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Teaching biological research using brown algae
Author(s) -
Lewis R. J.
Publication year - 2003
Publication title -
journal of phycology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.85
H-Index - 127
eISSN - 1529-8817
pISSN - 0022-3646
DOI - 10.1111/j.0022-3646.2003.03906001_99.x
Subject(s) - biology , kelp , gametophyte , botany , microbiology and biotechnology , pollen
Mentoring students in investigative research is a key part of actively engaging them in learning biology. While this is best accomplished by involving students in individualized research projects, it is not always feasible to offer such an opportunity to all students. A course in Biological Research that focuses on doing research with a particular “model system” has been an indispensable part of our biology curriculum. Algae provide ideal model systems for this purpose, and kelp gametophytes, including Macrocystis and other genera, have provided excellent results. In the first half of this course, students learn to access information in the published literature, while writing a literature review that relates to a research project that they will propose and design together with a student partner. Simultaneously, they learn useful techniques to grow and manipulate kelp gametophytes. During the second half, they mainly conduct the proposed research. Students present their research proposals and final results to the rest of the class. Most research projects dealt with growth responses or molecular genetics. Growth and survival of gametophytes was determined in response to nutrients or toxicants. Kelp DNA was amplified by PCR in a variety of projects, including later analysis by sequencing or SSCP and RAPDs. Kelp gametophytes proved to be an ideal organism for this course, since growth responses can be measured relatively rapidly, and DNA extraction is relatively simple due to their filamentous morphology.