2. If protein synthesis were attempted experimentally under in vitro conditions (in a test tube) using ribosomes from bacteria, tRNAs from frog eggs, mRNA from rat muscle cells, and amino acids from fruit flies, what products would result?
A. A mixture of proteins from bacteria, frog eggs, rat muscle, and fruit flies in a random proportion.
B. bacterial proteins only
C. frog egg proteins only
D. rat muscle proteins only
E. fruit fly proteins only
F. none; no protein synthesis would occur `

3. Provide Answers
Professor’s Job:
Remember Answers
Student’s Job:

4. Biology 360 Cell Biology Large enrollment Required for majors
Reduced coverage
Analytical emphasis

5. Less
is More
Content
Thinking Skills
Content

6. Data Analysis Problem
A cell line commonly used for studies of adenylyl cyclase is the S49 lymphoma cell. Genetic variants of the cell exist with mutations of certain components of the system. The wild type form of the cell has receptors for the hormones epinephrine and somatostatin. The following graphs illustrate measurements made with membranes from a sample of a certain variant of S49 lymphoma cells. The data in the left graph represent wild type cells incubated with only GTP (“con”), epinephrine and GTP (“epi”) or with one hour prior treatment with cholera toxin, GTP and NAD+ (“CT”). At time zero on the graph, radioactive ATP was added to start the assay.
The center graph is a repeat of the same experiment with the variant cell. The third graph displays the binding of radioactive epinephrine to wild type (solid squares) and variant cells (triangles).
Based on these data what mutation(s) is/are possible in the variant cells?

7. Multiple Choice Version
Data Analysis Problem
A cell line commonly used for studies of adenylyl cyclase is the S49 lymphoma cell. Genetic variants of the cell exist with mutations of certain components of the system. The wild type form of the cell has receptors for the hormones epinephrine and somatostatin. The following graphs illustrate measurements made with membranes from a sample of a certain variant of S49 lymphoma cells. The data in the left graph represent wild type cells incubated with only GTP (“con”), epinephrine and GTP (“epi”) or with one hour prior treatment with cholera toxin, GTP and NAD+ (“CT”). At time zero on the graph, radioactive ATP was added to start the assay.
The center graph is a repeat of the same experiment with the variant cell. The third graph displays the binding of radioactive epinephrine to wild type (solid squares) and variant cells (triangles).
Based on these data what mutation(s) is/are possible in the variant cells?
Multiple Choice Version
a. a mutated β-adrenergic receptor that cannot communicate with Gs
b. no β -adrenergic receptor
c. a β -adrenergic receptor with reduced affinity for epinephrine
d a mutated Gs that does not communicate with the receptor
e. a mutated Gs that does not communicate with adenylate cyclase
f. a mutated Gs that does not hydrolyze GTP
g. a mutated Gs that does not bind GTP
h. no Gs
i. a mutated Gi that does not hydrolyze GTP
j. no Gi

8. Data Analysis Problem Constructed Response
A cell line commonly used for studies of adenylyl cyclase is the S49 lymphoma cell. Genetic variants of the cell exist with mutations of certain components of the system. The wild type form of the cell has receptors for the hormones epinephrine and somatostatin. The following graphs illustrate measurements made with membranes from a sample of a certain variant of S49 lymphoma cells. The data in the left graph represent wild type cells incubated with only GTP (“con”), epinephrine and GTP (“epi”) or with one hour prior treatment with cholera toxin, GTP and NAD+ (“CT”). At time zero on the graph, radioactive ATP was added to start the assay.
The center graph is a repeat of the same experiment with the variant cell. The third graph displays the binding of radioactive epinephrine to wild type (solid squares) and variant cells (triangles).
Based on these data what mutation(s) is/are possible in the variant cells?
Constructed Response
State in one sentence each of the conclusions justified by the data.

9. Performance Data Pre and Post Test Pretest Posttest Problem
Mean Raw Score %
Promoter
2.1±1.9
(17.5)
7.3±3.1
(60.8)
Secretion
3.5±2.1
(43.8)
6.0±1.8
(75.0)
Chromatin
1.2±0.1
(24.0)
3.1±1.6
(62.0)
Total
6.8±3.6
(27.2)
16.3±5.2
(65.2)

10. Performance Data
Chromatin Problem

11. Self Efficacy: Table Problem Pretest Posttest Mean Difference
1. Scatterplot
6.4 ±1.45
7.7 ± 1.30
1.3*
2. Electropherogram
5.4 ± 1.48
7.2 ± 1.38
1.8*
3. Text Fig. 1
4.3 ± 1.55
7.0 ± 1.45
2.7*
4. Table 1
5.1 ± 1.48
6.8 ± 1.41
1.7*
5. Text Excerpt
6.3 ± 1.52
7.7 ± 1.41
1.4*
6. Article 1
7.4 ± 1.34
2.0*
7. Article 2
6.3 ± 1.41
7.5 ± 1.30
1.2*
8. Histogram
6.2 ± 1.41
0.8
9. Text Fig. 2
6.1 ± 1.61
8.9 ± 1.18
2.8*
10. Table 2
5.8 ± 1.48
7.1 ± 1.30
Average
5.7 ± 1.49
7.4 ± 1.35

12. Self Efficacy:
Research Data

13. Self Efficacy:
Text Figure

14. Self Efficacy:
Published Paper

15. Attitudes Survey
Complete List

16. Attitudes Survey
Results

17. Academic Perspective:
YES!
Academic Perspective:

18. Personal Perspective:
Probably Not!
Personal Perspective:

19. Student Mobility Profile (SMP)
A measure of learning how to learn
First Exam
Last Exam

20. Student Mobility Profile
Z score = Individual Raw Score – Class Mean = number of S.D. from mean
Standard Deviation
Calculate Z-scores from Exam 1 and Exam 2
Z2 – Z1= ΔZ

21. Student Mobility Profile
% of class
>1
>2
>3
<-1
<-2
<-3
decline ΔZ
improve
Graph as the percentage of the class that has an increment (or decrement) of Z-score ≥ various values along the x-axis

22. Student Mobility Profile

23. Read and Highlight the Text

24. Take Notes in Class

25. Cram for the Exam

26. Average amount they improved Average amount they declined
Case of Symmetry
Routine Learning Behaviors
Average amount they improved
equals
Average amount they declined

27. Case of Asymmetry
Learned How to Learn Better

28. Course Objectives Content—Foundational facts, concepts, theories
Skill—Think like practitioners in the field
Epistemology—Improved scholastic behavior

29. “I” Professor
“Them” Students

30. What Can a Student Do?
Read
Hear
See
Talk
Draw
Write
Teach

31. Active Learning
Draw
Read
Hear
See
Talk
Draw
Write
Teach

32. Read Hear See Talk Draw Write Teach Active Learning Write
Arrange these words (or a form of them) in a logical sequence. Add words as needed. Create a meaningful sentence that captures the essence of transcriptional regulation in a eukaryotic cell.
transcription initiate
RNA polymerase enhancer
transactivator recruit
basic complex promoter
Read
Hear
See
Talk
Draw
Write
Teach
Control of the initiation of transcription in eukaryotes is achieved when a transactivator binds to an enhancer element in DNA, which helps to recruit the basic complex (including RNA polymerase) to a promoter.

33. Active Learning Reconstruct What is the correct signaling sequence?
Random Order
Complete Signaling Sequence

34. Active Classroom

35. “Clone Myself as a Teacher”

36. EQ Session
How does the receptor activate Gs?

37. EQ Session
Why does the activity go down?

38. What’s the result of phosphorylating that tyrosine?
EQ Session

39. In-Class Formative Assessment
Simulate test conditions
Critique good and poor responses
Feedback
Identify misconceptions
Formulate future action plans

40. “Classroom As Laboratory”
Poster # B556, Today 1:30 – 3:00
Jen Nelson, Student Mobility Profile
We would like to perform the SMP analysis for anyone who is interested. This can be easily done using existing data from past courses.
Supported by a grant from the U.S. Department of Education (P116B041238), Fund for the Improvement of Post-Secondary Education