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 onlyD. rat muscle proteins onlyE. fruit fly proteins onlyF. none; no protein synthesis would occur

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Professor’s Job: Provide Answers

Student’s Job: Remember Answers

Biology 360 Cell Biology

• Large enrollment• Required for majors• Reduced coverage• Analytical emphasis

Less is More

Content

Thinking Skills

Content

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?

Wild Type

0 5 10 15 200

250

500

750

1000

CT

epi

con

Minutes

cAM

P (

pm

ol/

mg

pro

tein

)

Variant

0 5 10 15 20

CT

epi

Minutes

Binding

0 100 200 3000

500

1000

[Epinephrine](nM)

Rec

epto

rs B

ou

nd

/10

6

cells

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?

Wild Type

0 5 10 15 200

250

500

750

1000

CT

epi

con

Minutes

cAM

P (

pm

ol/

mg

pro

tein

)

Variant

0 5 10 15 20

CT

epi

Minutes

Binding

0 100 200 3000

500

1000

[Epinephrine](nM)

Rec

epto

rs B

ou

nd

/10

6

cells

a. a mutated β-adrenergic receptor that cannot communicate with Gsb. no β -adrenergic receptorc. a β -adrenergic receptor with reduced affinity for epinephrined a mutated Gs that does not communicate with the receptore. a mutated Gs that does not communicate with adenylate cyclasef. a mutated Gs that does not hydrolyze GTPg. a mutated Gs that does not bind GTPh. no Gsi. a mutated Gi that does not hydrolyze GTPj. no Gi

Multiple Choice Version

Data Analysis Problem

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 ProblemWild Type

0 5 10 15 200

250

500

750

1000

CT

epi

con

Minutes

cAM

P (

pm

ol/

mg

pro

tein

)

Variant

0 5 10 15 20

CT

epi

Minutes

Binding

0 100 200 3000

500

1000

[Epinephrine](nM)

Rec

epto

rs B

ou

nd

/10

6

cells

Performance Data Pre and Post Test

Pretest Posttest

Problem Mean Raw Score % 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)

Performance Data Chromatin Problem

Self Efficacy: Table

Problem Pretest Posttest

MeanDifference

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 5.4 ± 1.48 7.4 ± 1.34 2.0*

7. Article 2 6.3 ± 1.41 7.5 ± 1.30 1.2*

8. Histogram 5.4 ± 1.48 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 1.3*

Average 5.7 ± 1.49 7.4 ± 1.35 1.7*

Self Efficacy: Research Data

Self Efficacy: Text Figure

Self Efficacy: Published Paper

Attitudes Survey Complete List

Attitudes Survey Results

Recall Analytical

40

50

60

70

Post

Pre

Academic Perspective: YES!

Personal Perspective: Probably Not!

Student Mobility Profile (SMP)

A measure of learning how to learn

First Exam Last Exam

Student Mobility Profile

Calculate Z-scores from Exam 1 and Exam 2

Z score = Individual Raw Score – Class Mean = number of S.D. from meanStandard Deviation

Z2 – Z1= ΔZ

Student Mobility Profile

0 >1 >2 >3<-1 <-2 <-3

ΔZ

% 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

<-3 <-2 <-1 0 >1 >2 >3

Percentage of Class

Case 1

<-3 <-2 <-1 0 >1 >2 >3

Case 3

<-3 <-2 <-1 0 >1 >2 >3

Change in Z-score

Case 2

Student Mobility Profile

<-3 <-2 <-1 0 >1 >2 >3

Change in Z-score

Read and Highlight the Text

Take Notes in Class

Cram for the Exam

Case of Symmetry

Average amount they improved

equals

Average amount they declined

Routine Learning Behaviors

Case of Asymmetry Learned How to Learn Better

<-3 <-2 <-1 0 >1 >2 >3

Case 2

Change in Z-score

<-3 <-2 <-1 0 >1 >2 >3

Case 2

Change in Z-score

<-3 <-2 <-1 0 >1 >2 >3

Change in Z-score

Case 2

<-3 <-2 <-1 0 >1 >2 >3

Case 2

Change in Z-score

• Content—Foundational facts, concepts, theories• Skill—Think like practitioners in the field• Epistemology—Improved scholastic behavior

Course Objectives

“I” Professor “Them” Students

• Read• Hear• See• Talk• Draw• Write• Teach

What Can a Student Do?

Active Learning Draw

• Read• Hear• See• Talk• Draw• Write• Teach

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.

transcription initiate 

RNA polymerase enhancer 

transactivator recruit 

basic complex promoter

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

Active Learning Reconstruct

Complete Signaling Sequence

Random Order

What is the correct signaling sequence?

Active Classroom

“Clone Myself as a Teacher”

EQ Session How does the receptor activate Gs?

EQ Session Why does the activity go down?

EQ SessionWhat’s the result of phosphorylating that tyrosine?

In-Class Formative Assessment

• Simulate test conditions• Critique good and poor responses• Feedback• Identify misconceptions• Formulate future action plans

“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 – 3:00Jen Nelson, Student Mobility ProfileWe would like to perform the SMP analysis for anyone who is interested. This can be easily done using existing data from past courses.