National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit Germs, Drugs, and Genes: Reveling mechanisms of gene expression using antibioticos
Date and
Location of SI
Unit Developers &
Contact
Information
Gene Expression July 22-July 26, Hawaii
Add names, emails, institutional affiliations of developers
Mamta Rawat, California State University, Fresno
Alejandro Calderon-Urrea, California State University, Fresno
Nancy Connell, Rutgers University
Nigel Crawford, University of California, San Diego
Ella Tour, University of California, San Diego
Ken Burdit, University of California, Davis
What kind of course is unit designed for?
Lower Division
Context
How long is unit?
50 minutes
When will the unit be used in the course? The unit will be used in the lecture portion
after the introduction of the central dogma, near the end of the section on molecular
biology.
Abstract The activity "Germs, drugs, and genes" aims to
(< 200 words) (1) Vividly illustrate the different levels of gene expression/central dogma (which is
often perceived by students as dry), using antibiotics as tools.
(2) Clarify the connection between the genotype and phenotype by demonstrating how
a variety of changes in bacterial genome result in a dramatic change in the phenotype
(antibiotic resistance).
Students use internet sources to examine the mechanisms of action of three antibiotics
that act at different levels of gene expression and the specific mechanisms bacteria
employ to develop resistance to these antibiotics. They will illustrate these mechanisms
and explain them to their peers. Working in groups, students will then apply this
knowledge to propose mechanisms by which eukaryotic cells acquire resistance to
chemicals or drugs (e.g. pesticides, cancer drugs, insecticides). Students will propose
novel strategies to combat such resistance.
This activity can be also extended to include topics relevant to public health and
diversity by addressing:
- Development of multi-drug resistant bacteria
- Why antibiotics should be taken only when needed and for sufficient period of time
- Why low-socioeconomic populations are especially affected by drug-resistant bacteria
(tuberculosis)
Teachable Unit Framework
1
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Rationale How did the idea for the unit arise? “How genotype relates to phenotype” is one of the
fundamental concepts in molecular biology. We wanted to emphasize this concept and
ensure that the students understood it thoroughly.
Why was this topic chosen? Antibiotic resistance has significant societal implications
and thus it is a topic that students can relate to.
What misconceptions or difficult topics are addressed?. We address the misconception
that (1) humans become resistant to antibiotics, (2) bacteria develop resistance as a
result of exposure to antibiotics as opposed to natural selection of a variant in the
population, and (3) resistance is induced in bacteria by the antibiotic.
How resistance arises in bacteria and chemical resistance occurs in eukaryotes are
difficult topics that are addressed in the tidbit.
Learning Goals:
what students will
know, understand,
and be able to do;
includes content
knowledge,
attitudes, & skills
Learning
Outcomes:
Student behaviors
or performances
that will indicate
they have
successfully
accomplished the
goals
1. The student will be able to understand how genotype determines phenotype.
2. The student will identify steps in gene expression and how some drugs affect
different levels of gene expression.
1. The student will find and illustrate the mechanisms of action of certain
antibiotics and relate these actions of antibiotics to steps in gene expression.
2. The student will be able to explain how resistance to antibiotics arises from a
change in the genetic material of the cell.
3. The student will be able to apply principles of antibiotic resistance in bacteria to
drug resistance in eukaryotic cells.
4. The student will propose strategies for the development of new drugs.
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Teachable Unit Framework
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Diversity
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
2
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Activities outside of class:
Homework-Cancer cells and
resistance
Pre-assessments:
Pre/Post test (uploaded
document)
Activities in class:
A1: Pre-test
A2: Group share 1
Assign an antibiotic to pairs of
students in each group. The
members search the internet to
find out about the targets of the
antibiotics and report to group.
Post-tidbit assessments:
Pre/Post test
Homework on cancer cells and
resistance
Questions on final exam
Lecture, clicker question, internet
search and group work are
included. Exercises that include
listening, writing, and drawing are
used to address different learning
styles.
Supplemental activities involving
multi-drug/extremely drug
resistant tuberculosis or malaria
are mentioned to increase extend
the socio-economic diversity of
the teaching unit.
The group draws a bacterial cell on
poster paper and each pair
illustrates the targets of
antibiotics.
The groups report out to class and
responses are compared to
professor’s diagram.
A3: Clicker question on
alternative “conceptions” of
antibiotic resistance
Peer instruction: Vote, Think pair
share, Re-vote, followed by
discussion of different options by
instructor
A4: Class discussion
How could a mutation lead to
antibiotic resistance? Propose
mechanisms or targets in bacteria
that could be altered to produce
resistance.
A5: Internet search
Use the internet to find
mechanisms of resistance for your
antibiotic. Report to group. Use
your drawings to illustrate what
you found.
A6: Group share
Teachable Unit Framework
3
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Can you think of an instance in
which eukaryotic cells acquire
resistance to drugs or chemicals?
Report .
A7: Post-test
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time (min) Learning Outcome(s)
Activity/assessment
Explanation, notes, suggestions,
tips
Preclass
Enter approx.
class time for
learning activity
preparatory
material
presentation
Enter approx.
class time for
Teachable Unit Framework
4
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
learning activity
#1
Enter
approximate time
for additional
learning activities
and associated
class
Work/preparatory
materials
Enter
approximate time
for post-activity
summing up or
transition
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
(other files and information needed/helpful to teach the unit, including files for papers from which original data
for class activities is taken, supporting information for the instructor, handouts, in class activities materials,
assessments with answer keys, homework assignments, etc.)
Pre/post test
Powerpoint presentation
Microbe publication entitled “Moving targets: Fighting resistance in infections, cancers, pests” (July 2013)
Effectiveness of unit (if you have used it in your own teaching)
Teachable Unit Framework
5
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Acknowledgements
(Facilitators, others who gave input, information, etc.)
Teachable Unit Framework
6