39 results match your criteria American Biology Teacher[Journal]

How to Build a Super Predator: From Genotype to Phenotype.

Am Biol Teach 2021 Mar;83(3):138-146

Temple University, Philadelphia, PA 19122.

We present a drawing discovery lab that crosscuts multiple disciplines in biology and links concepts in genetics and evolutionary thinking to enhance understanding of the genotype-to-phenotype transformation. These combined concepts are also linked to ecological frameworks in nature through the model of biological plasticity. Students and teachers explore drawing skills to flesh out the future of a predator while engaging with the computational software MEGA, which introduces students and teachers to nucleotide changes, mutations, variation, phylogenetics, and molecular evolution. Read More

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Molecular Memories of a Cambrian Fossil.

Am Biol Teach 2020 Nov-Dec;82(9):586-595

Department of Biology and Director of the Institute for Genomics and Evolutionary Medicine, Temple, University, Philadelphia, PA 19122.

Evolutionary evidence is important scientific background for appreciating the theory of evolution. We describe a STEAM-based lesson plan that uses paleontological drawings and a modern evolutionary database to explore and understand fossil, morphological, and molecular evidence. Together, with a focus on arthropods and the Cambrian explosion, students experience a heuristic process common in scientific reasoning, guiding them toward practices that synthesize knowledge and invite questioning in the life sciences. Read More

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Exploratory Activities for Understanding Evolutionary Relationships Depicted by Phylogenetic Trees: United but Diverse.

Am Biol Teach 2020 May;82(5):333-337

Associate Professor in the CRE, Department of Biology, Syracuse University.

Evolution explains both the unity and the diversity of all organisms, and developing students' ability to represent and communicate evolutionary relationships is an important component of a complete biology education. We present a series of student-centered, exploratory activities to help students develop their tree-thinking skills. In these activities, students use complementary phenotypic and molecular data to explore how to build phylogenetic trees and interpret the evolutionary relationships they represent. Read More

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Adventures in Evolution: The Narrative of Tardigrada, Trundlers in Time.

Am Biol Teach 2019 Oct;81(8):543-552

Temple University, Biology Department, Institute of Genomics and Evolutionary Medicine.

A lesson plan on the phylum Tardigrada is presented in a storytelling workbook that introduces the evolutionary concepts of adaptive radiation, speciation, divergence, and "tree-thinking" through narrative, transitional art, contemplative coloring, and data searches, which can be enhanced with microscopy wet labs. Students gain insight into the invertebrate world of the highly adaptable, ubiquitous microorganisms known colloquially as "water bears," generating a microevolutionary and macroevolutionary perspective through a narrative that includes an introduction to the TimeTree database. Read More

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October 2019

New Approaches in Cancer Biology Can Inform the Biology Curriculum.

Am Biol Teach 2018 Mar;80(3):168-174

Students tend to be very interested in medical issues that affect them and their friends and family. Using cancer as a hook, the ART of Reproductive Medicine: Oncofertility curriculum (free, online, and NIH sponsored) has been developed to supplement the teaching of basic biological concepts and to connect biology and biomedical research. This approach allows integration of up-to-date information on cancer and cancer treatment, cell division, male and female reproductive anatomy and physiology, cryopreservation, fertility preservation, stem cells, ethics, and epigenetics into an existing biology curriculum. Read More

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A Card-Sorting Activity to Engage Students in the Academic Language of Biology.

Am Biol Teach 2017 Mar;79(3):233-237

Clinical Associate Professor, Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign, MC 708, 1310 S. Sixth St., Champaign, IL 61820, USA.

The activity described in this article is designed to provide biology students with opportunities to engage in a range of academic language as they learn the discipline-specific meanings of the terms "drug," "poison," "toxicant," and "toxin." Although intended as part of an introductory lesson in a comprehensive unit for the high school level, this approach to teaching academic language can be adapted for use with older or younger students and can be modified to teach other terms. Read More

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Socratic Seminar with Data: A Strategy to Support Student Discourse and Understanding.

Am Biol Teach 2017 Aug 8;79(6):492-495. Epub 2017 Aug 8.


A Socratic seminar can be a powerful tool for increasing students' ability to analyze and interpret data. Most commonly used for text-based discussion, we found that using Socratic seminar to engage students with data contributes to student understanding by allowing them to reason through and process complex information as a group. This approach also provides teachers with insights about student misconceptions and understanding of concepts by listening to the student-driven discussion. Read More

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Creating a Reliable, Cost-Effective ELISA Simulation.

Am Biol Teach 2017 Apr;79(4):301-304

Assistant Scientist at the Children's Health Research Center, Sanford Research, 2301 East 60th Street North, Sioux Falls, SD 57104.

The enzyme-linked immunosorbent assay (ELISA) is a fundamental laboratory technique with direct applications across scientific research and clinical diagnostics as well as everyday life. Unfortunately, many challenges exist that inhibit both its introduction and implementation in the high school biology classroom. We present a reliable yet inexpensive way of effectively simulating this assay, allowing student exposure to several advanced topics, including immunodetection, clinical diagnostics, and qualitative and quantitative colorimetric analysis. Read More

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The Exposome: A New Frontier for Education.

Am Biol Teach 2016 09;78(7):542-548

Division of Pulmonary, Allergy and Critical Care Medicine, School of Medicine, Emory University, Atlanta, GA.

The historic debate of nature vs. nurture has emerged as a central yin-yang of contemporary health and disease research. The Human Genome Project provided the capability to define the nature of an individual by one's genetic sequence. Read More

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September 2016

"Touching Triton": Building Student Understanding of Complex Disease Risk.

Am Biol Teach 2016 01;78(1):15-21

HudsonAlpha Institute for Biotechnology, 601 Genome Way, Huntsville, AL 35806.

Life science classrooms often emphasize the exception to the rule when it comes to teaching genetics, focusing heavily on rare single-gene and Mendelian traits. By contrast, the vast majority of human traits and diseases are caused by more complicated interactions between genetic and environmental factors. Research indicates that students have a deterministic view of genetics, generalize Mendelian inheritance patterns to all traits, and have unrealistic expectations of genetic technologies. Read More

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January 2016

Integrating the Dimensions of NGSS within a Collaborative Board Game about Honey Bees.

Am Biol Teach 2016 Nov-Dec;78(9):755-763

Department of Curriculum and Instruction in the College of Education at UIUC and the Principal Investigator of Project NEURON and Impact on Science Education.

The current reform in U.S. science education calls for the integration of three dimensions of science learning in classroom teaching and learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Read More

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December 2016

The Bio Bay Game: Three-Dimensional Learning of Biomagnification.

Am Biol Teach 2016 Nov-Dec;78(9):748-754

Clinical Associate Professor in the Department of Curriculum and Instruction, College of Education, University of Illinois, MC 708, 1310 S. Sixth St., Champaign, IL 61820, USA.

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. Read More

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December 2016

Lights, Chemicals, Action: Studying Red Worms' Responses to Environmental Contaminants.

Am Biol Teach 2016 Sep;78(7):591-598

School of Education, University of Wisconsin-Milwaukee, Milwaukee, WI 53201.

We have developed an experimental module that introduces high school students to guided scientific inquiry. It is designed to incorporate environmental health and ecological concepts into the basic biology or environmental-science content of the high school curriculum. Using the red worm, a familiar live species that is amenable to classroom experimentation, students learn how environmental agents affect the animal's locomotion by altering sensory neuron-muscle interactions and, as a result, influence its distribution in nature. Read More

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September 2016

Microbes As Friends, Not Foes: Shifting the Focus from Pathogenesis to Symbiosis.

Am Biol Teach 2015 Nov-Dec;77(9):659-668


Until about two decades ago, the standard method of studying a microbe was to isolate it, grow it in culture, stain it, and examine it under a microscope. Today, new genomic tools are helping expand our view of the microbial world. Instead of viewing them as "germs" to be eliminated, we are beginning to perceive our microbes as an extension of ourselves - an important organ with unique functions essential to our well-being. Read More

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February 2021

Of Heart & Kidneys: Hands-On Activities for Demonstrating Organ Function & Repair.

Robert M Kao

Am Biol Teach 2014 Oct;76(8):559-562

Center for Developmental Biology and Regenerative Medicine, Seattle Children's Research Institute, 1900 Ninth Ave., M/S JMB-5, Seattle, WA 98101. or .

A major challenge in teaching organ development and disease is deconstructing a complex choreography of molecular and cellular changes over time into a linear stepwise process for students. As an entry toward learning developmental concepts, I propose two inexpensive hands-on activities to help facilitate learning of (1) how to identify defects in heart and kidneys and (2) what evolutionarily conserved strategies from organ development can be applied to understand how to repair these defects. The ease of assembling these activities, combined with traffic flow as a metaphor for physiological function of heart and kidneys, provides students the opportunity to explore and discover biological concepts in organ formation and disease. Read More

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October 2014

How Do Small Things Make a Big Difference? Activities to Teach about Human-Microbe Interactions.

Am Biol Teach 2014 Nov;76(9):601-608

Department of Microbiology, University of Illinois, 601 S. Goodwin Ave., Urbana, IL 61801. ( ).

Recent scientific studies are providing increasing evidence for how microbes living in and on us are essential to our good health. However, many students still think of microbes only as germs that harm us. The classroom activities presented here are designed to shift student thinking on this topic. Read More

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November 2014

Beyond the Central Dogma: Bringing Epigenetics into the Classroom.

Am Biol Teach 2014 Aug;76(6):365-369

Director of GSLC.

Epigenetics is the study of how external factors and internal cellular signals can lead to changes in the packaging and processing of DNA sequences, thereby altering the expression of genes and traits. Exploring the epigenome introduces students to environmental influences on our genes and the complexities of gene expression. A supplemental curriculum module developed by the Genetic Science Learning Center (GSLC) at the University of Utah brings epigenetics to high school and undergraduate classrooms through a range of online and paper-based activities. Read More

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A Bioinformatics Module for Use in an Introductory Biology Laboratory.

Am Biol Teach 2012 May;74(5):318-322

ADRIENE ALAIE is Assistant Professor of Biological Sciences at Hunter College of the City University of New York, 695 Park Ave., Room 818N, New York, NY 10065, where VIRGINIA TELLER is Professor and Chair of Computer Sciences and WEI-GANG QIU is Associate Professor of Biological Sciences.

Since biomedical science has become increasingly data-intensive, acquisition of computational and quantitative skills by science students has become more important. For non-science students, an introduction to biomedical databases and their applications promotes the development of a scientifically literate population. Because typical college introductory biology laboratories do not include experiences of this type, we present a bioinformatics module that can easily be included in a 90-minute session of a biology course for both majors and non-majors. Read More

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Partnership for Research & Education in Plants (PREP): Involving High School Students in Authentic Research in Collaboration with Scientists.

Am Biol Teach 2011 Mar;73(3)

Biology teacher and Ph.D. candidate in molecular and cellular biology at the University of Arizona, Life Sciences South no. 210, PO Box 210106, Tucson, AZ 85721-0106.

A partnership between scientists, high school teachers, and their students provides authentic research experiences to help students understand the nature and processes of science. The Partnership for Research and Education in Plants (PREP) engages students in a large-scale genomics research project using classroom-tested protocols that can help to find the function of a disabled gene in the widely studied plant Arabidopsis thaliana. Here, we describe the framework of PREP in the classroom within the context of the Read More

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Use of the gl1 Mutant & the CA-rop2 Transgenic Plants of Arabidopsis thaliana in the Biology Laboratory Course.

Zhi-Liang Zheng

Am Biol Teach 2006 Nov;68(9):e148-e153

Zhi-Liang Zheng is Assistant Professor of Plant Cellular Signaling, Department of Biological Sciences, Lehman College, City University of New York, Bronx, NY 10468; e-mail: .

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November 2006

How can plants tell which way is up?

Am Biol Teach 2000 Jan;62(1):59-63

Botany, Miami University, Oxford, OH 45056, USA.

Many people think of plants as essentially sessile organisms that do not actively respond to their environment. What could be further from the truth! In fact, plants are capable of a variety of movements, including the dramatic nastic responses (such as Venus fly trap closure) and the less sensational tropisms. These latter movements are directed growth responses to some type of external stimulus such as gravity (gravitropism, formerly known as geotropism) or light (phototropism). Read More

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January 2000

The origins of life--a status report.

G F Joyce L E Orgel

Am Biol Teach 1998 Jan;60(1):10-2

Department of Chemistry, Scripps Research Institute, La Jolla, CA 92037, USA.

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January 1998

The evolutionary sequence: origin and emergences.

S W Fox

Am Biol Teach 1986 Mar;48(3):140-9, 169

Institute for Molecular and Cellular Evolution, Univ. of Miami, Coral Gables, FL 33134, USA.

The evolutionary sequence is being reexamined experimentally from a "Big Bang"origin to the protocell and from the emergence of protocell and variety of species to Darwin's mental power (mind) and society (The Descent of Man). A most fundamentally revisionary consequence of experiments is an emphasis on endogenous ordering. This principle, seen vividly in ordered copolymerization of amino acids, has had new impact on the theory of Darwinian evolution and has been found to apply to the entire sequence. Read More

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How roots perceive and respond to gravity.

R Moore

Am Biol Teach 1984 May;46(5):257-65

During their growth and development, plants exhibit several types of tropisms and movements (e.g., epinasty, circumnutation, gravitropism, phototropism). Read More

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