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Maurye P, Basu A, Biswas JK, Bandyopadhyay TK, Naskar M. Simple and rapid system for two-dimensional gel electrophoresis technique: A laboratory exercise for high school students. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:237-244. [PMID: 29488320 DOI: 10.1002/bmb.21116] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Revised: 12/23/2017] [Accepted: 01/28/2018] [Indexed: 06/08/2023]
Abstract
Polyacrylamide gel electrophoresis (PAGE) is the most classical technique favored worldwide for resolution of macromolecules in many biochemistry laboratories due to its incessant advanced developments and wide modifications. These ever-growing advancements in the basic laboratory equipments lead to emergence of many expensive, complex, and tricky laboratory equipments. Practical courses of biochemistry at high school or undergraduate levels are often affected by these complications. Two dimensional gel electrophoresis technique (2D-PAGE) used for resolving thousands of proteins in a gel is a combination of isoelectric focusing (first dimension gel electrophoresis technique) and sodium-dodecylsulphate PAGE (second dimension gel electrophoresis technique or SDS-PAGE). Two different laboratory equipments are needed to carry out effective 2D-PAGE technique, which also invites extra burden to the school laboratory. Here, we describe a low cost, time saving and simple gel cassette for protein 2D-PAGE technique that uses easily fabricated components and routine off-the-shelf materials. The performance of the apparatus was verified in a practical exercise by a group of high school students with positive outcomes. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):237-244, 2018.
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Affiliation(s)
- Praveen Maurye
- Fishery Resource and Environmental Management Division, Central Inland Fisheries Research Institute (I.C.A.R.), Barrackpore Kolkata, West Bengal, India
| | - Arpita Basu
- Fishery Resource and Environmental Management Division, Central Inland Fisheries Research Institute (I.C.A.R.), Barrackpore Kolkata, West Bengal, India
| | - Jayanta Kumar Biswas
- Department of Ecological Studies and International Centre for Ecological Engineering, University of Kalyani, Nadia, Kalyani, West Bengal, India
| | - Tapas Kumar Bandyopadhyay
- Department of Molecular Biology and Biotechnology, University of Kalyani, Nadia, Kalyani, West Bengal, India
| | - Malay Naskar
- Fishery Resource and Environmental Management Division, Central Inland Fisheries Research Institute (I.C.A.R.), Barrackpore Kolkata, West Bengal, India
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Shapiro C, Moberg-Parker J, Toma S, Ayon C, Zimmerman H, Roth-Johnson EA, Hancock SP, Levis-Fitzgerald M, Sanders ER. Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2015; 16:186-97. [PMID: 26751568 PMCID: PMC4690559 DOI: 10.1128/jmbe.v16i2.1045] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transfer students to enter research. To fulfill their degree requirements, all majors complete one of two paths in the laboratory program. One path immerses students in scientific discovery experienced through team research projects (course-based undergraduate research experiences, or CUREs) and the other path through a mentored, independent research project (apprentice-based research experiences, or AREs). The bifurcated laboratory curriculum was structured using backwards design to help all students, irrespective of path, achieve specific learning outcomes. Over 1,000 undergraduates enrolled in the curriculum. Self-report survey results indicate that there were no significant differences in affective gains by path. Students conveyed which aspects of the curriculum were critical to their learning and development of research-oriented skills. Students' interests in biology increased upon completion of the curriculum, inspiring a subset of CURE participants to subsequently pursue further research. A rubric-guided performance evaluation, employed to directly measure learning, revealed differences in learning gains for CURE versus ARE participants, with evidence suggesting a CURE can reduce the achievement gap between high-performing students and their peers.
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Affiliation(s)
- Casey Shapiro
- Center for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095
| | - Jordan Moberg-Parker
- Department of Microbiology, Immunology, and Molecular Genetics, University of California Los Angeles, Los Angeles, CA 90095
| | - Shannon Toma
- Center for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095
| | - Carlos Ayon
- Center for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095
| | - Hilary Zimmerman
- Center for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095
| | - Elizabeth A. Roth-Johnson
- Department of Life Sciences Core Education, University of California Los Angeles, Los Angeles, CA 90095
| | - Stephen P. Hancock
- Department of Biological Chemistry, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA 90095
| | - Marc Levis-Fitzgerald
- Center for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095
| | - Erin R. Sanders
- Department of Microbiology, Immunology, and Molecular Genetics, University of California Los Angeles, Los Angeles, CA 90095
- Department of Life Sciences Core Education, University of California Los Angeles, Los Angeles, CA 90095
- Center for Education Innovation and Learning in the Sciences, University of California Los Angeles, Los Angeles, CA 90095
- Corresponding author. Mailing address: Center for Education Innovation and Learning in the Sciences, University of California Los Angeles, 251 Hershey Hall, 612 Charles E. Young Dr. South, Los Angeles, CA 90095. Phone: 310-825-1783. E-mail:
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