the computer program follows well-defined rules, which are know at the outset of the exercise by the student, and are applied equally to all students. Finally, this type of assessment places the onus back on the students to identify any weakness they may have. Once a problem has been identified a student can seek help from the program and then from the tutor. Since on- line help is provided, the tutor can assume the student has some familiarity with the material and does not need to 195 review all the background required to solve a particular problem. References ~Carrington, J and Vlugter, M (1989) Biochem Educ 17, 34-35 -'Sewell, B T and Delpierre, G R (1992) Biochem Educ 20, 14-17 3Carrington, J M (1993) Biochem Educ 21, 29-31 4Baggott, J and Dennis, S E (1994) Biochem Educ 22, 8-9 Features Section: Problem-based Learning Editor: C A Smith, the Manchester Metropolitan University, UK 0307-4412(94)00140-5 The Problem-based Learning Page in this issue of Bio- chemical Education is focused on the more biophysical end of the Biological Sciences spectrum. Dr Jones has supplied an interesting problem question relating to protein stability and pertinent to one of the most active current research areas in Biochemistry, namely protein folding. Like many of the best submissions to the Problem Page, this question is based directly on 'real' experimental results and, indeed, shows how a wealth of information may be gleaned from them. Despite many years of study by numerous researchers, the basic rules which dictate how a given polypeptide will fold to form a native, active protein are still largely unknown. This subject has been described at a relatively basic level by Branden and Tooze I and reviewed in more depth by Creighton in his splendid textbook. 2 The latter also contains a number of related imaginative problems based on specific published papers. Jaenicke and Rudolph 3 and Page 4 are two fairly short review articles which summarise general points relevant to Dr Jones' question. They also include a good deal of data for problem setters to use! As always, the Problem-based Learning Page is keen to receive interesting and imaginative examples of problem questions in Biochemistry and related disciplines. References Branden, C and Tooze, J (1991) An Introduction to Protein Structure, Garland Press, New York 2Creighton, T E (1993) Proteins, 2nd edition, W H Freeman & Co, New York 3jaenicke, R and Rudolph, R (1989) in Protein Structure: A Practical Approach, 191-223 (edited by Creighton, T E), IRL Press, OUP, Oxford 4Pace, C N (1988) in Proteins: Form and Function, 117-123 (edited by Bradshaw, R A and Porton, M), Elsevier, Cambridge BIOCHEMICAL EDUCATION 22(4) 1994

Features section: Problem-based learning

Download PDF Report

Upload
ca-smith
View
217
Download
4

Embed Size (px)

Citation preview

Page 1: Features section: Problem-based learning

the computer program follows well-defined rules, which are know at the outset of the exercise by the student, and are applied equally to all students.

Finally, this type of assessment places the onus back on the students to identify any weakness they may have. Once a problem has been identified a student can seek help from the program and then from the tutor. Since on- line help is provided, the tutor can assume the student has some familiarity with the material and does not need to

195

review all the background required to solve a particular problem.

References ~Carrington, J and Vlugter, M (1989) Biochem Educ 17, 34-35 -'Sewell, B T and Delpierre, G R (1992) Biochem Educ 20, 14-17 3Carrington, J M (1993) Biochem Educ 21, 29-31 4Baggott, J and Dennis, S E (1994) Biochem Educ 22, 8-9

Features Section: Problem-based Learning

Editor: C A Smith, the Manchester Metropol i tan University, U K

0307-4412(94)00140-5

The Problem-based Learning Page in this issue of Bio- chemical Education is focused on the more biophysical end of the Biological Sciences spectrum. Dr Jones has supplied an interesting problem question relating to protein stability and pertinent to one of the most active current research areas in Biochemistry, namely protein folding. Like many of the best submissions to the Problem Page, this question is based directly on 'real' experimental results and, indeed, shows how a wealth of information may be gleaned from them.

Despite many years of study by numerous researchers, the basic rules which dictate how a given polypeptide will fold to form a native, active protein are still largely unknown. This subject has been described at a relatively basic level by Branden and Tooze I and reviewed in more depth by Creighton in his splendid textbook. 2 The latter also contains a number of related imaginative

problems based on specific published papers. Jaenicke and Rudolph 3 and Page 4 are two fairly short review articles which summarise general points relevant to Dr Jones' question. They also include a good deal of data for problem setters to use!

As always, the Problem-based Learning Page is keen to receive interesting and imaginative examples of problem questions in Biochemistry and related disciplines.

References Branden, C and Tooze, J (1991) An Introduction to Protein Structure, Garland Press, New York

2Creighton, T E (1993) Proteins, 2nd edition, W H Freeman & Co, New York

3jaenicke, R and Rudolph, R (1989) in Protein Structure: A Practical Approach, 191-223 (edited by Creighton, T E), IRL Press, OUP, Oxford

4Pace, C N (1988) in Proteins: Form and Function, 117-123 (edited by Bradshaw, R A and Porton, M), Elsevier, Cambridge

BIOCHEMICAL EDUCATION 22(4) 1994