Pub Date : 2021-12-01DOI: 10.35459/tbp.2021.000207
V. Shlyonsky
I recently became acquainted with the work done by Lisa J. Lapidus on new curricular development for courses on Introductory Physics for the Life Sciences (IPLS) (1). While I enjoyed reading the article, I was expecting a description of the assessment modalities of such a physics course that is highly focused on molecular and cellular biology. The author, however, is still developing this aspect. Several afterthoughts left me wondering about the best assessment modes for this course. From my perspective, introductory physics remains the only basic course in the life sciences curriculum where students are taught to apply logic and deduction to the resolution of real-world physics problems, and this is in striking contrast to molecular and cellular biology, where memorization is traditionally emphasized. I agree with the many voices that argue that the learning objectives of IPLS are not about gaining new knowledge but, rather, are about gaining abilities and competencies. The assessments discussed in the paper refer to concept inventories, which are indeed conceptual rather than problem based. However, in my opinion, written problem-based exams are better suited to evaluate competencies acquired in introductory physics courses. During their final exam, students may be given a list of all the formulas they need, but it will not help them succeed if they did not practice beforehand how to apply this knowledge thoughtfully. Clearly, students are strongly motivated by real-world physics problems that touch upon some biomedical aspects, but when it comes to developing physics problems solely with molecular and cellular biology content, I do not see too many possibilities of constructions that would require application of logic and deduction. This situation implies a high probability that the teacher will have to recycle exam questions and, accordingly, disfavors the problem based assessment modality for P@MCL. In other words, the use of problem-based assessment, along with these curriculum adjustments, would ‘‘throw the baby out with the bathwater,’’ because students would simply train in solving a limited number of typical problems. Probably the optimal assessment mode in such a course would be project based (2). This way, the students have several possibilities to showcase their understanding of physics topics and their competencies to tie together physics and biology—in the form of written essays or video capsules. The evaluation of project-based work, however, may require significant effort on the part of the instructor (3).
最近，我开始熟悉Lisa J. Lapidus关于生命科学(IPLS)入门物理课程新课程开发的工作(1)。虽然我喜欢阅读这篇文章，但我期待着这门高度关注分子和细胞生物学的物理课程的评估模式的描述。然而，作者在这方面仍在不断发展。后来的一些想法让我想知道这门课的最佳评估模式。在我看来，入门物理仍然是生命科学课程中唯一的基础课程，在这些课程中，学生被教导运用逻辑和演绎来解决现实世界的物理问题，这与传统上强调记忆的分子和细胞生物学形成鲜明对比。我同意许多人的观点，即IPLS的学习目标不是获得新知识，而是获得能力和竞争力。本文讨论的评估是指概念清单，它确实是概念性的，而不是基于问题的。然而，在我看来，以问题为基础的笔试更适合于评估在物理入门课程中获得的能力。在他们的期末考试中，学生可能会得到一张他们需要的所有公式的清单，但如果他们事先没有仔细练习如何应用这些知识，这将无助于他们成功。很明显，学生们被触及生物医学方面的现实世界物理问题所强烈激励，但当涉及到仅涉及分子和细胞生物学内容的物理问题时，我没有看到太多需要应用逻辑和演绎的结构的可能性。这种情况意味着老师很有可能不得不重复使用考试问题，因此，不赞成P@MCL基于问题的评估模式。换句话说，使用基于问题的评估，以及这些课程调整，将“把婴儿连同洗澡水一起倒掉”，因为学生们只是在解决有限数量的典型问题上进行训练。也许这种课程的最佳评估模式是基于项目的(2)。这样，学生就有多种可能性来展示他们对物理主题的理解，以及他们将物理和生物学联系在一起的能力——以书面论文或视频胶囊的形式。然而，对基于项目的工作的评估可能需要讲师付出很大的努力(3)。
{"title":"Comment on “Physics at the Molecular and Cellular Level (P@MCL): A New Curriculum for Introductory Physics”","authors":"V. Shlyonsky","doi":"10.35459/tbp.2021.000207","DOIUrl":"https://doi.org/10.35459/tbp.2021.000207","url":null,"abstract":"I recently became acquainted with the work done by Lisa J. Lapidus on new curricular development for courses on Introductory Physics for the Life Sciences (IPLS) (1). While I enjoyed reading the article, I was expecting a description of the assessment modalities of such a physics course that is highly focused on molecular and cellular biology. The author, however, is still developing this aspect. Several afterthoughts left me wondering about the best assessment modes for this course. From my perspective, introductory physics remains the only basic course in the life sciences curriculum where students are taught to apply logic and deduction to the resolution of real-world physics problems, and this is in striking contrast to molecular and cellular biology, where memorization is traditionally emphasized. I agree with the many voices that argue that the learning objectives of IPLS are not about gaining new knowledge but, rather, are about gaining abilities and competencies. The assessments discussed in the paper refer to concept inventories, which are indeed conceptual rather than problem based. However, in my opinion, written problem-based exams are better suited to evaluate competencies acquired in introductory physics courses. During their final exam, students may be given a list of all the formulas they need, but it will not help them succeed if they did not practice beforehand how to apply this knowledge thoughtfully. Clearly, students are strongly motivated by real-world physics problems that touch upon some biomedical aspects, but when it comes to developing physics problems solely with molecular and cellular biology content, I do not see too many possibilities of constructions that would require application of logic and deduction. This situation implies a high probability that the teacher will have to recycle exam questions and, accordingly, disfavors the problem based assessment modality for P@MCL. In other words, the use of problem-based assessment, along with these curriculum adjustments, would ‘‘throw the baby out with the bathwater,’’ because students would simply train in solving a limited number of typical problems. Probably the optimal assessment mode in such a course would be project based (2). This way, the students have several possibilities to showcase their understanding of physics topics and their competencies to tie together physics and biology—in the form of written essays or video capsules. The evaluation of project-based work, however, may require significant effort on the part of the instructor (3).","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69815042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.35459/tbp.2020.000173
M. Rieth
In this article, an approach to teaching molecular biophysics is described. The organization and course content has been carefully chosen and curated so that fundamental ideas in molecular biophysics can be taught effectively to upper classmen in higher education. Three general topic areas are introduced along with accompanying experiments that illustrate major principles related to each topic area. This article outlines an approach to organizing chosen course material and suggests multiple teaching activities within each major topic area: thermodynamics, kinetics, and structural biology. Subtopics are presented along with suggested laboratory experiments. The experiments are outlined in a way that they can be readily adopted by educators teaching a biophysical chemistry lab. The accompaniment of workshop exercises as an additional teaching modality is a component of the course intended to enhance the development of important problem-solving skills and comprehension of new content. Finally, a reflection on student feedback and course outcomes along with targeted learning goals is discussed.
{"title":"Instructional Design for an Undergraduate Laboratory Course in Molecular Biophysics","authors":"M. Rieth","doi":"10.35459/tbp.2020.000173","DOIUrl":"https://doi.org/10.35459/tbp.2020.000173","url":null,"abstract":"\u0000 In this article, an approach to teaching molecular biophysics is described. The organization and course content has been carefully chosen and curated so that fundamental ideas in molecular biophysics can be taught effectively to upper classmen in higher education. Three general topic areas are introduced along with accompanying experiments that illustrate major principles related to each topic area. This article outlines an approach to organizing chosen course material and suggests multiple teaching activities within each major topic area: thermodynamics, kinetics, and structural biology. Subtopics are presented along with suggested laboratory experiments. The experiments are outlined in a way that they can be readily adopted by educators teaching a biophysical chemistry lab. The accompaniment of workshop exercises as an additional teaching modality is a component of the course intended to enhance the development of important problem-solving skills and comprehension of new content. Finally, a reflection on student feedback and course outcomes along with targeted learning goals is discussed.","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46113425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.35459/tbp.2021.000208
Lisa J. Lapidus
{"title":"Response to Comment by Shlyonsky","authors":"Lisa J. Lapidus","doi":"10.35459/tbp.2021.000208","DOIUrl":"https://doi.org/10.35459/tbp.2021.000208","url":null,"abstract":"","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.35459/tbp.2020.000171
G. Paci, E. Haas, L. Kornau, D. Marchetti, L. Wang, R. Prevedel, A. Szmolenszky
Fluorescence microscopy is a ubiquitous technique in the life sciences that uses fluorescent molecules to visualize specific components of biological specimens. This powerful tool has revolutionized biology, and it represents a perfect example of the advancements enabled by biophysical research and technology development. However, despite its central role in contemporary research, fluorescence is hardly covered in typical secondary school curricula, with few hands-on “entry-level” materials available for secondary school teachers to introduce this important method to their students. Furthermore, most commercially available fluorescence microscopes are prohibitively costly and often appear as “black boxes.” To address this gap, we introduce here an experimental, research-grade fluorescence microscopy kit and educational resource targeted at secondary school students and teachers. Microscope in Action is an interdisciplinary resource based on active learning that combines concepts from both optics and biology. The students assemble a functional microscope from basic optical, mechanical, and electronic parts, thereby testing and understanding the function of each component “hands-on.” We also present sample preparation and imaging activities that can be incorporated to enable an exploration of biological topics with the assembled microscope and exercises in which students actively learn and practice scientific thinking by collecting and analyzing data. Although the resource was developed with secondary schools in mind, the variety of available protocols and the adjustable module lengths make it suitable for different age groups and topics, from middle school to PhD level, from short workshops to courses spanning several days.
{"title":"Microscope in Action: An Interdisciplinary Fluorescence Microscopy Hands-on Resource for Schools","authors":"G. Paci, E. Haas, L. Kornau, D. Marchetti, L. Wang, R. Prevedel, A. Szmolenszky","doi":"10.35459/tbp.2020.000171","DOIUrl":"https://doi.org/10.35459/tbp.2020.000171","url":null,"abstract":"\u0000 Fluorescence microscopy is a ubiquitous technique in the life sciences that uses fluorescent molecules to visualize specific components of biological specimens. This powerful tool has revolutionized biology, and it represents a perfect example of the advancements enabled by biophysical research and technology development. However, despite its central role in contemporary research, fluorescence is hardly covered in typical secondary school curricula, with few hands-on “entry-level” materials available for secondary school teachers to introduce this important method to their students. Furthermore, most commercially available fluorescence microscopes are prohibitively costly and often appear as “black boxes.” To address this gap, we introduce here an experimental, research-grade fluorescence microscopy kit and educational resource targeted at secondary school students and teachers. Microscope in Action is an interdisciplinary resource based on active learning that combines concepts from both optics and biology. The students assemble a functional microscope from basic optical, mechanical, and electronic parts, thereby testing and understanding the function of each component “hands-on.” We also present sample preparation and imaging activities that can be incorporated to enable an exploration of biological topics with the assembled microscope and exercises in which students actively learn and practice scientific thinking by collecting and analyzing data. Although the resource was developed with secondary schools in mind, the variety of available protocols and the adjustable module lengths make it suitable for different age groups and topics, from middle school to PhD level, from short workshops to courses spanning several days.","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46481584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01Epub Date: 2021-08-09DOI: 10.35459/tbp.2021.000199
Susan E Cohen, Sara M Hashmi, A-Andrew D Jones, Vasiliki Lykourinou, Mary Jo Ondrechen, Srinivas Sridhar, Anne L van de Ven, Lauren S Waters, Penny J Beuning
Demand for undergraduate research experiences typically outstrips the available laboratory positions, which could have been exacerbated during the remote work conditions imposed by the SARS-CoV-2/COVID-19 pandemic. This report presents a collection of examples of how undergraduates have been engaged in research under pandemic work restrictions. Examples include a range of projects related to fluid dynamics, cancer biology, nanomedicine, circadian clocks, metabolic disease, catalysis, and environmental remediation. Adaptations were made that included partnerships between remote and in-person research students and students taking on more data analysis and literature surveys, as well as data mining, computational, and informatics projects. In many cases, these projects engaged students who otherwise would have worked in traditional bench research, as some previously had. Several examples of beneficial experiences are reported, such as the additional time spent studying the literature, which gave students a heightened sense of project ownership, and more opportunities to integrate feedback into writing and research. Additionally, the more intentional and regular communication necessitated by remote work proved beneficial for all team members. Finally, online seminars and conferences have made participation possible for many more students, especially those at predominantly undergraduate institutions. Participants aim to adopt these beneficial practices in our research groups even after pandemic restrictions end.
{"title":"Adapting Undergraduate Research to Remote Work to Increase Engagement.","authors":"Susan E Cohen, Sara M Hashmi, A-Andrew D Jones, Vasiliki Lykourinou, Mary Jo Ondrechen, Srinivas Sridhar, Anne L van de Ven, Lauren S Waters, Penny J Beuning","doi":"10.35459/tbp.2021.000199","DOIUrl":"10.35459/tbp.2021.000199","url":null,"abstract":"<p><p>Demand for undergraduate research experiences typically outstrips the available laboratory positions, which could have been exacerbated during the remote work conditions imposed by the SARS-CoV-2/COVID-19 pandemic. This report presents a collection of examples of how undergraduates have been engaged in research under pandemic work restrictions. Examples include a range of projects related to fluid dynamics, cancer biology, nanomedicine, circadian clocks, metabolic disease, catalysis, and environmental remediation. Adaptations were made that included partnerships between remote and in-person research students and students taking on more data analysis and literature surveys, as well as data mining, computational, and informatics projects. In many cases, these projects engaged students who otherwise would have worked in traditional bench research, as some previously had. Several examples of beneficial experiences are reported, such as the additional time spent studying the literature, which gave students a heightened sense of project ownership, and more opportunities to integrate feedback into writing and research. Additionally, the more intentional and regular communication necessitated by remote work proved beneficial for all team members. Finally, online seminars and conferences have made participation possible for many more students, especially those at predominantly undergraduate institutions. Participants aim to adopt these beneficial practices in our research groups even after pandemic restrictions end.</p>","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":"2 2","pages":"28-32"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10003819/pdf/nihms-1875595.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9118517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.35459/tbp.2021.000184
Sarah F. Mitchell, K. Mouzakis
Converting in-person courses to an online and asynchronous format requires significant updates to instructional materials. In this report, we share how we adapted a two-semester, undergraduate biochemistry laboratory sequence to this modality, while simultaneously engaging students in the science of COVID-19. We modified the advanced course mid-semester and planned changes to the introductory course in advance. Pedagogical choices made in the advanced course leveraged pre-existing materials, which supported new learning objectives focused on SARS-CoV-2, the virus that causes COVID-19. In contrast, changes to the introductory course relied heavily on new materials, which preserved the original course learning objectives and engaged students in SARS-CoV-2 research. Below, we describe aspects of this approach that supported a smooth transition to online instruction.
{"title":"An Approach to Transitioning Undergraduate Biochemistry Laboratory Courses Online","authors":"Sarah F. Mitchell, K. Mouzakis","doi":"10.35459/tbp.2021.000184","DOIUrl":"https://doi.org/10.35459/tbp.2021.000184","url":null,"abstract":"Converting in-person courses to an online and asynchronous format requires significant updates to instructional materials. In this report, we share how we adapted a two-semester, undergraduate biochemistry laboratory sequence to this modality, while simultaneously engaging students in the science of COVID-19. We modified the advanced course mid-semester and planned changes to the introductory course in advance. Pedagogical choices made in the advanced course leveraged pre-existing materials, which supported new learning objectives focused on SARS-CoV-2, the virus that causes COVID-19. In contrast, changes to the introductory course relied heavily on new materials, which preserved the original course learning objectives and engaged students in SARS-CoV-2 research. Below, we describe aspects of this approach that supported a smooth transition to online instruction.","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45481224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-11DOI: 10.35459/tbp.2020.000174
Lucy Jiménez, L. Conteville, Ivana Feldfeber, Mercedes Garnham Didier, G. Stegmayer, C. Marino-Buslje, A. J. V. Rueda
topics n Bioinformatics and disease 47 Genomics and evolution 41 Structural bioinformatics and biomolecular simulations 31 Deep learning, chemoinformatics, and drug discovery 20 Data mining and big data analysis 15 System biology 11 Education 3 Total 168 Fig 1. Distribution of participants in the congress on the basis of the information obtained from the registration. (A) Percentage of participation by region. (B) Representation of participants from industry and academy by gender. (C) Authorship position analysis by gender. Women in bioinformatics and data science Jiménez et al. The Biophysicist 2021; 2(3). DOI: 10.35459/tbp.2020.000174 101 D ow naded rom hp://m eridianenpress.com /the-biophysicist/artic9/2983209/i2578-6970-2-3-99.pdf by gest on 11 Jauary 2022 dynamics simulations, introduction to machine learning with R language with tidymodels, and introduction to R language with tidyverse. The workshops had a total of 159 attendees: 93 were female; 23 were male; and 45 did not indicate a gender in the registration form. Discussion and future perspectives The 1st Latin American Conference of Women in Bioinformatics and Data Science initiative aimed at creating spaces for discussion and training in our community, not only in science and technology, but also from a gender perspective. As we discussed before, science and technology are masculinized environments in which gender disparities still remain as part of the structure. The data generated, even in this particular event created by women and especially for women, reinforced the evidence of the predominance of men in leadership roles. The glass ceiling effect with respect to differential access to leadership positions for women and men is still evident (15– 18). In personal communication, the speakers and attendees expressed that they felt very comfortable and considered the conference venue to be a friendly environment to exchange, to learn, and to discuss ideas. In this report, we conclude from the great response of the community, evidenced by the large number of attendees, submitted abstracts and participating speakers, and the results obtained from our analysis, that there is a need for these types of spaces as provided through the 1st Latin American Conference of Women in Bioinformatics and Data Science. Women working in bioinformatics and data science are still waiting to be properly recognized. We need to create spaces that encourage participation and continuing education opportunities for women, and we need to analyze our research reality from a gender point of view, if we really want to contribute to reducing the gender disparity gap.
{"title":"Highlights of the 1st Latin American Conference of Women in Bioinformatics and Data Science","authors":"Lucy Jiménez, L. Conteville, Ivana Feldfeber, Mercedes Garnham Didier, G. Stegmayer, C. Marino-Buslje, A. J. V. Rueda","doi":"10.35459/tbp.2020.000174","DOIUrl":"https://doi.org/10.35459/tbp.2020.000174","url":null,"abstract":"topics n Bioinformatics and disease 47 Genomics and evolution 41 Structural bioinformatics and biomolecular simulations 31 Deep learning, chemoinformatics, and drug discovery 20 Data mining and big data analysis 15 System biology 11 Education 3 Total 168 Fig 1. Distribution of participants in the congress on the basis of the information obtained from the registration. (A) Percentage of participation by region. (B) Representation of participants from industry and academy by gender. (C) Authorship position analysis by gender. Women in bioinformatics and data science Jiménez et al. The Biophysicist 2021; 2(3). DOI: 10.35459/tbp.2020.000174 101 D ow naded rom hp://m eridianenpress.com /the-biophysicist/artic9/2983209/i2578-6970-2-3-99.pdf by gest on 11 Jauary 2022 dynamics simulations, introduction to machine learning with R language with tidymodels, and introduction to R language with tidyverse. The workshops had a total of 159 attendees: 93 were female; 23 were male; and 45 did not indicate a gender in the registration form. Discussion and future perspectives The 1st Latin American Conference of Women in Bioinformatics and Data Science initiative aimed at creating spaces for discussion and training in our community, not only in science and technology, but also from a gender perspective. As we discussed before, science and technology are masculinized environments in which gender disparities still remain as part of the structure. The data generated, even in this particular event created by women and especially for women, reinforced the evidence of the predominance of men in leadership roles. The glass ceiling effect with respect to differential access to leadership positions for women and men is still evident (15– 18). In personal communication, the speakers and attendees expressed that they felt very comfortable and considered the conference venue to be a friendly environment to exchange, to learn, and to discuss ideas. In this report, we conclude from the great response of the community, evidenced by the large number of attendees, submitted abstracts and participating speakers, and the results obtained from our analysis, that there is a need for these types of spaces as provided through the 1st Latin American Conference of Women in Bioinformatics and Data Science. Women working in bioinformatics and data science are still waiting to be properly recognized. We need to create spaces that encourage participation and continuing education opportunities for women, and we need to analyze our research reality from a gender point of view, if we really want to contribute to reducing the gender disparity gap.","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43386895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-13DOI: 10.35459/tbp.2021.000189
Lydia Kisley
Biophysics is defined by the experimental data that are collected on an extensive array of powerful and elegant tools. To solve important problems in biophysics, an understanding of the capabilities and limitations of the current instrumental methods is needed. Although lecture-based courses can instruct students on the physical principles of biophysical instrumentation, the actual practical use of instrumentation can seem far from the concepts taught through presentations or books. Traditionally, laboratory courses can expose students to hands-on use and understanding of experimental methods. During the COVID-19 pandemic, laboratory-based courses were challenging or, at times, prohibited. The educational aim of this article is to connect the instrumental concepts learned in lecture to the use of instruments for experiments when students are unable to go into laboratory environments. I present a low-stakes assignment for students to explore the biophysical instrumentation at core facilities. Prompts were provided to guide students through methods and challenges when using an instrument in a laboratory. These were then shared in a group environment so students could learn about multiple instruments in a single class and further benefit from social interactions with their peers, combating isolation during remote courses. Beyond remote instruction during COVID-19, this assignment can be applicable to future courses where laboratory work is cost-, time-, or location-prohibitive. Adaptations for in-person instruction are also discussed.
{"title":"Remote Exploration of Experimental Biophysical Instrumentation in Core Facilities","authors":"Lydia Kisley","doi":"10.35459/tbp.2021.000189","DOIUrl":"https://doi.org/10.35459/tbp.2021.000189","url":null,"abstract":"\u0000 Biophysics is defined by the experimental data that are collected on an extensive array of powerful and elegant tools. To solve important problems in biophysics, an understanding of the capabilities and limitations of the current instrumental methods is needed. Although lecture-based courses can instruct students on the physical principles of biophysical instrumentation, the actual practical use of instrumentation can seem far from the concepts taught through presentations or books. Traditionally, laboratory courses can expose students to hands-on use and understanding of experimental methods. During the COVID-19 pandemic, laboratory-based courses were challenging or, at times, prohibited. The educational aim of this article is to connect the instrumental concepts learned in lecture to the use of instruments for experiments when students are unable to go into laboratory environments. I present a low-stakes assignment for students to explore the biophysical instrumentation at core facilities. Prompts were provided to guide students through methods and challenges when using an instrument in a laboratory. These were then shared in a group environment so students could learn about multiple instruments in a single class and further benefit from social interactions with their peers, combating isolation during remote courses. Beyond remote instruction during COVID-19, this assignment can be applicable to future courses where laboratory work is cost-, time-, or location-prohibitive. Adaptations for in-person instruction are also discussed.","PeriodicalId":72403,"journal":{"name":"Biophysicist (Rockville, Md.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42355984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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