Integration and Dissemination of Inquiry Based Video Microscopy and Image Processing Labs into the Undergraduate Curriculum

生物科学（61）廉价的数字视频技术的出现彻底改变了通过显微镜捕捉细胞结构和行为图像的能力。与此同时，由克隆绿色荧光蛋白引发的荧光蛋白革命，使研究人员对活细胞中蛋白质的动力学有了深刻的认识。本项目利用这些先进技术，让生物化学、细胞生物学和遗传学课程的学生有机会利用绿色荧光探针，对细胞过程进行自主实验室探索，比较突变株和野生株社会变形虫盘骨柱的活细胞过程。增加到实验室的设备包括几个低成本的视频荧光显微镜工作站，一个旋转盘共聚焦显微镜系统和一个电穿孔器（用于遗传学和细胞生物学实验室）。正在开发的模块是基于该机构目前的研究和该机构核心显微镜设施内获得的经验。这一建议的知识价值源于活细胞成像的广泛使用，对定量数字成像的强调，以及课程的调查性质。学生将学习什么是相衬光学系统，它与差分干涉对比有何不同，荧光滤光片是如何工作的，以及CCD芯片与计算机屏幕上图像的关系。该显微镜用于多种活动，包括：检查培养物，在血细胞计上滴度细胞，以及延时视频电影采集。本课程的另一个重要方面是定量成像。学生将学习数字图像处理，包括细胞大小、细胞速度和趋化运动持久性等参数的量化，使用视频显微镜作为定量测量仪器，而不是定性摄影设备。在大多数实验中，学生不仅要研究细胞过程，还要将野生型细胞与突变型细胞进行比较。学生们被给予指导方针，而不是协议，并被鼓励在实验室的一般参数内设计他们自己的实验问题。每个实验室报告都是作为一个小型研究手稿，其中描述了背景，假设和假设，以及结果和讨论。这一建议的实施对本科教育产生了广泛的影响。该设备不仅用于加强核心显微镜课程，而且还用于该系的其他两个实验课程，使用由PI和负责该课程的教师共同设计的适合课程的探究式荧光显微镜实验。此外，实验室模块的修改版本正在本科暑期课程、高中和社区学院中使用。为了接触到更多的细胞生物学教师，这些模块正在通过Dictybase、ASCB教育、BiosciEdNet和其他教学资源分发给Dictyostelium社区。

Biological Sciences (61)The advent of inexpensive digital video technology has revolutionized the ability to capture images of cell structure and behavior through the microscope. In parallel, the fluorescent protein revolution, initiated with the cloning of GFP, has given researchers dramatic insights into the dynamics of proteins in living cells. This project capitalizes on these advances to give students in biochemistry, cell biology and genetics courses the opportunity to engage in self-directed laboratory exploration of cellular processes by using green fluorescent probes to compare processes in live cells of mutant and wild strains of the social amoeba Dictyostelium. Equipment added to the laboratory includes several low-cost video fluorescent microscope workstations, a spinning disc confocal microscope system, and an electroporator (for the genetics and cell biology labs). The modules being developed are based on current research at the institution and experience gained within the institution's core microscopy facility.The intellectual merits of this proposal stem from extensive use of live cell imaging, the emphasis on quantitative digital imaging, and the investigative nature of the course. Students learn what a phase contrast optical system does and how it differs from Differential Interference Contrast, how fluorescence filter sets work and the relationship of a CCD chip to an image on a computer screen. The microscope is used for a variety of activities including: checking cultures, titering cells on a hemocytometer, and time-lapse video movie acquisition. Another key aspect of the course is quantitative imaging. Students learn about digital image processing including quantification of parameters like cell size, cell speed, and persistence of chemotactic movement using the power of the video microscope as a quantitative measurement instrument, rather than a qualitative photographic device. In most experiments, students not only investigate a cellular process, but they compare wild-type cells with mutants. The students are given guidelines, but not protocols and are encouraged to devise their own experimental questions within the general parameters of the laboratory. Each laboratory report is written as a mini-research manuscript in which they describe the background, assumptions and hypotheses, as well as the results and discussion.The implementation of this proposal is having a broad impact on undergraduate education. The equipment is being utilized not only to enhance the core microscopy course, but also by two other laboratory courses in the department, using course suitable inquiry based fluorescence microscopy experiments designed jointly by the PI and the faculty responsible for the course. In addition, modified versions of the laboratory modules are being used in undergraduate summer programs, high schools, and community colleges. To reach the wider audience of Cell Biology faculty, the modules are being distributed to the Dictyostelium community through Dictybase, ASCB Education, BiosciEdNet and other teaching resources.