Structured inquiry-based learning: Drosophila GAL4 enhancer trap characterization in an undergraduate laboratory course

• Published in: PLoS biology 2014-12, Vol.12 (12), p.e1002030-e1002030
• Main Authors: Dunne, Christopher R, Cillo, Anthony R, Glick, Danielle R, John, Katherine, Johnson, Cody, Kanwal, Jaspinder, Malik, Brian T, Mammano, Kristina, Petrovic, Stefan, Pfister, William, Rascoe, Alexander S, Schrom, Diane, Shapiro, Scott, Simkins, Jeffrey W, Strauss, David, Talai, Rene, Tomtishen, 3rd, John P, Vargas, Josephine, Veloz, Tony, Vogler, Thomas O, Clenshaw, Michael E, Gordon-Hamm, Devin T, Lee, Kathryn L, Marin, Elizabeth C
• Format: Article
• Language: English
• Subjects: Animals; Base Sequence; Biology and Life Sciences; Brain - metabolism; College students; Curriculum; Deoxyribonucleic acid; Discovery learning; DNA; Drosophila; Drosophila melanogaster - genetics; Drosophila Proteins - genetics; Education; Enhancer Elements, Genetic; Gene Expression Regulation; Genes; Genes, Insect; Genetic engineering; Genomes; Inquiry method; Insects; Laboratories; Laboratory schools; Learning; Medical research; Methods; Molecular Sequence Data; Mushroom Bodies - metabolism; Polymerase Chain Reaction; Proteins; Reading; Research and Analysis Methods; Science education; Sciences education; Studies; Study and teaching; Teaching; Transcription Factors - genetics; Universities
• ISSN: 1545-7885; 1544-9173; 1545-7885
• DOI: 10.1371/journal.pbio.1002030

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.