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.
Concept%20map%20-%20Manuel%2001.jpg

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:
      1. identify patterns in previously unseen visuals
      2. draw patterns for previously unmet proteins or circumstances
      3. compare or describe differences in patterns
      4. …?
  • Related to how proteins are represented (e.g.: spacefill vs. ball&stick)
    • Test recall: require ID of patterns seen before
    • Test application: require to:
      1. identify representations in previously unseen visuals
      2. describe what is and what is not in a visual with representations
      3. …?

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