Overview

In this case study students will explore the components of cell signalling and gain a better understanding of receptors and how researchers build a model using acquired data. The study explores the cnidarian andregenic receptor (AR); a class of G-protein coupled receptors which bind adrenaline and cause a cell signal transduction cascade in the cell.

Instructors can use the flipped classroom strategy and provide the students with videos, assigned readings and a quiz before they enter the classroom. The instructor can also use just in time teaching (JITT) by using the quiz results to alter the in-class material.
Within the ...

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In this case study students will explore the components of cell signalling and gain a better understanding of receptors and how researchers build a model using acquired data. The study explores the cnidarian andregenic receptor (AR); a class of G-protein coupled receptors which bind adrenaline and cause a cell signal transduction cascade in the cell.

Instructors can use the flipped classroom strategy and provide the students with videos, assigned readings and a quiz before they enter the classroom. The instructor can also use just in time teaching (JITT) by using the quiz results to alter the in-class material.
Within the classroom the students are split into groups and complete an assignment on andregenic receptors. The assignment will be followed by some multiple choice clicker questions. The instructor can allow the students to re-take the clicker quiz as a group, allowing for peer instruction.
This case study also has an optional activity which utilizes a smart board. The optional assignment has the cellular components out of order allowing the students to place the components were they belong on the cell membrane.

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Objectives

  • To learn how cells communicate, and to understand the types of cell signalling that exists in a multi cellular organism;
  • Students will also learn about the types of molecules that can be ligands;
  • Lastly, students will understand the changes a cell undergoes after a cell signalling pathway has been triggered.

Context and requirements

Level College
Discipline Biology
Course General Biology II
Activity Content Youtube videos, assigned readings, in-class activity, clicker questions (ppt) and key concepts/learning outcomes
Technological Requirements Clicker pads/clicker technology/smart board
Best Use Mini case studies

Author’s Notes

Benefits

  • This case study helps in re-inforcing what the students have learned about a G-protein coupled receptor;
  • They will also gain an understandong on how reserachers learn about a system based on data and are able to build a model.

Challenges

  • Students get overwhelmed when faced with the multiple choice clicker questions;
  • The students struggle with translating numbers/data into different components of a system.

Tips

  • The instructor should provide a lot of feedback and guidance during this activity since students have issue with translating the data into a model.

Activity Pedagogical Components

CASE STUDY

For a description of this strategy, please see here.

FLIPPED CLASSROOM

For a description of this strategy, please see here.

JUST IN TIME TEACHING (JITT)

For a description of this strategy, please see here.

PEER INSTRUCTION

For a description of this strategy, please see here.

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