Teaching complex scientific topics can often seem like asking students to conceptualize the invisible. This is where hands-on laboratory experiments, such as the Bio-Rad BacTalk Cell Signaling Kit, prove to be transformative. Instead of merely reading about biological systems, students engage in experimentation and observation, even witnessing their results glow in real time. We sought insights from Tiffany Jones, an AP Biology teacher with 15 years of experience in advanced life sciences, who tested the kit with her high school students. Here are her thoughts on using the kit to illuminate complex scientific concepts in her classroom.
For which grade levels and subject areas do you think the Bio-Rad BacTalk Cell Signaling Kit is best suited?
This kit is ideal for high school students. While my students are in an AP-level course, the kit includes both a basic and a more detailed model. With some additional guidance, most high school science students could successfully complete and enjoy the lab with the basic model. For my AP Biology students, the detailed model, which demands more reasoning and advanced skills, was perfectly suited.
Does this kit align with any specific standards or curriculum guidelines that you know of?
This kit addresses various science standards and guidelines, including:
AP Standards: CED Topics 4.1 – 4.3
- 4.1: Cell Communication
- 4.2: Introduction to Signal Transduction
- 4.3: Signal Transduction Pathways
Science Practices
- 2.A Describe characteristics of visual representations of biological concepts and processes.
- 2.B Explain relationships between characteristics of biological models in both theoretical and applied contexts.
- 2.D Represent relationships within biological models, including mathematical models, diagrams, flowcharts, and systems.
- 3.A Identify or pose a testable question based on an observation, data, or a model.
- 3.B State the null hypothesis or predict the results of an experiment.
- 3.C Identify experimental procedures that align with the question.
- 3.D Propose a new investigation based on an evaluation of the experimental design or evidence.
- 6.A Make a scientific claim.
- 6.B Support a claim with evidence from biological principles, concepts, processes, and data.
- 6.C Provide reasoning to justify a claim by connecting evidence to biological theories.
How did your students respond to the BacTalk Cell Signaling Kit?
The students found the activity engaging, with clear instructions, and they were excited to see the glowing bacteria. Many remarked on how the visualization of the process helped them understand the dynamic system we studied. Among the feedback, some students said:
- “It was fun and I actually understood the lab enough that I was able to participate fully and learned something new.”
- “Seeing things glow was cool!”
- “The lab was so fun to do and I loved how hands-on it was, and the results were so cool.”
How would you sum up your overall experience with the kit?Â
Trying out a new lab kit can initially seem daunting, especially with numerous preparation steps involved. However, after completing it, I found it to be more manageable than it first appeared. Reviewing the Bio-Rad PowerPoint beforehand was crucial for understanding the workflow.
My plates developed well, and I was even able to create an additional plate displaying strong luminescence for comparison during Activities 2 and 3. This enriched the discussion as everyone observed samples at similar stages.
Overall, I was impressed with this lab. It was foolproof, akin to other Bio-Rad labs I’ve used, and it sparked insightful conversations as students explored cell communication. I’d give it a solid 9/10.
How easy was it to use and implement the BacTalk Cell Signaling Kit in your classroom?
Students found it very easy to use, thanks to straightforward instructions that allowed them to follow the steps without difficulty. Initially, the preparation seemed overwhelming due to the need to time several components correctly, but once everything was organized, it was much more manageable.
The activity itself was easy to implement. Since my students had recently learned about cell communication, linking their prior knowledge to the Lux pathway was seamless. Their basic lab skills, like using micropipettes and handling bacterial plates, further facilitated the process.
What were the top two features you liked most about the Bio-Rad BacTalk Cell Signaling Kit?
In my view, the kit’s top features were its organization and outcome.
The organization of the lab components and the robustness of the lab make it nearly impossible for students to make errors. I appreciate Bio-Rad kits because I rarely have to say, “What should have happened was … but not everything in science always works.” Students can follow the directions using visuals and concise instructions. Out of 14 lab groups, all obtained correct data. Some results were brighter or better plated, but everyone acquired data, which I consider a success.
Visualizing abstract processes, or those not typically visible, is challenging. This lab allows students to see cell communication and deduce unknown information, adding an investigatory layer for students. Plus, who doesn’t enjoy a lab that makes things glow?
What makes the Bio-Rad BacTalk Cell Signaling Kit special or unique compared to other science experiments/kits you’ve used?
The customer service was excellent! I received a response within 24 hours after asking a question and was provided with additional resources, such as the PPT, which should be available for teachers with their kit. The scientist assisted me in developing my timeline to ensure the lab ran smoothly.
How will this kit save you time or make teaching easier?
The Bio-Rad BacTalk Cell Signaling Kit streamlined teaching because it enabled my students to visualize what we studied, turning it into a tangible object. They could see some bacteria, previously non-glowing, now glowing, and identify which bacteria had each mutation based on their results. Additionally, a reliable lab saves valuable time in preparation and classroom execution, as you are not dealing with a lab that doesn’t function. The students can observe the process designed by the experiment.
Watch Tiffany’s video review:
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