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      The OpenPicoAmp: An Open-Source Planar Lipid Bilayer Amplifier for Hands-On Learning of Neuroscience

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      PLoS ONE
      Public Library of Science

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          Abstract

          Understanding the electrical biophysical properties of the cell membrane can be difficult for neuroscience students as it relies solely on lectures of theoretical models without practical hands on experiments. To address this issue, we developed an open-source lipid bilayer amplifier, the OpenPicoAmp, which is appropriate for use in introductory courses in biophysics or neurosciences at the undergraduate level, dealing with the electrical properties of the cell membrane. The amplifier is designed using the common lithographic printed circuit board fabrication process and off-the-shelf electronic components. In addition, we propose a specific design for experimental chambers allowing the insertion of a commercially available polytetrafluoroethylene film. We provide a complete documentation allowing to build the amplifier and the experimental chamber. The students hand-out giving step-by step instructions to perform a recording is also included. Our experimental setup can be used in basic experiments in which students monitor the bilayer formation by capacitance measurement and record unitary currents produced by ionic channels like gramicidin A dimers. Used in combination with a low-cost data acquisition board this system provides a complete solution for hands-on lessons, therefore improving the effectiveness in teaching basic neurosciences or biophysics.

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          Most cited references11

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          Increased structure and active learning reduce the achievement gap in introductory biology.

          Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students--without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.
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            Improved learning in a large-enrollment physics class.

            We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.
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              • Record: found
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              Reconstitution of cell membrane structure in vitro and its transformation into an excitable system.

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                Author and article information

                Contributors
                Role: Editor
                Journal
                PLoS One
                PLoS ONE
                plos
                plosone
                PLoS ONE
                Public Library of Science (San Francisco, USA )
                1932-6203
                2014
                24 September 2014
                : 9
                : 9
                : e108097
                Affiliations
                [1 ]Laboratoire de Physiologie et Physiopathologie, Université Libre de Bruxelles, Bruxelles, Belgium
                [2 ]Service Ondes et Signaux, Université Libre de Bruxelles, Bruxelles, Belgium
                [3 ]Laboratoire de Neurophysiologie, ULB Neuroscience Institute, Université Libre de Bruxelles, Bruxelles, Belgium
                Dalhousie University, Canada
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Conceived and designed the experiments: VS DG. Performed the experiments: VS DG. Analyzed the data: VS DG. Contributed reagents/materials/analysis tools: FD. Wrote the paper: VS DG.

                Article
                PONE-D-14-21504
                10.1371/journal.pone.0108097
                4176719
                25251830
                918d0399-d6cc-41dd-ba32-af7bbeb3d916
                Copyright @ 2014

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                : 22 May 2014
                : 18 August 2014
                Page count
                Pages: 9
                Funding
                This project has received support from the Fonds d'Encouragement à l'Enseignement of the Université Libre de Bruxelles. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
                Categories
                Research Article
                Biology and Life Sciences
                Biochemistry
                Lipids
                Lipid Bilayer
                Biophysics
                Cell Biology
                Cellular Structures and Organelles
                Cell Membranes
                Neuroscience
                Cellular Neuroscience
                Physiology
                Electrophysiology
                Science Policy
                Science Education
                Social Sciences
                Sociology
                Education
                Teaching Methods
                Custom metadata
                The authors confirm that all data underlying the findings are fully available without restriction. All relevant data are within the paper and its Supporting Information files.

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                Uncategorized

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