Updated Alignment Grid w/
dates/deadlines/sample
assignments and assessment
Adam Kleinschmit – Fall 2015
Learning Objective
Learning Outcomes
Students will be able to…
Describe the molecular
mechanism dictating the
biosynthesis and transport of
proteins via the
endomembrane system.
Understand protein
sorting via the
endomembrane system
& clathrin-mediated
exocytosis
Connect vesicle transport to
the cell cytoskeleton by
describing the molecular
mechanism of A-B toxins
Identify molecular targets
that when non-functional
would disrupt exocytosis and
describe the resulting
phenotype(s).
Predict experimental results
when given novel
experimental conditions that
modulate protein sorting or
clathrin-mediated exocytosis.
Bloom’s
Taxonomy
Level
Knowledge
Understand
Learning Activities
Outside of Class: pre-case
study reading and video
(Tues – Nov. 3rd)
In Class: Case Study Day 1,
think-pair-share, group
discussion (Wed – Nov 4th)
Outside of Class: Answer
HO Q’s (Thurs – Nov. 5th)
Analyze
Evaluate
In Class: Case Study Day 2,
Jigsaw
(Fri – Nov. 6th)
Summative
Assessment
Low stakes online
quizzes prior to
class (LO Bloom’s)
Due Prior to Mon
Class
Outside of Class: Reading
relevant textbook passages
(Sat/Sun – Oct 31st-Nov. 1st)
In Class: Mini-lecture
(Mon –Nov. 2nd)
Analyze
Formative
Assessment
Clicker questions,
think-pair-share,
Strip Sequence
(Mon)
LO Exam question
Reading summary
Due Prior to Wed.
Class
Group Qs report
(Wed)
Pre-activity
Thought Qs Due
Prior to Fri Class
HO Bloom’s Exam
question
Group Thought
Qs Report
Exit Poll
(Fri)
LO = Lower Order
HO = Higher Order
Qs = Questions
Sa/Su –Read Corresponding Textbook
Passages
• Students will be assigned the intracellular transport
(protein trafficking) chapter from Essential Cell Biology
(Alberts et al.) course textbook to help students
navigate the content and assess learning gains. To
assess student reading a 10 question multiple choice
quiz available through the course management system
(due at 11:59 p.m. Sunday evening) will be assigned.
Mini-lecture: Review Concepts and
check for student understanding
•
Instructor may use just-in-time teaching technique to address any misconceptions
regarding the out of class electronic quiz. The mini-lecture will start off with a
clicker-question reviewing protein sorting. Students will be encouraged to discuss
the questions via think-pair-share if a large fraction of the class responds
incorrectly. At this point questions are encouraged and fielded by the instructor.
The instructor will have a mini-lecture prepared to review content if there are
limited student questions. Additional clicker questions and think-pair-share
activities will be integrated throughout the mini-lecture with student invited to
pose questions related to the content. The session will finish up with a strip
sequence activity to test protein sorting and clathrin-mediated exocytosis.
Summative assessment will include examination questions that test lower order
Bloom’s taxonomy concepts.
Mini-lecture Formative Assessment
• Example Clicker Question
Which of the following is/are made on free ribosomes?
1) proteins that are to remain in the cytosol
2) peripheral proteins of the inner cell membrane surface
3) peripheral proteins of the outer cell membrane surface
4) proteins to be transported to the nucleus
A.
B.
C.
D.
E.
1
2
3
4
1, 2 and 4
Mini-lecture Formative Assessment
• Example Think-Pair-Share
– How does clathrin physically interact with
components of membranes in order to induce
clathrin coated pit formation?
Mini-lecture Formative Assessment
• Example Strip Sequence for Protein Sorting
– Free ribosome begins initial translation of mRNA
– SRP binds to exposed ER signal sequence and ribosome
– SRP-ribosome complex binds to SRP receptor in ER
membrane
– Translocation channel inserts the polypeptide chain into
the membrane
– Translocation channel binds the signal sequence and
transfers polypeptide across lipid bilayer
– Signal peptide is cleaved from the polypeptide
– Pore of the translocation channel closes
Case Background reading & Video
• Students will be assigned a popular press article describing
use of botulinum neurotoxin (BoNT) for cosmedic
applications in addition to a second article that highlights
medical uses for BoNT. Students will also be given a link to
view a video interview of a recipient of Botox cosmetic
treatment. Student will be assigned to write a
summary/reflection paper to review the content of the
articles as well as their initial thoughts of the use of
botulinum toxin for medical and cosmetic applications.
Singer, N. (2009) So Botox Isn’t Just Skin Deep. New York Times.
http://www.nytimes.com/2009/04/12/business/12botox.html?pagewanted=all&_r=0
Morrissey, J. (2008) Having a Little Work Done (at the Mall). New York Times.
http://www.nytimes.com/2008/01/13/business/13sleek.html?fta=y
User generated youtube video of a cosmetic Botox patient with before and after images.
https://www.youtube.com/watch?v=7-7eimUMOxg
Case Study Day 1: Think-Pair-Share,
Group Discussion
• The instructor will have two willing students act out the case study, which
involves a conversation between a Botox patient experiencing nontargeted muscle paralysis (drooping eyelid) and a physician. The doctor
will help explain the cellular biology behind the patients drooping eyelid
condition (molecular mechanism of Botox) to the patient. Students will
then answer a series of questions (formative assessment) using think-pairshare, followed by breaking out to discuss the questions in small groups.
Questions will include describing and illustrating the molecular
mechanism of BoNT muscle paralysis. Students wrap up the period by
turning in a group summary of their responses to the provided questions.
Summative assessment will be in the form of exam questions.
Case Study – Day 1 Assessment
• Example Formative Question
– Having bud off of the trans-Golgi network, how
are vesicles, specifically synaptic vesicles
containing acetylcholine, transported to the axon
terminus?
Case Study – Day 1 Assessment
• Example Summative Question
– Describe the location and dynamics of
acetylcholine biosynthesis and it’s eventual
packaging within a neuronal synaptic vesicle.
Compare and contrast this process to that of a
acetylcholine receptor.
Review Case and work on
corresponding HO thinking questions
• Students will be assigned to read “Part 2” of
the case study and answer a list of higher
order thinking questions related to the case
study to be completed before the next class
session.
Case Study Day 2: Jigsaw HO Qs
• The instructor will divide the class into small groups and assign one
of homework questions per student group for students to discuss
and come to a consensus on a solution. The instructor will be
floating around the room helping groups during this process. The
students will then participate in a Jigsaw activity, by forming new
groups composed of 1 student from each original group. Each
student within their new group will explain (peer teaching) their
original groups collective solution to each homework problem.
Students will wrap up the class session with an exit poll (formative
assessment) to help student practice metacognition and reflect on
the completed case study.
Case Study – Day 2 Assessment
• Example Formative Question
– You isolate a new species of Clostridium, which
produces a novel neurotoxin resulting in flaccid
paralysis of exposed mammals. Identify potential
molecular targets that this neurotoxin may target.
Case Study – Day 2 Assessment
• Example Summative Question
– Imagine a mouse that has a temperature sensitive
allele of dynamin, such that at room temperature
dynamin protein is functional, but at elevated
temperatures dynamin protein is non-functional.
Predict how a mouse would respond to an
injection of BoNT after being shifted to an
elevated restrictive temperature. What would be
a good control for this experiment?
Case Study – Day 2 Assessment
• Example Exit Poll (formative assessment)
– What general principles of vesicle transport did you learn
from our discussion of the molecular mechanism of Botox?
– Why did we learn about the molecular mechanisms of
Botox?
– How does what you learned about Botox relate to cell
biology concepts that we covered previous classes?
– What questions to you have about this topic?