Brain chemistry and behavior: A new interdisciplinary course

Spaziano, Vincent T.; Gibbons, Judith L.

doi:10.1021/ed063p398

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Throughout the course, students study chemical principles such as atomic theory, molecular structure, chemical reactions, stoichiometry, solubility, and acid–base chemistry, which are then applied to examine the structure and function of biological molecules. Emphasizing the relevance of chemistry in the life sciences is a particularly effective strategy for teaching nonmajors. − Additionally, applying the topics and techniques of chemistry to biological molecules (known as “chemical biology”) reflects current trends in research and education. , …”

Section: Introductionmentioning

confidence: 99%

Developing Engaging Remote Laboratory Activities for a Nonmajors Chemistry Course During COVID-19

et al. 2020

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The global COVID-19 pandemic required science educators to rapidly redesign their courses to instruct, support, and motivate students in a new remote learning environment. This adjustment was particularly challenging for courses with a laboratory component, where beakers and pipettes were exchanged for computer screens and keyboards. We present our experiences with developing and teaching remote laboratory activities for a nonmajors chemistry course with an emphasis on biological molecules. Our strategies for engaging student connection and interest during remote instruction focused on both the scientific content and instructional design of the laboratory exercises. After transforming four in-person experiments into remote exercises, we developed two new virus-themed activities that were directly relevant to students’ experiences with the global pandemic. Instructional methods for teaching remote laboratories sustained students’ participation in a collaborative learning community during a time of educational disruption and personal separation. Evidence regarding student learning is provided by an anonymous end-of-semester survey, which reveals that students particularly valued the laboratory activities that connected their learning to COVID-19.

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Section: Introductionmentioning

confidence: 99%

Developing Engaging Remote Laboratory Activities for a Nonmajors Chemistry Course During COVID-19

et al. 2020

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“…Additionally, nontraditional chemistry courses such as materials chemistry and chemical biology, now offered in some departments, interface chemistry with other fields of science and provide an excellent opportunity to develop expertise in working and transferring knowledge between chemistry and other fields. Indeed, chemists have been involved in cross-disciplinary studies, exemplified by interdisciplinarity, − and this will continue as an integral part of chemistry education.…”

Section: Introductionmentioning

confidence: 99%

Bioorthogonal Metabolic Labeling Experiments to Introduce Undergraduate Students to Interdisciplinarity at the Interface of Chemistry and Biology

Fura,

Oluwole,

Hakim

et al. 2023

J. Chem. Educ.

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Chemists have always designed and deployed crossdisciplinary approaches that interface chemistry with other disciplines to proffer solutions to many human problems. We designed a laboratory experiment that implements chemistry concepts in a biological model to prime undergraduate students to appreciate interdisciplinarity as an approach to solving complex problems in contemporary society. The experiments can also be implemented with graduate students transitioning to chemical biology research. The experiment introduces students to classical and emerging chemistry and molecular biology techniques�mammalian cell culture, bioorthogonal metabolic labeling, azide−alkyne cycloaddition reaction ("click" chemistry), microplate photometry, gel electrophoresis, and far-western blot analysis�that are routinely used in research at the interface of chemistry and biology. The students cultured a Chinese hamster ovary cell line (CHO-K1) and metabolically labeled the cellular sialoglycans with azide groups. Next, they used a click chemistry reaction to bioconjugate a fluorogenic molecule to the labeled sialoglycans, enabling the detection of the glycans using microplate photometry or far-western blot analysis. The experiment created a context for a first-hand demonstration of bioorthogonal chemical reaction, a concept novel to most undergraduates with traditional chemistry (organic, inorganic, physical chemistry, and analytical) background. The experience allows the students to apply and connect organic chemistry, bioanalytical chemistry, and molecular biology concepts while learning techniques such as microplate reading, SDS PAGE, and western blot imaging that are indispensable to the growing fields of drug discovery, chemical toxicology, chemical biology, and molecular biology. This experiment is ideal for preparing and motivating students to pursue future research opportunities at the interface of chemistry and biology.

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“…Interdisciplinary refers to the generation of new concepts and theories by integrating concepts, methods, and theoretical frameworks of different disciplines, so as to generate new insights and understandings of problems encountered in scientific research . The goal of making connections between different disciplines has led to many courses that have linked chemistry to other fields, such as biology, geology, philosophy, art, forensic science, industry, or the environment. − Through the study of interdisciplinary courses, students understand the role of one subject in another, which may provide them with new approaches and new ideas to solve problems.…”

Section: Introductionmentioning

confidence: 99%

Connecting Chemistry to Mathematics by Establishing the Relationship between Conductivity and Concentration in an Interdisciplinary, Computer-Based Project for High School Chemistry Students

Shang

2021

J. Chem. Educ.

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Here, we present an interdisciplinary educational project intended for high school chemistry that is focused on the establishment of a mathematical model to describe the relationship between conductivity and concentration, while linking chemistry to mathematics with the help of computer software. The project was designed to help high school students engage in methods and comprehend advanced topics beyond the typical high school chemistry curriculum, as well as to resolve a problem that no single disciplinary perspective is able to solve. This project provided students with a simple method to build mathematical models, which could be used to help them discover the relationship between discrete experimental data and mathematical equations. A postinstructional survey showed that, after completing the project, more students knew how to construct mathematical equations that fit discrete data.

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Brain chemistry and behavior: A new interdisciplinary course

Cited by 3 publications

References 5 publications

Developing Engaging Remote Laboratory Activities for a Nonmajors Chemistry Course During COVID-19

Developing Engaging Remote Laboratory Activities for a Nonmajors Chemistry Course During COVID-19

Bioorthogonal Metabolic Labeling Experiments to Introduce Undergraduate Students to Interdisciplinarity at the Interface of Chemistry and Biology

Connecting Chemistry to Mathematics by Establishing the Relationship between Conductivity and Concentration in an Interdisciplinary, Computer-Based Project for High School Chemistry Students

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