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We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The students also worked in groups on active-learning exercises to predict the effects of mutations and the results of the classic Meselson-Stahl experiment on DNA replication. The results of normalized student learning gains are presented, as a pretest was administered at the start of the semester. Students showed 56.4% and 60.8% average normalized learning gains for questions on the inheritance of genes and the replication and expression of genetic information respectively. These approaches could be applied to other biology or science courses. (Contains 2 figures.)

To improve student understanding of protein structure and the significance of noncovalent interactions in protein structure and function, students are assigned a project to write a paper complemented with computer-generated images. The assignment provides an opportunity for students to select a protein structure that is of interest and detail three to five noncovalent interactions important for protein structure and/or function. The assignment is designed to provide a hands-on learning experience for students in a moderately large introductory biochemistry class.

Two groESL1 heat shock operons from Rhodobacter sphaeroides were cloned and analyzed to determine the mechanisms of chaperonin-mediated ribulose bisphosphate carboxylase/oxygenase folding. Southern blot analysis of the Rhodobacter sphaeroides groESL1 operons indicated the presence of groES1 and groEL1 heat shock genes that exhibited a conserved upstream hairpin loop structure. Furthermore, the levels of groESL1 genes were reduced during photoautotrophic growth conditions.