Dunne, C.R., Cillo, A.R., Glick, D.R., John, K., Johnson, C., Kanwal, J., Malik, B.T., Mammano, K., Petrovic, S., Pfister, W., Rascoe, A.S., Schrom, D., Shapiro, S., Simkins, J.W., Strauss, D., Talai, R., Tomtishen, J.P., Vargas, J., Veloz, T., Vogler, T.O., Clenshaw, M.E., Gordon-Hamm, D.T., Lee, K.L., Marin, E.C. (2014). Structured Inquiry-Based Learning: Drosophila GAL4 Enhancer Trap Characterization in an Undergraduate Laboratory Course.  PLoS Biol. 12(12): e1002030.

FBrf0227148

Research paper

We have developed and tested two linked but separable structured inquiry exercises using a set of Drosophila melanogaster GAL4 enhancer trap strains for an upper-level undergraduate laboratory methods course at Bucknell University. In the first, students learn to perform inverse PCR to identify the genomic location of the GAL4 insertion, using FlyBase to identify flanking sequences and the primary literature to synthesize current knowledge regarding the nearest gene. In the second, we cross each GAL4 strain to a UAS-CD8-GFP reporter strain, and students perform whole mount CNS dissection, immunohistochemistry, confocal imaging, and analysis of developmental expression patterns. We have found these exercises to be very effective in teaching the uses and limitations of PCR and antibody-based techniques as well as critical reading of the primary literature and scientific writing. Students appreciate the opportunity to apply what they learn by generating novel data of use to the wider research community.

PMC4280103 (PMC) (EuropePMC)