Molecular Structure and Function in an Undergraduate Curriculum

生物科学（61）在分子水平上理解生物学对许多学生来说是一个艰巨的挑战，因为它是抽象的，而不是有形的。他们被要求对他们没有经验的系统做出推论，并回答他们从未问过的问题。我们正在开发一种探究驱动的方法，以帮助使分子世界真实的和相关的学生，包括那些谁的利益和职业目标可能在于科学之外。我们的方法是基于计算机可视化软件和独特的，蛋白质，核酸和其他生物分子结构的三维物理模型的综合使用，由最先进的快速成型技术在密尔沃基工程学院创建。这些物理模型被学生用来预测结构-功能关系，然后可以通过实验进行测试。我们正在进行物理和计算机建模的协同作用的多层次评估，以提高学生对分子结构/功能关系的理解。该项目建立在CCLI概念验证资助的成功基础上，该项目授予PI及其同事在有限的本科生物和化学教室中测试这种方法。我们现在正在扩大这一方法得到实地检验的教育环境的范围，以包括各种各样的试验地点：（i）机构，从大型研究型大学到（威斯康星大学麦迪逊分校）到小型文理学院，私立工程学校和2年制技术学院，（ii）课程多样性，包括化学，生物学，生物化学，分子生物学和综合科学，教学水平和学生群体的多样性，从专业和非专业的入门课程到生物和化学专业的高级课程。该项目还通过参与设计和建造特定于课程需求的物理模型以及在年度夏季研讨会上分享课堂经验来提供教师发展。

Biological Sciences (61) Understanding biology at the molecular level is a daunting challenge for many students because it is abstract and not tangible. They are asked to make inferences about systems with which they have no experience and to provide answers to questions they have never asked. We are developing an inquiry-driven approach to help make the molecular world real and relevant to students, including those whose interests and career goals may lie outside the sciences. Our approach is based on the integrated use of computer visualization software and unique, 3-dimensional physical models of proteins, nucleic acids, and other biomolecular structures created by state-of-the-art rapid prototyping technology at the Milwaukee School of Engineering. These physical models are used by students to make predictions about structure-function relationships that can then be tested experimentally. We are carrying out a multi-level evaluation of the synergy of physical and computer modeling to enhance student understanding of molecular structure/function relationships. This project builds upon the success of a CCLI proof-of-concept grant awarded to the PI and his co-workers to test this approach in a limited set of undergraduate biology and chemistry classrooms. We are now broadening the spectrum of educational settings in which this approach being field-tested, to include test sites that are diverse in terms of (i) institutions, ranging from a large research university (UW-Madison) to small liberal art colleges, a private engineering school, and a 2- year technical college, (ii) course diversity, including chemistry, biology, biochemistry, molecular biology and integrated science, (iii) level of instruction and diversity of student populations, ranging from introductory courses for majors and non-majors to advanced courses for biology and chemistry majors. This project also provides faculty development through participation in the design and construction of physical models specific to course needs and the sharing of their classroom experiences in an annual summer workshop.