Undergraduate Teaching Laboratory Research Articles

Linking Genetics, Microbiology & Molecular Biology Courses to Provide Research Experiences in Undergraduate Biology

Course-based undergraduate research experiences (CUREs) can have benefits for many students, especially those who lack access to traditional apprenticeships for research. As part of an effort to create more opportunities for students to have access to primary research and move away from traditional cookie-cutter labs, we have created a multicourse CURE spanning three undergraduate teaching labs in which students can pick and choose to take any of the courses that most interest them. This CURE explores the essential understanding of the emergence of antibiotic-resistant bacteria as well as high-throughput sequencing and mutagenesis screens. These low-cost modular labs are designed to be flexible and integrated into any single teaching lab to increase exposure to both fundamental lab skills and primary research.

Integrating a discovery-based remote/hybrid crystallography laboratory module into an undergraduate teaching laboratory during the pandemic

Integrating a discovery-based remote/hybrid crystallography laboratory module into an undergraduate teaching laboratory during the pandemic

The Effects of Egg Windowing on the Viability and Longevity of Gallus gallus Embryos in an Undergraduate Teaching Lab

The observation and manipulation of chicken embryos in ovo has been useful for understanding the development of vertebrates. However, the viability and longevity of the embryos are severely compromised even by simple manipulations to the egg shell. We have explored experimental protocols that promote the viability of embryos in ovo and ex ovo for use in an undergraduate teaching laboratory setting. Here, we demonstrate that a modified in ovo windowing technique increases survival time over an ex ovo method but with concomitant loss of spatial and temporal examination of chick embryo development.
 
 

1. Quantifying Large Unilamellar Vesicles using UV‐Vis Absorbance Spectroscopy

Large unilamellar vesicles (LUVs) are artificial membranes used to mimic the cellular membrane that encloses living cells. LUVs are used in a wide variety of clinical and experimental applications, including their use as a drug delivery tool or as a mimetic for studying protein interaction with cell membranes. In these applications, the lipid concentration of LUVs has to be determined. Traditionally, either the Stewart or the Bartlett assays have been used as colorimetric assays to determine the concentration of lipids in LUVs. However, the use of toxic and reactive chemicals, the destruction of the LUV samples being analyzed, and general inconveniences associated with these methods make them less than ideal in many laboratory settings. These issues particularly limit the use of vesicles in undergraduate teaching laboratories despite their potential in experiments elucidating membrane properties. Thus, we aim to solve this problem by establishing a method of using a UV-Visible spectrophotometer to analyze and quantify LUV concentration. Preliminary data has shown that apparent absorption caused by vesicle light scattering can be used to construct calibration curves for LUV samples. Ongoing work involves comparison experiments to ascertain that the concentration derived from the UV-Visible spectrophotometer compares to the lipid concentration obtained from Bartlett's assay. If the results from both experiments are comparable, then we will be inclined to consider the robustness of the UV-Visible spectrophotometer method for different vesicle sizes and compositions.

Combined In Vitro and Computational Investigations of Protein Kinase Point Mutations for the Undergraduate Teaching Lab

Most of the >500 protein kinase domains encoded by the human genome function in signal transduction pathways controlling aspects of the cell life cycle. Errors in signaling due to overexpression or mutation of protein kinases can result in diseases such as cancer, and many disease-linked mutations have been identified. A mutation's pathogenicity may stem from effects on such fundamental features as kinase stability, ligand binding, catalysis, and/or regulation. In this multi-week project developed for first semester Biochemistry lab, students used computational tools and in vitro techniques to study single-residue kinase mutations previously linked to disease. Instruction was done mainly through videos and written protocols to facilitate independent work. Outside the lab, students used scientific literature to develop hypotheses about a point mutation's in vitro effects on kinase stability and activity. They used PyMOL to add their point mutation to published active and inactive conformation structures of their kinase. They then refined and evaluated these structures using free online computational tools, and they investigated refined structures for conformational changes relative to wild-type. In parallel wet lab experiments, students purified a His-tagged bacterial expression construct of the same point variant kinase. They used Bradford assays and SDS PAGE to assess their purification. Finally, they used circular dichroism and thermal denaturation assays to determine whether their point mutation significantly changed kinase stability, secondary structure, and nucleotide binding. Students used their data to evaluate their hypotheses and propose further investigations in two written reports. Overall, students gained valuable computational and lab skills and experience in hypothesis-driven research.

How to Design Experiential Learning Resources for Independent Learning

Key components of any experiential learning module are the resources students use to learn. These typically include laboratory equipment, handouts, and instructional material in the form of videos or standard operating procedures (SOPs). Their design and implementation require careful thought to ensure that students learn in an effective and meaningful way. From our own experience in the undergraduate teaching laboratory and from a variety of literature sources, we have identified five design principles that educators should consider and integrate into their resource development workflows: safety, authenticity, flexibility, accessibility, and robustness (SAFAR). We present several examples of how each principle can be implemented using Kolb’s experiential learning cycle as a lens to understand the impact of each design principle on the learning process.

Augmented Titration Setup for Future Teaching Laboratories

Teaching laboratories are designed to educate students on basic theories and techniques through guided laboratory experiments. As advances in automation revolutionize research chemistry laboratories, teaching tools can advance to reflect these changes. In this study, we integrated several programmable instruments, including automated pumps for liquid transfer, into an augmented titration setup that can be operated remotely. Our setup empowers students to learn the conceptual, technical, and practical aspects of titration by leveraging laboratory automation tools. Our system uses Siri as a speech recognition tool and the Python programming language to develop action routines for titration uses. The application of Siri provides a smooth user-to-instrument experience, and the use of Python allows coders to effectively develop and maintain the workflow. Three chemistry professors were invited to participate in usability tests of the system using a mobile device. Their positive feedback highlights the promise of our system as a valuable addition to undergraduate chemistry teaching laboratories. This titration setup addresses accessibility challenges and distance learning requirements for chemical education. Further, our tool introduces students to the type of automated experimentation that is emerging as the modern standard in chemistry research laboratories.

Teaching Tip: An Inquiry-Based Learning Undergraduate Laboratory Course During the COVID-19 Pandemic

Inquiry based learning (IBL) has gained popularity as a tool for teaching science courses such as chemistry, biology, physics and engineering.  This accelerating popularity is driven by technological advancements that allow IBL to be supported in the modern classroom1.  The purpose of IBL is to trigger the student’s curiosity and encourage them to ask questions.  The student’s role has become more active with technological advancements and access to multiple sources of information2.  In light of this, the chemical and biomolecular engineering department at Rice University has adopted IBL in the undergraduate teaching laboratory courses.  We implemented a flipped classroom model where students watched a 15-minute video then took a short quiz on safety and theory before they attended the first laboratory session.  The IBL model focuses on the student to drive the question inquiry process, by engaging and motivating them to evaluate new information pertaining to that knowledge. The laboratory experiment objectives were non-prescriptive allowing the students to develop their own methods for conducting the experiments. During the spring of 2020, we had all of the IBL course structure in place, and it aided significantly in our shift to “virtual classrooms” after Rice University closed its campus in the wake of the COVID-19 pandemic.  By re-designing the undergraduate lab course using IBL principles, we fortuitously gave ourselves built-in flexibility to go to emergency virtual format in Spring 2020, and virtual format in Fall 2020.  This also allows us to go hybrid or full in-person in the future.  We provided students with laboratory data so that they could continue the analysis at home.  However, students were not able to conduct appropriate experimentation, which is one of the key learning objectives for the laboratory courses.

Continuous Flow Science in an Undergraduate Teaching Laboratory: Synthesis of Ethylene Glycol Diacetate Using Heterogeneous Catalysts in Continuous Flow

The laboratory experiment regarding esterification of ethylene glycol with acetic acid to ethylene glycol diacetate using resin catalysts in a continuous flow was designed to carry out the reaction in a flow through an inquiry-guided approach. Incorporating the burgeoning field of continuous flow chemistry into the educational infrastructure, the experiment showed the practical application of heterogeneous catalysts in continuous flow synthesis. In a discussion of the importance of continuous flow chemistry and heterogeneous catalysis, students were encouraged to seek effective, sustainable, and environmentally friendly approaches to synthesize compounds.

Creating a Confident and Curious Cohort: The Effect of Video-Led Instructions on Teaching First-Year Chemical Engineering Laboratories

On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students’ learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.

Facile Synthesis of a Metal–Organic Framework for Removal of Methyl Blue from Water: First-Year Undergraduate Teaching Lab

A laboratory experiment that involves the synthesis, characterization, and application exploration of a metal–organic framework (MOF) has been developed for first-year undergraduates in the Faculty...

Management pattern of undergraduate teaching laboratory with a focus on creating the educational environment

The teaching laboratory is the central place to teach lab courses to undergraduate students. It is thus critical to evaluate how lab skills of students will be affected by the management of this lab. This study attempts to introduce the 6S concept, referring to "Seiri", "Seiton", "Seiso", "Seiketsu", "Shisuke", and "Safety", to the management of teaching laboratory, in particular, to the management of environments, safety, item deposition, reagents and consumables in the laboratory. We find that applying the "6S" management maintains a tidy lab environment, facilitates teaching the lab skills, and improves the quality of teaching, which together achieves the goal of education with the atmosphere. This study can provide a guideline for establishing and managing teaching laboratories in universities.

Affordable Setup for Studying Photochemistry in Action in Undergraduate Teaching Laboratories: Principles and Applications

Molecular photochemistry is an integral field in chemistry. Despite this, it is often difficult to demonstrate an effective hands-on experiment that offers a unique opportunity to students to obser...

Extracurricular Student Groups: The Final Frontier of Undergraduate Safety

Safety initiatives at the university level have been expanding in recent years to encompass every part of chemistry, from academic research laboratories to undergraduate teaching laboratories. Unfortunately, efforts in extracurricular student group safety have stalled due to a lack of legal liability, poor definitions of the safety roles for advisers and mentors, and a lack of knowledge among undergraduate student leaders about safety resources. Through our work with the University of Minnesota Rocket Team, we developed a framework for undergraduate student groups to pursue potentially dangerous activities in a safe and constructive way. We call on mentors, faculty advisers, and departments of environmental health and safety to work toward establishing similar initiatives at their institutions to ensure the safety of all undergraduate students.

Extensible Interface for a Compact Spectrophotometer for Teaching Molecular Absorption in the Undergraduate Laboratory

A simple computer interface for controlling a compact spectrograph for use as a spectrophotometer in an undergraduate teaching laboratory was developed. The project was implemented on a Raspberry P...

Using a Mental Obstacle Course to Engage and Elevate Learning in an Anatomy and Physiology Laboratory

OBJECTIVEIn order to increase student engagement and learning in a combined anatomy and physiology undergraduate teaching laboratory we designed a type of mental obstacle course. Students completed a series of ‘quests’ designed to increase student learning and develop skills such as critical thinking and analysis. We used this strategy specifically in classes that lacked dynamic student activities and that we felt might otherwise be less engaging and impactful.METHODSIn laboratory classes of 15 students, we designed between 5–8 stations comprised of multistep quests on a specific aspect of the central topic of the laboratory. Students worked in small groups of 2–3, could consult with peers and use outside resources available to them to complete the tasks. The groups of students were required to complete the quests and submit their answers in order to finish the class. Examples of quests that we used were reviewing x‐ray images of various human pathologies of the skeletal system and answering a series of questions about those images including anatomical information, normal physiological processes and apparent pathology of the case. A second example was students were required to create a model of a synovial joint using modeling clay and then annotate the model with information on anatomical features and their functions.RESULTSAs a class we reviewed the tasks and the answers in order to correct any mistakes and student misconceptions. A week later we reviewed the material in quiz form to assess the success of the obstacle course on student understanding. We found that some of the tasks were more successful than others and were occasionally surprised by the results, such as the ability of the students to recall some of the clinical cases from a task.CONCLUSIONSThe quest laboratory set‐up was popular with students and increased their engagement with the material and with each other. Using student feedback and quiz results we plan to improve the design of the tasks and further increase student engagement and understanding.

Preparation of SNS Cobalt(II) Pincer Model Complexes of Liver Alcohol Dehydrogenase.

Chemical model complexes are prepared to represent the active site of an enzyme. In this protocol, a family of tridentate pincer ligand precursors (each possessing two sulfur and one nitrogen donor atom functionalities (SNS) and based on bis-imidazole or bis-triazole compounds) are metallated with CoCl2·6H2O to afford tridentate SNS pincer cobalt(II) complexes. Preparation of the cobalt(II) model complexes for liver alcohol dehydrogenase is facile. Based on a quick color change upon adding the CoCl2·6H2O to acetonitrile solution that contains the ligand precursor, the complex forms rapidly. Formation of the metal complex is complete after allowing the solution to reflux overnight. These cobalt(II) complexes serve as models for the zinc active site in liver alcohol dehydrogenase (LADH). The complexes are characterized using single crystal X-ray diffraction, electrospray mass spectrometry, ultra-violet visible spectroscopy, and elemental analysis. To accurately determine the structure of the complex, its single crystal structure must be determined. Single crystals of the complexes that are suitable for X-ray diffraction are then grown via slow vapor diffusion of diethyl ether into an acetonitrile solution that contains the cobalt(II) complex. For high quality crystals, recrystallization typically takes place over a 1 week period, or longer. The method can be applied to the preparation of other model coordination complexes and can be used in undergraduate teaching laboratories. Finally, it is believed that others may find this recrystallization method to obtain single crystals beneficial to their research.

Movement assay for the undergraduate neuroscience laboratory.

Described is a design for easy-to-construct apparatus that measures movement of flying insects suitable for the undergraduate teaching laboratory. The system does not require the purchase of specialized scientific equipment or software. The apparatus can be constructed and operated without advanced knowledge in electronics or programming. The goal of this apparatus was to expand upon previous research detecting insect flight in response to radiation. We improved upon the quantification and resolution of flight across differing intensities of white light. All of this was achieved using low-cost and commonly available materials and open-source software to collect and analyze data. The only substantial prerequisites for this design are a PC with a 3.5 mm microphone input and an understanding of basic electrical connections. The apparatus was validated with comparative physiological data from two different species of butterfly.

Implementation of Earth’s Field NMR Spectroscopy in an Undergraduate Chemistry Laboratory

Earth’s field nuclear magnetic resonance (EFNMR) spectroscopy offers students a unique opportunity to consolidate their understanding of NMR spectroscopic theory through hands-on practice with a simple spectrometer. A comprehensive, 6 h experiment is presented for the introduction of low-field NMR techniques, covering spectroscopy, relaxivity, and imaging experiments in the Earth’s magnetic field. This multifaceted practical session explores the concepts of free induction decay, pulse sequences, field homogeneity, relaxation times, J-coupling, and magnetic resonance imaging (MRI), which are reinforced through a series of experiments carried out within an undergraduate teaching laboratory. Students are required to alter parameters as they see fit in order to obtain data, ensuring their understanding of the theory behind NMR spectroscopy. The challenges overcome for the implementation of EFNMR spectroscopy in a modern undergraduate laboratory are also discussed, and detailed instructions are included for spectrometer setup.

Developing and Implementing Multioutcome Experiments in Undergraduate Teaching Laboratories To Promote Student Ownership of the Experience: An Example Multioutcome Experiment for the Oxidation of Alcohols

Single-outcome experiments are used in the undergraduate instructional laboratory, particularly for large lectures associated with multiple sections of instructional laboratories, due in large part...