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If you have built castles in the air, your work need not be lost.
That is where they should be. Now put foundations under them.
Henry David Thoreau
Expectations
Course Goals and Objectives
This laboratory course further advances basic laboratory, record
keeping, and technical communication skills that were introduced
in BIOC 211: Experimental Biosciences. Our emphasis is on the
process of science (i.e., fundamental abilities and
skills) rather than the content (i.e., discipline-specific
lab techniques).
Overall goals and specific objectives for the course are
outlined below.
Goal 1: Possess basic laboratory skills desired of an
independent researcher
Understanding the rationale behind procedures and asking questions that reflect a willingness to learn promote effective time management and successful completion of experiments. Our best students are always the ones who are engaged in the learning process. An engaged student
- carries out common laboratory procedures efficiently and correctly
- performs logical troubleshooting of laboratory procedures
- adheres to instructions on laboratory safety, and recognizes hazardous situations and acts appropriately
- uses and stores equipment properly
- handles lab reagents and solutions sensibly
- performs basic lab calculations to prepare solutions and
samples for experiments
- measures and reports uncertain quantities with appropriate
precision
- applies appropriate methods of analysis to raw data
- converts raw data to a physically meaningful form with
appropriate units
Goal 2: Understand the importance of effective communication and of detailed and accurate record keeping
Communication and record keeping are fundamental to the dissemination of science. A student who is an effective communicator
- maintains a timely, comprehensive laboratory notebook
with sufficient detail to repeat experiments, troubleshoot
procedures, and analyze data
- shares information orally
- writes effectively in appropriate style and depth
- makes effective use of library and other information
resources
Goal 3: Recognize the necessity of maturity and responsibility when working in a professional environment
In addition to working independently, on one's own initiative,
each student is expected to work well with the other team members.
A mature and responsible student
- adequately prepares in advance for laboratory work
- works independently but seeks help when appropriate
- divides
lab responsibilities with teammates to complete work in a
timely manner
- learns from mistakes as well as successes and is open to
suggestions from teammates, TAs, or the instructor
- recalls routine procedures without having to consult a
teammate, TA, or instructor
- takes the initiative to refresh past understanding of
methods, procedures, explanations, and theory
- shares specific observations and experiences with the
rest of the team
- when necessary, picks up responsibilities of other team
members who are unable to carry them out
Goal 4: Recognize appropriate context
Paying attention to detail is important not only in performing experimental procedures but also in reporting the results to the scientific community and the general public. A meticulous and focused student
- recognizes the relevance of data
- relates laboratory work to the bigger picture
- recognizes the applicability of scientific principles to real world situations
- considers how seemingly minor oversights or mistakes can have serious consequences
Goal 5: Integrate and apply knowledge/experience to current and future work
On the path to become a self-reliant critical thinker, problem solver, and communicator, a student progresses through several proficiency levels. A highly proficient student recognizes when the current skill level is not adequate to handle a particularly complex problem, and EFFECTIVELY seeks resources to acquire the needed skill. A student's present level of achievement and success is a reflection of past experiences and opportunities that have been made available as well as self-confidence. A successful student
- retains facts, methods, and principles learned in science and math courses and applies that information to another course, even in a different discipline
- uses critical thinking in the laboratory by making observations, drawing conclusions, and acting upon those conclusions
- recognizes whether results and conclusions "make sense"
- figures out what "tools" to use when presented with a particular problem or task
Thus, I expect you not only to retain and apply what you learned
in BIOC 111 and 211, but also to build on that foundation and
achieve higher proficiencies. Here are some examples of how we
are "raising
the bar:"
- We will count on you to review the guidelines for recordkeeping
that you learned in BIOC (BIOS) 211, thus it will not be
necessary to provide weekly feedback on your notebooks;
we initial the last page each week simply to indicate that
you have completed that lab session
- You will write a SINGLE research paper that is 28% of
your final grade
- You must work as part of a TEAM as well as function INDEPENDENTLY
Special note on my role as your teacher: My job is
to guide your learning. Guidance means I help you find ways to
get the answers. I encourage you to ask me questions during lecture
and during the lab - sometimes I may not answer the question
directly or give you all of the answer (and sometimes I may not
know "the answer"). My goal with this approach is to help you
develop your ability to obtain and use information; simply giving
you the information does not accomplish that goal.
Research Project Overview
- GOAL: to determine
if the characteristics of a recombinant mouse enzyme expressed
in bacteria are the same as those of the enzyme isolated from
native mouse tissue. The enzyme, adenosine deaminase (ADA), is partially
purified from both sources for characterization.
- Specific AIMS for BIOC 311 include:
- Master basic tasks essential in any biochemical laboratory,
such as using pH meters and balances, and making biological
buffers
- Understand how to stabilize a protein through the use of
buffer additives
- Gain an understanding of available methods for extraction
of proteins from whole cells and tissues and how to optimize
recovery through choice of source tissues or cultures
- Be able to design a protein purification scheme and successfully
use both conventional and cartridge column chromatography;
this experience will provide an understanding of the variables
that affect chromatographic separations
- Learn how to interpret published purification tables and
be able to follow published procedures
- Gain an understanding of spectrophotometry and its use in
qualitative and quantitative measurements
- Understand how to use electrophoretic methods for determination
of relative molecular sizes and isoelectric points of proteins
- Use Western blotting and an enzyme activity stain to determine
the presence of a specific protein
- Learn how to measure kinetic constants and to apply these
numbers for characterization of potentially different proteins
- Learn how to analyze data and apply the interpretation to
the design of subsequent experiments
Preparation
- Requirements:
- PRE-requisite = BIOC 211: Experimental Biosciences
- PRE- or CO-requisite = BIOC 301: Biochemistry
- You will need the following items for the FIRST day of
lab:
- Lab notebook: Chemistry Top 100-set, ISBN 1-930882-00-9 (Hayden
McNeil, orders@hmpublishing.com)
- Sharpie
- Ball Point Pen
- Safety Glasses
- This course is intended to allow you to apply your understanding
of the material by participating in the design of the experiment.
The procedures for experiments are not always "cookbook" and
in some instances serve only as a guide to explain what is
to be accomplished. You must understand the objectives of the
experiments and the theory of the procedures to make rational
decisions to meet the experimental goals.
- Come to lab prepared--READ the
experimental protocols on the course web site BEFORE coming
to lab, do not just print a copy of them and bring it with
you. Bring only the information you need to perform
the experiments. The procedures for each day are available
from the Course Schedule page, and you will be given any
additional information in the pre-lab lectures.
-
Interdisciplinary Web-based Teaching Laboratory Materials pages were developed so that you can continuously advance your
skills as you progress throughout your undergraduate career, even as you take courses from different departments. We hope to eliminate inconsistencies, to reinforce
universal truths, and to impress upon you the interdisciplinary nature of science and engineering.
Examples of reference materials (pdf format) include dimensions and units, graphing, and error analysis and significant figures.
- SPECIAL NOTE: Digital image acquisition and processing tools make manipulation and idealization of raw images an easy task.
Program Goals and Objectives
- Despite the unique character of each discipline and corresponding academic department, we share a common set of teaching goals.
Employers and admissions committees are looking for candidates who are critical thinkers, cooperative team players, and excellent problem solvers.
Many of these attributes are developed in our laboratory courses in Natural Sciences and Engineering.
- Five major learning objectives in the laboratory courses
contribute to development of these attributes. Review the laboratory
teaching/learning objectives and performance
standards.
These are the real goals of our program, which transcend all
majors, departments, and individual courses, regardless of
content.
- Our Lab Proficiency Scale was developed to promote self-evaluation of competency in key areas: obtaining and analyzing data, communicating information and ideas,
establishing context, integrating and applying knowledge, and maintaining productive work habits and relationships. We've developed surveys (Pre
Lab Self Evaluation of Professional Laboratory Skills and Post
Lab Self Evaluation of Professional Laboratory Skills) to help us improve our laboratory curriculum.
- The undergraduate program is a series of steps. Keep in mind
that a level of performance that would result in a B/B+ or
sometimes even an A at the introductory level, does not (and
should not) translate into a high grade at the advanced level.
We forgive a lot of mistakes early on but you must recall the
lessons learned from these mistakes when you conduct similar
work at an advanced level. Additionally, the criteria we use
to evaluate your performance in an advanced laboratory course
are different from those we use in an introductory course.
Copyright, Acknowledgements,
and Intended Use
Created by B. Beason (bbeason@rice.edu), Rice University, 26 May 2006
Updated 16 May 2014