Concept Map
Aim: structure what it is that teachers should assess about students knowledge of protein structure.
Approve this concept map, then move on to how to test each important part.
A. Terminology
- Ask for definitions of terms
- Test if students interpret terms correctly
- Test if students can use terms to describe/explain/analyze/… "circumstances"
B. Visual "terminology" ("reading" a picture, movie,…)
- Related to proteins (e.g. meaning of ribbons)
- Test if students can recall information: require ID of patterns seen before
- Test if students can apply information/knowledge: require to:
- identify patterns in previously unseen visuals
- draw patterns for previously unmet proteins or circumstances
- compare or describe differences in patterns
- …?
- Related to how proteins are represented (e.g.: spacefill vs. ball&stick)
- Test recall: require ID of patterns seen before
- Test application: require to:
- identify representations in previously unseen visuals
- describe what is and what is not in a visual with representations
- …?
C. Understanding of representation: making the journey from protein to representation and back (requires expertise in A and B)
- Test if students can draw visuals starting from a text
- Test if students can describe proteins starting from visuals
D. Understanding of how structures and folding come about
- Related to chemistry of protein units (amino acids, organic chemistry, weak forces…)
- Related to chemistry of proteins (peptide bonds, spatial implications, organic chemistry, weak forces…)
- Related to interactions with environment: membrane vs. soluble, etc.
E. Understanding how biological properties come about
F. Knowing to use software to answer questions on protein structure
page revision: 3, last edited: 01 Sep 2010 19:29