In My Classroom #11: Cell Signaling

Welcome to the KABT blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.  Here we go:

[Use the links… they’re helpful]

Cell Signaling.

How does something so awesomely complex get such an innocuous name? The science behind how our cells communicate within and between their cell membranes was something that either I had never been taught (or blocked from my memory… sorry Mr. Kessler), but when I first started teaching College and AP Biology, I had to quickly get myself up to speed on. The underlying principle (like is true with any complex biochemical reaction series it seems) is actually fairly simple.

A signal is received. The message is passed from one messenger to the next. Eventually the message is received and a response occurs.

We can read about, model, diagram, memorize, write about, ponder upon, and generally learn about cell signaling in a number of “traditional” ways. But how do you experiment with it? And how can it be open (or even guided) inquiry?

Here’s what we try: Tastebud Transduction Lab

We start by reading and annotating an article, “Matters of Taste” from The Scientist on how our tastebuds are able to differentiate between all the different flavors we take in on a daily basis. I really like the detail they go into without losing their audience. [I have an edited version for 9th graders if you’re interested].

After a discussion in class, and a “Guided Reading” to reinforce the information from class, we begin our test by generating a list of things we think correlate to taste bud density, but that might not be directly related. For example, are “supertasters” pickier eaters? Students then design and conduct an experiment that looks for relationships between taste bud density and their chosen dependent variable.

Since it is so difficult to actual observe and manipulate these taste signaling pathways, I like to use this lab as a lesson in statistics, correlations, and significance. Students use a graphing program (plot.ly— it is AWESOME) to make a plot, then we get to talk about what R² really means, how correlation doesn’t imply causation, standard curves and outliers, and generally why stats are useful tools in research but can mislead even very intelligent, careful scientists.

Male vs. Female Taste Bud Density

Male vs. Female Taste Bud Density

I’m out of words (actually way over), but if you want to know more, email me (andrewising@gmail.com), comment here, or tweet me (@Mr_Ising or @ksbioteachers). One day Michael Ralph and I will get around to creating a bunch of “stats for science class” resources, but if there is interest here, it might give us a little more motivation to start earlier. Good luck, Jessica Otradovec Popescu, because you’re on the clock!

Anatomy in Clay Workshop

I received this email asking me to pass this on to KABT members.

ESSDACK based at Hutchinson, KS will be offering the two-day hands-on human anatomy training using the “Anatomy In Clay” manikins on October 27 and 28 of 2015. Mr. Dan Whisler, who teaches human anatomy and physiology at Sterling High School and has already trained over 100 teachers in Kansas, will be facilitating this workshop at ESSDACK! We have already ordered the take home manikins for teacher participants in order to have them available at the workshop but Dan told me that he has a few manikins for teachers to use during the two-day workshop if more teachers still want to attend!

Workshop participants in latter October will receive a “buy 4 get 1 free” discount coupon from Anatomy In Clay to use to purchase more manikins if desired after the training to use back in their anatomy classrooms! Several hospitals have also helped previous teacher attendees acquire manikin stations for their school to then use over and over since the hands on approach to teaching high school anatomy has encouraged more students to then go into health care fields after high school.

Have teachers call Pam at 620-663-9566 to enroll for the workshop and get further details! I just thought that I would reach out to your biology teachers belonging to your association in case a few would like to attend. Aside from ESSDACK, teachers usually have to go to Denver or Tulsa to get this training!

Clelia McCrory, ESSDACK Grants/CTE. Cell: 620-694-9289

In My Classroom #10: Protein Folding

Welcome to the KABT blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.

The idea is that we all do cool stuff in our rooms and to some people there have been cool things so long that it feels like they are old news. However, there are new teachers that may be hearing things for the first time and veterans that benefit from reminders. So let’s share things, new and old alike. When you’re tagged you have two weeks to post the next entry. Your established staple of a lab or idea might be just what someone needs. So be brief, be timely and share it out! Here we go:

 

Last week I used a very simple, very low-tech but highly effective way to teach protein folding.  After teaching my students how to read the genetic code, I gave them a strand of DNA for which they would transcribe and translate to find the amino acid sequence.  Students then used those little marshmallows and strung them on a strand of thread, much the way many of us strung popcorn garland for the holidays.

 

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They wrote on each marshmallow (with sharpies) the name of the amino acid.  I provided each student a chart which gave them a basic chemical description of each amino acid (polar, non-polar, etc..)  We then walked through how the primary structure of their protein would fold.  With each fold they would use toothpicks to hold their marshmallows in place – representing whichever type of bond formed.  When we were done – volla!  A 3D protein!  (My students have not had chemistry yet, so we needed to cover basic chemical bonding….but they generally got the idea.)

 

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I just finished grading their assessments late last week, and the majority of students have a decent understanding of tertiary structure of proteins.  I like taking an abstract concept and turning it into something concrete!  Now….its Drew Ising’s turn……..tag!