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项艰巨的挑战，因为它是抽象的，而且是无形的。他们被要求对他们没有经验的系统做出推断，并回答他们从未问过的问题。我们正在开发一种调查驱动的方法，以帮助使分子世界真实并与学生相关，包括那些兴趣和职业目标可能不在科学之外的学生。我们的方法是基于综合使用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，这些结构是由密尔沃基工程学院最先进的快速原型技术创建的。这些物理模型被学生用来对结构-功能关系进行预测，然后可以通过实验进行测试。我们正在对物理和计算机建模的协同作用进行多层次的评估，以加强学生对分子结构/功能关系的理解。这个项目建立在CCLI授予PI和他的同事的概念验证资助的成功基础上，以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种方法进行实地测试的教育环境的范围，以包括以下方面的不同考试地点：(I)机构，从大型研究型大学(UW-Madison)到小型文理学院，一所私立工程学校，以及一所两年制技术学院，(Ii)课程多样性，包括化学、生物、生物化学、分子生物学和综合科学，(Iii)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。该项目还通过参与针对课程需求的物理模型的设计和建造以及在一年一度的暑期研讨会上分享他们的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.