The course builds an early foundation and grows from there, so please keep up with the work. You will reap what you sow. You will get out of this course what you choose to put into. Decide why you are taking this course and what you wish to get out. Be honest with yourself. Hard work will payoff. The books are great references. Concentrate on process skill, not memorization.
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I can't make you learn. . I'll combine lecture, group work, labs, exams, and computer use to help you learn, but ultimately it's up to you to do what it takes to learn biochemistry. . i expect you to do the readings and assignments, ask question and seek help if you do not understand the material. . we will be studying some very difficult and new concepts and some easier ones you have encountered before. . we start from the simple (relatively speaking) - lipid - and move to the complex - how cells respond to signals. The course is cumulative, so you must keep up with the work. . Here is a list of important ideas that will help you do well in this course. Content is important At a higher level, content serves as a medium for process. If you're planning to take the mcat, please review all the metabolic pathways yourself. A large amount of work is due near the end of the semester. If you can understand the chemical and physical properties of small molecules, you can understand the properties of big ones.
Others are chemistry majors biography who are chemistry majors, in part, because they didn't like biology earlier in their studies. . Some will be natural science or biology majors who opted for this course. . Each you brings in your own unique background and expectations to this course which requires understandings in chemistry and biology. . Each one of you comes in with your own motivations for taking this course (from it's a requirement to having a strong desire to learn biochemistry). . i also bring in my own expectations based on my own interests and background, and my experiences teaching this class. You are all juniors and seniors. . by now you should have figured out what it takes to do well in an upper division science class and lab. . i view my job as a facilitator to help you learn the material. .
They must read material before coming to class, so that class time can be devoted to discussions, peer interactions, and time to assimilate and think. Instead of teaching by telling, i am teaching by questioning." Science, 323, 50 (2009) we'll start the class with student questions, a summary of the day's topics, and a review of student's submissions to preclass questions/assignments/online problems. . The rest of the class will be devoted to group work using the workbook, student presentations, mini-lectures, or a combination, based on what seems best for the topic. . quizzes will usually occur at the beginning of class. In this student-centered approach, the responsibility is on you to have completed the assignments (reading, problems) before class. . In class I will address your specific questions (not questions like i don't understand any of the material and we will do problems. My expectations some of you are biochemistry majors and are finally taking your first biochemistry class. .
IClicker - student Response systems classroom
Before the industrial revolution, when books were not yet mass commodities, the lecture method was the only way to transfer information from one generation to the next. However, education is so much more than just information transfer, word especially in science. New information needs to be connected to preexisting knowledge in the student's mind. Students need to develop models to see how science works. Instead, my students were relying on rote memorization.
Reflecting on my own education, i believe that i also often relied on rote memorization. Information transmitted in lectures stayed in my brain until I had to draw upon it for an exam. I once heard somebody describe the lecture method as a process whereby the lecture notes of the instructor get transferred to the notebooks of the students without passing through the brains of either. That is essentially what is happening in classrooms around the globe.' "Since this agonizing discovery, i have begun to turn this traditional information-transfer model of education upside down. The responsibility for gathering information now rests squarely on the shoulders of the students.
Garret and Grisham Lehninger's rinciples of biochemistry - 4th. Cox/Nelson biochemistry by matthews, van Holde, and Ahern biochemistry, 6th Edition, by berg, tymoczko and Stryer The bookshelf from the ncbi - type in a search words and get the world of information Useful Reference: Molecular Cell biology by lodish,. 5th Edition Free web Version. Martindale's biochemistry biophysical Resources Medical biochemistry common mistakes found in biochemistry textbooks! Physical Chem/Life Sciences : Atkins. Everythingbio resource class schedule evaluation mini Exams 40 (3.333 each) quizzes (including Clickers 5 Submitted group work 5 bconline preclass work 5 moodle: 5 Sapling: 10 Laboratory,15 Final Exam, 15 Grade cutoffs: The cutoffs for grades will be no higher than shown below.
If you actively participate in a significant way, i may change your grade 1/2 step (AB to a for example) if you are close to the cutoff for the higher grade. E xtra credit : I may announce that some assignments are optional and could be used for extra credit. . I will assess the demands (time required, difficulty) of the optional assignments and assign your submitted assignment a point value based on the demands of the assignment and the quality of your submission. . If you are very close to a cutoff for a higher grade, the extra credit assignment may boost you to that grade. Simply doing extra credit assignments, if available, won't boost your grade. A typical class i find a blend of lecture and group activities to be most effective. . The more i teach, the less I rely on lecture. . Here are some really interesting ideas from Eric mazur from Harvard on the role of lecture. " "The traditional approach to teaching reduces education to a transfer of information.
General, Organic, and biological Chemistry, books
For biochemistry majors, you will have already purchased the book used in biochemistry i, voet, voet pratt Fundamentals of biochemistry 2nd Edition. . For those of you who don't general have a book, i will place a copy of biochemistry, 4th edition, by garret and Grisham, on reserve in the library. . I do not follow the book sequentially, and supplement it liberally. In addition, this book contains much more material than we can cover in a one semester course. If you choose to read an ancillary text, select the chapters relevant to the material covered. . For your convenience i've provided a supportive reading list of chapters from Garrett and Grisham that correspond to the sequence and content of bchm 322. In addition, many biochemistry texts have supplementary web sites. . Here are some useful links: biochemistry, 2nd Edition.
In addition, they will be expected to have greater skills in reading biochemistry literature. . In forming class groups, i will ask biochemistry majors to lead the small group and class discussions, especially as we discuss literature findings. . In the lab, biochemistry majors will do some of the same labs as the chemistry major group, but when labs are similar to those done last fall in bchm 1, they will do research-based project labs instead. Course objectives: content, students will develop an understanding of the structure and function of proteins, nucleic acids, carbohydrates and lipids; the thermodynamics, kinetics, and intermolecular forces involved in the folding and stabilization of molecular aggregates and macromolecules; the thermodynamics, kinetics, and intermolecular forces involved. Process, students will develop their ability to synthesize and integrate content and ideas from organic, physical, analytical and inorganic chemistry, and biology, in the study of complex biological molecules and systems and their regulation; critical thinking and analysis skills (i.e. Problem solving skills their ability to apply their understanding of course content to new problems derived from the biochemistry literature. Text (optional) : I have developed an online book for the course, biochemistry Online: a course based in Chemical Logic, and many related web sites for this course which are available through the home visit page for the course. . Hence, I will not require students to purchase an actual text, unless they are majoring in biochemistry. .
i strongly believe that chemistry major should be exposed to some of the biggest questions in biology. . Since the two groups have different backgrounds, i will significantly differentiate the labs and the expectations I have for the more biologically-based course content for the two groups. Chemistry majors : you may have a stronger background and interest in traditional chemistry. . This group will do all of the traditional labs, ending with a final investigative lab. . Certain content in the online book which is more biologically focused may be optional. Biochemistry majors: you will have a stronger background in biology and biochemistry. . This group will be expected to develop deeper understandings of areas requiring a greater biology background such as signal transduction, control of gene transcription to a greater depth. .
Lab times : day 2, 1-5 pm (sect 01a day 5, 1-5 pm (sect 02a and day 6 (sect 03A). Room : Ardolf 104; Lab 213, office : Ardolf 241, office hours : day 1: 3-4 PM; day 4: 9-10 am, by appointment, or anytime you can find me when I'm free. Course materials : The text, biochemistry Online: a course essay based in Chemical Logic, is free and on line. . so is the lab manual. . you must purchase the bchm 322 Spring Workbook from the bookstore (available soon). . In addition, you need to purchase (29) access to the Online bchm 322 Graded Homework through Sapling Education. An overview of bchem 322: Two courses for the Price of One. In the past, bchm 322 has been offered in the fall as the 1st course for biochemistry majors and as an optional course for Chemistry majors, who comprised and still comprise the majority of the students. . This year, the course is offered in the second semester as the second course for biochemistry majors but still as the first biochemistry class for chemistry majors. .
Definition of, atomic Orbitals
Census puzzle, a census taker approaches a house and asks the woman who answers the door "How many children do you have, and what are their ages?". The woman replies "I have three children, the product of their ages are 36, paper the sum of their ages are equal to the address of the house next door.". The census taker walks next door, comes back and says "I need more information. the woman replies "I have to go, my oldest child is sleeping upstairs.". Census taker then says "Thank you, i now have everything I need.". What are the ages of each of the three children? Puzzle supplied by richard Rider, stuck? Syllaubs bchm322 - biochemistry I(I) - spring. Henry jakubowski 03/20/2013, general information, course time : 11:20 -12:30 pm, days 135.