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Beverage-Agarose Gel Electrophoresis: An Inquiry-based Laboratory Exercise with Virtual Adaptation¹

Steven C. Cunningham^*, Brad McNear, Rebecca S. Pearlman, and Scott E. Kern^*

*Department of Oncology, The Sidney Kimmel Cancer Research Center at Johns Hopkins University School of Medicine, Baltimore, MD 21231; Northglenn High School, Northglenn, CO 80260-6003; and Department of Biology, Krieger School of Arts and Sciences, Johns Hopkins University, Baltimore, MD 21218

Monitoring Editor: Elizabeth Vallen

Address correspondence to: Scott E. Kern (sk{at}jhmi.edu)

A wide range of literature and experience has shown that teaching methods that promote active learning, such as inquiry-based approaches, are more effective than those that rely on passive learning. Gel electrophoresis, one of the most common laboratory techniques in molecular biology, has a wide range of applications in the life sciences. As such, we chose it as a platform to expose high school and undergraduate students to the active process of scientific inquiry in general, while specifically teaching electrophoresis. First, we optimized DNA electrophoresis in the laboratory by using common beverages instead of standard media (e.g., Tris-based media). Second, we adapted this laboratory process of progressive optimization to a Web-based format in which students had to achieve all the same steps of optimization by performing serial electrophoreses. And third, we evaluated the use of this entirely Web-based virtual laboratory exercise in high school and undergraduate biology courses. Students learned fundamental and practical principles of electrophoresis, while experiencing the essential inquiry-based process of optimizing a technique, and they also enjoyed it. Our findings provide a readily accessible, inexpensive, and intriguing technique for teaching electrophoresis and the progressive optimization of a laboratory technique.

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