One of the challenges in teaching microscopy is having students scan multiple fields of view at high power magnification. Many times, students will feel this unnecessary, especially when presented with slides that show only one structure or a monoculture of cells. This communication presents a simple microscopy activity to engage students in the importance of examining several fields of view when using the microscope. Students are challenged with determining whether an “unknown” blood smear slide is indicative of normal blood or a blood disorder. The disorders the activity examines include sickle cell anemia, leukemia, thrombocytosis and a bloodstream infection. All slides can be purchased from science education supply companies. Students must properly focus on commercially available blood slides and examine several fields of view in order to reach the most reasonable diagnosis. This lesson has been used to engage both non-science majors taking a laboratory-based science class as well as nursing/allied health microbiology students and simulates real-life scenarios in
{"title":"Enhancing the Microscopy Skills of Non-Science Majors and Nursing Microbiology Students: Promoting the Practice of Observing Multiple Fields of View Using Blood Smear Slides","authors":"Brian M. Forster, A. Pacitti","doi":"10.24918/cs.2023.32","DOIUrl":"https://doi.org/10.24918/cs.2023.32","url":null,"abstract":"One of the challenges in teaching microscopy is having students scan multiple fields of view at high power magnification. Many times, students will feel this unnecessary, especially when presented with slides that show only one structure or a monoculture of cells. This communication presents a simple microscopy activity to engage students in the importance of examining several fields of view when using the microscope. Students are challenged with determining whether an “unknown” blood smear slide is indicative of normal blood or a blood disorder. The disorders the activity examines include sickle cell anemia, leukemia, thrombocytosis and a bloodstream infection. All slides can be purchased from science education supply companies. Students must properly focus on commercially available blood slides and examine several fields of view in order to reach the most reasonable diagnosis. This lesson has been used to engage both non-science majors taking a laboratory-based science class as well as nursing/allied health microbiology students and simulates real-life scenarios in","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danica C. Levesque, Athena L. Wallis, Jenna Daypuk, Jesse Petahtegoose, Mitchell Slobodian, Allie K. Sutherland-Hutchings, Ian Black, Jessica M. Vélez, Abdullah Abood, Marah H. Wahbeh, Romina B. Cejas, Angel F. Cisneros, Laerie McNeil, Kento Konno, Lissa McGregor, Birha Faroqi, Carla Bautisa, Subhash Rajpurohit, Divita Garg, Jiechun Zhu, Guangdong Yang, Solomon Arthur, Thomas J. S. Merritt
Using commonly available materials, this tool allows students to extract DNA, exploring DNA chemistry and the principles of experimental design and execution. We take a “Choose Your Own Adventure” approach encouraging students to explore the protocol and vary individual steps. Students learn the science behind each step of extraction, how that science can allow us to identify and understand certain aspects of the structure of DNA, and how modifying experimental steps can change the observed results. The lesson is intended for an undergraduate setting, but we include adaptations to allow delivery of this lesson to a variety of ages from preschool through adult science events. The manuscript is in English, but we have included supporting materials in Anishinaabemowin, French, Spanish, Urdu, Arabic, Japanese, Mandarin, Hindi, Twi, and English, so that more learners can access these materials in their first language. We have included a supplemental figure showing the simplified structure of DNA using a color scheme that is effective with those with typical sight and colorblindness. We have also linked a video demonstration of the extraction that is available in both French and English and with closed captioning. Inclusion of materials in multiple languages and formats makes the material more user-friendly, allowing its direct inclusion in non-English speaking classrooms, and allows learners to understand that science is not limited to the “universal” scientific language and can be conducted in any language of choice. Primary Image: This image highlights the basic steps of the extraction process, showing the experimental setup, the DNA precipitation, the product and variation observed amongst different group members.
{"title":"An Interactive Protocol for In-Classroom DNA Extraction","authors":"Danica C. Levesque, Athena L. Wallis, Jenna Daypuk, Jesse Petahtegoose, Mitchell Slobodian, Allie K. Sutherland-Hutchings, Ian Black, Jessica M. Vélez, Abdullah Abood, Marah H. Wahbeh, Romina B. Cejas, Angel F. Cisneros, Laerie McNeil, Kento Konno, Lissa McGregor, Birha Faroqi, Carla Bautisa, Subhash Rajpurohit, Divita Garg, Jiechun Zhu, Guangdong Yang, Solomon Arthur, Thomas J. S. Merritt","doi":"10.24918/cs.2023.37","DOIUrl":"https://doi.org/10.24918/cs.2023.37","url":null,"abstract":"Using commonly available materials, this tool allows students to extract DNA, exploring DNA chemistry and the principles of experimental design and execution. We take a “Choose Your Own Adventure” approach encouraging students to explore the protocol and vary individual steps. Students learn the science behind each step of extraction, how that science can allow us to identify and understand certain aspects of the structure of DNA, and how modifying experimental steps can change the observed results. The lesson is intended for an undergraduate setting, but we include adaptations to allow delivery of this lesson to a variety of ages from preschool through adult science events. The manuscript is in English, but we have included supporting materials in Anishinaabemowin, French, Spanish, Urdu, Arabic, Japanese, Mandarin, Hindi, Twi, and English, so that more learners can access these materials in their first language. We have included a supplemental figure showing the simplified structure of DNA using a color scheme that is effective with those with typical sight and colorblindness. We have also linked a video demonstration of the extraction that is available in both French and English and with closed captioning. Inclusion of materials in multiple languages and formats makes the material more user-friendly, allowing its direct inclusion in non-English speaking classrooms, and allows learners to understand that science is not limited to the “universal” scientific language and can be conducted in any language of choice. <em>Primary Image:</em> This image highlights the basic steps of the extraction process, showing the experimental setup, the DNA precipitation, the product and variation observed amongst different group members.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135555693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The distinction between very polar and less polar substances is a foundation of biochemistry, cell biology, and physiology; it surfaces in multiple concept inventories and elaborations of biological core concepts. However, in our experience, most biology courses do not explicitly teach students how to assess the polarity of any given molecule, thus limiting students’ ability to predict related biological properties such as the molecule’s solubility in bodily fluids, its rate of diffusion through cell membranes, the location of its receptors (at the cell surface or inside the cell), its rate of filtration by the kidneys, and the extent of its persistence in the blood. Here we present a quantitative yet student-friendly method for determining a molecule’s polarity according to the prevalence of polar functional groups. The method calculates a molecule’s “C/fun” ratio—the number of carbon atoms per polar functional group—which correlates closely with the logP value, a widely used indicator of polarity. In addition, the lesson incorporates the Test Question Templates (TQT) framework to provide transparent guidance to both instructors and students on formative and summative assessments of understanding. Our lesson stresses the connections between polarity and the above-mentioned biological properties to help students appreciate the biological utility of understanding polarity. Given its central position in biochemistry and cell biology, polarity might be considered a Threshold Concept, i.e., one that is troublesome (hard to understand), transformative (affecting scientific identity), integrative (connecting other concepts), and irreversible (hard to forget once mastered).
{"title":"A Simple Method for Predicting a Molecule's Biological Properties From Its Polarity","authors":"Gregory J. Crowther, Sasha D. Gradwell, T. Eckert","doi":"10.24918/cs.2023.16","DOIUrl":"https://doi.org/10.24918/cs.2023.16","url":null,"abstract":"The distinction between very polar and less polar substances is a foundation of biochemistry, cell biology, and physiology; it surfaces in multiple concept inventories and elaborations of biological core concepts. However, in our experience, most biology courses do not explicitly teach students how to assess the polarity of any given molecule, thus limiting students’ ability to predict related biological properties such as the molecule’s solubility in bodily fluids, its rate of diffusion through cell membranes, the location of its receptors (at the cell surface or inside the cell), its rate of filtration by the kidneys, and the extent of its persistence in the blood. Here we present a quantitative yet student-friendly method for determining a molecule’s polarity according to the prevalence of polar functional groups. The method calculates a molecule’s “C/fun” ratio—the number of carbon atoms per polar functional group—which correlates closely with the logP value, a widely used indicator of polarity. In addition, the lesson incorporates the Test Question Templates (TQT) framework to provide transparent guidance to both instructors and students on formative and summative assessments of understanding. Our lesson stresses the connections between polarity and the above-mentioned biological properties to help students appreciate the biological utility of understanding polarity. Given its central position in biochemistry and cell biology, polarity might be considered a Threshold Concept, i.e., one that is troublesome (hard to understand), transformative (affecting scientific identity), integrative (connecting other concepts), and irreversible (hard to forget once mastered).","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chloé Orland, Kimberly M. Ballare, A. Garcia-Vedrenne, Maura Palacios Mejia, R. Wayne, B. Shapiro
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{"title":"Debating Conservation: Developing Critical Thinking Skills in Introductory Biology Classes","authors":"Chloé Orland, Kimberly M. Ballare, A. Garcia-Vedrenne, Maura Palacios Mejia, R. Wayne, B. Shapiro","doi":"10.24918/cs.2023.1","DOIUrl":"https://doi.org/10.24918/cs.2023.1","url":null,"abstract":",","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Why Do I Need a Lab Notebook? Teaching Responsible Conduct of Research with CURE Lab Notebooks","authors":"Staci N Johnson","doi":"10.24918/cs.2023.31","DOIUrl":"https://doi.org/10.24918/cs.2023.31","url":null,"abstract":"","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An increasingly interconnected world presents opportunities for globally relevant curricula in the classroom. Implementing collaborative online international learning (COIL) modules within medium-sized courses can take advantage of this interconnectedness to enhance student learning by integrating global issues and cultures into their curricula. Adoption of COIL in STEM courses is increasing but also encountering challenges related to language, course timing, learner culture, learning platforms, and instructor logistics. We present a successful implementation of a COIL lesson module that addresses these challenges. In this module, students from upper-division classes in the United States and China worked together to study medicinal plants in an eight-week group project anchored in the Unit ed Nations Sustainable Development Goals (UN SDGs). Students worked in groups across the classes to analyze a given medicinal plant in terms of its use, biological activities, cross-cultural perceptions, and connection to the UN SDGs. This synthesis was delivered in an electronic poster format to each class after the eight-week period. Students described significant personal gains from the COIL module including a broadened worldview, an inspiration to engage in more cross-cultural experiences, and a desire to learn more disciplinary knowledge about medicinal plants. Challenges encountered by students during the module included scheduling, online platform issues, and occasional language barriers. However, overcoming these challenges reinforced desired learning outcomes from the module and fostered transferable skills applicable to other intercultural experiences. These outcomes were captured by the positive responses to the post-module reflection and showcase the utility of adopting a similar COIL experience in other classrooms.
{"title":"Advancing Global Learning Through a Collaborative Online International Learning (COIL) Module on the United Nations Sustainable Development Goals (UN SDGs)","authors":"Cody S. Bekkering, Chongsheng Peng, Liyuan Tian","doi":"10.24918/cs.2023.4","DOIUrl":"https://doi.org/10.24918/cs.2023.4","url":null,"abstract":"An increasingly interconnected world presents opportunities for globally relevant curricula in the classroom. Implementing collaborative online international learning (COIL) modules within medium-sized courses can take advantage of this interconnectedness to enhance student learning by integrating global issues and cultures into their curricula. Adoption of COIL in STEM courses is increasing but also encountering challenges related to language, course timing, learner culture, learning platforms, and instructor logistics. We present a successful implementation of a COIL lesson module that addresses these challenges. In this module, students from upper-division classes in the United States and China worked together to study medicinal plants in an eight-week group project anchored in the Unit ed Nations Sustainable Development Goals (UN SDGs). Students worked in groups across the classes to analyze a given medicinal plant in terms of its use, biological activities, cross-cultural perceptions, and connection to the UN SDGs. This synthesis was delivered in an electronic poster format to each class after the eight-week period. Students described significant personal gains from the COIL module including a broadened worldview, an inspiration to engage in more cross-cultural experiences, and a desire to learn more disciplinary knowledge about medicinal plants. Challenges encountered by students during the module included scheduling, online platform issues, and occasional language barriers. However, overcoming these challenges reinforced desired learning outcomes from the module and fostered transferable skills applicable to other intercultural experiences. These outcomes were captured by the positive responses to the post-module reflection and showcase the utility of adopting a similar COIL experience in other classrooms.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the most daunting aspects of introductory clinical microbiology is learning details about a vast number of different microbial diseases that can infect humans. Each of these diseases has different causative agents, diagnostic procedures
{"title":"Using Collaborative Projects to Promote Active Learning of Microbial Skin Diseases and Their Impact on Everyday Lives","authors":"J. Ebomoyi, N. Boury","doi":"10.24918/cs.2023.20","DOIUrl":"https://doi.org/10.24918/cs.2023.20","url":null,"abstract":"One of the most daunting aspects of introductory clinical microbiology is learning details about a vast number of different microbial diseases that can infect humans. Each of these diseases has different causative agents, diagnostic procedures","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study of development requires learners to understand spatially complex concepts like embryo anatomy. Embryo anatomy is dynamic over time, and it is often manipulated by researchers in experiments that are fundamental to the field. This spatial complexity can be challenging for novice developmental biologists, particularly those who are taught in lecture-only courses that rely heavily on two-dimensional representations of three-dimensional concepts. This article describes a hands-on teaching activity I used in an undergraduate developmental biology course to help students learn about early development in amphibians through the lens of experimental embryology. Students used modeling clay to construct a frog egg and simulate early developmental processes. Students then used the models to recreate the classical embryological experiments that demonstrated the inductive properties of the dorsal organizer and the requirement of cortical rotation for organizer establishment. As students performed the activity, they completed a worksheet to check their comprehension, particularly of concepts that students typically struggle to understand. Data from a survey and pre/post-assessments show evidence of learning gains and positive student perceptions of the lesson. This activity is a simple, inexpensive, and easily replicable way to include hands-on active learning in developmental biology courses and enable students to practice experimental thinking, even in courses without an associated lab
{"title":"Simulating Cortical Rotation, Axis Induction, and Experimental Embryology in Amphibian Embryos Using Clay Models","authors":"D. C. Spitzer","doi":"10.24918/cs.2023.22","DOIUrl":"https://doi.org/10.24918/cs.2023.22","url":null,"abstract":"The study of development requires learners to understand spatially complex concepts like embryo anatomy. Embryo anatomy is dynamic over time, and it is often manipulated by researchers in experiments that are fundamental to the field. This spatial complexity can be challenging for novice developmental biologists, particularly those who are taught in lecture-only courses that rely heavily on two-dimensional representations of three-dimensional concepts. This article describes a hands-on teaching activity I used in an undergraduate developmental biology course to help students learn about early development in amphibians through the lens of experimental embryology. Students used modeling clay to construct a frog egg and simulate early developmental processes. Students then used the models to recreate the classical embryological experiments that demonstrated the inductive properties of the dorsal organizer and the requirement of cortical rotation for organizer establishment. As students performed the activity, they completed a worksheet to check their comprehension, particularly of concepts that students typically struggle to understand. Data from a survey and pre/post-assessments show evidence of learning gains and positive student perceptions of the lesson. This activity is a simple, inexpensive, and easily replicable way to include hands-on active learning in developmental biology courses and enable students to practice experimental thinking, even in courses without an associated lab","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case aims to strengthen students’ understanding of molecular biology concepts through study of Fragile X Syndrome (FXS). Students begin by learning the cause and phenotypes of FXS and related conditions. Students then apply genetics knowledge to describe the inheritance of FXS. Knowledge of the central dogma of molecular biology helps students understand the impact of genetic and epigenetic changes on expression of the Fragile X mental retardation gene 1 and the impacts of the loss of the Fragile X Mental Retardation Protein on other protein production. As one example of the latter, students look at alterations in metabolic enzymes and consider ways to mitigate the phenotype, proposing treatments for FXS. Throughout the case, students are pointed to a clinical website and scientific literature to build their understanding. This case study also engages students in consideration of diversity and inclusion in conveying, interpreting, and acting on scientific information. Overall, this case can help students connect biological concepts to a real-world application while developing their abilities to think critically and comprehend scientific information.
本案例旨在通过对脆性X综合征(Fragile X Syndrome, FXS)的学习，加强学生对分子生物学概念的理解。学生从学习FXS的原因和表型以及相关条件开始。然后学生们运用遗传学知识来描述FXS的遗传。了解分子生物学的中心法则有助于学生理解遗传和表观遗传变化对脆性X智力发育迟滞基因1表达的影响，以及脆性X智力发育迟滞蛋白的缺失对其他蛋白质产生的影响。作为后者的一个例子，学生们观察代谢酶的变化，并考虑减轻表型的方法，提出治疗FXS的方法。在整个案例中，学生们被指向一个临床网站和科学文献，以建立他们的理解。这个案例研究也让学生思考在传达、解释和运用科学信息时的多样性和包容性。总的来说，这个案例可以帮助学生将生物学概念与现实世界的应用联系起来，同时培养他们批判性思考和理解科学信息的能力。
{"title":"Fragile States: A Case Study Exploring Genetics, Molecular Biology, and Biochemistry Through the Lens of Fragile X Syndrome","authors":"A. T. Hark, Lauren E. Washco","doi":"10.24918/cs.2023.33","DOIUrl":"https://doi.org/10.24918/cs.2023.33","url":null,"abstract":"This case aims to strengthen students’ understanding of molecular biology concepts through study of Fragile X Syndrome (FXS). Students begin by learning the cause and phenotypes of FXS and related conditions. Students then apply genetics knowledge to describe the inheritance of FXS. Knowledge of the central dogma of molecular biology helps students understand the impact of genetic and epigenetic changes on expression of the Fragile X mental retardation gene 1 and the impacts of the loss of the Fragile X Mental Retardation Protein on other protein production. As one example of the latter, students look at alterations in metabolic enzymes and consider ways to mitigate the phenotype, proposing treatments for FXS. Throughout the case, students are pointed to a clinical website and scientific literature to build their understanding. This case study also engages students in consideration of diversity and inclusion in conveying, interpreting, and acting on scientific information. Overall, this case can help students connect biological concepts to a real-world application while developing their abilities to think critically and comprehend scientific information.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sanger sequencing is commonly taught with a hands-on approach. Sanger sequencing involves chain termination by dideoxynucleotides, because they are missing the oxygen on the 3’ carbon atom, which is required for the addition of subsequent nucleotides. This is a first-generation sequencing method, but it is still relevant to genetics today. It is also simpler than next-generation sequencing. Therefore, Sanger sequencing is a helpful introduction to sequencing techniques for students. The concept of chain termination can be visualized in a variety of ways using different objects, such as candy or cut pieces of paper
{"title":"Sanger Sequencing by Hand: Using Paper Clips to Demonstrate Chain Termination","authors":"C. E. Smith, Chrystal Ho Pao","doi":"10.24918/cs.2023.7","DOIUrl":"https://doi.org/10.24918/cs.2023.7","url":null,"abstract":"Sanger sequencing is commonly taught with a hands-on approach. Sanger sequencing involves chain termination by dideoxynucleotides, because they are missing the oxygen on the 3’ carbon atom, which is required for the addition of subsequent nucleotides. This is a first-generation sequencing method, but it is still relevant to genetics today. It is also simpler than next-generation sequencing. Therefore, Sanger sequencing is a helpful introduction to sequencing techniques for students. The concept of chain termination can be visualized in a variety of ways using different objects, such as candy or cut pieces of paper","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69330053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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