Integration of Bioinformatics into Inquiry Based Learning

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Integration of Bioinformatics into Inquiry
Based Learning

• by Kathleen Gabric

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• The Biology WorkBench is a revolutionary
  web-based tool for biologists. The WorkBench
  allows biologists to search protein and DNA
  databases around the world. Database searching is
  integrated with access to a wide variety of
  analysis and modeling tools, all within a point
  and click interface.

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bioinformatics
The use of mathematical and informational
techniques to solve biological problems by using
computer programs. One of the main applications
of bioinformatics is the data mining in and
analysis of the data gathered in genome projects.
Other applications are amino acid and nucleic
acid sequence alignment, protein structure
prediction, and virtual evolution.
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Science Inquiry

• The science and education communities agree that
  investigative science is a highly effective way
  to teach science. In this way, students build
  their scientific understanding and investigative
  skills through active inquiry, connecting their
  previous knowledge with new ideas and evidence.
• Design
• Investigate
• Construct meaning
• Connect

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Sequencing DNA

• Students learn about the Human Genome project by
  using real data from Argonne Laboratories.
• Dr. Kay, a father of a District 86 student, is
  the contributing scientist.
• DNA Sequence

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High School Freshmen use Biology Workbench to
help molecular biologist decide which amino acids
to mutate next. News at 11!

• Students identified amino acids in a protein
  found in the membrane of our nerve cells.
• Students are recruited to help Steve in this
  part of his research.
• Students performed research on receptors using
  the Biology Workbench.
• Student research identified important amino
  acids to facilitate Steve's decision
• as to which amino acids in the receptor to mutate
  in the future.

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Compiled Student Data and Results
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Basis of Human Genetic Diseases

• Students identified genes that were linked to
  human disease states.
• Students used bioinformatic
• tools to identify the disease
• process from gene to protein
• to disease state.
• Students created a website to
• display their research.

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Student Projects on Genetic Diseases
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Outcomes Observations

• Understood the basis of human genetic diseases.
• Connected symptoms to biochemical imbalance
• Predicted means of treatment
• Understood the difference between treatment of
  symptoms and curing the disease
• Realized the power of bioinformatics and how they
  could use it in future researchEvolution

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College Feedback
Hi Kathleen Thank you for your e-mail and your
comments on the ABT paper. The web site looks
great! The level and quality of the student work
is really impressive! In fact you've taught me a
few things about what I might try with my
students here. All the best, Mike Michael A.
Palladino mpalladi_at_monmouth.edu
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Student Projects on Evolution
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Outcomes Observations

• Understood the basis of evolution on a genetic
  level.
• Correlated genetic evolution to organismal
  evolution.
• Realized that our
• similarities are greater
• than our differences.

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Overall Outcomes and Observations

• Integration of bioinformatics into the high
  school classroom using inquiry methods was
  successful.
• Students were able to use the tools to generate
  real data, but more importantly were able to
  apply these applications and independently
  problem solve.

• Students showed a greatly increased ability to
  make connections between units of study protein
  structure, protein function, nucleic acids,
  genetics, genetic disease, and evolution.
• Students performed research that will be used to
  guide future research in UIUCs cell molecular
  biology laboratory.

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Student Comments on Biology Workbench

• Even though it was quite confusing at times,
  Bio-Workbench was highly beneficial to our
  learning experience. It was interesting to use
  the same computers that real scientists used to
  do their research. The using of bioinformatics
  was key in the expansion of our minds.
• It helped us get more involved with the concepts
  we were learning since it made everything more
  realistic
• It helped save time and make information clearer
  to me. it also gave me visuals for things that I
  wouldnt have been able to picture from just
  reading about, it helped me understand amino acid
  sequences a lot.
• It has allowed us to connect DNA to real life. We
  are able to see how little a change in DNA how
  great a change they could have upon the final
  product.

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Thanks to the Hardworking Biology Classes of 2002
2003
To see the projects they have done with
bioinformatics visit our website http//cstaff.hin
sdale86.org/kgabric/HBprojects.html

• Sequencing DNA and product identification
• Translation and Disease
• Analysis of Angiotensin amongst vertebrates
• Analysis of various G-proteins for future
  research possibilities.
• Genetic Disease Research Project
• Determination of Evolutionary Relationships
  between selected organisms.