This project was prepared as part of a BioQUEST faculty development workshop entitled BioQUEST Summer Workshop 2007 at Beloit College in June 2007. The BioQUEST Curriculum Consortium is committed to the reform of undergraduate biology instruction through an emphasis on engaging students in realistic scientific practices. This approach is sometimes characterized as an inquiry driven approach and is captured in BioQUEST's three P's (problem-posing, problem-solving, and peer-persuasion). As part of this workshop groups of faculty were encouraged to initiate innovative curricular projects. We are sharing these works in progress in the hope that they will stimulate further exploration, collaboration and development. Please see the following links for additional information:

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Pathway-Pondering: Metabolic Engineering Problem Space
Authors          Audiences          Overview           Materials          Resources           Future Directions



Srebrenka Robic
Agnes Scott College

Kam Dahlquist
Loyola Marymount University


Possible Audiences:

This Problem Space was designed for first- and second-year biology majors in lower division required biology courses, but could be used in any course which includes basic energy metabolism.  


Brief Overview:

This problem space can be used to explore concepts related to metabolism. It is based on an article by Causey et al. (2004), entitled "Engineering Escherichia coli for Efficient Conversion of Glucose to Pyruvate". Students can use the original data from the article and various tools to visualize metabolic pathways to explore questions about bioengineering.  


Project Materials:

Excel spreadsheet with data from article; GenMAPP MAPP and Dataset to visualize Central Carbon Metabolism in E. coli and the mutations that the strains described in the paper carry; Web links to pathway resources.  


Resources and References:

Causey, T.B., Shanmugam, K.T., Yomano, L.P., Ingram, L.O. (2004) Engineering Escherichia coli for Efficient Conversion of Glucose to Pyruvate. Proc Natl Acad Sci USA 101: 2235-2240.