bluuebunny/crossref_metadata_2025_split huggingface dataset:
The human side of science education: Using McGregor's theory Y as a framework for improving student motivation*
Authors: Markwell John 
Published: February 2007

AbstractStudent motivation is correlated with learning. Douglas McGregor's Theory X and Theory Y as a basis for understanding and improving motivation in the business world can be directly applied to the science classroom. Teachers with a Theory Y perspective (students naturally want to learn) provide increased motivation for students and promote more active learning than Theory X‐style teachers who do not view students as active learners. Many teachers are not aware of their Theory X/Theory Y orientation and how this bias may be impacting their interaction with students. This article explores the benefits of moving from a Theory X to a more Theory Y style of teaching.
European doctorate in biotechnology: Added value for european academia and industry
Authors: Bryce C. F. A. , Aghion J. , Bos P. , Celada F. , Griffin M. , Hull R. 
Published: February 2007

AbstractIt has long been recognized that educational programs and degrees are not equivalent across Europe. Add to this the fact that Europe consists of many different cultures and languages, then it is not surprising that the free circulation of scientists and their job market in the European Union is severely restricted. This is one of several debated causes for the crisis in European biotechnology, which is in danger of succumbing to the competition of North America, Japan, and some of the developing countries. The Universities (even those tradition‐ridden), the European University Association, and the European Commission are aware of the danger and plans are in preparation for sweeping organizational and cultural changes. The problem is how long will it take and how long can we afford to wait? A number of biotechnologists and scientists from several institutions and many countries decided, instead of waiting, to make a preliminary move in the right direction. With the help of the European Commission and using European Molecular Biology Organization, European Federation of Biotechnology, and the European University Rectors as references, the European Association for Higher Education in Biotechnology was founded in 1995 by representatives of universities and research institutes. It awards the additional title of European Doctor to PhD graduates showing excellence in biotechnology and/or related Life Science subjects and who are willing to fulfil a program of studies that is both international and interdisciplinary. The present article reports on the first 9 years of this adventure.
A biochemistry and molecular biology course for secondary school teachers*
Authors: Fernández‐Novell J. M. , Cid E. , Gomis R. , Barberà A. , Guinovart J. J. 
Published: February 2007

AbstractThis article describes a course for reinforcing the knowledge of biochemistry in secondary school science teachers. The Department of Biochemistry and Molecular Biology of the University of Barcelona designed a course to bring these teachers up to date with this discipline. In addition to updating their knowledge of biochemistry and molecular biology, this course aims to provide teachers with a set of relevant laboratory practices that can be applied in their practical lessons.
Quantification of DNA by agarose gel electrophoresis and analysis of the topoisomers of plasmid and M13 DNA following treatment with a restriction endonuclease or DNA topoisomerase I
Authors: Tweedie John W. , Stowell Kathryn M. 
Published: February 2007

AbstractA two‐session laboratory exercise for advanced undergraduate students in biochemistry and molecular biology is described. The first session introduces students to DNA quantification by ultraviolet absorbance and agarose gel electrophoresis followed by ethidium bromide staining. The second session involves treatment of various topological forms of DNA with a restriction endonuclease and with a DNA topoisomerase. This session introduces students to the concept of DNA topoisomers, to the properties of different forms of DNA, and to the activity of restriction endonucleases and topoisomerases toward these forms. The exercise also involves measuring the size of linear duplex fragments of DNA by comparison of mobility with a ladder of double stranded DNA of known sizes.
Theme‐based tests: Teaching in context
Authors: Anderson Gretchen L. , Heck Marsha L. 
Published: February 2007

AbstractTheme‐based tests provide an assessment tool that instructs as well by providing a single general context for a broad set of biochemical concepts. A single story line connects the questions on the tests and models applications of scientific principles and biochemical knowledge in an extended scenario. Theme‐based tests are based on a set of interrelated journal articles or a fictional story derived from popular culture or local events that interweaves biochemical principles into a story line. Theme‐based tests engage students during an exam and promote their creativity.
Quantifying the activation of the small molecular weight G‐protein ras
Authors: Chapman Katharine , Hall David J. 
Published: February 2007

AbstractLow molecular weight guanine‐nucleotide binding proteins are molecular switches involved in a wide range of cellular functions in eukaryotes. Ras is activated when a membrane receptor is bound by a ligand and the GDP bound to the Ras protein is exchanged for GTP. Once GTP is bound, the Ras three‐dimensional conformation changes and binds the kinase Raf. This protein‐protein interaction can be used to “pull‐down” activated Ras from a cell lysate. The amount of activated Ras is quantitated through immunoblotting and densitometry. This procedure is excellent as a multiweek investigational laboratory.
The biological activity of the large‐T protein of SV40 virus*
Authors: Szeberenyi Jozsef 
Published: February 2007

AbstractTerms to be familiar with before you start to solve the test: SV40 virus, malignant transformation, in vitro DNA synthesis, template, primer, DNA polymerase, radioactive labeling, autoradiography, dideoxynucleoside triphosphates, heat denaturation, nondenaturing PAGE.
Screening a library of household substances for inhibitors of phosphatases: An introduction to high‐throughput screening
Authors: Taylor Ann T. S. 
Published: February 2007

AbstractLibrary screening methods are commonly used in industry and research. This article describes an experiment that screens a library of household substances for properties that would make a good “drug,” including enzyme inhibition, neutral pH, and nondenaturing to proteins, using wheat germ acid phosphatase as the target protein. An adaptation of the experiment appropriate for lower level biochemistry or outreach is also described.This work was supported by Wabash College through the Haines Fund for the Study of Biochemistry and the National Science Foundation through Grant DUE 0126242.
A guided discovery approach for learning metabolic pathways
Authors: Schultz Emeric 
Published: February 2007

AbstractLearning the wealth of information in metabolic pathways is both challenging and overwhelming for students. A step‐by‐step guided discovery approach to the learning of the chemical steps in gluconeogenesis and the citric acid cycle is described. This approach starts from concepts the student already knows, develops these further in a logical manner using easy‐to‐remember memory devices, and significantly reduces student learning demand. This approach incorporates the use of PowerPoint, web access, and a digital whiteboard to enhance student learning and retention.
Bioinformatics: Current practice and future challenges for life science education
Authors: Hack Catherine , Kendall Gary 
Published: February 2007

AbstractIt is widely predicted that the application of high‐throughput technologies to the quantification and identification of biological molecules will cause a paradigm shift in the life sciences. However, if the biosciences are to evolve from a predominantly descriptive discipline to an information science, practitioners will require enhanced skills in mathematics, computing, and statistical analysis. Universities have responded to the widely perceived skills gap primarily by developing masters programs in bioinformatics, resulting in a rapid expansion in the provision of postgraduate bioinformatics education. There is, however, a clear need to improve the quantitative and analytical skills of life science undergraduates. This article reviews the response of academia in the United Kingdom and proposes the learning outcomes that graduates should achieve to cope with the new biology. While the analysis discussed here uses the development of bioinformatics education in the United Kingdom as an illustrative example, it is hoped that the issues raised will resonate with all those involved in curriculum development in the life sciences.
Physical models enhance molecular three‐dimensional literacy in an introductory biochemistry course*
Authors: Roberts Jacqueline R. , Hagedorn Eric , Dillenburg Paul , Patrick Michael , Herman Timothy 
Published: February 2007

AbstractThis article reports the results of a recent study to evaluate the usefulness of physical models of molecular structures as a new tool with which to teach concepts of molecular structure and function. Of seven different learning tools used by students in this introductory biochemistry class, the use of the physical models in a laboratory was rated as most useful. These results suggest that physical models can play an important role in capturing the interest of students in the subject of molecular structure and function. These physical models often stimulate more sophisticated questions in the minds of students, which can then be more appropriately explored using computer visualization tools.
Test: Construction of genomic libraries
Authors: Szeberényi Jozséf 
Published: February 2007

AbstractTerms to be familiar with before you start to solve the test: genomic library, gel filtration, restriction endonuclease, plasmid, sticky ends, blunt ends, ligation, recombinant DNA, bacterium transformation, denaturation and renaturation of DNA, satellite DNA, telomere, centromere, unique and repetitive sequences.
Discovering an accessible enzyme: Salivary α‐amylase : Prima digestio fit in ore: A didactic approach for high school students
Authors: Marini Isabella 
Published: February 2007

AbstractHuman salivary α‐amylase is used in this experimental approach to introduce biology high school students to the concept of enzyme activity in a dynamic way. Through a series of five easy, rapid, and inexpensive laboratory experiments students learn what the activity of an enzyme consists of: first in a qualitative then in a semi‐quantitative way. They also learn how some environmental effectors can influence it. The choice of a “human body” enzyme and not an anonymous commercial enzyme is a very attractive one for students. This laboratory approach will be integrated with theoretical knowledge about α‐amylase, starch, their physiological meaning, and biotechnological applications.
Development and evaluation of a peer‐tutoring program for graduate students*
Authors: Copeland H. Liesel , Kinzy Terri Goss 
Published: February 2007

AbstractMany interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey–Robert Wood Johnson Medical School (UMDNJ‐RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ‐RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first‐year graduate curriculum.
Concepts of protein sorting or targeting signals and membrane topology in undergraduate teaching*
Authors: Tang Bor Luen , Teng Felicia Yu Hsuan 
Published: February 2007

AbstractThe process of protein biogenesis culminates in its correct targeting to specific subcellular locations where it serves a function. Contemporary molecular and cell biology investigations often involve the exogenous expression of epitope‐ or fluorescent protein‐tagged recombinant molecules as well as subsequent analysis of protein‐protein interactions in vitro and in vivo. Fundamental knowledge of targeting signals that direct a polypeptide to various organelles or membrane domains is essential for the proper design of such recombinant molecules. A fundamental concept of membrane compartmentalization is also often useful for the interpretation of the preliminary results of interaction screens. Knowledge in targeting signals and post‐translational dynamics of proteins should therefore be given sufficient emphasis in an undergraduate biochemistry or molecular biology curriculum. Such knowledge is essential, particularly for undergraduates or fresh graduates embarking on research projects in a cell and molecular biology laboratory.
Vitamin E: Textbooks require updating
Authors: Azzi Angelo , Zingg Jean‐Marc 
Published: February 2007

AbstractVitamin E was discovered in 1922, but in more than 60 years many new findings have added to the early one. However, its description in many textbooks has not been proportionally updated. The result is an inaccurate, incomplete, and often incorrect description of the function of this vitamin. In some other textbooks, vitamin E is absolutely neglected. In almost all books the existence of vitamin E deficiency diseases is ignored. Recent findings on vitamin E molecular functions and its related diseases are described in this article.
Evolution of innate immune systems*
Authors: Suckale Jakob , Sim Robert B. , Dodds Alister W. 
Published: February 2007

AbstractInnate immunity is the oldest form of defense and is found to some degree in all species. It predates the adaptive immune system, consisting of antibodies, B cells, T cells, and the major histocompatibility antigens. These are found only in higher vertebrates and have been the focus of the majority of immunological research, particularly in mice and humans, over the years. Knowledge of immunity in lower vertebrate and invertebrate species is now increasing rapidly, shedding light on the evolution of immunity and in many cases adding to our understanding of the mammalian system. Several recurring structural, genetic, and developmental mechanisms are common features in these processes in both the cellular and the molecular aspects of innate immunity.
Facilitating understanding of the purine nucleotide cycle and the one‐carbon pool: Part I: The purine nucleotide cycle
Authors: Arinze Ifeanyi J. 
Published: February 2007

AbstractSome metabolic processes are readily understood because they are circumscribed in metabolic pathways that have clearly identifiable beginning points, end products, and other features. Other metabolic pathways that do not appear to be straightforward pose difficulties for students. One such metabolic process, the purine nucleotide cycle, is discussed here.
Allosteric modulation of monomeric proteins*
Authors: Ascenzi Paolo , Bocedi Alessio , Bolli Alessandro , Fasano Mauro , Notari Stefania , Polticelli Fabio 
Published: February 2007

AbstractMultimeric proteins (e.g. hemoglobin) are considered to be the prototypes of allosteric enzymes, whereas monomeric proteins (e.g. myoglobin) usually are assumed to be nonallosteric. However, the modulation of the functional properties of monomeric proteins by heterotropic allosteric effectors casts doubts on this assumption. Here, the allosteric properties of sperm whale myoglobin, human serum albumin, and human α‐thrombin, generally considered as molecular models of monomeric proteins, are summarized.
Facilitating understanding of the purine nucleotide cycle and the one‐carbon pool: Part II: Metabolism of the one‐carbon pool
Authors: Arinze Ifeanyi J. 
Published: February 2007

AbstractSome metabolic processes such as glycolysis, gluconeogenesis, and lipogenesis are readily understood because they are circumscribed in metabolic pathways that have clearly identifiable beginning points, end products, and other features. Other metabolic pathways that do not appear to be straightforward pose difficulties for students. In part I of this two‐part series, one such metabolic process, the purine nucleotide cycle, was discussed (I. J. Arinze (2005) Biochem. Mol. Biol. Educ. 33, 165–168). In the present article, the focus is on the metabolism of one‐carbon fragments, the so‐called one‐carbon pool. As with the first article in this series, the intent of this article is to facilitate teaching and learning of this rather complex area of metabolism.
An advance organizer for teaching bacterial metabolism
Authors: Barbosa Heloiza R. , Marques Marilis V. , Torres Bayardo B. 
Published: February 2007

AbstractThe metabolic versatility of bacteria is a source of learning difficulty for students in classical microbiology courses. To facilitate the learning process, the authors developed an advance organizer. It consists of a set of six diagrams of metabolic pathways describing the basic living requirements of several types of bacteria: energy, carbon sources, and oxidizable substrates that provide electrons for reductive biosyntheses. The students are presented with the six diagrams and at the same time with one problem that must be resolved using solely the set of diagrams, with no access to any textbook. This procedure aims at developing the skills necessary to analyze different (and perhaps more complex) metabolic processes than those represented by the diagrams.
The use of MERLOT in biochemistry and molecular biology education
Authors: Cooper Scott 
Published: February 2007

AbstractThe referatory, Multimedia Educational Resources for Learning and Online Teaching (MERLOT), contains links to 1300 electronic teaching resources in biology and chemistry. Approximately 20% have been peer reviewed, and most have user comments or assignments attached. In addition to being a source of educational resources, the MERLOT project seeks to strengthen the educational community by providing peer review and recognition of quality electronic learning objects.
Teaching intermediary metabolism linearly doesn't work
Authors: Glew Robert H. , Brass Eric 
Published: February 2007

AbstractDespite the fact that knowledge of the major biochemical metabolic pathways is essential to understanding the pathophysiology, clinical presentation, and management of many human diseases, there is disagreement among medical educators regarding the relevance of intermediary metabolism to the practicing physician and the expectations for medical students to master the various metabolic pathways. One basis for the widespread cynicism that exists regarding the need to teach medical students metabolic reactions and pathways derives from the fact that too often these aspects of biochemistry are taught as if they were isolated, unrelated, and independent bits of information. We use medium‐chain acyl‐CoA dehydrogenase deficiency as an example of how it is both possible and fruitful to teach two important but seemingly unrelated pathways in an integrated fashion and in the context of a specific clinical problem. This example illustrates how imbedding multiple metabolic pathways in a realistic clinical scenario and demonstrating the intimate interrelatedness of those pathways can provide the insight and understanding that are required for informed and rational diagnostic and therapeutic decision making. This article concludes with a series of practical and realistic recommendations for improving the teaching of intermediary metabolism.
Can problem‐based learning address content and process?*
Authors: Hintz Mary McCarthy 
Published: February 2007

AbstractProblem‐based learning was used to address the learning process and traditional content in a one semester nonmajors biochemistry course. Three different pedagogical strategies were evaluated in three versions of the course. The first version exclusively utilized literature‐based learning (analysis of primary literature articles in small groups) with almost no lectures from the instructor. Classroom assessment addressed the research process, not content. In the second version, literature‐based learning was supplemented with a 75‐min lecture by the instructor before each article was analyzed as well as additional lectures as deemed necessary. Classroom assessment addressed process (70%) over content (30%). The third version was lecture‐based, with the emphasis on traditional content; lectures were supplemented with literature analysis. Classroom assessment emphasized content, but about 10% of each exam focused on the research process. Student evaluations of the three versions of the course showed no significant difference in opinions about the format of the course. Postcourse interviews with students 1) confirmed previous studies that showed that the literature‐based format greatly increased the involvement of students in their own learning, 2) showed that literature‐based learning is compatible with an equal focus on content and process, and 3) showed that supplementing lecture‐based teaching with literature‐based learning does not empower students to manage their own learning, although student response to this instructional method was positive.
Molecular analysis of the causes of down syndrome in a family
Authors: Szeberenyi Jozsef 
Published: February 2007

AbstractTerms to be familiar with before you start to solve the test: Down Syndrome (trisomy 21), karyotype, chromosome translocation, mosaicism, minisatellites, Southern blotting, DNA fingerprinting, nondisjunction, first and second meiotic division, homologous chromosomes, sister chromatids.
Comparison of student performance in cooperative learning and traditional lecture‐based biochemistry classes
Authors: Anderson William L. , Mitchell Steven M. , Osgood Marcy P. 
Published: February 2007

AbstractStudent performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem‐solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture‐based classes (n = 381 students), whereas the second curriculum was used in two cooperative learning classes (n = 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem‐solving tasks (p < 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem‐based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the “high context” aspects of the small‐group interactions into our current lecture‐based course with the addition of on‐line PBL cases.