1887

Hook Students with the Super Bowl and a Protein Modeling Activity to Teach Genetic Concepts

    Authors: Ann H. Williams1,*, Megan Malone2, Heather D. Masonjones1, Rebecca J. Waggett1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: University of Tampa, Tampa, FL 33606; 2: Riverview High School, Riverview, FL 33569
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2014
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: University of Tampa, Box 3F, 401 W. Kennedy Blvd., Tampa, FL 33606. Phone: 813-257-3994. Fax: 813-258-7496. E-mail: ahwilliams@ut.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 41-42. doi:10.1128/jmbe.v15i1.650
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • HTML
    21.50 Kb
  • XML
  • PDF
    382.54 Kb

    Abstract:

    Teaching Biology concepts such as molecular genetics and inheritance patterns to students in K-12 and college is challenging. The created Super Bowl Activity uses kinesthetic and visual models and a "hook" to engage students in the material. Through guided inquiry and modeling, this lesson reviews concepts of DNA, mutations, genotype/phenotype, transcription, translation, homozygous/heterozygous, and inheritance patterns while entertaining the students with a story of a football player with sickle cell trait who couldn’t play in the Super Bowl. The students create a mutated and normal folded hemoglobin protein model based on amino acid chemical character and use them to simulate Mendelian genetics, inheritance patters, and heterozygous advantage. This lesson can be used by teachers and professors teaching middle/high school Biology courses as well as Undergraduate Introductory and non-major Biology courses. This teaching model was created to address content areas where students perform poorly on standardized Biology exams and was presented at a series of professional development workshops for secondary and undergraduate Biology teachers. One Biology instructor utilized it successfully in her Biology course as a review for end of course exams and felt the students were very engaged in the activity and material.

Key Concept Ranking

Amino Acids
0.54540217
Protein Folding
0.5064444
Genetic Code
0.50350964
Proteins
0.40521625
0.54540217

References & Citations

1. Bell S Ryan Clark won’t play in Denver 2012 ESPN.com. [Online.] http://espn.go.com/nfl/story/_/id/8335923/pittsburgh-steelers-ryan-clark-play-denver
2. Reece JB, et al 2011 Campbell biology 9th ed Pearson Benjamin Cummings Publishers San Francisco, CA
jmbe.v15i1.650.citations
jmbe/15/1
content/journal/jmbe/10.1128/jmbe.v15i1.650
Loading

Citations loading...

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v15i1.650
2014-05-01
2017-10-18

Abstract:

Teaching Biology concepts such as molecular genetics and inheritance patterns to students in K-12 and college is challenging. The created Super Bowl Activity uses kinesthetic and visual models and a "hook" to engage students in the material. Through guided inquiry and modeling, this lesson reviews concepts of DNA, mutations, genotype/phenotype, transcription, translation, homozygous/heterozygous, and inheritance patterns while entertaining the students with a story of a football player with sickle cell trait who couldn’t play in the Super Bowl. The students create a mutated and normal folded hemoglobin protein model based on amino acid chemical character and use them to simulate Mendelian genetics, inheritance patters, and heterozygous advantage. This lesson can be used by teachers and professors teaching middle/high school Biology courses as well as Undergraduate Introductory and non-major Biology courses. This teaching model was created to address content areas where students perform poorly on standardized Biology exams and was presented at a series of professional development workshops for secondary and undergraduate Biology teachers. One Biology instructor utilized it successfully in her Biology course as a review for end of course exams and felt the students were very engaged in the activity and material.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/15/1/jmbe-15-41.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v15i1.650&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1.

Click to view

FIGURE 1.

Models of wild-type and mutant hemoglobin. The white and green pipe cleaner strands represent the backbone of the hemoglobin protein. The white strand is used for the normal hemoglobin protein and the green strand is used to represent the mutated hemoglobin protein. The colored beads shown strung on the pipe cleaners represent the first 18 amino acids after Methionine and the associated chemical character of their amino acid side group in relation to water. Blue beads represent hydrophilic amino acids, red are hydrophobic, and yellow are intermediate. The red ball (on the white pipe cleaner) represents oxygen and will only fit in and be carried efficiently by the normal hemoglobin protein (white strand). The students should have a 3D folded hemoglobin protein with red beads mostly found toward the inside and blue beads mostly found toward the outside of the structure. Yellow beads can be found throughout.

Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 41-42. doi:10.1128/jmbe.v15i1.650
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error