Making sense of noise: introducing students to stochastic processes in order to better understand biological behaviors

Biological systems are characterized by the ubiquitous roles of weak, that is, non-covalent molecular interactions, small, often very small, numbers of specific molecules per cell, and Brownian motion. These combine to produce stochastic behaviors at all levels from the molecular and cellular to the behavioral. That said, students are rarely introduced to the ubiquitous role of stochastic processes in biological systems, and how they produce unpredictable behaviors. Here I present the case that they need to be and provide some suggestions as to how it might be approached.Comment: 10 pages, 7 embedded figures, 3 text boxe

Rethinking (again) Hardy-Weinberg and genetic drift in undergraduate biology

Designing effective curricula is challenging. Content decisions can impact both learning outcomes and student engagement. As an example consider the place of Hardy-Weinberg equilibria (HWE) and genetic drift calculations in introductory biology courses, as discussed by Masel (2012). Given that population genetics, “a fairly arcane speciality”, can be difficult to grasp, there is little justification for introducing introductory students to HWE calculations. It is more useful to introduce them to the behavior of alleles in terms of basic features of biological systems, and that in the absence of selection recessive alleles are no “weaker” or preferentially lost from a population than are dominant alleles. On the other hand, stochastic behaviors, such as genetic drift, are ubiquitous in biological systems and often play functionally significant roles; they can be introduced to introductory students in mechanistic and probabilistic terms. Specifically, genetic drift emerges from the stochastic processes involved in meiotic chromosome segregation and recombination. A focus on stochastic processes may help counteract naive bio-deterministic thinking and can reinforce, for students, the value of thinking quantitatively about biological processes

Revealing Student Thinking about Experimental Design and the Roles of Control Experiments

Well-designed “controls” distinguish experimental from non-experimental studies. Surprisingly, we found that a high percentage of students had difficulty identifying control experiments even after completing three university-level laboratory courses. To address this issue, we designed and ran a revised cell biology lab course in which students participated in weekly “experimental control exercises.” To measure student understanding of control experiments, we developed a set of assessment questions; these were given to students prior to and following completion of either a standard cell biology lab course or the revised cell biology lab course. Not unexpectedly, the results indicate that the revised course led to greater improvements in students’ ability to identify and explain the purpose of control experiments. Based on these observations, we recommend that explicit and detailed discussions designed to identify the design and purpose behind control experiments become a standard component of all laboratory courses

Chibby functions in Xenopus ciliary assembly, embryonic development, and the regulation of gene expression

AbstractWnt signaling and ciliogenesis are core features of embryonic development in a range of metazoans. Chibby (Cby), a basal-body associated protein, regulates β-catenin-mediated Wnt signaling in the mouse but not Drosophila. Here we present an analysis of Cby׳s embryonic expression and morphant phenotypes in Xenopus laevis. Cby RNA is supplied maternally, negatively regulated by Snail2 but not Twist1, preferentially expressed in the neuroectoderm, and regulates β-catenin-mediated gene expression. Reducing Cby levels reduced the density of multiciliated cells, the number of basal bodies per multiciliated cell, and the numbers of neural tube primary cilia; it also led to abnormal development of the neural crest, central nervous system, and pronephros, all defects that were rescued by a Cby-GFP chimera. Reduction of Cby led to an increase in Wnt8a and decreases in Gli2, Gli3, and Shh RNA levels. Many, but not all, morphant phenotypes were significantly reversed by the Wnt inhibitor SFRP2. These observations extend our understanding of Cby׳s role in mediating the network of interactions between ciliogenesis, signaling systems and tissue patterning

Repression of nodal expression by maternal B1-type SOXs regulates germ layer formation in Xenopus and zebrafish

AbstractB1-type SOXs (SOXs 1, 2, and 3) are the most evolutionarily conserved subgroup of the SOX transcription factor family. To study their maternal functions, we used the affinity-purified antibody antiSOX3c, which inhibits the binding of Xenopus SOX3 to target DNA sequences [Development. 130(2003)5609]. The antibody also cross-reacts with zebrafish embryos. When injected into fertilized Xenopus or zebrafish eggs, antiSOX3c caused a profound gastrulation defect; this defect could be rescued by the injection of RNA encoding SOX3ΔC-EnR, a SOX3-engrailed repression domain chimera. In antiSOX3c-injected Xenopus embryos, normal animal–vegetal patterning of mesodermal and endodermal markers was disrupted, expression domains were shifted toward the animal pole, and the levels of the endodermal markers SOX17 and endodermin increased. In Xenopus, SOX3 acts as a negative regulator of Xnr5, which encodes a nodal-related TGFβ-family protein. Two nodal-related proteins are expressed in the early zebrafish embryo, squint and cyclops; antiSOX3c-injection leads to an increase in the level of cyclops expression. In both Xenopus and zebrafish, the antiSOX3c phenotype was rescued by the injection of RNA encoding the nodal inhibitor Cerberus-short (CerS). In Xenopus, antiSOX3c's effects on endodermin expression were suppressed by injection of RNA encoding a dominant negative version of Mixer or a morpholino against SOX17α2, both of which act downstream of nodal signaling in the endoderm specification pathway. Based on these data, it appears that maternal B1-type SOX functions together with the VegT/β-catenin system to regulate nodal expression and to establish the normal pattern of germ layer formation in Xenopus. A mechanistically conserved system appears to act in a similar manner in the zebrafish

Extracellular Ca2+ Is Required for Fertilization in the African Clawed Frog, Xenopus laevis

The necessity of extracellular Ca2+ for fertilization and early embryonic development in the African clawed frog, Xenopus laevis, is controversial. Ca2+ entry into X. laevis sperm is reportedly required for the acrosome reaction, yet fertilization and embryonic development have been documented to occur in high concentrations of the Ca2+ chelator BAPTA. Here we sought to resolve this controversy.Using the appearance of cleavage furrows as an indicator of embryonic development, we found that X. laevis eggs inseminated in a solution lacking added divalent cations developed normally. By contrast, eggs inseminated in millimolar concentrations of BAPTA or EGTA failed to develop. Transferring embryos to varying solutions after sperm addition, we found that extracellular Ca2+ is specifically required for events occurring within the first 30 minutes after sperm addition, but not after. We found that the fluorescently stained sperm were not able to penetrate the envelope of eggs inseminated in high BAPTA, whereas several had penetrated the vitelline envelope of eggs inseminated without a Ca2+ chelator, or with BAPTA and saturating CaCl2. Together these results indicate that fertilization does not occur in high concentrations of Ca2+ chelators. Finally, we found that the jelly coat includes >5 mM of readily diffusible Ca2+.Taken together, these data are consistent with requirement of extracellular Ca2+ for fertilization. Based on our findings, we hypothesize that the jelly coat surrounding the egg acts as a reserve of readily available Ca2+ ions to foster fertilization in changing extracellular milieu

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation

Neuronal differentiation of hair-follicle-bulge-derived stem cells co-cultured with mouse cochlear modiolus explants

Stem-cell-based repair of auditory neurons may represent an attractive therapeutic option to restore sensorineural hearing loss. Hair-follicle-bulge-derived stem cells (HFBSCs) are promising candidates for this type of therapy, because they (1) have migratory properties, enabling migration after transplantation, (2) can differentiate into sensory neurons and glial cells, and (3) can easily be harvested in relatively high numbers. However, HFBSCs have never been used for this purpose. We hypothesized that HFBSCs can be used for cell-based repair of the auditory nerve and we have examined their migration and incorporation into cochlear modiolus explants and their subsequent differentiation. Modiolus explants obtained from adult wild-type mice were cultured in the presence of EF1α-copGFP-transduced HFBSCs, constitutively expressing copepod green fluorescent protein (copGFP). Also, modiolus explants without hair cells were co-cultured with DCX-copGFP-transduced HFBSCs, which demonstrate copGFP upon doublecortin expression during neuronal differentiation. Velocity of HFBSC migration towards modiolus explants was calculated, and after two weeks, co-cultures were fixed and processed for immunohistochemical staining. EF1α-copGFP HFBSC migration velocity was fast: 80.5 ± 6.1 μm/h. After arrival in the explant, the cells formed a fascicular pattern and changed their phenotype into an ATOH1-positive neuronal cell type. DCX-copGFP HFBSCs became green-fluorescent after integration into the explants, confirming neuronal differentiation of the cells. These results show that HFBSC-derived neuronal progenitors are migratory and can integrate into cochlear modiolus explants, while adapting their phenotype depending on this micro-environment. Thus, HFBSCs show potential to be employed in cell-based therapies for auditory nerve repair