Using sequence analysis software to teach molecular biology basics

Kim, Thomas D.

doi:10.1002/bmb.2002.494030030077

Cited by 2 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, we were provided funds from our HHMI grant to allow faculty to attend courses/workshops on bioinformatics to increase our knowledge in this area (Table III). Currently, there are numerous examples in the literature of small and larger activities that can be adopted and adapted rather easily making travel to gain expertise less essential of an element for success [4, 5, 7–13]. However, we greatly benefited from networking with others in this area and would encourage faculty to seek out others in their region to exchange ideas.…”

Section: Methodsmentioning

confidence: 99%

Vertical and horizontal integration of bioinformatics education

Furge

Stevens‐Truss

Moore

et al. 2009

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Bioinformatics education for undergraduates has been approached primarily in two ways: introduction of new courses with largely bioinformatics focus or introduction of bioinformatics experiences into existing courses. For small colleges such as Kalamazoo, creation of new courses within an already resource‐stretched setting has not been an option. Furthermore, we believe that a true interdisciplinary science experience would be best served by introduction of bioinformatics modules within existing courses in biology and chemistry and other complementary departments. To that end, with support from the Howard Hughes Medical Institute, we have developed over a dozen independent bioinformatics modules for our students that are incorporated into courses ranging from general chemistry and biology, advanced specialty courses, and classes in complementary disciplines such as computer science, mathematics, and physics. These activities have largely promoted active learning in our classrooms and have enhanced student understanding of course materials. Herein, we describe our program, the activities we have developed, and assessment of our endeavors in this area.

show abstract

Section: Methodsmentioning

confidence: 99%

Vertical and horizontal integration of bioinformatics education

Furge

Stevens‐Truss

Moore

et al. 2009

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Bioinformatics, genomics, and proteomics have contributed to all subdisciplines of the life sciences. This necessitates that science undergraduates need to be trained in the methodologies of these fields and their applications to biological problems [1][2][3][4][5][6][7][8]. The development of a working knowledge of bioinformatics, genomics, and proteomics requires an understanding of the central dogma.…”

mentioning

confidence: 99%

An introductory bioinformatics exercise to reinforce gene structure and expression and analyze the relationship between gene and protein sequences

Almeida

Tardiff

Luca

2004

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

We have developed an introductory bioinformatics exercise for sophomore biology and biochemistry students that reinforces the understanding of the structure of a gene and the principles and events involved in its expression. In addition, the activity illustrates the severe effect mutations in a gene sequence can have on the protein product. Students search GenBank for the wild-type nucleotide sequence of the Caenorhabditis elegans unc-22 gene, the amino acid sequence of its gene product, and the nucleotide sequence of the transposon Tc5. The nucleotide sequences are manipulated using two programs in the Lasergene® software package from DNASTAR®. The first program, EditSeq®, enables students to experience the meticulous process required to precisely locate and remove intron sequences from the wild-type unc-22 allele to generate a cDNA sequence. The unc-22(r466) allele is generated by inserting the sequence of the transposon Tc5 into the appropriate location of the third exon in unc-22. The open reading frames of both cDNAs are located and then translated. MegAlign®, the second program, aligns the wild-type sequence of the UNC-22 protein and the wild-type and mutant protein sequences that were constructed. The degree of sequence similarity between the aligned proteins allows students to verify their success in processing the gene, as well as to visualize the truncated protein product from the Tc5 mutant allele. Student feedback and possible modifications to the exercise as well as supplemental exercises are also discussed.

show abstract

Using sequence analysis software to teach molecular biology basics

Cited by 2 publications

References 3 publications

Vertical and horizontal integration of bioinformatics education

Vertical and horizontal integration of bioinformatics education

An introductory bioinformatics exercise to reinforce gene structure and expression and analyze the relationship between gene and protein sequences

Contact Info

Product

Resources

About