1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 4 - 8 9 10-16 ABOUT Myself 3
OUT-OF-CLASS SEGMENT
4 - 8
EVALUATION 9
IN-CLASS SEGMENT
10-16

3. Kalpana Balakrishnan - RC 1313
Topic:
Prokaryotic Gene Regulation
Course:
Cell and Molecular Biology
Domain: Biotechnology
Target Audience:
2nd Year UG Students in Biotechnology
Department of Biotechnology,
K.S.Rangasamy College of Technology, Tiruchengode
Affiliated to Anna University, Chennai

4. Out-of-class Activity Design -1
At the end of watching the videos student should be able to
Define the basics of gene expression and its control using operon in prokaryotes (Understand Level)
Differentiate the positive and negative regulation of gene expression (Apply level)
Interpret how the positive and negative regulation controls the gene expression using lac operon.(Apply Level)
Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Key Concept(s) to be covered
Operon concept.
Regulatory region, structural genes
Repressors, Activators, Inducers
Promoter, operator

5. Out-of-class Activity Design - 2
Main Video Source URL Video 1 :
Video 2 :
Video 3 :
Video 4 :
License of Video Standard youtube license
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Need of Gene regulation and its methods
Video 1 : 0.00– 2.03
2.03
Operon Basic Concept
Video 1 : 2.03 – 3.44
Video 2 :
2.55
Positive and Negative regulation
Video 2 : 1.15 – 4.49
3.34
Basics of lac operon
Video 3 : 0.00 – 3.25
3.25
Regulation of lac operon
Video 4 : 0.00 – 8.07
8.07
TOTAL DURATION
19.24 Minutes

6. Out-of-class Activity Design - 3
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Define the basics of gene expression and its control using operon in prokaryotes
Q1. Gene regulation is most commonly implemented at which of the following stages?
a) translation
b) transcription
c) post-translational modification
d) protein transport
Q2. Which of the following is NOT a segment of an operon?
a) Inducer
b) Promoter
c) Operator
d) Regulatory gene
5 min
Watch Video 1 then answer the questions Q1.
Watch Video 2 then answer the questions Q2.
2 points will be awarded if you complete this activity
Aligning Assessment with Learning Objective

7. Out-of-class Activity Design - 3
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Differentiate the positive and negative regulation of gene expression
Q3. What is the binding interaction that takes place during negative regulation in an inducible system?
a) Inducer-repressor
b) Inducer-inactive activator
c) Co-repressor – inactive repressor
d) Co-repressor- activator
Q4. For transcription to occur in the lactose operon, an inducer must be present so that
The repressor can bind to the operator
The repressor does not bind to the operator
The inducer can bind to the operator
The inducer does not bind to the operator
8 min
Watch Video 2 then answer the question Q3.
Watch Video 3 then answer the question Q4.
2 Points will be awarded if you answer the questions correctly
Aligning Assessment with Learning Objective

8. Out-of-class Activity Design - 3
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Interpret how the positive and negative regulation controls the gene expression using lac operon
In the absence of lactose, the lac repressor can bind to and can prevent the transcription of of the lac operon
Lac regulator gene
Promoter gene
Operator gene
Structural genes
Lactose
What happens if lactose is present? Put the following list in order (1-4)
The three enzymes involved in the metabolism of lactose are transcribed and expressed
The enzymes must be transcribed
Lactose binds to the LacI repressor, changing LacI’s shape and making it to fall off the operator
Now that LacI has been removed for the operator, RNA polymerase can proceed with transcription.
10 min
Watch Video 4 and then answer the question Q5 and Q6
1 point for Q5 and 5 points for Q6 will be awarded if you answer correctly.
Aligning Assessment with Learning Objective
Total Activity Duration : min

9. Evaluation
Evaluation: You will be awarded with the following marks in internals according to the points you score 10 points - 5 marks 8-9 points - 4 marks 6-7 points – 3 marks 5 points - 2 marks less than 5 points – 1 mark

10. In-class Segment
Think – Pair – Share Design Experiment

11. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Investigate the expression of lac operon with the given the experimental data based on the knowledge of lac operon. (ANALYZE Level)
Design an experiment to use β-galactosidase gene as a reporter molecule in the construction of recombinant DNA molecule. (Create Level)
Key Concept(s) to be covered
Use lac operon logic to solve the given problem
Design an experiment to use as reporter gene

12. In-class Activity Design -2
My plan of Active Learning activity – Think Pair Share
Think Phase
Investigate the expression of lac operon with the given the experimental data based on the knowledge of lac operon
Pair Phase : Concept clarification
Using Worksheet activity – peer instruction
Worksheet with problems that have practical data will be given to all the students.
Instructions on how to fill the sheet will be given by the instructor
Share Phase:
Students get feedback of their work
Can able to come to the conclusion about the correct answer
The instructor will give a summary of the work and give some real time examples

13. In-class Activity Design -2
Peer instruction Strategy – What Teacher does
Think Phase ~ 10 minutes
Worksheet with problems that have practical data will be given to all the students.
Instructions on how to fill the sheet will be to the students and ask the students to apply the knowledge that they acquire during flipped class and fill up the table.
10 minutes will be given to complete this activity

14. In-class Activity Design -2
Peer instruction Strategy – What Teacher does
Pair Phase ~ 5 minutes
Instruction:
Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing,
if needed clarify their doubts and help them to fill up the table.

15. In-class Activity Design -2
Peer instruction Strategy – What Teacher does
Share Phase ~ 15 minutes
Instruction:
Instructor asks a group to share their answer with class and see whether there are different answers.
After sharing is done, instructor gives feedback on the correct solution and and explains the reasons for wrong solutions.
Also give some examples on how to implement it in recombinant DNA technology work by stating some examples and again ask the students to design an experiment using the lac Z as reporter gene.

16. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
First the student will fill the table individually.
Then they will discuss with peers and come to consensus.
Listen to instructors explanation
In-class Activity Design -2

17. In-class Activity Design -2
In the above strategy, students are required to go beyond mere listening and execution of prescribed steps.
They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking.
There is also feedback provided (either through peer discussion or instructor summary)
In-class Activity Design -2
Justification why the above is an active learning strategy