into the proper
order. Entire group comes to a consensus on the order. Every group has a slightly different protein that
they are moving and a different location. JIGSAW to allow students to learn about all the different ways
that proteins move. Students then collaborate in their new group to examine why certain proteins need to
be in certain places in the cell.
Assessment 2: Formative; Student groups will be given feedback by the instructor on their order of events
and major players in protein transport. (Understand)
Activity 3: Students individually pick their favorite one of the pathways from the JIGSAW and problem
solve what would happen to the transport pathway when a drug is used to block microtubule formation.
Students work individually to form a graphical sketch of the implications of their transport pathway.
Assessment 3: Formative; Students will submit their graphical sketch of their transport pathway and will
be evaluated for the correct order of events and what process is halted in this process. (Apply)
Outcome 3: Design a plan of action in a cell to make and move a protein in the cell which applies a new
function for the cell. (Create) (BIB: Information flow, exchange, and storage – structure & function)
Activity 1: Walk students through what happens when a cell needs to respond to an environmental stimuli
for the purpose of creating and moving a specific protein.
Assessment 1: Formative; Students will be evaluated for understanding of steps using immediate response
questions. When there is major confusion, students will share with a peer about what is the correct step.
(Understand)
Activity 2: Students work in groups to research a protein that has not been used in class thus far and
research (1) what cell internal or cell external force promotes its production, (2) where it is transported
when active, (3) what is the function of the protein at its final location?
Assessment 2: Formative; Groups of students will be given immediate feedback from instructor on their
desired protein and whether they have the correct function and where it is transported.
Activity 3: Students are then asked to create a design of a cell and the process with all the steps of what
happens if that protein is stimulated to be made and transported to the location of activity as was
discovered through their research.
Assessment 3: Students will turn in their design as a final evaluation of how and why a protein is made in
the cell. (Create)
Activity 4: Students will receive their design back and will work as a group to modify and correct the
plan. Once their plan is in place, students will receive a situation where a protein in the pathway is
mutated and asked to modify their pathway to distinguish what would happen.
Assessment 4: Formative; Student groups will turn in their revised product that will be evaluated for
coming up with an appropriate plan (Analyze)
Assessment 5: Summative; Student groups will implement investigate what happens when a receptor
protein is stimulated to be produced and trafficked to the plasma membrane to perform a specific
function. (Apply)