Final GK-12 Presentation Participant: Anuradha Datta Murphy, Dept. of Molecular & Integrative Physiology, UIUC Mentor: Deanna Raineri, Assoc.. Dean, Dept. of Instructional Technologies and Information Sciences, UIUC Teacher: Marijon Stites, Life Sciences Teacher, Oakland High School, Oakland, IL

Working in the GK-12 program: n Collaborated with a life sciences teacher from a rural high school n Worked with two tenth-grade classes n Overcame some initial difficulties (I.e., getting matched up with a teacher, obtaining computer lab facilities during class hours at high school, outdated textbook in use, varying computer abilities of teacher and students, etc.) n Learned about science education from participating in the program

Working in the classroom: n Constructed a Community Inquiry Lab (CIL) titled Life Sciences at Oakland High School ( Sciences at Oakland High School –Used the Inquiry Page as framework for lesson plans –For each lesson, created a new Inquiry Unit which included relevant, updated information, useful web sites on the topic, and a Power Point presentation to be discussed in class –Students had access to each new Inquiry Unit before class time

Using the Inquiry Page: n During the first class, introduced the Inquiry Page and obtained accounts for studentsInquiry Page n Created a members-only group for students to construct their own units n Students created their own Inquiry Units, uploaded Power Point presentations, viewed and critiqued each other’s presentations as part of a class assignment n Students used their Inquiry Units to pose questions and discuss topics of interest

Using the Biology Student Workbench: n Introduced BSW as part of lesson on Photosynthesis.BSWPhotosynthesis n Students had to use BSW to investigate rubisco (ribulose bisphosphate carboxylase), a protein involved in photosynthesis. n Students learned to use various tools on BSW to search for rubisco sequences from plants of interest, examine search results for validity, import and align sequences, and draw phylogenetic trees. n Teacher assigned extra-credit homework involving use of BSW to draw phylogenetic trees, which was successfully completed.

Using tools on NCBI: n As part of a chapter on Respiration, introduced computational biology tools contained within the National Center for Biotechnology Information (NCBI) web site at to investigate Cystic Fibrosis (CF).RespirationNCBI Cystic Fibrosis n Students searched the various NCBI databases to discover that CF is an inherited disease caused by a single mutation in the CFTR protein. n Students were able to obtain sequences of the CFTR protein, locate the site of mutation, and view the protein structure with and without the mutation.

Using tools on NCBI, contd... n Using the OMIM database, students located the CFTR gene on human chromosome 7.OMIM n Class assignment on investigating inherited diseases using OMIM and other NCBI tools is being prepared.

Benefits of the GK-12 program: n Opportunity to observe teaching methods in schools n Obtained experience teaching science in a high school classroom n Opportunity to share graduate research work with high school class n Learned about computational and visualization tools to enhance the learning experience n Made contacts with teachers, students, and faculty working to improve science education n Interested in developing education technology programs to improve how science is taught in schools

Acknowledgements: n I thank the GK-12 program for giving me the opportunity to work in a high school classroom. I have learned a lot about education technology and gained valuable insights into how science is taught at different levels