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Buschke DG Resto P Schumacher N Cox B Tallavajhula A Vivekanandan A Eliceiri KW Williams JC Ogle BM 《Biomicrofluidics》2012,6(1):14116-1411611
Increasingly, invitro culture of adherent cell types utilizes three-dimensional (3D) scaffolds or aggregate culture strategies to mimic tissue-like, microenvironmental conditions. In parallel, new flow cytometry-based technologies are emerging to accurately analyze the composition and function of these microtissues (i.e., large particles) in a non-invasive and high-throughput way. Lacking, however, is an accessible platform that can be used to effectively sort or purify large particles based on analysis parameters. Here we describe a microfluidic-based, electromechanical approach to sort large particles. Specifically, sheath-less asymmetric curving channels were employed to separate and hydrodynamically focus particles to be analyzed and subsequently sorted. This design was developed and characterized based on wall shear stress, tortuosity of the flow path, vorticity of the fluid in the channel, sorting efficiency and enrichment ratio. The large particle sorting device was capable of purifying fluorescently labelled embryoid bodies (EBs) from unlabelled EBs with an efficiency of 87.3% ± 13.5%, and enrichment ratio of 12.2 ± 8.4 (n = 8), while preserving cell viability, differentiation potential, and long-term function. 相似文献
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Student learning of early embryonic development via the utilization of research resources from the nematode Caenorhabditis elegans 
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下载免费PDF全文 This study was undertaken to gain insights into undergraduate students' understanding of early embryonic development, specifically, how well they comprehend the concepts of volume constancy, cell lineages, body plan axes, and temporal and spatial dimensionality in development. To study student learning, a curriculum was developed incorporating resources from the Caenorhabditis elegans research community. Students engaged in a preactivity assessment, followed by instructional materials (IMs) emphasizing inquiry-based learning and a postinstruction assessment to gauge their learning. This study, conducted at two research sites with eight and nine students, respectively, shows that before instruction, most students confused embryonic cell cleavage, where total volume is constant, with regular cell division, in which total cell volume doubles. Despite their ability to construct a cell lineage tree, most of the study participants were not aware of its biological significance. All students correctly identified cells of anterior and posterior axis, but not cells of the dorsal and ventral axis. Although the students had no difficulty with the time dimensional aspect of development, most viewed an embryo as spatially two-dimensional rather than three-dimensional. Furthermore, this study indicates that combining authentic research resources with inquiry-based learning benefits student learning of key concepts in embryology. 相似文献
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The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism, Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological concepts using C. elegans research material. The driving forces behind the WormClassroom website were the strengths of C. elegans as a teaching organism, getting researchers and educators to work together to develop instructional materials, and the 3 P's (problem posing, problem solving, and peer persuasion) approach for inquiry learning. Iterative assessment is an important aspect of the WormClassroom site development because it not only ensures that content is up-to-date and accurate, but also verifies that it does, in fact, aid student learning. A primary assessment was performed to refine the WormClassroom website utilizing undergraduate biology students and nonstudent experts such as C. elegans researchers; results and comments were used for site improvement. We are actively encouraging continued resource contributions from the C. elegans research and education community for the further development of WormClassroom. 相似文献
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