Student Attitudes Contribute to the Effectiveness of a Genomics CURE

The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.

Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience

A hallmark of the research experience is encountering difficulty and working through those challenges to achieve success. This ability is essential to being a successful scientist, but replicating such challenges in a teaching setting can be difficult. The Genomics Education Partnership (GEP) is a consortium of faculty who engage their students in a genomics Course-Based Undergraduate Research Experience (CURE). Students participate in genome annotation, generating gene models using multiple lines of experimental evidence. Our observations suggested that the students' learning experience is continuous and recursive, frequently beginning with frustration but eventually leading to success as they come up with defendable gene models. In order to explore our "formative frustration" hypothesis, we gathered data from faculty via a survey, and from students via both a general survey and a set of student focus groups. Upon analyzing these data, we found that all three datasets mentioned frustration and struggle, as well as learning and better understanding of the scientific process. Bioinformatics projects are particularly well suited to the process of iteration and refinement because iterations can be performed quickly and are inexpensive in both time and money. Based on these findings, we suggest that a dynamic of "formative frustration" is an important aspect for a successful CURE.

A course-based research experience: how benefits change with increased investment in instructional time

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

MATH/BTB CRL3 receptors target the homeodomain-leucine zipper ATHB6 to modulate abscisic acid signaling

Being sessile organisms, plants need rapid and finely tuned signaling pathways to adapt their growth and survival over their immediate and often adverse environment. Abscisic acid (ABA) is a plant hormone crucial for both biotic and abiotic stress responses. In this study, we highlight a function of six Arabidopsis MATH-BTB proteins in ABA signaling. MATH-BTB proteins act as substrate-binding adaptors for the Cullin3-based ubiquitin E3 ligase. Our genetic and biochemical experiments demonstrate that the MATH-BTB proteins directly interact with and target for proteasomal degradation the class I homeobox-leucine zipper (HD-ZIP) transcription factor ATHB6, which was previously identified as a negative regulator of ABA responses. Reducing CUL3(BPM) function leads to higher ATHB6 protein accumulation, reducing plant growth and fertility, and affects stomatal behavior and responses to ABA. We further demonstrate that ABA negatively regulates ATHB6 protein turnover, a situation reminiscent to ABI5, another transcription factor involved in ABA signaling.

Optical gain and stimulated emission in nanocrystal quantum dots

The development of optical gain in chemically synthesized semiconductor nanoparticles (nanocrystal quantum dots) has been intensely studied as the first step toward nanocrystal quantum dot lasers. We examined the competing dynamical processes involved in optical amplification and lasing in nanocrystal quantum dots and found that, despite a highly efficient intrinsic nonradiative Auger recombination, large optical gain can be developed at the wavelength of the emitting transition for close-packed solids of these dots. Narrowband stimulated emission with a pronounced gain threshold at wavelengths tunable with the size of the nanocrystal was observed, as expected from quantum confinement effects. These results unambiguously demonstrate the feasibility of nanocrystal quantum dot lasers.

Optical gain and stimulated emission in nanocrystal quantum dots

The development of optical gain in chemically synthesized semiconductor nanoparticles (nanocrystal quantum dots) has been intensely studied as the first step toward nanocrystal quantum dot lasers. We examined the competing dynamical processes involved in optical amplification and lasing in nanocrystal quantum dots and found that, despite a highly efficient intrinsic nonradiative Auger recombination, large optical gain can be developed at the wavelength of the emitting transition for close-packed solids of these dots. Narrowband stimulated emission with a pronounced gain threshold at wavelengths tunable with the size of the nanocrystal was observed, as expected from quantum confinement effects. These results unambiguously demonstrate the feasibility of nanocrystal quantum dot lasers.

Subjective time scaling: influence of age, gender, and Type A and Type B behavior

Forty-eight subjects, divided into 4 equal groups (young and older female, young and older male), reproduced 19 time intervals varying in logarithmic steps between 1.3 and 20 s. The durations were indicated by noise of 50 dB SL. To assess Type A and Type B behavior, the subjects were administered a Swedish version of Jenkins Activity Survey with 21 items. It was found that 1. reproductions of durations by older subjects are longer than those by younger subjects, and 2. reproductions by male subjects are shorter than those by female, although an interaction was also detected between gender and the standard durations. Type A and Type B behavior did not show any main effect. The data were treated in accordance with the "parallel-clock model", whereby the parameters of the psychophysical power function are determined from duration reproduction data. As in previous experiments, the data showed a break in the function, entailing two segments. The effect of both age and gender could be explained by the weight coefficient of the upper relative to the lower segment of the psychophysical function, the coefficient being lower for male and higher for older subjects.

Time perception: effects of sex and sound intensity on scales of subjective duration

Six women and six men reproduced ten time intervals varying in logarithmic steps between 1.3 and 20 s. The durations were indicated by white noise of 10, 25, 40 and 55 dB SL, different sound intensities in different sessions. It was found that (i) greater sound intensity entails shorter reproductions, and (ii) reproductions by male observers are shorter than those by female, although for both (i) and (ii) there is an interaction with the standard durations. The data were treated in accordance with the "parallel-clock model" (Eisler, 1975), whereby the parameters of the psychophysical power function are determined from duration reproduction data. As in previous experiments (Eisler, 1975), the data showed a break in the function entailing two segments. The effect of sound intensity could be attributed to the exponent, which was lower for stronger noise, and the effect of sex to the weight coefficient of the upper relative to the lower segment of the psychophysical function, the coefficient being lower for men.

A mathematical model for time perception with experimentally obtained subjective time scales for humans and rats

The concept of sensation measurement with the entailing subjective scales is explained. It is shown that linearity between, e.g. sensation halving values and standard values implies that subjective sensation (output) grows as a power function of the physical measure of the stimulus (input). This outcome can be used in the scaling of subjective duration, based on reproduction experiments, i.e., experiments in which the participants are required to reproduce given time intervals, e.g., indicated by noise. It will be shown that what is reproduction for the participant is halving for the experimenter, making it possible to determine the parameters of the power function. The model is confirmed experimentally for humans and rats, the rats having a lower exponent than adults. In a recent experiment it was shown that the reproduced durations differ between female and male observers as well as for different sound intensities. These differences could be attributed to differences in parameter values. An interesting observation is that almost all power functions exhibit a discontinuity, possibly indicating a switch between different neural loops as the durations become longer.

Comments on Shimp's (1983) double dissociation between knowledge and tacit knowledge

Shimp (1983) found in five pigeons "double dissociation" between the distribution of pairs of long and short reinforced interresponse times and "self-reports," obtained by symbolic matching to sample, concerning these interresponse times. This result can be explained by assuming that the birds used a fixed temporal interval as matching criterion, independently of which pattern of interresponse times was reinforced.

Knowing before doing: discrimination by rats of a brief interruption of a tone

Eight rats' lever presses were reinforced after an interruption in a tone, provided the lever had not been pressed before the tone interruption. After a few sessions, long before the animals reliably refrained from lever pressing before the interruption, the latencies of postinterruption presses (time from the termination of the interruption to the moment of the lever press) dissociated into two classes: short ones for to-be-rewarded presses, and long ones for presses in the other trials, which contained no reward because one or more lever presses had occurred before the interruption. Thus discrimination of impending reinforcement in the current trial occurred before there was evidence of sensitivity to reinforcement in the reinforcement-producing aspect of behavior. This finding is related to Shimp's (1981) contention that the temporal properties of recent behavior are reinforceable, if remembered. The present finding shows that learning to discriminate whether one's behavior has met a contingency, and learning to carry out this behavior, need not go together, implying that memory of temporal properties is probably a necessary but not a sufficient condition for learning the latter.