Integrating physiology and cell biology in undergraduate inquiry‐based laboratory courses

Abstract

Recent curriculum revisions for our Biological Sciences majors (BA degree) include a requirement of an inquiry‐based laboratory course in which students spend 5‐6 weeks on independent, hypothesis‐driven research projects. For students not involved in Independent Study or Senior Thesis, this requirement also fulfills a University "Discovery Learning Experience" requirement. Several lab courses are offered, including Experimental Cell Biology (BISC 315) and Experimental Physiology (BISC 316), which are complementary to, but independent of corresponding lecture courses. We have recently begun a collaboration to encourage students to "cross over" between these two disciplines. In particular, physiological color changes in killifish (Fundulus) and other teleost species provide an excellent model system for study of melanophore pigment cells, which are known as one of the fastest translocators of pigment vesicles. Whole animal experiments are used to measure differential kinetics of darkening vs lightening, to compare neuronal vs hormonal mechanisms of color change between different species, or to look at effects of environmental variables (background color, salinity, temperature, pH) on color change. At the same time, isolated scales or short‐term cultures of melanophores can be used to address questions about the cytoskeleton, motor proteins or cell signaling. Student presentations and discussions provide a forum for students to integrate physiological and cell biology aspects of this system. Supported by a grant for Undergraduate Education from the Howard Hughes Medical Institute.