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If protein synthesis were attempted experimentally under in vitro conditions (in a test tube) using ribosomes from bacteria, tRNAs from frog eggs, mRNA.

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Presentation on theme: "If protein synthesis were attempted experimentally under in vitro conditions (in a test tube) using ribosomes from bacteria, tRNAs from frog eggs, mRNA."— Presentation transcript:

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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 Professors Job: Provide AnswersStudents Job: Remember Answers

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

5 Lessis 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 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? 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 da 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 Multiple Choice Version Data Analysis Problem

8 State in one sentence each of the conclusions justified by the data. 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? Data Analysis Problem

9 Performance Data Pre and Post Test PretestPosttest ProblemMean Raw Score% % Promoter2.1±1.9(17.5)7.3±3.1(60.8) Secretion3.5±2.1(43.8)6.0±1.8(75.0) Chromatin1.2±0.1(24.0)3.1±1.6(62.0) Total6.8±3.6(27.2)16.3±5.2(65.2)

10 Performance Data Chromatin Problem

11 Self Efficacy:Table ProblemPretestPosttest Mean Difference 1. Scatterplot 6.4 ± ± * 2. Electropherogram 5.4 ± ± * 3. Text Fig ± ± * 4. Table ± ± * 5. Text Excerpt6.3 ± ± * 6. Article 15.4 ± ± * 7. Article 26.3 ± ± * 8. Histogram5.4 ± ± Text Fig ± ± * 10. Table 25.8 ± ± * Average5.7 ± ± *

12 Self Efficacy:Research Data

13 Self Efficacy:Text Figure

14 Self Efficacy:Published Paper

15 Attitudes SurveyComplete List

16 Attitudes SurveyResults

17 Academic Perspective: YES!

18 Personal Perspective: Probably Not!

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

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

21 Student Mobility Profile 0>1>2>3<-1<-2<-3 ΔZΔZ % of class Graph as the percentage of the class that has an increment (or decrement) of Z-score various values along the x-axis improvedecline

22 Student Mobility Profile

23 Read and Highlight the Text

24 Take Notes in Class

25 Cram for the Exam

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

27 Case of Asymmetry Learned How to Learn Better

28 ContentFoundational facts, concepts, theories SkillThink like practitioners in the field EpistemologyImproved scholastic behavior Course Objectives

29 I ProfessorThem Students

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

31 Active LearningDraw Read Hear See Talk Draw Write Teach

32 Active Learning 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. transcriptioninitiate RNA polymeraseenhancer transactivatorrecruit basic complexpromoter 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. Write Read Hear See Talk Draw Write Teach

33 Active LearningReconstruct Complete Signaling Sequence Random Order What is the correct signaling sequence?

34 Active Classroom

35 Clone Myself as a Teacher

36 EQ Session How does the receptor activate G s ?

37 EQ Session Why does the activity go down?

38 EQ Session Whats the result of phosphorylating that tyrosine?

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

40 Classroom As Laboratory Supported by a grant from the U.S. Department of Education (P116B041238), Fund for the Improvement of Post- Secondary Education 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.


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