Using the protein folding literature to teach biophysical chemistry to undergraduates

An understanding of physical chemistry principles enhances student understanding of biochemical phenomena; however, the application of these principles to biological examples is frequently missing in the standard undergraduate physical chemistry curriculum. The topics of protein folding and stability are based in thermodynamics and can serve as a vehicle for presenting essential thermodynamics in a context that is highly relevant to undergraduate biochemistry majors. The outline of a course that replaces the standard thermodynamics offering in physical chemistry is described. The protein folding literature is used to illustrate thermodynamic concepts in this course and students are expected to read and comprehend the assigned literature. The course is offered as a separate biophysical chemistry course for B.S. Biochemistry majors; however, elements of this course may be useful in crafting a more standard thermodynamics course for B.S. Chemistry majors in chemistry departments seeking to fulfill ACS guidelines for approved B.S. Chemistry majors.     

以前沿进展启迪创新思维——“微生物生物学”课程特色专题讲座

"微生物生物学"课程作为理科基地学生的必修课程,对学生夯实专业基础理论知识、开拓科研视野具有积极而重要的作用。如何平衡基础与前沿、理论与实践、教学与科研之间的关系,对课程的内容、形式等都提出了更高的要求。为了丰富和增加学生对微生物学的理解和认识,为生物学理科基地学生明确研究方向提供信息。微生物生物学课程每学期安排8学时专题讲座,其内容不仅与本系教师的科研工作紧密相关,而且还邀请各领域校外专家,讲座内容丰富,涵盖了课程大纲中的主要内容。为学生们深刻明确学习目的、激发科研兴趣、启迪创新性思维搭建了一个平台。通过面对面的交流互动,同学们不仅可获得更多课外知识,了解当今微生物学领域的研究热点,还可从讲座专家那里获得更多切实的科研体会。     

生态学综合实验的教学探索与实践

暨南大学生态学专业是2004年开始招生的新办专业,生态学综合实验是生态学专业的一门综合性实验课程。课程设置充分发挥学科点在水域生态学方面的优势,以科研促进本科教学,开设了若干具有水生态特色的综合实验。经过一年的教学探索与实践,取得了良好的效果。本论文就该实验课的课程设置、内容安排、教学效果等进行了总结。     

PBL与图表相结合的教学法在《基础生物化学》课程教学中的初步实践

针对生物化学课程的特点,以改革当前传统的课堂讲授式教学模式作为突破口,采用基于问题学习（PBL）与图表结合的教学模式在《基础生物化学》中进行教学尝试。初步教学实践表明,通过PBL与图表教学法的互补结合,基本能克服《基础生物化学》教学活动中存在的两类矛盾,使传统的以＂教＂为主的教学模式,转变为以＂学＂与＂教＂相互平衡和促进的教学模式,使学生在掌握所学课程核心内容的同时又能获得学习方法、提高学习兴趣和学习主动性。     

A single protein research integrated advanced biochemistry laboratory course: design and general outline

An advanced biochemistry laboratory has been designed to focus on a detoxifying enzyme, glutathione-S-transferase, which is involved in the metabolism of polycyclic aromatic hydrocarbons (PAHs), pesticides, herbicides, and other electrophilic xenobiotic compounds. The enzyme is known to catalyze conjugation of glutathione to xenobiotics, which makes them water-soluble so that they can be easily discarded through further metabolism and excretion. About two-thirds of the laboratory course incorporates nine advanced biochemical techniques, all focused to analyze various chemical characteristics of the glutathione-S-transferase. The remaining third of the semester time students work on a project that involves application of all the newly acquired techniques to solve a biochemical problem that encompasses the same detoxifying enzyme.     

Dialogues as teaching tools in the biochemical sciences

In their senior year, biochemistry majors take “Recent Advances in Biochemistry Related to Societal Issues” in which new advances in biochemical sciences are explored through the reading and presenting of recent articles from the literature. Emphasis is placed on the analysis and interpretation of experimental results and the ethical and societal implications of the work including the significance of the findings to the improvement of life. To fulfill the objectives of the course, a group project was implemented in which the goal was to write a dialogue that explores one area in which advances in biochemical research give rise to ethical and societal considerations. This assignment required the groups to research the topics and then creatively integrate the information into a dialogue format representing different views on the subject. The dialogue was presented to the rest of the class and invited guests in skit format and then a discussion followed. Based upon evaluations, the project was regarded highly by the students. The assignment, group and topic selection, examples of presentations and issues raised during discussions, and results from student and audience evaluations will be discussed.     

“微生物学前沿”新课程体系的构建

作为一门与人类关系极为密切且正在迅速发展的学科,微生物学在生命科学领域具有举足轻重的地位。鉴于微生物学系列课程在教学过程中存在的一些共性问题,我校计划面向3个国家一流本科专业(生物科学、生物技术与生物工程专业)的高年级本科生开设“微生物学前沿”新课程,作为对重要基础理论课程——首批国家一流本科课程“微生物学”的补充与提升。本课程以微生物学的发展前沿、研究热点为授课内容,进一步拓展学生的微生物学知识和眼界,培养学生的科学精神,训练学生的科学思维方法,并增强学生解决复杂问题的能力。本课程的开设将为创新型微生物学专业人才培养起到重要的支撑作用。     

新形势下大学《生物化学》教学方法的思考

针对新形势下生命科学专业在高等教育体系中快速发展的形势,结合当前教师队伍和青年大学生的特点,笔者对大学生物化学的课程教学现状进行了一些总结和分析,在此基础上对课程的教学方法进行了探索并提出了一些新的思路。     

An intense half-semester developmental biology course,as taught at Uppsala University,Sweden

This intensive course, designed for advanced undergraduates and beginning graduate students, was first taught in 1995 at Uppsala University, Sweden, and consists of a half-semester (8-9 weeks) of daily lecture and laboratory sessions covering a broad range of topics and giving an overview of developmental biology and some of its applications. The labs introduce students to a diverse assortment of model systems. The course goals are to present a comparative view of animal development (gametogenesis, fertilization, gastrulation, neurulation, organogenesis), followed by lectures on cellular and molecular mechanisms that regulate development, such as induction mechanisms, cell adhesion and migration, cell-matrix interactions and genomic imprinting. The development of complex systems, such as the nervous system, limbs and flowers, is emphasized, including aspects such as malformations, homeosis and mutant analysis, reproduction and fertility problems, and the connection between development and cancer. Model organisms are emphasized, but evolutionary aspects receive due attention. Typically, during the first 5 weeks, a day begins with lectures in the morning and ends with labs or demonstrations and seminars in the afternoon. Wednesday afternoons are "free" to give time for reading. A theory test is taken at the end of this period. Then, students do supervised research for 3 weeks to give them a feel for what it is like to do "real science." Finally, students present oral and written reports on their projects. This is the only course students enroll in during this portion of the semester, so they are expected to devote full effort to it.     

Biochemistry,Coming Along with Melodies: Instructional Design and Teaching Tips for Introduction of Biochemistry Course

The first class of a higher education course, in most cases, is an introduction that covers the learning goals, course overview, syllabus, and evaluation mode. The effectiveness of an introduction lecture is vital for students to develop an interest in the course. Biochemistry is the foundation of a vast array of scientific disciplines; therefore, it is a core course required for medical schools and life science majors. However, many students are often intimidated by the complex, intertwined metabolic pathways composed of a great variety of structurally diverse biomolecules. Well begun is half done: a good introduction is essential for the success of a course and this is particularly true for teaching of biochemistry. As an educator with over twenty years of teaching experience in biochemistry to students of biology, medicine, pharmacy, and nursing at Peking University, I have successfully enriched the introduction class with delightful biochemistry songs, multiple sources of educational materials, and biochemistry-related knowledge in medical humanities. These strategies and tips have proven effective, and I hope it can be enlightening and helpful to the teaching of biochemistry.     

Metabolic networks: enzyme function and metabolite structure

Metabolism is one of the most complex cellular processes. Connections between biochemical reactions via substrate and product metabolites create complex metabolic networks that may be analyzed using network theory, stoichiometric analysis, and information on protein structure/function and metabolite properties. These frameworks take into consideration different aspects of enzyme chemistry, enzyme structure and metabolite structure, and demonstrate the impact of metabolic biochemistry on the systemic properties of metabolism. The integration of these approaches and the systematic classification of enzyme function and the chemical structure of metabolites will enhance our understanding of metabolism, and could improve our ability to predict enzyme function and novel metabolic pathways.     

研究生高级生物化学课程教学改革的实践与思考

高级生物化学是食品科学与工程等相关专业研究生教学过程中的一门重要的专业基础课。针对目前研究生高级生物化学课程教学中存在的问题,本文在课程教学知识体系、教学方法与手段、考核评价方式等方面进行了教学改革的实践探索,以期为研究生高级生物化学教学实践和改革提供借鉴。     

Teaching medical physics to general audiences.

By judiciously selecting topics and reading materials, one can teach a full semester course on medical physics appropriate for college students not majoring in the natural sciences. This interdisciplinary field offers an opportunity to teach a great deal of basic physics at the freshman level in the context of explaining modern medical technologies such as ultrasound imaging, laser surgery, and positron emission tomography. This article describes one such course which combines lectures, outside visitors, varied readings, and laboratories to convey a select subset of physical principles and quantitative problem-solving skills. These resources are also valuable for enriching the standard freshman physics sequence for premedical students.     

Molecular Diagnostics — an upper division/graduate course

We have developed a course in Molecular Diagnostics suitable as an upper division/Master’s level elective class for Biology, Microbiology, and Biochemistry majors who have already been introduced to basic genetics and molecular biology. The course provides an intensive hands-on laboratory experience in current molecular techniques for disease diagnosis coupled with lecture on major biological topics and concepts underlying disease and disease processes. Its structure and content make the course appropriate not only for students who envision careers in molecular diagnosis, but also for those aspiring to the teaching, research, or medical professions.     

Understanding the evolution of restriction-modification systems: clues from sequence and structure comparisons

Restriction-modification (RM) systems comprise two opposing enzymatic activities: a restriction endonuclease, that targets specific DNA sequences and performs endonucleolytic cleavage, and a modification methyltransferase that renders these sequences resistant to cleavage. Studies on molecular genetics and biochemistry of RM systems have been carried out over the past four decades, laying foundations for modern molecular biology and providing important models for mechanisms of highly specific protein-DNA interactions. Although the number of known, relevant sequences 3D structures of RM proteins is growing steadily, we do not fully understand their functional diversities from an evolutionary perspective and we are not yet able to engineer new sequence specificities based on rational approaches. Recent findings on the evolution of RM systems and on their structures and mechanisms of action have led to a picture in which conserved modules with defined function are shared between different RM proteins and other enzymes involved in nucleic acid biochemistry. On the other hand, it has been realized that some of the modules have been replaced in the evolution by unrelated domains exerting similar function. The aim of this review is to give a survey on the recent progress in the field of structural phylogeny of RM enzymes with special emphasis on studies of sequence-structure-function relationships and emerging potential applications in biotechnology.     

慕课背景下“微生物工程”实验课开放式教学模式探索

慕课等线上学习平台是教育信息化的结果,结合慕课对传统教学进行突破是近年来教学改革的热点之一.“微生物工程”课程是高等院校生物技术、生物工程专业的必修课,该课程具有很强的应用性和实践性.为了加深学生对理论知识的理解、培养学生的科研思维,我们在微生物工程实验课的教学中引入了一种基于慕课教学资源的开放式教学模式.结果 表明,...     

本科生物技术综合性超大实验课程的架构与建设

为了培养本科生的分子生物学实验设计与操作技能,在实践教学中实现培养本科创新人才的目标,以用大肠杆菌发酵生产重组细菌碱性磷酸酶为案例,通过碱性磷酸酶基因的克隆、原核表达、发酵生产、提取纯化以及酶活性检测等系列实验,把本科的基因工程、发酵工程和生物化学3门综合性独立实验课程有机地组合成一个内容相关联的超大型综合性生物技术大实验,进一步凸显了生物技术中以基因工程技术为核心的上游核酸操作、中游发酵生产和下游蛋白分离纯化三大技术模块的有机联系,大大地提高了本科实验教学的综合性和研究性,提升了实践教学水平,取得了良好的教学效果。     

慕课在生物化学课程教学中的作用——华南农业大学《生物化学》“MOOC+线上见面课”课程教学实践

生物化学不仅是生物类专业的基础课,也是发展最快的前沿课程之一。传统的线下教学模式面对生物化学的繁杂体系暴露出许多问题,通常教学效果不佳。随着互联网技术的发展,“互联网+”教育得到快速发展。慕课与微课等线上课程为许多高校提供了丰富的学习资源,钉钉课堂、腾迅课堂、雨课堂、微信交流平台等线上课程直播,也让学生足不出户就能实现同步学习。线上教学在新冠疫情期间成为全国大中小学院校的主要教学模式,但经过几年的推广,单纯的线上教学在教学效果方面也暴露出诸多问题。为充分发挥线上、线下教学的各自优势,混合式教学成为发展方向。华南农业大学在2019年初开始与智慧树平台合作,建立生物化学的教学慕课,在2020年新冠疫情期间,我校生物化学课程教学采用了“MOOC+线上见面课”的线上混合教学模式。教学反馈结果显示,学生单纯依靠MOOC并不能很好地完成生物化学的学习,但“MOOC+线上见面课”则获得了学生的普遍认可。该教学模式不仅能提高学生的学习兴趣和学习主动性,在一定程度上也能提升教学质量和学习效果,为今后“MOOC+线下课”的应用提供了参考。     

Information literacy in biology education: an example from an advanced cell biology course

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a "state-of-the-art" paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.     

Selenium, the element of the moon, in life on earth

The present status of selenium biochemistry is reviewed with particular emphasis on biomedical problems related to the selenium status of humans and experimental animals. Historical milestones of selenium biochemistry starting from the identification of the first selenoenzymes up to the elucidation of prokaryotic and eukaryotic selenoprotein biosynthesis are compiled. Topical hypotheses on the biological role of selenium in general and of individual selenoproteins in respect to antioxidant defense, redox regulation of metabolic processes, thyroid function, spermatogenesis, oncogenesis, and atherogenesis are critically evaluated.