Insulin in the Biology Classroom

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Insulin in the Biology Classroom

• Modeling in Science Education

October 15, 2005 Brandon H. Poe, Ph.D. Assistant
Professor of Biology STCC bhpoe_at_stcc.edu
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Outline

• Introduction
• Definition of a model
• The high school biology curriculum
• Cell Model Exercise
• Molecular Models
• Gene Model/Bioinformatics Extension Exercise
• Meeting state standards
• Shameless Plugs

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My Story

• B.S. Psychology UNC-Chapel Hill
• Ph.D. Neuroscience Wake Forest
• Post-doctoral research UConn/UNC
• Biology teacher private HS, Waltham
• Assistant Professor STCC, Biology

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My Story

• As a one-time researcher, I primarily think of
  how science works at the bench-top and try to
  model those experiences for my students.

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What is a model?

• Physical Model
• Representational Model
• Procedural Model
• Scientific Model

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Physical Models
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Representational Models

• Not in the linguistic or philosophical sense
• This type of model is a means to represent
  something that is not tangible or visible
• Usually graphical

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Representational Models
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Procedural Model

• The Scientific Method is a bit oversimplified
• Teaching can be based on how a scientist actually
  works, which opens the possibility for
  inquiry-based instruction and the use of models

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So what IS a model?

• According to Physics Education Research (PER)
• A model is a primary unit of coherently
  structured knowledge.
• -Schober, Modeling Instruction in High School
  Physics (http//www.jburroughs.org/science/mschobe
  r/com/modeling.html)

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Scientific Model

• A set of ideas that represent a natural process
• The way scientists actually work
• Procedures or behavior that should be modeled
  for students

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High School Biology Curriculum
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High School Biology Curriculum

• Chemistry of Life
• Molecular Biology
• Cell Biology
• Central Dogma (DNA?RNA? protein?trait)

• Human Systems
• Biotechnology
• Bioinformatics
• (Molecular) Evolution

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Cell Model Exercise

• Using a cheek cell smear, have students assemble
  a cell using the tactile components
• Make sure they only construct what they see
• Also can do for potato cells or Elodea

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Cell Model Exercise
From Tyler Junior College, Tyler, TX,
(http//science.tjc.edu/Course/BIOLOGY/1408/cellst
ructure.htm)
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Molecular Models

• How do you help students understand the structure
  of macromolecules?
• What does a double helix actually look like?
• Why doesnt A pair with C and T with G?

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Base-pairing Quick Model
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Base-pairing Quick Model
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Paper Gene ModelBioinformatics Extension Exercise
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Paper Gene Model
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Paper Gene Model
Sequence from NCBI Nucleotide (http//www.ncbi.nlm
.nih.gov/entrez/)
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Paper Gene Model
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Meeting State Standards

• Using insulin as a model molecule you can touch
  on many different parts of your curriculum
• By tying together all these in one model
  molecule, and using extension exercises, you can
  meet many state educational standards

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State StandardsChemistry of Life

• 1.1 - Explain the significance of carbon in
  organic molecules.
• 1.2 - Recognize the six most common elements in
  organic molecules (C, H, N, O, P, S).
• 1.3 - Describe the composition and functions of
  the four major categories of organic molecules
  (carbohydrates, lipids, proteins, and nucleic
  acids).
• 1.4 - Describe how dehydration synthesis and
  hydrolysis relate to organic molecules.
• 1.5 - Explain the role of enzymes in biochemical
  reactions.

From the Massachusetts DOE Frameworks web page
(http//www.doe.mass.edu/frameworks/scitech/2001/)
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State StandardsStructure and Function of Cells

• 2.1 - Relate cell parts/organelles to their
  functions.
• 2.2 - Differentiate between prokaryotic cells and
  eukaryotic cells, in terms of their general
  structures and degrees of complexity.
• 2.3 - Distinguish between plant and animal
  cells.
• 2.4 - Describe how cells function in a narrow
  range of physical conditions, such as temperature
  and pH, to perform life functions that help to
  maintain homeostasis.
• 2.5 - Explain the role of cell membranes as a
  highly selective barrier (diffusion, osmosis, and
  active transport).
• 2.7 - Provide evidence that the organic compounds
  produced by plants are the primary source of
  energy and nutrients for most living things.
• 2.8 - Identify how cellular respiration is
  important for the production of ATP.
• 2.9 - Explain the interrelated nature of
  photosynthesis and cellular respiration.

From the Massachusetts DOE Frameworks web page
(http//www.doe.mass.edu/frameworks/scitech/2001/)
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State StandardsGenetics

• 3.1 - Describe the structure and function of DNA,
  and distinguish among replication, transcription,
  and translation.
• 3.2 - Describe the processes of replication,
  transcription, and translation and how they
  relate to each other in molecular biology.
• 3.3 - Describe the general pathway by which
  ribosomes synthesize proteins by using tRNAs to
  translate genetic information encoded in mRNAs.
• 3.4 - Explain how mutations in the DNA sequence
  of a gene may be silent or result in phenotypic
  change in an organism and in its offspring.

From the Massachusetts DOE Frameworks web page
(http//www.doe.mass.edu/frameworks/scitech/2001/)
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State StandardsHuman Anatomy Physiology

• 4.1 - Explain how major organ systems in humans
  (e.g., kidney, muscle, lung) have functional
  units (e.g., nephron, sarcome, alveoli) with
  specific anatomy that perform the function of
  that organ system.
• 4.2 - Describe how the function of individual
  systems within humans are integrated to maintain
  a homeostatic balance in the body.

From the Massachusetts DOE Frameworks web page
(http//www.doe.mass.edu/frameworks/scitech/2001/)
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State StandardsEvolution Biodiversity

• 5.1 - Explain how the fossil record, comparative
  anatomy, and other evidence support the theory of
  evolution.
• 5.2 - Illustrate how genetic variation is
  preserved or eliminated from a population through
  Darwinian natural selection (evolution) resulting
  in biodiversity.

From the Massachusetts DOE Frameworks web page
(http//www.doe.mass.edu/frameworks/scitech/2001/)
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Shameless Plugs

• Center for Biomolecular Modeling at the Milwaukee
  School of Engineering
• http//www.rpc.msoe.edu/cbm/
• Dawn Tamarkin STCC
• developing tactile models for use in biology
  classrooms
• tamarkin_at_stcc.edu