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Classic Research Articles as Classroom Texts for PBL in Undergraduate Biochemistry

Classic Research Articles as Classroom Texts for PBL in Undergraduate Biochemistry. Hal White Dept. of Chemistry and Biochemistry University of Delaware 16 June 2012 University of Michigan – Dearborn ASBMB NSF-RCN Meeting. Introductory Science Courses Stereotype.

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Classic Research Articles as Classroom Texts for PBL in Undergraduate Biochemistry

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  1. Classic Research Articles as Classroom Texts for PBL in Undergraduate Biochemistry Hal White Dept. of Chemistry and Biochemistry University of Delaware 16 June 2012 University of Michigan – Dearborn ASBMB NSF-RCN Meeting

  2. Introductory Science Courses Stereotype 1. Lecture format that is content-driven. 2. Abstract concepts introduced before concrete examples. 3. Enrollments often more than 100. 4. Limited student-faculty interaction. 5. Grading based on a few multiple choice examinations that emphasize recall of information. 6. Reinforce intellectually immature students to a naïve view of knowledge.

  3. Common Features of a Problem-Based Approach to Learning • Learning is initiated by a problem • Problems are based on real-life, open-ended situations, sometimes messy and ill-defined. • Students identify and find the information necessary to solve the problem using appropriate resources. • Students work in small permanent groups with access to an instructor. • Learning is active, integrated, cumulative, and connected.

  4. What Does a PBL Classroom Look Like?

  5. Overview of This Presentation • The Case for Classic Articles as PBL Problems • Example of an Article-Based Course • Experience a Classic Article Problem • Designing a Course Around Classic Articles • Student Response

  6. Characteristics of Good PBL Problems • Engage interest • Require decision and judgment • Need full group participation • Open-ended or controversial • Connected to prior knowledge • Incorporate content objectives

  7. Classic Articles as PBL ProblemsAdvantages • Authentic (not contrived) • Complex • Relevant to the Discipline • Introduce Important Historical Figures • Encourage use of Internet Resources

  8. Science as Literature? “There is no form of prose more difficult to understand and more tedious to read that the average scientific paper.” Francis Crick (1995)

  9. Science as Literature? “I am absolutely convinced that science is vastly more stimulating to the imagination than are the classics, but the products of this stimulus do not normally see the light of day because scientific men as a class are devoid of any perception of literary form” J. B. S. Haldane

  10. Introduction to BiochemistryRelation to Other Science Courses Biology Chemistry Provides the methods and molecular perspective Provides the relevance Biochemistry Provides the means to evaluate and predict Provides physical models Mathematics Physics

  11. Introduction to BiochemistryEvolution of the Course 1970's Course for non-science majors based on Herman Epstein’s model. 1989 Modified course initiated as part of a new B.S. Biochemistry curriculum. 1993 Problem-Based Learning format introduced. 1996 Undergraduate Tutor-Facilitators used for the first time.

  12. Introduction to Biochemistry:An Article-Based PBL Course • 3 Credits, No Laboratory, 8:00 AM MWF • Theme - Hemoglobin and Sickle Cell Anemia • First Biochemistry Course for Sophomore Biochemistry Majors • Required for the Major • Taught in a PBL Classroom • Enrollment 20 - 35 • Uses Juniors and Seniors as Group Facilitators

  13. Classic Hemoglobin Articles Read Before Spring Break Stokes (1864) Spectroscopy Solvent Extraction Zinoffsky (1886) Elemental Analysis “Jigsaw” Groups Bohr et al (1904) Gas Laws Herrick (1910) Medical Case Conant (1923) Electrochemistry Svedberg & F (1926) Sedimentation Eq Peters (1912) Stoichiometry Diggs et al (1934) Epidemiology Pauling & C (1936) Magnetic Properties Adair (1925) Osmometry Produce Concept Maps Home Groups Individual and GroupMidTermExam

  14. Classic Hemoglobin Articles Read After Spring Break Pauling et al (1949) Electrophoresis Ingram (1958/59) Peptide Sequencing Individual Project Group Work Dintzis (1961) Direction Protein Syn Hemoglobinopathy Assignment Genetic Mutations Protein Structure Allison (1954) Malaria Resistance Shemin & R (1946) Heme Biosynthesis Individual and Group Final Exam

  15. Course Timeline Before Midterm After Midterm 1850 1900 1950 2000 Stokes Dintzis Zinoffsky Diggs Ingram Bohr Allison Pauling et al. Herrick Shemin Hemoglobinopathy Assignment Peters Adair Conant Pauling + Svedberg

  16. Introduction to BiochemistryCourse Description • Heterogeneous groups of 4 discuss and work to understand about ten classic articles. • Articles presented in historical context, show the development of scientific understanding of protein structure and genetic disease. • Assignments and examinations emphasize conceptual understanding. • Instructor monitors progress, supervises tutors, presents demonstrations, and leads whole class discussions to summarize each article.

  17. Introduction to BiochemistryInstructional Goals For Students • Become intellectually independent learners • Recognize and confront areas of personal ignorance • Review and apply chemical, biological, physical, and mathematical principles in a biochemical context • Improve problem-solving skills • Create, understand, and value abstract biochemical models • See biochemistry in relevant historical and societal contexts • Discover and use the resources of the library and the Internet • Gain confidence in reading and understanding scientific articles • Experience the powers (and pitfalls) of collaborative work • Appreciate importance of clear oral and written communication • Learn to organize logical arguments based on evidence

  18. Author of the first article students read. Known for: “Stokes Law” “Stokes Radius” “Stokes Reagent” “Stokes Shift” Sir George Gabriel Stokes (1819-1903)became Lucasian Professor of Mathematics at the University of Cambridge in 1849. This prestigious professorship once was held by Sir Isaac Newton and now is held by Stephen Hawking. Like Newton, Stokes served both as president of the Royal Society (1885) and as a conservative member of Parliament (1887-1892)

  19. Instructions for Stokes (1864) In groups of two or three, consider the introductory section of the Stokes (1864) article. Assignment: Make a list of the concepts and facts that your students would need to know (or review) in order to understand this section.

  20. Oxidation and Reduction of Hemoglobin CHEM-342 Introduction to Biochemistry

  21. Question for Group Work on Midterm Examination Prof. Essigsaure returned to his lab one night to prepare for a lecture demonstration based on the experiment presented in the second paragraph of Section 11 in Stokes’ 1864 article. Within minutes he was looking high and low for the glacial acetic acid and mumbling angrily about associates who don’t replace the things they use up. Frustrated, but undaunted, he figured any acid would do and substituted concentrated hydrochloric acid. After all, he reasoned, a stronger acid should work even better. — Not so. Sure enough the hemoglobin solution turned brown immediately upon addition of HCl but, much to his initial puzzlement, the resulting hematin did not extract into the ether layer. Explain in chemical terms why HCl cannot be substituted for glacial acetic acid in this experiment. Draw chemical structures and diagrams to support your argument. If you are uncertain of the explanation, please outline the possibilities you have considered or how you analyzed the problem.

  22. Conceptual Representation of the Stokes (1864) Article Reducing Agents Oxidized Products +H2CO3 O2 H2O + O2 Irreversible Reversible Scarlet Cruorine Purple Cruorine Conceptual model for the reactions of “cruorine” described by Stokes. The color of the squares corresponds to the spectral properties of the compound involved. Acid, Heat, Organic Solvents Irreversible Decomposition Acid, Heat, Organic Solvents Albuminous Precipitate Reducing Agents O2 Brown Hematin Red Hematin

  23. Reversible “Reduction” of Oxyhemoglobin Add a small amount of sodium dithionite, Na2S2O4 Stir in the presence of air

  24. Constructing Models to Explain Observations O2 (g) 1. Diffusion, very slow transfer Air 2. Shaking, rapid transfer Water slow O2 (l) H2O SnII SnIV HbO2 Hb Irreversible oxidation rapid Reversible binding

  25. Introduction to BiochemistryStudent Assignments • Write an Abstract • Construct a Concept Map • Draw an Appropriate Illustration • Critique from a Modern Perspective • Find out about the Author • Explore a Cited Reference

  26. Contains BLOOD TRANSPORT OF OXYGEN BLOOD Red Blood Cells CHEMISTRY Lyse in water to release Oxygen Contains In lungs Plasma OXYGENATION AND DEOXYGENATION Arterial Blood Venous Blood Which includes Oxyhemoglobin (Scarlet Cruorine) Deoxyhemoglobin (Purple Cruorine) In tissues Clotting Factors Reversible dissociation Mimics Oxygen Water Such as H2CO3 Fibrinogen O2 In tissues H2O Reduced Carbon (Food) Heat, Acid, Ethanol decomposition to form Carbon Dioxide Is a irreversible Protein Precipitate Reducing Agents Oxidized Products CELLULAR RESPIRATION Colored Compound Heme Is a Mimics slow BIOLOGY Has a distinctive Spontaneously reacts with oxygen forming SnII SnIV Is a Brown Hematin Soluble in Acid Ether Absorption Spectra fast FeII FeIII Stabilized by 2H+ Concept map illustrating the relationships among significant words and ideas in Stokes’ 1864 article. Observable with a Tartaric Acid Anionic Hematin Soluble in Aqueous Base Spectroscope Colorless Product Indigo HEMATIN FORMATION AND SEPARATION OXIDATION AND REDUCTION REACTIONS Oxygen

  27. Group Quizzes with IFAT® Answer Sheets • Multiple Choice Format • Lottery Ticket Design • Immediate Feedback • Partial Credit • Tremendous Discussion Stimulator • Students Like It • Potential for Multiple Use • http://www.epsteineducation.com/ • BAMBED 33, 261-2 (2005)

  28. Allison, A. C., (1954) Brit. Med. J. 1, 290-294 Protection Afforded by Sickle-Cell Trait Against Subtertian Malarial Infection. Question for group consideration and subsequent class discussion: How might you demonstrate that people carrying one allele for sickle cell hemoglobin have increased resistance to malaria?

  29. Introduction to BiochemistryStudent Perceptions 1995-2004A. Consider items 1 through 12 and rate them with respect to how important they are for success in CHEM-342, Introduction to Biochemistry. (1 = Extremely Important to 5 = Not Important; N = 263 out of 268)

  30. Introduction to BiochemistryStudent Perceptions 1995-2004B. Consider the items 1 through 12 in relation to other science courses. Circle those items which, in your experience, are more important in CHEM-342 than in most other science courses you have taken. (N=263)

  31. Effect of Facilitators on Attendance Attendance before facilitators: 91.1% Attendance after facilitators: 94.1% (32% reduction in absences) Allen & White (2001). In, Student-Assisted Teaching, Miller, Groccia & Miller, Eds. Bolton, MA: Anchor.

  32. Effect of Facilitators on Effort Hours before facilitators: 4.8 per week Hours after facilitators: 6.0 per week (25% increase in time spent on course work outside of class) Allen & White (2001). In, Student-Assisted Teaching, Miller, Groccia & Miller, Eds. Bolton, MA: Anchor.

  33. Performance Comparison on 21-item Pre-post Test on Chemistry Concepts Important in Biochemistry Fall 2010 Ave 9.60 → 12.92 Sophomore PBL Course Upper-Level Lecture Survey

  34. CURE Survey Results Course Elements Gains CHEM-342 Students All Others

  35. Course Web-Site Introduction to Biochemistry www.udel.edu/chem/white/CHEM342.html

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