The Molecular Logic Project

1. The Molecular Logic Project T-561 March 13, 2006

2. Goals for Lab • Explore and critique 3-4 different activities • Learn how to customize an activity. • Think about design issues in an existing activity and modify it accordingly. • If we have time: • Build an activity from scratch and share it, along with a description of what they are demonstrating.

3. The Activities • Self-assemblyhttp://molo.concord.org/database/activities/231.htmlStudents explore molecular self assembly (the spontaneous formation of larger structures from smaller parts), including applications from biology and  nanotechnology.Mutationshttp://molo.concord.org/database/activities/102.htmlStudents use a protein synthesis model to make mutations to a gene and observe the changes to the resulting protein.Density, buoyancy and centrifugationhttp://molit.concord.org/database/activities/246.htmlStudents learn about density, the molecular basis for buoyancy, and how centrifugation can separate particles of different densities.A Comparison of Liquid and Gas States http://molit.concord.org/database/activities/201.html Students compare gas and liquid, two states of matter, by exploring the atoms.

4. As you explore: • Think about the design—how is the content presented? • Think about the pedagogy—how is the content being taught? • Take notes! • Think about things you would like to change and WRITE THEM DOWN

5. Also Consider... • How is a Molecular Workbench simulation different from a video? • What are some strengths of Simulations vs. other ways of teaching? • What are some other content areas that would support simulations well?

6. The Activities Self-assemblyhttp://molo.concord.org/database/activities/231.htmlStudents explore molecular self assembly (the spontaneous formation of larger structures from smaller parts), including applications from biology and  nanotechnology.Mutationshttp://molo.concord.org/database/activities/102.htmlStudents use a protein synthesis model to make mutations to a gene and observe the changes to the resulting protein.Density, buoyancy and centrifugationhttp://molit.concord.org/database/activities/246.htmlStudents learn about density, the molecular basis for buoyancy, and how centrifugation can separate particles of different densities.A Comparison of Liquid and Gas States http://molit.concord.org/database/activities/201.html Students compare gas and liquid, two states of matter, by exploring the atoms.

7. Activity using Pedagogica • Electrophoresis —this is not editablehttp://molit.concord.org/database/activities/199.htmlStudents learn about this important biotechnology technique using a model that gives them a molecular view. This uses Pedagogica--note how a more complex page can be generated using this platform. • This activity is built with a different platform.

8. Comparing Interface • The last activity uses Pedagogica, a different platform. • Is it different from the others? How? • Which design is more complex? • How do the two interfaces compare to traditional classroom methods (textbook activities, using a blackboard to demonstrate concept)

9. Adapting Activities • Some activities can be edited • Go to: http://molit.concord.org/authoring/ • Click on Adapting an Activity. It will bring up a PDF file http://molit.concord.org/authoring/adapting_an_activity.pdf • Follow the instructions to edit/adapt the activity. Then move on to Building Models on next slide

10. Building Models • Users of Molecular Workbench software can also develop models themselves. • To read a brief introduction to building your own Molecular Workbench model, view the Quick Start Guide: http://molit.concord.org/authoring/quick_start_guide.pdf • Questions: • What is the value of models in education? • What is the value of a simulation in education? • How does the Molecular workbench fit in to the categories models and simulations?

11. Feedback/Discussion • What were some of the strengths/weaknesses of the Molecular Workbench? • What were some limitations of the software? • How might it be improved? • How helpful was the “curriculum” in which the simulations embedded? • Any thought on how Model Simulations might be incorporated into an ITS?