A 3D Model of Double-Helical DNA Showing Variable Chemical Details

Cady, Susan G.

doi:10.1021/ed082p79

Cited by 4 publications

(6 citation statements)

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“…3D printing has a substantial impact on the field of chemical education (Figure ). − 3D printed interactive models of the Bohr model of the atom, bond polarity, and hybridization are great learning tools for students to explore the atomic theory. , 3D models also have been used to teach orbital theory as well as VSEPR theory in the classroom and laboratory. , Rossi and co-workers developed a simple protocol to convert chemical models into real life objects, and 3D printed molecular models are effectively used in studying the 3D structure of a chemical molecule. − Use of 3D printed models in teaching symmetry and point group theory proved to be very helpful to understand these chemical concepts. , …”

Section: History and Backgroundmentioning

confidence: 99%

Three-Dimensional (3D) Printers in Libraries: Perspective and Preliminary Safety Analysis

Bharti

Singh

2017

J. Chem. Educ.

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As an emerging technology, three-dimensional (3D) printing has gained much attention as a rapid prototyping and smallscale manufacturing technology around the world. In the changing scenario of library inclusion, Makerspaces are becoming a part of most public and academic libraries, and 3D printing is one of the technologies included in Makerspaces. Owing to the ease of availability and cost effectiveness, most libraries use fused-deposition-modeling-based 3D printers compatible with plastic printing materials, such as polylactic acid (PLA) and acrylonitrile butadiene styrene (ABS). During the printing, PLA and ABS emit ultrafine particles (UFPs) and volatile organic compounds (VOCs) that may deteriorate the indoor air quality. In this article, first, we have discussed the background of 3D printing, the most common technologies used for 3D printing and printing materials, its applications in chemical education and sciences, as well as 3D printing health and safety concerns. Second, we measured and analyzed the number of UFPs (0.02−1.0 μm) in the 3D printing lab in a library and found that the number of particles/cubic centimeter significantly increased during the printing procedure (36−60 times) and does not return to baseline even 24 h after shutting down the printers. We also provide some recommendations that should be considered when hosting a 3D printing lab in libraries.

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Section: History and Backgroundmentioning

confidence: 99%

Three-Dimensional (3D) Printers in Libraries: Perspective and Preliminary Safety Analysis

Bharti

Singh

2017

J. Chem. Educ.

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“…The sequence of successive bases is easily recognized by numbering (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12) and it can be followed from both sides because of the transparency of the sheets the base pairs are printed on. One letter nucleotide codes (A, T, C, G) are also written in color.…”

Section: Model Building and Ways To Show Biochemical Detailsmentioning

confidence: 99%

“…We have found that many students fail to grasp three-dimensional details when DNA and protein structures are introduced in these ways. Several physical models of DNA and protein made of paper, wooden, metallic or plastic materials have been developed for teaching purposes [1][2][3][4][5][6][7][8][9][10]. These have features useful for illustrating certain important structural aspects of these molecules.…”

mentioning

confidence: 99%

Making ordered DNA and protein structures from computer‐printed transparency film cut‐outs

Jittivadhna

Ruenwongsa

Panijpan

2009

Biochem Molecular Bio Educ

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Instructions are given for building physical scale models of ordered structures of B-form DNA, protein ahelix, and parallel and antiparallel protein b-pleated sheets made from colored computer printouts designed for transparency film sheets. Cut-outs from these sheets are easily assembled. Conventional color coding for atoms are used for both types of biopolymers. Arrows facilitate following chain direction for the polypeptides. For DNA, the 5 0 to 3 0 direction is guided by a 5 0 phosphate group and a free hydroxyl group. Important chiral centers, for example, a-carbon, deoxyribose C1 0 , are easily made. The main advantages of this version of DNA are the proportional major and minor grooves as in the actual molecule. More importantly, because of transparency of the film one can see successive base-pair stacking very clearly and also the sense of relative base-pair rotation. Because of the introduction of two central metal wire axes, the model of B-form DNA can be twisted to give a rather good representation of A-form and even a semblance of a left-handed helix. The models of secondary structure of protein allow a better insight into the axial alignment of side chains, the formation of hydrogen bond, the handedness of the a-helix, and the backbone connection between the b-strands. Students taught by these models understand 3D features of the biopolymers better than from textbook illustrations, computer graphic representations, and even common paper and plastic versions.Keywords: biomolecular models, DNA, protein alpha-helix, protein beta-sheet.Biophysical chemistry and chemical biology will play a crucial role in the post-genomic era. Fundamental understanding of the three-dimensional structures of the macromolecules and their folding, for example, DNA and protein, may make the students better understand biology at the molecular level and may facilitate their pursuits of advanced studies. Generally, polypeptide chains, protein a-helix and b-sheet, polynucleotide chain, and B-form DNA are common biochemical structures taught to beginning students. In routine classroom teaching, twodimensional depictions in textbooks and three-dimensional computer-generated presentations are often used to show students these molecular structures. We have found that many students fail to grasp three-dimensional details when DNA and protein structures are introduced in these ways. Several physical models of DNA and protein made of paper, wooden, metallic or plastic materials have been developed for teaching purposes [1][2][3][4][5][6][7][8][9][10]. These have features useful for illustrating certain important structural aspects of these molecules. However, each of these models has a number of limitations. For example, the ball-and-stick and the space-filling models, while illustrating the molecular structure in atomic detail, are usually expensive and not easy to construct. Some of the existing models may be easy to acquire and assemble, but they are not to the scale and are too abstract as representations. Most use opaque material...

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“…Chemistry education is a quintessential component of the high school science curriculum and undergraduate science, technology, and engineering programs. Lecturing conveys information, but learning is more effective when students visualize content in the form of pictures, diagrams, and symbols. − Many articles present effective delivery of content aided by visualization methods such as interlocking building blocks, − audio visuals, thermal images, , magnets, icons, dance formations, computer graphics, and models . Likewise, 3D printed modules are popular visualization tools in the chemistry classroom and laboratory. − A survey of these articles indicates that chemistry educators continue to explore new visualization methods.…”

Section: Introductionmentioning

confidence: 99%

“…1−4 Many articles present effective delivery of content aided by visualization methods such as interlocking building blocks, 5−12 audio visuals, 13 thermal images, 14,15 magnets, 16 icons, 17 dance formations, 18 computer graphics, 19 and models. 20 Likewise, 3D printed modules are popular visualization tools in the chemistry classroom and laboratory. 21−24 A survey of these articles indicates that chemistry educators continue to explore new visualization methods.…”

Section: ■ Introductionmentioning

confidence: 99%

Interlocking Toy Building Blocks as Modules for Undergraduate Introductory and General Chemistry Classroom Teaching

Melaku

Dabke

2021

J. Chem. Educ.

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Interlocking toy building blocks (e.g., Lego) as chemistry teaching modules are presented. Interlocking building blocks were assembled on a baseplate to depict chemistry concepts of Lewis structures, chemical bonding, conjugate acid–base pairs, types of chemical reactions, irregularity in ionization energy trends, and the decay of a radioactive isotope. The modules were presented to visualize these chemical concepts in undergraduate introductory and general chemistry classrooms. Modules were presented on a document camera in an online mode of delivery.

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A 3D Model of Double-Helical DNA Showing Variable Chemical Details

Cited by 4 publications

References 10 publications

Three-Dimensional (3D) Printers in Libraries: Perspective and Preliminary Safety Analysis

Three-Dimensional (3D) Printers in Libraries: Perspective and Preliminary Safety Analysis

Making ordered DNA and protein structures from computer‐printed transparency film cut‐outs

Interlocking Toy Building Blocks as Modules for Undergraduate Introductory and General Chemistry Classroom Teaching

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