1. Pre-ASM Institute

2. Paragraph discussion on G.E. Read text and watch videos on Gene Expression (G.E.), RNA Splicing, Genetic Code. Questions on Content Lecture on G.E. Clicker Q on flow from DNA to RNA to Protein, Lecture on RNA splicing Group sketch Chart genetic code. Translation video. Problem solve decoding DNA to RNA to Protein and working back. Friday, Saturday, Sunday Monday Tuesday Wednesday Thursday Pre-ASM Example Week In-Class (hours) Out-of-Class (hours) 2 1 1 2

3. Goal: Unknown Learning Objective Learning Outcomes Students will be able to… Taxonomy Level Learning Activities Formative AssessmentSummative Assessment Understand the information pathway from DNA to protein and the processes of replication, transcription, and translation. UnknownUnderstand 1. Students worked in groups to create a graphical flow of gene expression. 1. In-class small group process flow graphical with instructor feedback. 1. Students answered an open ended essay question asking them to describe the path to functional protein production from DNA. Make sure to include all structures, locations, processes, and the order of events. 2. Students answered an open ended essay question asking them “You are a cell interested in making a protein that is present on the plasma membrane. Describe the path to functional protein production from DNA. How does the protein make it to the plasma membrane? Make sure to include all structures, locations, processes, and the order of events.” 2. Students answered a multiple part short answer question asking them to apply knowledge and synthesize a multiple part question similar to the other two above. Pre-ASM Example Grid

4. ASM Biology Scholars Assessment Deliverable Jacob Adler Brescia University

5. Students are not Learning Gene Expression Exam 1 Question: Average 43.9% +/- 23.8%; with only 5 out of 23 receiving a C or higher. Exam 1 Redo Question: Average 46% +/- 24.8%; with only 5 out of 20 receiving a C or higher. Final Exam Multiple Part Question: Some students improved their scores (13 out of 23). The mean for this question was 52.5% +/- 36.6%; with 9 out of 24 receiving a C or higher. No significant difference in scores throughout all assessments. Receiving a C or higher acquiring an average (mean) of 96.7% +/- 13.1% and those receiving a D or lower average (mean) of 26.0% +/- 5.6%.

6. Questions on G.E. flow, Infer about a modification, Indicate level of comfort Read text and watch videos on Gene Expression (G.E.) Questions on Content Strip Sequence G.E. Group discussion of Strip Seq. Group sketch Re-examine infer question from Wed. as group. Present group graphical sketch. Give new similar problem. Friday, Saturday, Sunday Monday Tuesday Wednesday Thursday Modified Example Week based upon the Institute In-Class (hours) Out-of-Class (hours) 2 1 1 2 ASM Institute Castle

7. Goal: Critically examine the structures in cells and how molecular pathways mold these structures for overall cellular function (Understand, Analyze) Learning Objective Learning Outcomes Students will be able to… Taxonomy Level Learning ActivitiesFormative Assessment Structure the roles of gene expression and implement these roles in terms of cellular function. (Apply, Analyze) Integrate a plan of action in a cell to make a protein which applies a new function for that cell. Analyze1. Students read chapter on gene expression from the textbook. Students watch videos on transcription and translation. 1. Students individually answer questions over reading material on gene expression due prior to class over concepts from textbook and videos. One question should include the central dogma. (Remember) 2. Students individually use a strip sequence of gene expression steps and major components and organize the steps and components. Students enter into small groups and talk about their order of strips. Students in groups then create a sketch of gene expression within a cell of their choosing. 2. Students get individual feedback from fellow students on the flow of information. Students get group feedback from instructor (rubric) on flow of information and graphical sketches (Understand) 3. Exit Poll with (1) a question to see if students can summarize the flow of information (Understand) and (2) a question to see if students can infer what would happen if a modification occurred at a certain part of the process (Apply) and (3) a question demonstrating level of comfort with the flow of information. 3. Students re-examine the application question from the Exit Poll Assessment in small groups and come to a consensus on their solution. Groups present graphical sketches of solution. Receive new similar problem from instructor with application of a new function to a cell. 4. Students get group feedback on their graphical sketches from instructor (rubric) on their information flow and manipulation. (Apply)

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9. Assessment #1 Example Questions: 1. The template in transcription is: (remember) a. a primer. b. an enzyme. c. a strand of DNA. d. a strand of RNA. e. ribonucleoside triphosphates. 2. Which of the following processes would be first to occur in the process of gene expression? (remember) a. transcription b. translation c. replication d. protein folding e. RNA splicing

10. Assessment #2 Example Question Activity: Students individually use a strip sequence of gene expression steps and major components and organize the steps and components. Students enter into small groups and talk about their order of strips. Students in groups then create a sketch of gene expression within a cell of their choosing.

11. DIMENSIONSWEIGHTEXEMPLARYCOMPETENTBEGINNING Cell Organelle and Part Locations 15%Students provide all accurate locations of cell organelles and parts that are involved in these processes. Students provide most accurate locations of cell organelles and parts that are involved Students provide few accurate locations of cell organelles and parts that are involved. Order of Processes 35%Students provide all accurate order of processes. Students provide most accurate order of processes. Students provide few accurate order of processes. Location of Accessory Proteins and Structures involved in the Process 25%Students provide all accurate locations of major accessory proteins and structures. Students provide most accurate locations of major accessory proteins and structures. Students provide few accurate locations of major accessory proteins and structures. Function of Structures25%Students demonstrate correct function of all structures in the pathways. Students demonstrate some correct function of structures in the pathways. Students demonstrate few correct function of structures in the pathways. Three-Level Rubric Framework Assessment #2 TASK DESCRIPTION: Students will illustrate the proper order of gene expression events in a cell.

12. Assessment #3 Example Questions: 1. Describe the role of RNA Polymerase in terms of Gene Expression? (understand) 2. What would happen if the active tRNA were not function properly? Describe how the system of gene expression will be modified? (apply) 3. Indicate your level of comfort in understanding the flow of information during the process of gene expression. 5 – Very comfortable. 4 – Somewhat comfortable. 3 – Neither comfortable nor uncomfortable. 2 – Somewhat uncomfortable. 1 – Uncomfortable. 4. Based upon your answer above, what part of gene expression are you having the most trouble with implementing?

13. Assessment 4 Example Question: Once a protein is made it has a function in the cell. One protein, called YAP, functions in the nucleus to promote growth of a cell. However, YAP protein relies on gene expression in order to be made to help promote cell growth. Demonstrate in a graphical sketch what would happen to the gene expression of YAP and consequently cell growth if RNA Polymerase was activated at the transcription start site for the YAP gene. (apply)

14. DIMENSIONSWEIGHTEXEMPLARYCOMPETENTBEGINNING Cell Organelle and Part Locations 15%Students provide all accurate locations of cell organelles and parts that are involved in these processes. Students provide most accurate locations of cell organelles and parts that are involved Students provide few accurate locations of cell organelles and parts that are involved. Order of Processes 35%Students provide all accurate order of processes. Students provide most accurate order of processes. Students provide few accurate order of processes. Location of Accessory Proteins and Structures involved in the Process 25%Students provide all accurate locations of major accessory proteins and structures. Students provide most accurate locations of major accessory proteins and structures. Students provide few accurate locations of major accessory proteins and structures. Function of Structures25%Students demonstrate correct function of all structures in the pathways. Students demonstrate some correct function of structures in the pathways. Students demonstrate few correct function of structures in the pathways. Final Three-Level Rubric Framework Assessment #4 TASK DESCRIPTION: Students will illustrate the proper order of gene expression events in a cell and the function.