Literature DB >> 21591070

Reversible ligand binding reactions: Why do biochemistry students have trouble connecting the dots?

Duane W Sears1, Scott E Thompson, S Robin Saxon.   

Abstract

Adaptive chemical behavior is essential for an organism's function and survival, and it is no surprise that biological systems are capable of responding both rapidly and selectively to chemical changes in the environment. To elucidate an organism's biochemistry, its chemical reactions need to be characterized in ways that reflect the normal physiology in vivo. This is a challenging experimental problem because biological systems are inherently complex with myriads of interlinked chemical networks orchestrating processes that are mostly irreversible in nature. One successful approach for simplifying the study of biochemical reactions is to analyze them under controlled reversible equilibrium conditions in vitro that approximate the range of physiological conditions found in vivo. Because this approach has helped elucidate some of the chemical mysteries of complex biological systems, many topics presented in modern biochemistry courses are essentially rooted in the chemistry of reversible equilibrium reactions. Since most undergraduate biochemistry courses typically require students to complete year-long general and organic chemistry courses, biochemistry instructors may assume that entering students have sufficient understanding of basic reversible equilibrium chemistry to move forward into more advanced biochemical topics. However, this assumption is at odds with our experience in that many entering students seem confused by the conventions, language, symbolic formalism, and/or mathematical tools normally use to describe reversible equilibrium reactions. Part of the problem here may stem from how certain basic chemical concepts are taught (or are not taught) in their prerequisite chemistry courses. Here, we identify some conceptual barriers that many students seem to confront and we discuss instructional strategies designed to help students "connect the dots," so to speak, and better understand how dynamic biological processes can be analyzed in terms of reversible equilibrium chemistry.
Copyright © 2007 International Union of Biochemistry and Molecular Biology, Inc.

Year:  2007        PMID: 21591070     DOI: 10.1002/bmb.29

Source DB:  PubMed          Journal:  Biochem Mol Biol Educ        ISSN: 1470-8175            Impact factor:   1.160


  3 in total

1.  How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction.

Authors:  Kathleen A Jeffery; Nancy Pelaez; Trevor R Anderson
Journal:  CBE Life Sci Educ       Date:  2018       Impact factor: 3.325

2.  Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses.

Authors:  Xiaoying Xu; Jennifer E Lewis; Jennifer Loertscher; Vicky Minderhout; Heather L Tienson
Journal:  CBE Life Sci Educ       Date:  2017       Impact factor: 3.325

3.  Concept Inventories as a Complement to Learning Progressions.

Authors:  Charlotte R Reed; Adele J Wolfson
Journal:  CBE Life Sci Educ       Date:  2021-06       Impact factor: 3.325

  3 in total

北京卡尤迪生物科技股份有限公司 © 2022-2023.