BIMM 121 Learning Goals, Outcomes, Assessments, Practice

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1 BIMM 121 Learning Goals, Outcomes, Assessments, Practice Learning Goals: tudents will: A. General cientific/lab kills and Competencies 1. Learn the importance of designing and using the right controls in interpreting experimental data 2. Improve ability to accurately record and interpret scientific data 3. Develop strong quantitative reasoning skills Learning Outcomes: tudents will be able to: a. Demonstrate use of positive and negative controls in interpreting physiological data b. Identify relationship between experimental goals and control design b. Design/evaluate control conditions for experiments producing numerical data a. Record methods and data in a regular, comprehensive, and logical format b. Present results as accurately formatted tables, graphs, and figures c. Draw logical conclusions from results and suggest next steps a. Demonstrate ability to classify and sort data using Excel b. Use Excel to calculate averages, percentages, and standard deviation. Practice How Assessed Assessment type Quiz/Midterms,, Lab, lab TA observation, graded notebook checks Homework1, 4, Homework 4,6, Homework 1, 4, Homework 1, 4,,,, /,, /,, /,

2 c. Use Excel to generate relevant and visually pleasing graphs 4. Improve scientific literacy a. Identify relevant primary literature using advanced search tools b. Identify the appropriate sections of scientific papers for obtaining different types of information c. Evaluate reliability of literature based on provenance and content 5. Improve scientific writing a. elect appropriate format for different presentation needs b. Present their findings in an approved scientific format 6. Be familiar with safe lab a. Know and obey lab safety rules practices and regulations b. Demonstrate safe use of laboratory equipment c. Dispose of chemical and biological 7. Understand the value of collaboration in science waste safely and accurately a. Demonstrate good citizenship in working with lab partners b. Understand the importance of preparation, cooperation, and accuracy in collaborative work B. cientific/lab kills and Competencies pecific to Micro 1. Master sterile technique a. Demonstrate mastery of basic requirements of aseptic technique Homework 1, 4, Homework 3, Homework 3 Homework 3, Homework 4, 6, Homework 1, 4, Observed lab success:, /,,, /, /,, /,

3 2. Master the use of a phase contrast binocular microscope b. Demonstrate the CORRECT technique for aseptic transfer. c. Isolate desired bacterial strain from mixture using T-streak or spread plate a. Rapidly and efficiently focus slides using both bright field and phase contrast microscopy b. Identify shape, size and cell arrangement of an unknown Complete aseptic transfer without contamination of work surfaces through spills, contact, or excessive aerosol production TA observation or practicum: transfer from or to any type of container or using different utensils (needle, loop, pipet, etc) TA observation or practicum TA observation or practicum,,?,?,

4 3. Know how to enumerate micros in different kinds of samples. 4. Understand the mathematical foundation of dilutions for live cultures c. Calibrate the microscope and measure the size of a micro. d. Distinguish between prokaryotes and eukaryotes e. Prepare good smears, wet mounts, and stains f. Perform a well executed Gram stain and accurately identify the Gram characteristic of an unknown g. Predict the presence of structures such as flagella and endospores a. Estimate the density of a culture using direct counts, spectrophotometry, and viable plate counts b. Create standard curves relating OD and either total count (hemocytometry) or viable counts d. Demonstrate understanding of different units a. Know and apply basic terms used to make and describe dilutions b. Calculate concentration of culture; predict colony number Lab exercise with student self evaluation Observed lab success Class exercise checked for accuracy, Class exercise, student self check, requent lab application, requent lab application,,,,,,,

5 C. ubject pecific Concepts 1. Understand structurefunction relationship in micros 2. Understand fundamental physiological processes in microbes 2.1 Understand the biochemistry of each physiological function studied c. olve dilution problems at increasing levels of complexity a. Relate cell wall structure to staining, antibiotic selection, gut microbiota b. Identify motility in bacteria using wet mounts, agar plates, and soft agar deeps c. Predict and demonstrate the presence of endospores d. Describe the function of these structures and possible advantages to the micro a. *or each physiological function, describe biochemical and enzymatic process involved and how it is important to the b. *or each physiological function, describe the growth medium, its components c. *Describe the detection of physiological activity, the enzyme, or its products or by-products, enrichment Lab work,,,

6 2.2. Illustrate the interrelationship among different physiological functions in the same d. *Describe the control or condition used and why * These competencies refer to each of the 15+ physiological tests we conduct e. Identify the role of extracellular enzymes in macronutrient degradation and how the enzyme activity is detected f. Describe the role of macronutrient degradation in energy and nutrient cycling in ecosystems g. Distinguish between fermentation and respiration in energy release from organic compounds h. Describe the relationship between diagnostic tests and fermentation/respiration i. Explain the concept of gradients with respect to oxygen and other chemicals a. Illustrate the non-exclusivity of fermentation or respiration b. Use the Kligler Iron Agar to predict one physiological activity based on another c. Explore the relationship between

7 3. Appreciate the immense genetic and metabolic diversity of microbes and the mechanisms by which the diversity is produced 3.1. Understand the interrelationships among different physiological functions in s cohabiting a community motility and oxygen conditions a. Evaluate the role of nitrogen fixation and nitrate reduction in driving the nitrogen cycle b. Elaborate on the effect of oxygen presence on both of the above processes c. Describe the effect of the presence or absence of nitrate on community diversity d. Evaluate the effects of agricultural and industrial practices on nitrogen cycling e. Using the Winogradsky column as a model, make a case for the idea that nothing goes to waste in a pond community f. Demonstrate how the application of a selective pressure affects the diversity of a community g. Describe some ways of measuring diversity in a community. Debate the pros and cons of each method, lab,

8 3.2. Understand impact of micros on environment and the impact of environment on microbial growth rates h. Elucidate the concept of enrichment using thermophiles as an example. Where might you find such an enrichment occurring naturally? i. Describe the interactive role of microbes and environment in yogurt production a. Describe some cellular mechanisms of antibiotic sensitivity and resistance b. Explain the concept of the minimum inhibitory concentration and its use in determining the size of the Zone of Inhibition c. Describe the phases of an ideal growth curve and explain the importance of each phase d. Evaluate the effectiveness of selective pressure on growth rates e. Use the concept of selective pressure to enrich target s from a mixture, lab Growth curve,, lab, lab,,,, 3.3. Understand the role of microbes in molecular biology techniques a. Distinguish a transposon from a regular insert in a plasmid b. The diversity of microbial

9 3.4. Explore alternative approaches to understanding complex communities populations has increased due to mutations and horizontal gene transfer explain this statement using either the transposon mutagenesis or the plant pathogen experiment as example c. Describe how the plant symbiont interaction in clover parallels the plant pathogen interaction d. Explain how cell barriers are overcome in the process of infection by a symbiont or a pathogen a. Differentiate the omics concept from culturing methods b. Justify gene selected for PCR for metagenomics c. Explain the role of PCR and cloning in metagenomics d. Design at least two metagenomics approaches