ABSTRACT

Using giant characeaen algae Nitellopsis obtusa in laboratory exercises is proposed to familiarize students with basic concepts of electrophysiology and provide some simple hands-on practice. The described concept experiments present extracellular registration of action potentials (APs) and investigation of cytoplasmic streaming properties. Students are expected to register the propagation velocity of APs (found to be 3.4 ± 1.5 cm/s in N. obtusa), as well as the velocity of cytoplasmic streaming (66.7 ± 9 μm/s). Proposed exercises also concern recovery dynamics of cytoplasmic streaming after a stimulation (recovery time constant τ = 3.7 ± 2.1 min) as well as investigation of an effect of various chemicals (e.g., KCl) on all selected parameters. The experiments endorse characeaen algae as a model system to be routinely explored in education of biophysics and bioelectrical phenomena of the cell.

ABSTRACT

In this article, I describe a new curriculum for introductory physics for the life sciences, a 2-semester sequence usually required of all biology majors. Because biology-related applications on the macroscale are complex and require mathematics beyond introductory calculus, the focus is entirely on applications from molecular and cellular biology. Topics that are more relevant for engineering have been removed, and topics relevant to biology have been added. The curriculum is designed around 2 main themes: diffusion and electric dipoles. Diffusion illustrates the concepts of conservation of momentum and energy and provides the framework for introducing entropy from the perspective of statistical mechanics. Electric dipoles illustrate the basic concepts of electromagnetic theory and provide the framework for understanding light waves and light interactions with biomolecules. These themes are supported by small computational activities to help students understand the physics without advanced mathematics. This curriculum has been piloted over the past 4 years at Michigan State University and should be applicable to many colleges and universities.

ABSTRACT

The aim of this article is to introduce the basic principles behind the widely used microscopy tool: fluorescence fluctuation correlation spectroscopy (FFCS). We present the fundamentals behind single spot acquisition (FCS) and its extension to spatiotemporal sampling, which is implemented through image correlation spectroscopy (ICS). The article is an educational guide that introduces theoretic concepts of FCS and some of the ICS techniques, followed by interactive exercises in MATLAB. There, the learner can simulate data time series and the application of various FFCS techniques, as well as learn how to measure diffusion coefficients, molecular flow, and concentration of particles. Additionally, each section is followed by a short exercise to reinforce learning concepts by simulating different scenarios, seek verification of outcomes, and make comparisons. Furthermore, we invite the learner throughout the article to consult the literature for different extensions of FFCS techniques that allow measurements of different physicochemical properties of materials. Upon completion of the modules, we anticipate the learner will gain a good understanding in the field of FFCS that will encourage further exploration and adoption of the FFCS tools in future research and educational practices.

Interdisciplinary research experience in biophysics

Increased attention has been conferred upon interdisciplinary science, technology, engineering, and math (STEM) education to prepare students for deeper understanding to address complex challenges (1–3). Particularly at the undergraduate level, there is recognized value in providing opportunities for students to integrate knowledge across disciplinary boundaries (4–7). In addition to core technical knowledge, it is beneficial to confer behavioral skills that allow students to perform well with others through effective communication, time management, and teamwork (8). Undergraduate research experiences have been considered to be a powerful

Introduction

We describe a project-based learning (PBL) program that combines student-driven projects with year-long mentorship to inspire high school students to pursue science, technology, engineering, and math (STEM). Previous studies indicate that PBL improves learning outcomes, teamwork, and long-term interest (1–4). Separate work suggests that long-term mentorship (LTM) programs can promote a pipeline into higher education and STEM for students from underrepresented backgrounds (5, 6).

We sought to combine PBL and LTM through a single program called Future Advancers of Science and Technology (FAST). FAST was started at Andrew P. Hill High

Using Plant Cells of Nitellopsis obtusa for Biophysical Education

ABSTRACT

Physics at the Molecular and Cellular Level (P@MCL): A New Curriculum for Introductory Physics

ABSTRACT

A Practical Guide to Fluorescence Temporal and Spatial Correlation Spectroscopy

ABSTRACT

The Joy of Markov Models—Channel Gating and Transport Cycling Made Easy

ABSTRACT

A Flexible Laboratory Exercise Introducing Practical Aspects of Mean Squared Displacement

ABSTRACT

Project Symphony: A Biophysics Research Experience at a Primarily Undergraduate Institution

Interdisciplinary research experience in biophysics

Curiosity-Based Biophysics Projects in a High School Setting with Graduate Student Mentorship

Introduction

Quantitative Fundamentals of Molecular and Cellular Engineering by K. Dane Wittrup, Bruce Tidor, Benjamin J. Hackel, and Casim A. Sarkar

Computational Cell Physiology: With Examples in Python by Stephen M. Baylor

Using Published Undergraduate Biomechanics Research on Hydra Mouth Opening to Train Undergraduates

Open Microscopy in Challenge-Based Learning

An Entropy-Based Approach to Introducing Osmotic Pressure

A Homebuilt Experiment to Quantify the Mechanical Properties of Hair

Expanding the BASIL CURE

Hooking Nonscientists on Biophysics

Highlights of the 1st Latin American Conference of Women in Bioinformatics and Data Science

Welcome

Response to Comment by Shlyonsky

Undergraduate Researchers: Career Choices and Biophysics Training