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Hello Biology Teaching Colleagues – As this academic year winds quickly to a close this spring, I am working on updating my biology teaching strategies for next year for the first semester biology course units on biochemistry and molecular biology. I teach introductory biology at both the secondary and college levels and am searching for creative ideas to [i][b]infuse an increased use of scientific models [/b][/i]to help my students better visualize complex biochemical structures and chemical interactions. Biochemistry and molecular biology are often very difficult concepts for students, as they do not have direct daily experience visualizing the structure of atoms and molecules and thus do not yet have a deep appreciation of the wondrous and diverse biochemical interactions that are involved in their very life’s breath. Models are often a wonderful way to help students visualize and manipulate complex 3-D structures. Most of us are familiar with the classic teaching models for cell reproduction, Mitosis models and Meiosis models, such as pop beads or more inexpensive versions (paper models, beads and pipe cleaners, etc.). I discovered and used a wonderful [b]DNA Origami model activity [/b]this year that my students enjoyed, which incorporated a terrific cross-curricular art infusion into the lesson. It truly helped them better visualize DNA’s double-helix structure. [b]DNA Origami Model [/b]at http://www.yourgenome.org/teachers/origami.shtml However, this origami model did not really enhance their understanding of the underlying structural components of DNA or the interactions that occur during DNA replication, transcription or translation. So I am still in-search of additional teaching models to enhance student understanding and engage them more deeply in these topics. What[i][b] teaching strategies that incorporate models [/b][/i]do you use to engage your students in complex biochemical and molecular biology topics? (topics ranging from atomic structure to properties of water to macromolecule structure/function to energy use) Do you use[b] 3-D Models that the students create and manipulate[/b]? If so, what are your favorite resources for these teaching models? Of course, teaching budgets are limited (especially at the secondary level) so I am searching for relatively inexpensive modeling activities (e.g. not necessarily model kits that would be purchased). Thanks for sharing any teaching strategies that incorporate models that you find enrich your teaching practice and engage your students. Best wishes, Dorothy Ginnett

Follow-up on creative techniques to teach biochem/molecular biology:

Do you use computer simulations, video animations or songs to increase student engagement in biochemistry and molecular biology topics? We are a 1:1 student laptop campus, so have excellent access to computer resources for every student. (Our laptops are PC's, so we do not have access to APPs on student computers.)

Here are a few free computer resources that I have found useful for teaching these topics:

PBS Science Odyssey: DNA Workshophttp://www.pbs.org/wgbh/aso/tryit/dna/
(simulations of DNA Replication & Protein Synthesis)

DNA Replication Animation (HHMI Animations) at http://www.hhmi.org/biointeractive/dna/DNAi_replication_vo2.html

DNAi Interactivehttp://www.dnai.org/

A recent student favorite is the song review of macromolecules:
Molecules Gone Wild (Bio Style, Mr. Hsu)
http://www.youtube.com/watch?v=nt9u7CfVoc4

Thanks for any strategies and tools you can share to enhance the depth of teaching on these complex topics using classroom digital technology.

Some terrific background for teacher professional development on biochemistry and molecular biology topics can be found in the freeNSTA Science Object, Cell Structure and Function: The Molecular Machinery of Life http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/7/SCB-CSF.2.1

Dorothy Ginnett

Dorothy, In the web archives of the American Chemical Society (ACS), there are several seminars that might be something that you would find beneficial. One of the archives was about why chemical bonds ere different for water. The models that were shown were very clear and had short assessment questions to go with the figures. There were a couple of others that might also be something that might be of interest. My only concern is that they may be to low of a level for upper high school or college.

Thanks for the idea Tina! I never would have thought to look at the American Chemical Society (ACS) for resources as I am not a member or a chemist. Brilliant idea! Thanks! Are the ASC webseminars free? I found their webseminar page, ACS Webinars http://acswebinars.org/ However, I am not finding it very easy to search. Do you have any specific webseminar titles from ACS to recommend? For example - what was the webseminar title that you mentioned about water's chemical bonds? Thanks. Dorothy

Dorothy wrote, 'I discovered and used a wonderful DNA Origami model activity this year that my students enjoyed....However, this origami model did not really enhance their understanding of the underlying structural components of DNA or the interactions that occur during DNA replication, transcription or translation. So I am still in-search of additional teaching models to enhance student understanding and engage them more deeply in these topics.'

To help my students understand the replication of DNA and transcription of RNA, I allow my students to build models using K'Nex. K'Nex has a kit that contains lesson plans that teachers can use. First, my students build the simple K'Nex model, then we expand on that model using the following video clips from the PBS program, 'DNA: The Secret of Life' so that students can get a better appreciation of the complexity of the entire process. I really like both of these videos because they show both process of replication and transcription in real time.
DNA replication
From DNA to Protein

First, students watch the DNA replication video in its entirety. Next, we rewatch the video and then I give them screen shots of the video where we identify the enzymes (DNA helicase, DNA ligase, DNA polymerase, DNA topoisomerase), lagging strand, leading strand. We do the same thing for the 'From DNA to Protein' clip. They watch the video in its entirety. Then they get screen shots where will identify RNA polymerase, DNA, mRNA, ribrosome, tRNA, rRNA, amino acids, protein.

Thanks Tina -

Love the K'nex for educators model idea for DNA Transcription and Translation http://www.knex.com/Educators/dna_replication_transcription.php

Thanks for the video links too. Very helpful.

Dorothy

Dear Dorothy, I use the DNA Origami model from DNAi at http://www.dnai.org/teacherguide/guide.html I like it because the chemical structure is drawn onto the model and I have my students identify A-T and C-G by the number of rings in the molecules and the number of bonds between them then color them. The basic sugar and phosphate molecules are also drawn in. I think they get a better idea of the molecular structure this way. The molecule folds the same way as your model. Dawn

Have you explored the use of FoldIt (http://fold.it/portal/)? It doesn't explore the structure of DNA but the structure of proteins. And it's a game. And, it's citizen science.

Thanks Dawn! This is a much better model than the DNA Origami model I had found earlier at this site. They must have improved it since I downloaded it earlier this year. Excellent set of resources for teaching Genetics. - Dorothy

Hi Jennifer -

Yes, I just recently explored FoldIt, and it is great fun.
Great tool for studying protein structures.

I'll have to see if our school server and laptops can handle the graphics.

Dorothy

Wow, the DNA Origami looks interesting!!! I might have to try that one next school year if I'm still teaching Biology. I often do the Building DNA out of paper activity, which is sort of like origami but the students are just cutting and pasting the already made structures (Phosphate, Sugar, Bases). The link is below... http://rushartsbiology.wikispaces.com/file/view/DNA+modeling+lab.pdf Another thing that might help when it comes to modeling and making connections is having the students draw things out. My Biology Instructor for one of my college biology courses always said "If you want to understand something, draw it and explain it. If you can explain with your drawings, then you know the material." I think he has a good point. So maybe you can build lessons where the students would have to draw out the structures, process, etc, and also explain it in writing. I'm trying to push that at McKinley High School in order to help raise our Writing/Reading scores, as well as the end of the year Biology exam. Another good thing about having them "draw it" is if the school can't afford to buy much resources, it's cost effective.

Dorothy, That's a timely and useful list of resources. Thank you! I will start using them immediately. JessieM

I agree Osamu! Drawing and labeling diagrams has always been a wonderful way to learn biological structure and function. It should definately stay in our teaching toolkit, even with all our new digital technology tools. Jessie, glad you are finding this discussion topic helpful. I'm enjoying hearing everyone's helpful input and insights. Dorothy