Implementation of a Model Course for Non-Science Majors Incorporating Modern Molecular Biology Techniques, Molecular Modeling and Instrumental Analysis

化学系正在为非科学专业的学生实施一个以实验室为基础的科学体验模型。这一增强包括购买新开发的实验室所需的分子生物学组件。本课程的最初受众是由大学荣誉和学者计划的新生组成。这些高能力的学生代表了一个理想的观众，以确定是否专题，非常有趣的报道，通常保留给高层次的科学课程，可以在入门级。 该课程的结构突出了实验室的经验。这种方法是新颖的，也许是激进的，因为它接近课程，在分子科学领域，从上到下。计算机建模可以支持这种方法的假设正在接受测试。学生们参加了一个克隆项目，在该项目中，生物发光的基因从一种细菌转移到另一种细菌。他们通过比较两种微生物的分子特征来学习“分子指纹”的概念。这种指纹的想法，然后应用到分析自选样品，使用现代仪器分析。学生不仅要对科学的本质，特别是伴随着发现的兴奋感产生欣赏和理解。实验练习的顺序专门针对与从具体经验发展抽象概念有关的问题。 该项目的成功可以为非理科专业类似实验室课程的开发提供借鉴。这些课程可能对解决科学素养问题产生重大影响。

The Department of Chemistry is implementing a model laboratory-based science experience for non-science-majors. This enhancement includes the purchase of the molecular biology components needed for the newly developed laboratory. The initial audience for this course is made up of incoming students in the university's Honors and Scholars program. These high-aptitude students represent an ideal audience for ascertaining whether topical, highly interesting coverage, usually reserved for upper-level science courses, can be presented at the introductory level. The structure of the course highlights the laboratory experience. This approach is novel and perhaps radical in that it approaches the curriculum, in the area of molecular science, from the top down. The assumption that computer modeling can support this approach is being tested. Students take part in a cloning project in which the gene for bioluminescence is transferred from one bacterium to another. They learn the concept of `molecular fingerprinting` by comparing the molecular characteristics of two micro-organisms. This fingerprinting idea is then applied to the analysis of self-selected samples using modern instrumental analysis. It is expected that the student not only develop an appreciation for, but also an understanding of, the nature of science, especially the excitement that accompanies discovery. The order of laboratory exercises specifically addresses issues related to the development of abstract concepts from concrete experiences. The success of this project may serve as a model for the development of similar laboratory focused courses for non-science-majors. Such courses may have a major impact on addressing the issue of science literacy.