bluuebunny/crossref_metadata_2025_split huggingface dataset:
Promotion of photodynamic therapy‐induced death: Laboratory experimental methodology
Authors: Vittar Natalia Belén Rumie , Galetto Román , Yslas Edith Inés , Durantini Edgardo Néstor , Rivarola Viviana 
Published: February 2007

AbstractPhotodynamic therapy, a cancer treatment using a photosensitizer and visible light, has been shown to induce apoptosis or necrosis. In the present paper we recommend the use of a phthalocyanine derivative in an experimental class with the purpose of introducing students to photodynamic treatment of cultured cells, morphological observation of cell death, and viability assays. We consider that this activity might help students trained previously in tissue culture handling to experience a richer way of learning concepts and techniques.
Isolation and visualization of nucleic acid with homemade apparatus: Practical activities for secondary schools
Authors: Sepel Lenira M. N. , Loreto Elgion L. S. 
Published: February 2007

AbstractIn many developing countries one of the major problems in the teaching science is the lack of adequate equipment and reagents. One way to solve the problem of the absence of laboratory equipment is to develop practical classes in which students construct some of the equipment needed for the students to understand abstract topics in molecular biology. In this article we describe how students can be motivated to construct a microcentrifuge and electrophoresis apparatus with simple materials. We also give details of two practical activities (nucleic acid extraction and the separation of DNA and RNA by agarose gel electrophoresis) that use common non‐hazardous household substances and only a few laboratory reagents. Some questions for the students to answer after the practical activities are also presented.
Coming to terms with biocapitalism: Norms and idiosyncrasies of a molecular biology patent
Authors: Candlish John 
Published: February 2007

AbstractIt is pointed out that biochemists and molecular biologists embarking on full time research should be able to respond constructively to the current pressure for commercial exploitation of their achievements, in the form of patents. Learning to do an adequate search and draft an application will save time and money. The requirements of novelty, inventive step, and usefulness are explained briefly. Priority in the event of dispute will hinge on either being first to file or first to invent, with the latter depending on the integrity of the laboratory notebook. Safeguards against premature disclosure are explained. Some idiosyncrasies of biotechnology patents are discussed, as is the importance of identifying a licensee.
Transcriptional and posttranslational regulation of a membrane nutrient transporter
Authors: Stambuk Boris U. 
Published: February 2007

AbstractA laboratory exercise illustrating the metabolic regulation of a plasma membrane transporter was devised. A simple colorimetric assay allows the determination of the yeast maltose permease activity under different conditions, and thus the induction of the transporter by maltose and its repression by glucose can be easily demonstrated. The laboratory exercise also shows that glucose regulates the expression of the transporter at the plasma membrane by promoting its inactivation and endocytosis. The intracellular trafficking of the transporter under these conditions can be further illustrated using a maltose permease tagged with the green fluorescent protein.The abbreviations used are: 2‐dGlu, 2‐deoxy‐D‐glucose, GFP, green fluorescent protein; pNPαG, p‐nitrophenyl‐α‐D‐glucopyranoside; YNB, yeast nitrogen base without amino acids and ammonium sulfate.
Biochemistry of neuromuscular diseases: A course for undergraduate students*
Authors: Ohlendieck Kay 
Published: February 2007

AbstractThis article outlines an undergraduate course focusing on supramolecular membrane protein complexes involved in the molecular pathogenesis of neuromuscular disorders. The emphasis of this course is to introduce students to the key elements involved in the ion regulation and membrane stabilization during muscle contraction and the role of these proteins in the pathobiochemistry of selected muscle diseases. Individual sections of the course involve the detailed analysis of the molecular mechanisms underlying disorders related to myasthenia gravis, malignant hyperthermia, and dystrophinopathies. An introduction into modern biochemical, molecular biological, and pharmacological methodology used in the study of neuromuscular diseases is also provided. The potential sites for genetic, cell biological, and pharmacological interventions at different steps of the disease process are discussed. Experimental approaches to designing new therapeutic strategies such as gene and myoblast transfer therapy are evaluated using Duchenne muscular dystrophy and its related disorders as an example. The course emphasizes the need for understanding the cause and molecular mechanisms involved in specific muscle diseases to exploit this knowledge in developing more accurate diagnostic tests and most importantly to evaluate novel attempts at treating devastating muscular disorders.
Use of a chloroplast rRNA gene to introduce basic molecular biology techniques
Authors: Nielsen Brent L. , Echols Sean D. 
Published: February 2007

AbstractWe report a set of experiments that has been used for 14 years in an upper division undergraduate molecular biology laboratory course to introduce basic molecular biology techniques including DNA isolation, gene subcloning, restriction mapping, plant genomic DNA isolation, Southern blot hybridization, and DNA sequence analysis. This set of experiments is very useful for students who have limited or no previous experience with these techniques. A single gene, the 23S rRNA gene from tobacco chloroplast DNA, is used throughout these experiments. This allows for integration of the techniques and illustrates to students a natural progression of experiments to use in analyzing a new gene. The entire sequence of laboratory exercises spans 10–12 laboratory periods of 2.5–3 h each.
Using the cell signaling literature to teach molecular biology to undergraduates
Authors: Smith Catherine Novotny 
Published: February 2007

AbstractMolecular biology concepts can be quite abstract and difficult to grasp for even the most talented student. Reducing potential frustration in the learning process, allowing students to take ownership of the course material, and training students to think critically and analytically are common objectives for educators. In this article, pedagogical methods that incorporate the scientific literature to achieve these objectives are described.
A simple way to visualize fibrinolysis in the classroom*
Authors: Nurachman Zeily , Hermawan Jatnika , Rachmayanti Yanti , Baradja Lubna 
Published: February 2007

AbstractLaboratory demonstration, as well as biochemistry lecture, has been used to complement explanation of biochemical processes. The laboratory demonstration is very useful in teaching biochemistry to students who lack background in biology. The experimental model of fibrinolysis described here presents a complex biological reaction in simplified manner, emphasizing specific terms related to enzymes, and triggers student interest in biochemistry.
The problem with problem‐based medical education: Promises not kept
Authors: Glew Robert H. 
Published: February 2007

AbstractMore than a decade after a student‐centered, problem‐based learning (PBL) was implemented at many medical schools in the United States and other countries world wide, the debate about the merits of PBL medical education continues to embroil its proponents and those who favor the more traditional lecture‐based approach to learning. The author, while believing that the premise of PBL medical education is still valid, is disappointed that poor implementation of PBL has compromised its potential. Several reasons that may explain why PBL has failed to live up to its promises and expectations include: first, inadequate support of the curriculum from basic scientists who either do not support the concept itself or who place much greater value on research than on teaching; second, poor oversight and inadequate assessment of the PBL curriculum on the part of administrators and faculty charged with its implementation; and third, excessive reliance on insufficiently knowledgeable or motivated clinician educators to teach basic science information and principles in the latter years of the curriculum. This essay is intended to stimulate discussion and analysis of the extent to which PBL medical education has failed to deliver on its promises.
A novel, rapid, inexpensive, and highly sensitive experiment for demonstration of DNA damage in human leukocytes by single cell gel electrophoresis
Authors: Manjunatha B. R. , Manjunatha G. T. S. , Sarika Christina , Roopa Katti M. , Naik G. R. 
Published: February 2007

AbstractThe single cell gel electrophoresis technique (comet assay) has been adopted to demonstrate the DNA damage in human leukocytes of individuals who are habitual smokers. This technique allows the detection of single strand and double strand DNA breaks, which are indicative of the risk of cancer. The method followed is rapid, inexpensive, and a highly sensitive technique for the evaluation of DNA damage and risk assessment in smokers. This experiment should help students understand the effect of cigarette smoking.
The S‐star trial bioinformatics course: An on‐line learning success*
Authors: Lim Yun Ping , Höög Jan‐Olov , Gardner Phyllis , Ranganathan Shoba , Andersson Siv , Subbiah Subramanian , Tan Tin Wee , Hide Winston , Weiss Anthony S. 
Published: February 2007

AbstractThe S‐Star Trial Bioinformatics on‐line course (www.s‐star.org) is a global experiment in bioinformatics distance education. Six universities from five continents have participated in this project. One hundred and fifty students participated in the first trial course of which 96 followed through the entire course and 70 fulfilled the overall course requirements. The course was built up of 12 lectures covering different basic and advanced topics within bioinformatics. The lectures consist of streaming video and synchronized slides with follow‐up discussion forums and a final assessment. It draws on experts from diverse institutions to share their teaching expertise and resources via distance learning. A major goal of S‐Star is to provide free introductory web‐based education. Here we present the outline of the course, experiences from a global collaboration, and feedback from the first trial of the on‐line S‐Star course.
“Link rot” limits the usefulness of web‐based educational materials in biochemistry and molecular biology*
Authors: Markwell John , Brooks David W. 
Published: February 2007

AbstractThe differential stability of biochemistry and molecular biology Web page resources based on their domain designation is described. Many teachers have been excited by the potential enrichment of placing hyperlinks to Internet distributed educational resources within the class materials available to their students. However, there seems to be a belated realization that such hyperlinked resources are not necessarily stable and often disappear, causing frustration for both instructor and students. We recently developed three graduate‐level biochemistry and molecular biology courses for distance delivery to high school teachers that relied heavily on such Web‐based distributed resources. The 515 hyperlinked Web pages in these courses represent a set of authentic science education resources that were monitored for 24 months since their creation (August 2000). During this time, over 20% of the URLs have been victims of “link rot,” becoming nonviable, moving without automatic forwarding, or having their content changed.
Biopolymers, enzyme activity, and biotechnology in an introductory laboratory class experience*
Authors: Vullo Diana L. 
Published: February 2007

AbstractThis work introduces aspects of Biological Chemistry to students of non‐related careers and, in some way, tries to develop abilities that have remained unexplored up to the moment the students face this subject. This aim was successfully achieved as shown in the results obtained with the biological model of invertase activity in immobilized Saccharomyces cerevisiae. By optimizing time and temperature and understanding the hydrolysis yield, we managed to introduce sugar and biopolymer chemistry concepts.
Bringing proteomics into the lab: Proteomics lab 101
Authors: Carvalho Felicia , Gillespie Marc E. 
Published: February 2007

AbstractWith the increasing importance and visibility of proteomics there is a notable lack of teaching tools that can be used for “hands on” proteomic experience. Here we describe a simple lab for teaching proteomics that is based on the two‐hybrid system. Using only simple modifications of a commercial system, an experiment set is described that takes the student from the identification of potential protein:protein interactors from a large set of proteins through the classification of the disruption of these interactions in response to the presence of a neurotoxin, in this case lead. The lab uses a prokaryotic two‐hybrid system and two human neuronal cDNA libraries as the pool from which the initial interactors are drawn. The prokaryotic system provides increased transformation efficiencies, which translate into better cDNA library representation. The lab concludes with the identification of protein:protein interactions that are affected by increasing amounts of neurotoxin and the sequencing of the cDNA‐encoded genes. Students not only gain hands on proteomic experience but also then relate their sequence to an entry in one of the burgeoning sequence databases to glean information about the identified molecular target. The experiment set is flexible and could be adapted for use with any compound that affects protein complex formation.
Student use of computer‐assisted learning (CAL) and effects on learning outcomes
Authors: Zimitat Craig , McAlpine Iain 
Published: February 2007

AbstractThis article reports on a qualitative evaluation of student use of a computer‐assisted learning (CAL) program and associated learning outcomes. Learning outcomes were classified by analysis of examination scripts using the Structure of Observed Learning Outcomes (SOLO) taxonomy, and individuals were interviewed to uncover aspects of their learning processes while using the CAL program. All students were aware of the “design for learning” features of the CAL program, although not all students were able to take advantage of these because of their own note‐taking practices. Verbatim or excessive note‐taking was associated with surface learning outcomes, while summarizing or personal note‐taking and engagement with the program was associated with deep learning outcomes. Other factors affecting learning outcomes included students' perceptions of the role of the program, social elements of the learning environment, and a lack of distinction between major and minor issues in the content.
Advanced instrumentation projects for first‐year biochemistry laboratory
Authors: Hall Mona L. , Guth Christine A. , Kohler Susan J. , Wolfson Adele J. 
Published: February 2007

AbstractOur first‐semester biochemistry course is accompanied by a project‐based laboratory with a focus on the enzyme lysozyme. The first half of the semester involves purification of the enzyme. In the second half, students learn to work with advanced instrumentation techniques, specifically fluorescence spectroscopy and isothermal titration calorimetry. These methods are linked, as much as possible, to the theme of lysozyme: its structure, stability, or binding of ligand. As a final project, students design an experiment involving one of these methods. Examples are determination of the pKa of the catalytic residue and the binding affinity for an inhibitor under different conditions of pH and temperature. Four weeks of laboratory are sufficient for students to learn how to use the instruments and to develop a short project. At the end of the project, students give an oral presentation on the theory of the method and their results and prepare a paper that undergoes peer review. Hands‐on experience with these methods reinforces theoretical concepts taught in the lecture portion of the course.
Titrant standardizations: A research‐oriented laboratory practice
Authors: Günther Tânia M. F. , da Silva Fabiana C. M , Günther Arno R. 
Published: February 2007

AbstractThe quantitative character of biochemistry imposes some familiarization of the student with analytical practice in laboratory work and data analysis. This article describes the application of an inexpensive home‐made precision titrator for titrant standardizations, introducing the students to amino acid and protein pH titrations and data analysis.
What we know about facilitative glucose transporters: Lessons from cultured cells, animal models, and human studies
Authors: Gorovits Naira , Charron Maureen J. 
Published: February 2007

AbstractGlucose uptake by all cells in the organism by glucose transport proteins is among the most essential processes in life. The process of glucose uptake into tissues is performed by glucose transporters. This review focuses on the biology of facilitative glucose transporters (GLUTs). The knowledge that has accumulated for more than a decade with respect to the regulation of GLUT expression and function in various experimental conditions points to the great potential for GLUTs to be utilized as targets for designing therapies for treatment of diseases related to impaired regulation of glucose homeostasis including type 2 diabetes.
Substrate channeling: Molecular bases
Authors: Milani Mario , Pesce Alessandra , Bolognesi Martino , Bocedi Alessio , Ascenzi Paolo 
Published: February 2007

AbstractSubstrate channeling (or tunneling) is the process of non‐covalent direct transfer of a reaction intermediate from the active site of one enzyme to the catalytic center of a second enzyme without prior dissociation into the bulk solvent. Substrate channeling can occur within protein matrix tunnels or along electrostatic highways crossing the surface of multifunctional enzymes, of tightly associated multienzyme complexes, or of transient multienzyme complexes. Substrate channeling has been proposed (i) to decrease the transit time of reaction intermediates, (ii) to prevent the loss of reaction intermediates by diffusion, (iii) to protect labile reaction intermediates from solvent, (iv) to sequester reaction intermediates that are toxic to the cell, (v) to circumvent unfavorable equilibria, (vi) to forestall the entrance of reaction intermediates into competing metabolic pathways, (vii) to prevent the build‐up of excess reaction intermediates, and (viii) to closely regulate a block of consecutive reactions within a metabolic pathway or in a multistep catalytic cycle. The three‐dimensional structures of Escherichia coli carbamoyl‐phosphate synthetase and Leishmania major dihydrofolate reductase‐thymidylate synthase beautifully exemplify the concept of substrate channeling.
Implementing the American Society for Biochemistry and molecular biology recommended curriculum in a biochemistry and molecular biology degree program Hosted Jointly by a chemistry and biology department: The richmond experience
Authors: Bell Ellis 
Published: February 2007

AbstractThe design of a curriculum for a Biochemistry and Molecular Biology degree program has to consider many factors including how the curriculum satisfies the recommended curriculum published by the American Society for Biochemistry and Molecular Biology (ASBMB) that emphasizes a combination of content and student skills. This article discusses how the University of Richmond, a medium‐sized, private, predominantly undergraduate institution, has created an interdepartmental program based in the biology and chemistry departments that attempts to fulfill the guidelines of ASBMB. In addition, some of the benefits and problems associated with the creation of an interdepartmental program are discussed together with efforts to create a “research‐rich” environment for student learning.
Salt fractionation of plasma proteins: A procedure to teach principles of protein chemistry
Authors: Spadaro A. C. C. , Assis‐Pandochi A. I. , Lucisano‐Valim Y. M. , Rothschild Z. 
Published: February 2007

AbstractA two‐step laboratory exercise in biochemistry is proposed, comprising salt fractionation of plasma proteins and protein quantification. This exercise targets mainly undergraduate students, namely in the second year of Pharmacy, who are up to this point more used to deal with physical and chemical properties of micromolecules than macromolecules. The exercise requires simple equipment usually available in basic laboratories. Students work in small teams or alone depending on the laboratory conditions. Questions are proposed to check and reinforce the essential concepts involved as a preparation for detailed comprehension of protein chemistry. After salt fractionation, protein samples can be stored before quantification, allowing a two‐period schedule for the laboratory work. Exercises as proposed here are very useful to guide students to a detailed analysis of fundamental aspects determining structure and physicochemical properties of proteins.
Incorporation of ethical and societal issues in biochemistry into a senior seminar course
Authors: Caspers Mary Lou , Roberts‐Kirchhoff Elizabeth S. 
Published: February 2007

AbstractIn their senior year, biochemistry majors at the University of Detroit Mercy take a senior seminar course entitled “Recent Advances in Biochemistry Related to Societal Issues.” Students read papers selected from the current literature and take turns presenting these papers to the class. Papers are grouped into units dealing with molecular biology, protein structure/function, apoptosis/cancer/AIDS, and neurochemistry. The ethical/societal implications of the research are also discussed. In addition, a term paper dealing with societal issues and written in dialogue format by teams of students is required. The students present their dialogue papers as skits to an audience composed of faculty as well as junior biochemistry, chemistry, and biology majors. Based upon a survey taken at the beginning, at midterm, and at the end of the semester, the familiarity of the students with the ethical/societal issues related to the subjects covered increased significantly. Also, in course evaluations administered at the end of the semester, students expressed a high degree of satisfaction with this course.
Implementing the recommended curriculum in a biochemistry and molecular biology degree program in a biochemistry and molecular biology department: THE MISSISSIPPI STATE EXPERIENCE
Authors: Boyle John A. 
Published: February 2007

AbstractBiochemistry and molecular biology are relatively new disciplines that have evolved from chemistry and biology. Undergraduate programs in these areas are also new, and their structures may reflect their evolutionary path. Some programs will be dominated by chemistry, others by biology. The American Society for Biochemistry and Molecular Biology (ASBMB) has provided a recommended curriculum that attempts to address the diverse needs of students in these areas. Mississippi State University is a research‐intensive university and has a Department of Biochemistry and Molecular Biology. The departmental curriculum provides a broad core of courses that meet the suggested ASBMB standards. In addition, use of appropriate electives allows students to design flexible programs unique to their specific career goals. This report is the second in a series illustrating how different departments are implementing the new ASBMB‐recommended curriculum in biochemistry and molecular biology.