This "clicker case" was designed to develop students' ability to read and interpret information stored in DNA. Making use of personal response systems ("clickers") along with a PowerPoint presentation, students follow the story of "Jason," a student intern at the Centers for Disease Control& Prevention (CDC). While working with a CDC team in Mexico, Jason is the only person who does not get sick from a new strain of flu. It is up to Jason to use molecular data collected from different local strains of flu to identify which one may be causing the illness. Although designed for an introductory biology course for science or non-science majors, the case could be adapted for upper-level courses by including more complex problems and aspects of gene expression, such as the excision of introns.

Genetically modified foods are often in the news and widely grown in the United States. Three US government agencies (USDA, FDA, and EPA) work to regulate the introduction and production of genetically modified foods. These crops can provide agricultural, ecological and nutritional benefits, but there are also potential risks to the environment and consumers. As consumers and public interest groups around the world have become aware of these risks, there has been a call for more explicit product labeling and reliable methods for the detection of genetic modification in the foods we eat. This lab activity explores these issues by taking students through a three-part process to detect the presence of genetic modification in corn (maize) or soy food products. This lab uses one of the two methods for detection of genetic modification currently approved by the European Union.

A laboratory exercise to introduce students to experimental design and gene regulation.

Starting from a fictional "news" report about an apparent allergic reaction to a taco tainted by genetically modified corn, students consider some of the techniques and procedures used in modern molecular genetics and microbiology as well as some of the issues associated with genetically modified organisms (GMOs). Originally designed for role-play and PowerPoint assignments, suggestions for a shortened version are also provided. Suitable for a general microbiology course, the case could also be used in an introductory molecular biology course with appropriate modifications. Various levels of coverage of the topic of recombinant DNA are possible.

This lecture covers the differences between chemical and biochemical reactions, an overview of RNA, and the principles of catalysis.

This lecture provides information about how folded RNA molecules provide both the high specificity and tremendous rate acceleration that is characteristic of catalysis, as well as the structure of RNA that promotes these reactions.

This lecture provides an in depth look at the structure, function and interactions of telomeres.

Watch these animations display the dynamic orchestration of the molecular events of the Drosophila biological clock.

Molecular biological techniques are used to study naturally occurring genetic variation, and have greatly facilitated the understanding of problems in many areas of biology. In this lab, we examine two populations of terrestrial isopods in the Family Armadillidiidae using Random Amplification of Polymorphic DNA (RAPD Analysis). RAPDs are robust and generally species-independent. Using this technique, we are able to detect and analyze genetic variation within and between two different populations of isopods. This lab exercise could easily be modified for use in an introductory course for majors or non-majors and would be suitable for any organism with low vagility.

Designed for students without previous experience in techniques of cellular and molecular biology, this class teaches basic experimental techniques in cellular and molecular neurobiology. Experimental approaches covered include tissue culture of neuronal cell lines, dissection and culture of brain cells, DNA manipulation, synaptic protein analysis, immunocytochemistry, and fluorescent microscopy.

This exercise will give students an interactive opportunity to develop their understanding of DNA structure, how it is packaged into chromosomes, and the mechanisms of transcription and translation.

This resource is designed to provide a framework for developing laboratory courses in cellular and molecular biology, and to provide scientific and technological standards for use in research and teaching laboratories.

This chapter describes a multi-week project taught in an upper level cell and molecular biology laboratory. Isolation of sufficient quantities of rare proteins from biological tissues can be difficult. These native proteins are often required for raising antibodies, and for studying enzymatic or regulatory function. Expression vectors are used to obtain large quantities of proteins. The cDNA encoding a protein is cloned into an expression vector. The fusion protein is over-expressed in E. coli, and large quantities of the recombinant protein are obtained by affinity chromatography. SDS-polyacrylamide gel electrophoresis is used to determine the size of the proteins isolated.

This lesson for students in grades 9-12 introduces DNA, genes, chromosomes, the chemicals that make up DNA. After the basic information, students will do an experiment in which they will separate out DNA from peas. Knowing that DNA can be separated will give them a base of understanding for future lessons in biology, evolution, biotechnology, and health technology.

“A Family in Need” was designed as an in-class problem-based learning activity for students to learn about several innovative medical applications of molecular biology. Students assume the role of a second-year medical student assigned to work with a pediatric oncologist who has just biopsied a tumor-like growth in the adrenal gland of her 17-year-old patient, Lee F. After taking Lee’s family history and performing a pedigree analysis, students review clinical and genetic characteristics of several syndromes associated with adrenal cancer. Students then explore various diagnostic and biomedical research techniques such as PCR, DNA sequencing, and pre-implantation genetic diagnosis. The case concludes with a consideration of how to treat Lee’s condition with the help of gene cloning and the potential of gene therapy. Although originally written for an upper-level college genetics course, the case could also be adapted for an introductory molecular/cellular biology course, a non-majors biology course, or a professional school medical genetics course.

An overview of how dietary fat gets digested, packaged, and sent to various tissues for storage or energy.

This course introduces the basic driving forces for electric current, fluid flow, and mass transport, plus their application to a variety of biological systems. Basic mathematical and engineering tools will be introduced, in the context of biology and physiology. Various electrokinetic phenomena are also considered as an example of coupled nature of chemical-electro-mechanical driving forces. Applications include transport in biological tissues and across membranes, manipulation of cells and biomolecules, and microfluidics.

Samples of soil were recovered from an Indiana murder victim's car and shoes. This experiment isolates DNA from plants grown from seeds that were found on the shoes. Two different ecotypes of a weed grow in different areas of Indiana. This difference can be detected using the polymerase chain reaction (PCR). DNA is extracted from the seedlings using the REDExtract-N-Amp Plant PCR Kit. Specific regions of the isolated DNA are then amplified by PCR. The PCR products are analyzed by gel electrophoresis and the results used to determine which suspect was in the same area as the victim. With data from previous exercises the students can determine who committed the murder. An alternate CTAB DNA isolation procedure is also included.

Since the discovery of the structure of the DNA double helix in 1953 by Watson and Crick, the information on detailed molecular structures of DNA and RNA, namely, the foundation of genetic material, has expanded rapidly. This discovery is the beginning of the "Big Bang" of molecular biology and biotechnology. In this seminar, students discuss, from a historical perspective and current developments, the importance of pursuing the detailed structural basis of genetic materials.