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Proposing to overhaul a course incorporating an interactive format An Animal Biology Course as a Case Study Keep the same learning objectives while incorporating bioinformatic skills. Confessions of an innovator • Questions and Concerns : Faculty support issues? Resentment if the changes in the class are successful Support if there is initial chaos to stick to the plan Students move to higher level classes and want to see innovative approaches Student issues • Adoption of the technology • Will this prepare me for the MCAT; the next course? • Group Skills: Bad Attitudes (law of mass action) Question: Do myoglobin sequences of amniote tetrapods parallel the newest ideas on evolutionary relationships? • Learning Outcome: To gain an appreciation for the origins of similarities: Convergence and Divergence in myoglobin genes Implementation Issues • Culture: Religious beliefs • Other issues? • Process: • Acquire genomic sequences for comparison between the following groups: White Crowned Sparrow, Alligator, Water Snake, Mouse, and Bass (Outgroup) using BLAST • Logistics and Technology (are there enough computers?) Compare (align) sequences using CLUSTAL Identify and record sequence differences Group Issues (assembling teams of students) • Visually compare 3-d protein structures using Swiss-pdb Viewer to examine mammals and birds versus birds and alligators • Use amino acid changes as synapomorphs and using MacClade generate cladograms, • And compare to the “tree of life” cladograms. • • Additional topics for examining convergence and divergence: • Is this an issue? The shark approach or the hand-holding approach to explore new directions. • Student Assessment • Course Assessment