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The games biochemist play
80
BIOCHEMICAL EDUCATION
October 1978
Vol. 6
No. 4
JANET M. CARRINGTON THE GAMES BIOCHEMISTS PLAY
]
Introduction When students are accepted for the Otago University Medical School, they begin a basic course m biochemistry Two objectives of this course are to teach the language of biochemistry and the metabolism of a healthy person To aid the students in learning the language and to vary the method of teaching, one of the laboratory sessions has been set aside this year for playing biochemical games [Marchand (1974), Vella and Martin (1976)] At the end of the first term of bmchemistry the students were given a multiple choice exam which included questmns for which students had to recognise formulae to find the answer The games were presented during the first weeks of the second term when students were aware of their progress during the first term and in most cases conscious of the need to become more familiar with the biochemical language
D e p a r t m e n t of B i o c h e m i s t r y University of O t a g o Box 56, D u n e d m , New Z e a l a n d tiles are labelled 1 - - 24 In sequence in the box (figure 1) Several sets of twenty-four questions and answers on biochemistry topics were constructed by the lecturers of the medical class Instructions on how to use the tutor boxes are given for each set of questions (figure 2)
I
2
3
7
8
~
t4
5
6.
10
II
12
t$
17
te
THE GAMES Pairs (2 -- 6 students) For this game, a set of cards (each about S 0 m m x 70mm) has been made with bmchemtcal formulae and their names, e g lactate, urea, glucose There are 80 cards m each set with 40 different formulae, i e a pair of each All the cards are placed face down on a large desk Each student is allowed to turn over two cards at a time If the cards are identical, the player collects them If they are different, the cards are placed face down again and the next student has a turn The winner is the students with the greatest number of pairs The object of this game is to increase the exposure of biologically important compounds to students Many students are quite unfamiliar with the compounds, although they have been introduced to all the compounds during lectures As long as the students do not disrupt the rest of the class, they are encouraged to say the name of the compounds as the cards are turned over Socialization and merriment are encouraged [Coburn and Jovaisas (1975). McLaughlan (1976)] When students were presented with the pairs cards, they adjusted the packs so that they could play their own games of " s n a p " and "strip jack naked" It has been suggested (personal communication with Dr D C B Teather) that a set of cards could be produced with only the name of the compound and another set with the formula The "pairs" to be collected would then be a matched compound and formula card This game has not yet been tested as it was considered to be too difficult for the students at the time the games were presented
Bingo (6 students) For this game, 6 large cards (about 200mm x 150mm) were produced with six different complex biochemical formulae on each A typical card might show the full structural formulae of cyclic AMP, pyndoxol, nicotinate, cytosine, coenzyme A and biotin Each of the six students has one of these formulae cards One student who acts as caller has a stack of 36 smaller cards (about 5 0 m m x 70mm). each with the name of a structure on it As the names of the structures are called, the student who recogmses the formula on his large formulae card. claims the name card and covers the formula with it The student wh9 has all his six formulae covered first, wins In general, students are expected to recognlse the structures on the bingo cards but not to learn the formulae The formulae included structures of hormones, vitamins and coenzymes [Wdls (1974)]
Tutor Systems
(1 s t u d e n t ) Several tutor systems boxes from HEINZ VOGEL VERLAG were purchased These boxes contain twenty-four tiles labelled 1 - - 24 with parts of coloured patterns on the back Spaces for the
t9
Figure 1
20
2t
A Tutor Box
As each question is answered by the student, the tiles are located In a sequence determined by the numbers adjacent to the answers, in the numbered area of the box If the queshons are answered correctly, on turning the box over, the pattern indicated at the bottom of the answers (figure 2) is obtained Should there be tdes which disrupt the pattern, the student tries again until all the questions are answered correctly Modern Teaching Aids Ply Ltd pubhsh manuals with questions and answers on topics such as mathematics. Enghsh and social studies for primary school chddren The tutor box patterns presented for these could be used but It is not difhcult to make up patterns and thereby arrange the appropriate number code for the answers Questions and answers can be prepared for revision on any topic covered m lectures or laboratory classes A questmnnatre on the laboratory course was given to the students at the end of the second term From the replies, ~t was found that 84% of the class enjoyed the games and 83% of the class found them a useful way to revise
Discussion By popular request, copies of all the games have been placed in the Umverslty Audio Visual Learning Centre [Teacher (1975)] The number of students who reuse the material ts being momtored Unfortunately, after only one term of biochemistry the students were unable to play biochemistry bingo as intended Because they took so long to recognise the structures, the spontaneity v~as
BIOCHEMICAL EDUCATION
October 1978
lackang However, many students m groups of 2 - - 6 worked through a stack of small name cards with the formulae cards set out in front of them un~l they had sdentlhed all 36 formulae The students claimed to have gamed much benefit from the exercise and asked to do it again later m the year A new set of cards with less complex formulae zs being constructed Because of the adaptlon of well-known card games for teaching bzochemlstry, the students have no problems understanding the rules and httle time is lost introducing the games [Megarry (1976)] SuggesUons have been made here for producing graded vanaUons on the games for students of different abdzUes or for two sessions Arguments have been made recently for the m~roductlon of a variety of teaching methods to suit the various needs and interests of medical students [Wlute, Smith and Sulya (1973), Vohcer and Pehkan (1975)] These games have introduced a variation to the more traditional methods used m teaching at the Biochemistry Department of the Otago Umverslty Medical School A great advantage of tins method over audlov~sual techniques and computer assisted programmes [Sorhe and Jones (1975), Baggot, et al (1977), Macqueen, et al (1976)] is the mmu'nal cost wzth no requwements for special facdstles, and the transportabdlty of the eqmpment Some commercially prepared games are avadable, e g Longman's Science games for seventh form students in physics, chemistry and biology, [Craven, et al (1976)] but It should be posszble for any teacher to create games to suit the students and subject being taught [Hultqmst (1976)] The following papers may be helpful to a teacher who wzshes to deszgn science games [Cowan (1974), and Megarry (1976)]
Coburn, D and A V Jovals (1975) Perceived Sources of Stress Among Fzrst-Year MedzcaJStudents J Mad Educ, SO, 589-595 Cowan, J (1974) IdenUficatlon of Standard Game Forms with Definable ObjecUves Programmed Learning and Educat,onal Technology, 11,192-196 Craven, H , C Hall, J Purvzs and L Wright (1976) l.~ngman Science GamesJournalofBlologlcalEducatlon, 10, 149-151 Hultqmst, D E (1976) A Game to Help Students Comprehend Enzyme Structure and Mechanzsm of Action Bmchem Education, 4,3 Macqu~n, D , D A Chlgnell, G J Dulton and P B Garland (1976) Bzochemlstry for Medzcal Students A Flexible StudentOriented Approach Med Educ , 10, 418-437 Marchand, R E (1974) Trends m Basle Medical Science Instruction Affecting Role of Mulbdzsciplme l.~boratones J Med Educ , 49, 171-175 McLaughlan, G (1976) The Passionless People, Cassell New Zealand 91-122 Megarry, J (1976) Ten Further Mistakes Made by SzmulaUon and Game Designers S A G E T J o u r n a l , 6, 87-92 Sorhe, W E and L A Jones (1975), Description of a ComputerAssisted Tesbng System In an Independent Study Programme J M e d Educ , S0, 81-83 Teather, D C B (1975) A Btocommumcatmn Centre m Embryo Journal o f BtocommuntcatLon, 3, 10-16 Vella, F and R O Martin (1976) Alternatives to the Biochemistry Laboratory for Medical Students Btochem Education, 4, 43-4 White, H B , T M Smith and W L Sulya (1973), SelfInstrucUonal and Audlovzsual Methods of Teaching Biochemistry Laboratory J M e d Educ , 4 8 , 9 3 9 - 9 4 4 Wdls, E D (1974) Teaching Biochemistry to Medlcals Lancet, 2, 217-218
REFERENCES Baggot, I , D M Lawrence, F Shaw, M Galey, and T M Devlm (1977) Efficiency of Do-It-Yourself Shde-Tape Programs As An AlternaUve to the Lecture m Medzcal Bmchemzstry J M e d Educ , 52, 157-159
Vol. 6
No. 4
81
Fatty Acid Synthesis ANSWERS
qUESTIONS I
Name the vltammiln required for the acetyiCoA carl~xylase reaction
2
Name the compound that plays a c a t a l y t i c role In f a t t y acid synthesis
3
What is the nun~er of ATP required for the synthesis of palrnltate from cytoplasmic acetylSCoA?
4
Name the cytoplasmic enzyme required for the generation of acetylSCoA in the cytoplasm
5
Name the enzyme required for the generation of NADPH (not in pentose phosphate pa tl~ay)
6
Phosphopontetbetny| ts attached vta which residue to ACP?
7
#(lame a coenzyme containing a phosphopantethelnyl residue
8
What is the number of ATP requited for the complete cltrate/pyruvate
9
What compound activates aceCylCoA carDoxylase?
l0
What Is the numher of NADPH required for the synthesis of palmlLate?
11
W h i c h nucleottde is requlreo for the synthesis of ma1onylSCoA
12
Name a source of glycerol 3-phosphate In adipose tissue
13
Name the enzyme ~hich allows glycerol to act as a source of glycerol 3-phosphate in h v e r In which compartment is the pentose-phosphate
Name an enzyllle of the pontose phosphate pathway that generates NADPH
18 lg
20
14
19
no
20
yes
11
cytoplasmic
23
mltochondrlal
lZ
starvatlon
Z2
high carbohydrate d i e t
]0
rlbose 5-phosphate
21 24
7
IS
17
cycle?
pathway situated ?
Name an important S,Jgar produced by the pentose phosphate pathway In which Compartment is acetylSCoA produced from pyruvate?
Which nucleotide is required for the synthesis of phosphollptds?
16
In what form are t r l a c y l g l y c e r o l s transported?
Z|
Does the fatty acid synthase complex syntheslse f a t t y acids with a great variety of chain length?
22
Name a physiological s i t u a t i o n when hydrolysis of t r l a c y l g l y c e r o l s to f a t t y acids ~ould be occurring
23
Name a physiological s i t u a t i o n when f a t t y acid synthesis would be enhanced
24
Can the m l l a l l a n po1ypeptlde?
f a t t y acid $ynthase be best described as a i ~ l t l f u n c t i o n a l
Fzgure 2
Questions and Answers for Tutor Systems
dthydroxyacetone phosphate
lipoproteins trlacylglycerols glucose 6-phospha~ d e h y d r ~ n a s e citrate lyase
g
glycerol kinase
I
malic e n z ) ~
IS
blotln
18
serlne
]3
citrate
5
In which form are f a t t y actds stored?
7
?
6
14
16
32 14
coenzyme A
17
CO2
4
ATP
8
CTR
BIOCHEMICAL EDUCATION
October 1978
Vol. 6
No. 4
JANET M. CARRINGTON THE GAMES BIOCHEMISTS PLAY
]
Introduction When students are accepted for the Otago University Medical School, they begin a basic course m biochemistry Two objectives of this course are to teach the language of biochemistry and the metabolism of a healthy person To aid the students in learning the language and to vary the method of teaching, one of the laboratory sessions has been set aside this year for playing biochemical games [Marchand (1974), Vella and Martin (1976)] At the end of the first term of bmchemistry the students were given a multiple choice exam which included questmns for which students had to recognise formulae to find the answer The games were presented during the first weeks of the second term when students were aware of their progress during the first term and in most cases conscious of the need to become more familiar with the biochemical language
D e p a r t m e n t of B i o c h e m i s t r y University of O t a g o Box 56, D u n e d m , New Z e a l a n d tiles are labelled 1 - - 24 In sequence in the box (figure 1) Several sets of twenty-four questions and answers on biochemistry topics were constructed by the lecturers of the medical class Instructions on how to use the tutor boxes are given for each set of questions (figure 2)
I
2
3
7
8
~
t4
5
6.
10
II
12
t$
17
te
THE GAMES Pairs (2 -- 6 students) For this game, a set of cards (each about S 0 m m x 70mm) has been made with bmchemtcal formulae and their names, e g lactate, urea, glucose There are 80 cards m each set with 40 different formulae, i e a pair of each All the cards are placed face down on a large desk Each student is allowed to turn over two cards at a time If the cards are identical, the player collects them If they are different, the cards are placed face down again and the next student has a turn The winner is the students with the greatest number of pairs The object of this game is to increase the exposure of biologically important compounds to students Many students are quite unfamiliar with the compounds, although they have been introduced to all the compounds during lectures As long as the students do not disrupt the rest of the class, they are encouraged to say the name of the compounds as the cards are turned over Socialization and merriment are encouraged [Coburn and Jovaisas (1975). McLaughlan (1976)] When students were presented with the pairs cards, they adjusted the packs so that they could play their own games of " s n a p " and "strip jack naked" It has been suggested (personal communication with Dr D C B Teather) that a set of cards could be produced with only the name of the compound and another set with the formula The "pairs" to be collected would then be a matched compound and formula card This game has not yet been tested as it was considered to be too difficult for the students at the time the games were presented
Bingo (6 students) For this game, 6 large cards (about 200mm x 150mm) were produced with six different complex biochemical formulae on each A typical card might show the full structural formulae of cyclic AMP, pyndoxol, nicotinate, cytosine, coenzyme A and biotin Each of the six students has one of these formulae cards One student who acts as caller has a stack of 36 smaller cards (about 5 0 m m x 70mm). each with the name of a structure on it As the names of the structures are called, the student who recogmses the formula on his large formulae card. claims the name card and covers the formula with it The student wh9 has all his six formulae covered first, wins In general, students are expected to recognlse the structures on the bingo cards but not to learn the formulae The formulae included structures of hormones, vitamins and coenzymes [Wdls (1974)]
Tutor Systems
(1 s t u d e n t ) Several tutor systems boxes from HEINZ VOGEL VERLAG were purchased These boxes contain twenty-four tiles labelled 1 - - 24 with parts of coloured patterns on the back Spaces for the
t9
Figure 1
20
2t
A Tutor Box
As each question is answered by the student, the tiles are located In a sequence determined by the numbers adjacent to the answers, in the numbered area of the box If the queshons are answered correctly, on turning the box over, the pattern indicated at the bottom of the answers (figure 2) is obtained Should there be tdes which disrupt the pattern, the student tries again until all the questions are answered correctly Modern Teaching Aids Ply Ltd pubhsh manuals with questions and answers on topics such as mathematics. Enghsh and social studies for primary school chddren The tutor box patterns presented for these could be used but It is not difhcult to make up patterns and thereby arrange the appropriate number code for the answers Questions and answers can be prepared for revision on any topic covered m lectures or laboratory classes A questmnnatre on the laboratory course was given to the students at the end of the second term From the replies, ~t was found that 84% of the class enjoyed the games and 83% of the class found them a useful way to revise
Discussion By popular request, copies of all the games have been placed in the Umverslty Audio Visual Learning Centre [Teacher (1975)] The number of students who reuse the material ts being momtored Unfortunately, after only one term of biochemistry the students were unable to play biochemistry bingo as intended Because they took so long to recognise the structures, the spontaneity v~as
BIOCHEMICAL EDUCATION
October 1978
lackang However, many students m groups of 2 - - 6 worked through a stack of small name cards with the formulae cards set out in front of them un~l they had sdentlhed all 36 formulae The students claimed to have gamed much benefit from the exercise and asked to do it again later m the year A new set of cards with less complex formulae zs being constructed Because of the adaptlon of well-known card games for teaching bzochemlstry, the students have no problems understanding the rules and httle time is lost introducing the games [Megarry (1976)] SuggesUons have been made here for producing graded vanaUons on the games for students of different abdzUes or for two sessions Arguments have been made recently for the m~roductlon of a variety of teaching methods to suit the various needs and interests of medical students [Wlute, Smith and Sulya (1973), Vohcer and Pehkan (1975)] These games have introduced a variation to the more traditional methods used m teaching at the Biochemistry Department of the Otago Umverslty Medical School A great advantage of tins method over audlov~sual techniques and computer assisted programmes [Sorhe and Jones (1975), Baggot, et al (1977), Macqueen, et al (1976)] is the mmu'nal cost wzth no requwements for special facdstles, and the transportabdlty of the eqmpment Some commercially prepared games are avadable, e g Longman's Science games for seventh form students in physics, chemistry and biology, [Craven, et al (1976)] but It should be posszble for any teacher to create games to suit the students and subject being taught [Hultqmst (1976)] The following papers may be helpful to a teacher who wzshes to deszgn science games [Cowan (1974), and Megarry (1976)]
Coburn, D and A V Jovals (1975) Perceived Sources of Stress Among Fzrst-Year MedzcaJStudents J Mad Educ, SO, 589-595 Cowan, J (1974) IdenUficatlon of Standard Game Forms with Definable ObjecUves Programmed Learning and Educat,onal Technology, 11,192-196 Craven, H , C Hall, J Purvzs and L Wright (1976) l.~ngman Science GamesJournalofBlologlcalEducatlon, 10, 149-151 Hultqmst, D E (1976) A Game to Help Students Comprehend Enzyme Structure and Mechanzsm of Action Bmchem Education, 4,3 Macqu~n, D , D A Chlgnell, G J Dulton and P B Garland (1976) Bzochemlstry for Medzcal Students A Flexible StudentOriented Approach Med Educ , 10, 418-437 Marchand, R E (1974) Trends m Basle Medical Science Instruction Affecting Role of Mulbdzsciplme l.~boratones J Med Educ , 49, 171-175 McLaughlan, G (1976) The Passionless People, Cassell New Zealand 91-122 Megarry, J (1976) Ten Further Mistakes Made by SzmulaUon and Game Designers S A G E T J o u r n a l , 6, 87-92 Sorhe, W E and L A Jones (1975), Description of a ComputerAssisted Tesbng System In an Independent Study Programme J M e d Educ , S0, 81-83 Teather, D C B (1975) A Btocommumcatmn Centre m Embryo Journal o f BtocommuntcatLon, 3, 10-16 Vella, F and R O Martin (1976) Alternatives to the Biochemistry Laboratory for Medical Students Btochem Education, 4, 43-4 White, H B , T M Smith and W L Sulya (1973), SelfInstrucUonal and Audlovzsual Methods of Teaching Biochemistry Laboratory J M e d Educ , 4 8 , 9 3 9 - 9 4 4 Wdls, E D (1974) Teaching Biochemistry to Medlcals Lancet, 2, 217-218
REFERENCES Baggot, I , D M Lawrence, F Shaw, M Galey, and T M Devlm (1977) Efficiency of Do-It-Yourself Shde-Tape Programs As An AlternaUve to the Lecture m Medzcal Bmchemzstry J M e d Educ , 52, 157-159
Vol. 6
No. 4
81
Fatty Acid Synthesis ANSWERS
qUESTIONS I
Name the vltammiln required for the acetyiCoA carl~xylase reaction
2
Name the compound that plays a c a t a l y t i c role In f a t t y acid synthesis
3
What is the nun~er of ATP required for the synthesis of palrnltate from cytoplasmic acetylSCoA?
4
Name the cytoplasmic enzyme required for the generation of acetylSCoA in the cytoplasm
5
Name the enzyme required for the generation of NADPH (not in pentose phosphate pa tl~ay)
6
Phosphopontetbetny| ts attached vta which residue to ACP?
7
#(lame a coenzyme containing a phosphopantethelnyl residue
8
What is the number of ATP requited for the complete cltrate/pyruvate
9
What compound activates aceCylCoA carDoxylase?
l0
What Is the numher of NADPH required for the synthesis of palmlLate?
11
W h i c h nucleottde is requlreo for the synthesis of ma1onylSCoA
12
Name a source of glycerol 3-phosphate In adipose tissue
13
Name the enzyme ~hich allows glycerol to act as a source of glycerol 3-phosphate in h v e r In which compartment is the pentose-phosphate
Name an enzyllle of the pontose phosphate pathway that generates NADPH
18 lg
20
14
19
no
20
yes
11
cytoplasmic
23
mltochondrlal
lZ
starvatlon
Z2
high carbohydrate d i e t
]0
rlbose 5-phosphate
21 24
7
IS
17
cycle?
pathway situated ?
Name an important S,Jgar produced by the pentose phosphate pathway In which Compartment is acetylSCoA produced from pyruvate?
Which nucleotide is required for the synthesis of phosphollptds?
16
In what form are t r l a c y l g l y c e r o l s transported?
Z|
Does the fatty acid synthase complex syntheslse f a t t y acids with a great variety of chain length?
22
Name a physiological s i t u a t i o n when hydrolysis of t r l a c y l g l y c e r o l s to f a t t y acids ~ould be occurring
23
Name a physiological s i t u a t i o n when f a t t y acid synthesis would be enhanced
24
Can the m l l a l l a n po1ypeptlde?
f a t t y acid $ynthase be best described as a i ~ l t l f u n c t i o n a l
Fzgure 2
Questions and Answers for Tutor Systems
dthydroxyacetone phosphate
lipoproteins trlacylglycerols glucose 6-phospha~ d e h y d r ~ n a s e citrate lyase
g
glycerol kinase
I
malic e n z ) ~
IS
blotln
18
serlne
]3
citrate
5
In which form are f a t t y actds stored?
7
?
6
14
16
32 14
coenzyme A
17
CO2
4
ATP
8
CTR