Melissa Rivera was a graduate student in Blackburn's lab in 2002. She collected the data on this spreadsheet when studying yeast. Rivera was working with yeast cells that had mutations leading to excessive cell growth. She was treating those cells with two different medications, UV and X-ray light. She compares the results on colony count. 

Consider having students interact with the various data tables to observe trends. Can your students create a "data story" by pulling the information from various sources together. Presenting this data can also provide an opportunity to discuss how science typically gets done at the graduate level. 

This slide show contains images that were part of Fedoroff's born digital materials. I have tried to explain her file labels by doing a bit of research, but would be open to any additional suggestions/explanations anybody has. 

I think these images would be useful in presenting the topic of mutation to students. Consider presenting the images without labels at the beginning of a mutations unit. Ask students what could possibly cause the differences that are observed? This can help them think about the differences between chromosomal and genetic mutations. 

Help students see how science gets accomplished. The idea that scientists need to propose experimental ideas to funding agencies is not something regularly discussed in a high school classroom. During this time of distrust in science, it is important to highlight how multiple rounds of assessment by peers happens to vet scientific experimentation before it even starts! This grant also helps show how one experiment builds on another. 

Consider splitting up this document and providing different sections to different groups. Students can explore these sections and discuss why it would be relevant to include this information in a grant proposal. 

To be used with the Shake Rattle and Roll lesson plan

To be used with the Shake Rattle & Roll Lesson Plan