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The coronavirus disease 2019 (COVID-19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self-assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self-assessment of students using the COVID-19 pandemic case. It includes qualitative research with scientific paper and self-assessment questionnaire analyses. The research sample was chemistry education study program students (N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID-19. Self-assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self-assessment is in line with the ability of students to compile good scientific papers.

Competency-based physiology and biochemistry education can benefit from the creative integration of imaginative narratives into traditional teaching methods. This paper proposes an innovative model using a pen and palm analogy to visualize enzyme function theories. The pen (substrate) must fit snugly into the palm (enzyme's active site) for catalysis to occur, akin to induced-fit theory. Pressing the pen's top button with the thumb represents the strain needed to convert substrate (pen with nib inside) into product (pen with nub out, ready to write). By leveraging everyday objects creatively, students can enhance their understanding and engagement with enzymatic reactions.

The emergence of ChatGPT as one of the most advanced chatbots and its ability to generate diverse data has given room for numerous discussions worldwide regarding its utility, particularly in advancing medical education and research. This study seeks to assess the performance of ChatGPT in medical biochemistry to evaluate its potential as an effective self-learning tool for medical students. This evaluation was carried out using the university examination question papers of both parts 1 and 2 of medical biochemistry which comprised theory and multiple choice questions (MCQs) accounting for a total of 100 in each part. The questions were used to interact with ChatGPT, and three raters independently reviewed and scored the answers to prevent bias in scoring. We conducted the inter-item correlation matrix and the interclass correlation between raters 1, 2, and 3. For MCQs, symmetric measures in the form of kappa value (a measure of agreement) were performed between raters 1, 2, and 3. ChatGPT generated relevant and appropriate answers to all questions along with explanations for MCQs. ChatGPT has "passed" the medical biochemistry university examination with an average score of 117 out of 200 (58%) in both papers. In Paper 1, ChatGPT has secured 60 ± 2.29 and 57 ± 4.36 in Paper 2. The kappa value for all the cross-analysis of Rater 1, Rater 2, and Rater 3 scores in MCQ was 1.000. The evaluation of ChatGPT as a self-learning tool in medical biochemistry has yielded important insights. While it is encouraging that ChatGPT has demonstrated proficiency in this area, the overall score of 58% indicates that there is work to be done. To unlock its full potential as a self-learning tool, ChatGPT must focus on generating not only accurate but also comprehensive and contextually relevant content.

This paper describes a teaching experiment in a Numerical Methods course for Master of Science students. The experiment uses scientific papers to develop modelling studies in the context of wine fermentation microbial interactions. The course involves theoretical and laboratory classes that focus on implementing numerical methods using Matlab for Initial Value Problems and Boundary Value Problems. The students are asked to formalise the mathematical model and build their own experiments using the information provided in the papers. Additionally, a parameter estimation experiment is organised, which involves generating synthetic data and computing noisy data to estimate the natural death rate of sensitive yeast. The results show that data noise significantly affects the parameter estimate and that scaling the data can help reduce the impact of measurement errors. The presented results can be used to investigate other possible assignments, such as how the evaluation of the Jacobian affects the estimation performance and compare different optimisation algorithms.

The authors, a chemistry professor and a librarian, used a qualitative survey to assess student perceptions of a Wikipedia editing assignment that they included in a large upper-level biochemistry course. The assignment was initially intended as a public-facing alternative to a short research paper, emphasizing information literacy and scientific literacy. The goal of the survey was to use the results to enhance the assignment. The results of the survey and research for the literature review inspired a novel approach to the assignment using the perspective of metaliteracy. This approach encourages students to think critically about their role as scholars in a participatory environment.

Teaching chemistry and biology students about biologics design remains challenging despite its increasing importance in pharmaceutical development. Monoclonal antibodies, commonly called mAbs, are the most popular biologics. They have been developed into drugs to treat various diseases in the past decades. Multiple challenges exist for designing proper formulations to stabilize mAbs, such as preventing aggregation and mitigating viscosity. Molecular modeling and simulations can improve pharmaceutical products by examining the interactions between mAbs and other compounds, such as excipients. To introduce students to biopharmaceuticals, eight students at the Stevens Institute of Technology participated in a semester-long course to learn the challenges of pharmaceutical development and different computational skills to study biologics design. The students started with a limited background in this field. Throughout one semester, they were introduced to various literature and software tools for modeling antibodies and studying their interactions with excipients. This paper aims to develop a course structure to be replicated at other universities and institutions to teach biopharmaceutical development to students.

Providing hands-on practical education without access to laboratories during the COVID-19 pandemic has required creativity and innovation. In this paper, co-authored by academic staff and students, we describe an at-home mobile phone-based 'spectrophotometer' experiment used in an introductory undergraduate biology course. Using colour picker apps, a smartphone can be used to quantify concentration, which was used to compare the strengths of different brands of tea. The protocol is designed to be low-cost and safe to perform outside of a laboratory. Students used the methods to learn important biochemical methods such as preparing dilutions, constructing calibration curves, normalising data and testing a hypothesis. We reflect on the experience of developing and using the protocol from a staff and student perspective, which highlights the advantages of this approach in terms of student independence and inclusivity. We also suggest alternative experiments that could be performed using the protocol. We encourage biology educators to think creatively about the possibilities for using mobile phones or at-home experiments in their teaching. Our experience suggests that at-home experiments like this protocol will have value even after the pandemic is over, particularly in terms of inclusivity.

The COVID-19 pandemic has forced a shift in thinking regarding the safe delivery of wet laboratory courses. While we were fortunate to have the capacity to continue delivering wet laboratory experiments with physical distancing and other measures in place, modifications to the mechanisms of delivery within courses were necessary to minimize risk to students and teaching staff. One such modification was introduced in BCH370H, an introductory biochemistry laboratory course, where a OneNote Class Notebook (ONCN) was used as an electronic laboratory notebook (ELN) in place of the traditional hardbound paper laboratory notebook (PLN) used prior to the pandemic. The initial reasoning for switching to an ELN was around safety - allowing course staff and students to maintain physical distancing whenever possible and eliminating the need for teaching assistants to handle student notebooks; however, the benefits of the ONCN proved to be significantly more. OneNote acted not only as a place for students to record notes but the Class Notebook's unique features allowed easy integration of other important aspects of the course, including delivery of laboratory manuals, posting of student results, notetaking feedback, sharing of instructional materials with teaching assistants, and more. Student and teacher experiences with the ONCN as used within a fully in person biochemistry laboratory course, as well as learned best practices, are reviewed.

An integrated and projected-based laboratory course was described, integrating interconnected knowledge points and biochemistry and molecular biology techniques on a research project-based system. The program, which served as an essential extension of theoretical courses to practice, was conducted with a sophomore of basic medical science who had completed the course in medical biochemistry and molecular biology. This course engaged students in learning "genetic manipulation" and "recombinant DNA technology" to understand the target gene's role in disease mechanics, thus altering evaluation and treatment for clinical disease. Students could master applied and advanced techniques, such as cell culture, transfection, inducing exogenous fusion protein expression, purifying protein and its concentration assay, quantitative polymerase chain reaction, and western bot analysis. This laboratory exercise links laboratory practices with the methods of current basic research. Students need to complete the experimental design report and laboratory report, which could be advantageous for improving their ability to write lab summaries and scientific papers in the future. The reliability and validity analyses were conducted on the questionnaire, and we examined students' satisfaction with the course and their gains from the course. The student feedback was generally positive, indicating that the exercise helped consolidate theoretical knowledge, increase scientific research enthusiasm, and provide a powerful tool to be a better person and make informed decisions.

Adult learning involves the analysis and synthesis of knowledge to become competent, which cannot be assessed only by traditional assessment tool and didactic learning methods. Stimulation of higher domains of cognitive learning needs to be inculcated to reach a better understanding of the subject rather than traditional assessment tools that relies primarily on rote learning. So, there is need for an alternative assessment tool. Hence, we conducted a study where we used case-based examination methodology. This study was conducted on 226 1st year MBBS students in Maulana Azad Medical College, New Delhi (India). Based on their compiled internal assessment marks according to monthly formative assessment, students were categorized into 3 groups (I: 0-7; II: 8-14; III: 15-20) marks out of 20 marks respectively. Two sets of question papers were set by three examiners, on the same topics carrying 50 marks each. The first set was based on traditional assessment tool (Paper-A) with recall questions and second set on case-based assessment method (Paper-B). Out of 226 students, 146 were males and 80 were females. For all groups, marks (mean ± SD) in Paper B were found to be higher (18.40 ± 4.29, 30.01 ± 4.12, and 40.33 ± 1.15) as compared to paper A (10.88 ± 4.34, 21.96 ± 7.34, and 31.50 ± 6.94) respectively. However, we found that there was significant (p < 0.001) difference in group I & II, whereas with group III, difference was found to be insignificant. Hence, we concluded that students performed better in case-based assessment rather than traditional method due to their direct involvement. Thus, for better memory and deeper learning the subjects can be assessed by case-based assessment method.

Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on "publishing SCI papers or no degree" should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals.

Presently, a variety of policies and measures has implemented to enhance the scientific research and innovation ability of medical students, but in the process of practice, there are many problems, such as they lack of independent topic selection ability, weak scientific research skills, lack of autonomous learning ability, the research results are simple and ineffective, limited teacher guidance time and so on. This paper attempted to build an effective model for the promotion of medical students' scientific research and innovation ability, in order to establish an efficacy evaluation model of the "Medical students' Innovative Scientific Research Program." Undergraduates, graduate assistants, and tutors were interviewed with the Behavioral Event Interview technique, and a questionnaire of efficacy evaluation characteristics concluded from the interviews was formed. The questionnaire was conducted on medical students in the Medical students' Innovative Scientific Research Program, and the constructed model was analyzed using reliability analysis, validity analysis, and variation analysis. At the same time, the experimental teaching models are summarized and combed, and compared with other methods such as independent sample test. The results show the model could effectively evaluate the efficacy of the Medical students' Innovative Scientific Research Program and its teaching model is effective in cultivating medical students' learning and scientific research ability. It can provide theoretical support and practical reference for the evaluation and reform of the teaching modes related to the cultivation of scientific and innovative ability of medical students.

The purpose of the presented article is to evaluate the students' perception of the online teaching educational model as a part of the "Biochemistry with Elements of Chemistry" course conducted during the COVID-19 pandemic at the Faculty of Medicine of the Jagiellonian University Medical College. The first part of the article reflects upon the pandemic impact on the transition from the in-person (standard format) to a complete remote learning format. The next part is based on the responses of the students to a questionnaire and presents an analysis of the students' preferences and perceptions regarding synchronous and asynchronous teaching methods. Students answered questions about the advantages and disadvantages of distance learning programs. They indicated the most suitable learning mode in terms of gaining knowledge and enhancing their motivation to learn. They listed factors that facilitated remote learning as well as those which made it difficult and posed a challenge to adjust to the new system, in all types of classes, that is, lectures, seminars, and laboratories. The last part of this paper presents the results of the students' performance in the pandemic-enforced system and compares them with the results from the previous class of students from the past year, when teaching was conducted mainly in the standard format. The conclusions from the given analysis may enable beneficial changes for the "Biochemistry with Elements of Chemistry" course for remote teaching in the future. It may also provide valuable insights for such types of courses conducted at other Universities and promote deliberations to continuously improve learning outcomes.

This paper explores language beliefs and writing practices of an international scholar in Biochemistry working at a large U.S. research university. Although the participant articulated monolingual ideologies and a desire to become like a 'native speaker,' he did not consider advanced writing skills in English a prerequisite for publishing in English in his field. Through 'talk-around-text' (Lillis 2008) and visits to his laboratory, we examine what resources the participant deemed valuable in the process of producing a scientific article. Adopting a spatial orientation to writing (Canagarajah 2018a), we pay particular attention to the spatial repertoires that shaped his recent first-author publication. We bring out the tensions between his language ideologies and actual communicative practices and discuss the theoretical and pedagogical implications of our research. Ultimately, we argue that a spatial orientation to communication expands the notion of bilingualism by urging us to consider people's actual creative practices of meaning-making in particular spaces rather than focus on isolated cognitive abilities.

The US Department of Justice released the final report on school violence and showed that middle school is the age when violence is high, accounting for more than 70% of all violence cases (Zweig et al., 2013). After having perpetrated, the probability that the perpetrator will commit violence again will increase significantly (Office of the Surgeon General, et al., 2001), In the later review of the perpetrators, almost 100% admitted that they were unable to control their violent behavior at that time and seemed to have an invisible impulse to urge them to commit violence, and even when they knew the harm of the violent behavior, they still committed violence without scruples (Willems et al., 2018). This indicates that among the 30% of middle school students prone to violence, the underlying age-related neuroendocrine changes are most likely to be the driving force leading to violence. In this commentary, the authors argue that school violence intervention based on neuroendocrine mechanisms may be more effective than other external factors (Rivara et al., 2016). It is of greater practical significance to use the interactive network formed between testosterone, cortisol, and dopamine at different brain center sites as the target of intervention.

To meet complex ethical challenges in the engineering profession, students need ethics learning experiences that are integrated systematically across the engineering curriculum. Sustaining systematic changes in the engineering curriculum also calls for processes that respect and engage the engineering faculty. This paper reports the work to date of creating a faculty-driven process for infusing ethics across an undergraduate biological engineering curriculum. To illustrate this emerging change process, we report the generation of program level ethics learning objectives, the identification of an ethics course sequence, and the design, implementation, and assessment of an ethics module in a junior engineering biochemistry and microbiology course. Our project to date highlights a number of lessons for enabling a change process for program-wide ethics education in engineering. These lessons include strategies for disrupting existing curriculum patterns and encouraging novel ideas, engaging the faculty adopters of new curriculum, as well as seeking and maintaining leadership and support for ethics education in the discipline.

Ion channel sensors have several applications including DNA sequencing, biothreat detection, and medical applications. Ion channel sensors mimic the selective transport mechanism of cell membranes and can detect a wide range of analytes at the molecule level. Analytes are sensed through changes in signal patterns. Papers in the literature have described different methods for ion channel signal analysis. In this paper, the authors describe a series of new graphical tools for ion channel signal analysis which can be used for research and education. The paper focuses on the utility of these tools in biosensor classes. Teaching signal processing and machine learning for ion channel sensors is challenging because of the multidisciplinary content and student backgrounds which include physics, chemistry, biology, and engineering. The paper describes graphical ion channel analysis tools developed for an online simulation environment called J-DSP. The tools are integrated and assessed in a graduate bio-sensor course through computer laboratory exercises.

A glucose-driven enzymatic filter-paper fuel cell is described. A strip of filter paper coated with carbon nanotubes and the glucose oxidase enzyme functions as the anode of the enzyme fuel cell. Another strip of filter paper coated with carbon nanotubes and the laccase enzyme functions as the cathode. Between the anode and the cathode, a third strip of filter paper is placed that holds the glucose, which is the fuel, and that allows the transport of ions. The design of the cell is simple, and all the materials used for the construction are readily available and biocompatible. The cell utilizes the oxidation of glucose to generate electricity and is useful to demonstrate how chemical energy can be converted to electrical energy. (Contains 5 figures.)

Many students may not be aware that renewable biological materials can be converted into multiple bioproducts and biofuels using a biorefinery process, a more sustainable alternative to conventional crude oil refineries. By using waste from pineapple, a plant material that most students are familiar with, a biorefinery can be modeled to demonstrate the benefits of a circular bioeconomy. Pineapple waste consists of the peel, core, and leaves that are often discarded after the fruit is processed for consumption. These "leftovers" or "residues" are rich sources of sugars and lignocellulosic biomass, which can be converted to value-added bioproducts and biofuel. In this article, the development and implementation of a high school laboratory activity that simulates a pineapple biorefinery is described. It was field tested with an Environmental Science class, in which students converted pineapple leaves into paper, and they fermented the sugars from the core and peel into bioethanol for fuel. Students investigated how different process variables influenced the tensile strength of their paper and the quantity of bioethanol produced. This lab introduces students to the potential of a circular bioeconomy and challenges them to integrate prior chemistry and biology knowledge to generate solutions to real-world sustainability problems. It can be used in chemistry classes to demonstrate stoichiometry, chemical reaction yield, chemical bonds, and the effect of reactant concentration on the rate of product formation.

This teaching article uses the report by Kwan et al., "Effects of methacholine, thapsigargin, and La[superscript 3+] on plasmalemmal and intracellular Ca[superscript 2+] transport in lacrimal acinar cells," where the effects of Ca[superscript 2+]-mobilizing agents in regulating Ca[superscript 2+] fluxes were examined under various conditions. Upper-level undergraduate and new graduate students in physiology are the target audience. Teaching and learning points are put forth in this article to illustrate 1) the characteristics of methacholine- and thapsigargin-induced Ca[superscript 2+] responses, 2) the different endoplasmic reticulum Ca[superscript 2+] stores accessible to methacholine and thapsigargin, 3) the inhibitory effects of La[superscript 3+] on Ca[superscript 2+] extrusion and Ca[superscript 2+] influx, and 4) the facilitatory role of La[superscript 3+] on endoplasmic reticulum Ca[superscript 2+] recycling. Each of the above concepts is first explained with references to the figures adapted from the original article. A list of student learning questions then follows, where the answers are found in the teaching notes for the instructors. It is the objective of this article to make both teaching and learning Ca[superscript 2+] regulation a rewarding experience for all. (Contains 5 figures.)

Classroom discussion of scientific articles can be an effective means of teaching scientific principles and methodology to both undergraduate and graduate science students. The availability of classic papers from the American Physiological Society Legacy Project has made it possible to access articles dating back to the early portions of the 20th century. In this article, we discuss a classic paper from the laboratory of Dr. James O. Davis on the regulation of aldosterone synthesis from the adrenal zona glomerulosa cell. Dr. Davis has conducted much of the seminal research investigating the renin-angiotensin system and the regulation of aldosterone release by angiotensin II. In addition to a characterization of the effects of ACTH on aldosterone regulation, this study is useful for discussing the basic principles of negative feedback pathways of the hypothalamic-pituitary axis. This study also provides examples of early bioassay techniques for the detection of angiotensin II and of the importance of quantitative measurements when investigating physiological responses. Three figures and one table are reproduced from the original article along with a series of discussion questions designed to facilitate discovery learning.

To integrate research into the teaching of glycoproteins, the story of discovering hydrogen-potassium ATPase (HK-ATPase) [beta] subunit is presented in a way covering all the important teaching points. The interaction between the HK-ATPase [alpha] subunit and a glycoprotein of 60-80 kDa was demonstrated to support the existence of the [beta] subunit. On revealing the strategies and experimental designs of this discovery, the knowledge of glycoproteins is delivered. The purpose of this effort was to facilitate the teaching of scientific thinking in the science classroom, to make the biochemistry classroom a more interesting place, and to attract uncertain minds into the career of biochemistry research. (Contains 1 footnote, 1 table, and 5 figures.)

This paper describes the development of a fully remote upper-class biochemistry lab course. The sudden change to online teaching in the middle of spring semester 2020 had a primarily negative impact on laboratory teaching. These effects were mitigated because the students had done many of the basic hands-on procedures before the switch. A true "at-home" biochemistry lab module was implemented in the fall semester of 2020 to ensure students could have a hands-on lab experience in a remote setting despite the remaining COVID-19 restrictions placed upon universities. The module covered several fundamental concepts and techniques found in a first semester biochemistry lab sequence: extraction and purification of a protein from a sample, and further analysis of the protein. Tyrosinase was isolated and purified from a banana extract followed by kinetic analysis of the enzyme. A key component to the module is an LED light board that, in combination with a cell-phone app, made a simple at-home colorimeter. The module was implemented in three sections of a first semester biochemistry lab course (81 students total) in the fall of 2020, and components of it have been used periodically since. Some of the procedures are now being implemented into normal in-lab sessions. An assessment in terms of a student survey showed that most of the students were able to adapt to this format and felt that their learning was not impeded.

Quantitative analysis in analytical chemistry is divided into semi-,relative, and absolute analysis. An example of each analysis is pH test paper, internal standard, and standard addition, respectively. However, their definition and differences have not yet been explained to students sufficiently in classes as well as textbooks. Polymerase chain reaction (PCR) is a good demonstration of quantitative analysis because it covers all three methods of quantification listed above. For example, traditional PCR can perform semi quantification; real-time PCR includes both relative and absolute quantitation. Therefore, in this tutorial article, we take PCR as an example to explain the kinds of methods of quantification to students. The basic principle and theories of the three PCR techniques for quantification are demonstrated and derived in detail. This will help students obtain comprehensive knowledge of quantitative analysis by studying the theoretical principles of different PCR techniques and further understanding their applications by comparing the characteristics of semi-, relative, and absolute quantification. This report is an attempt to combine teaching of chemistry with biology and present theoretical principles in a new way, which will be a helpful complement to teaching theoretical concepts in analytical chemistry and biochemistry courses.

As a representative catabolic reaction that widely exists in nature, anaerobic digestion (AD) exhibits great value regarding the global carbon cycle, renewable energy development, and environmental protection. Such an important biochemical reaction was ignored before and should be introduced into the teaching and textbooks of undergraduate biochemistry courses. However, students may face obstructions when learning AD theories since the metabolic pathways in AD are very complex. To solve these problems, an instructive metabolic minimap of the AD reaction was designed, including its reaction stages, reaction pathways, substrates, and enzymes. Furthermore, the interrelationships between aerobic catabolism (AEC) and anaerobic catabolism (ANC) were also summarized by combining the catabolic pathways of typical biological macromolecules. In this paper, AD theories were first replenished into undergraduate biochemistry courses by metabolic minimap, which not only provided valuable supports for the practical teaching of AD in undergraduate biochemistry courses, but also acted as an important reference for students in biology-related majors and biochemistry teachers.

Many disciplines have used concept inventories (CI) to better understand the alternative ideas held by students. Administering a CI at both the beginning and the end of the semester can yield much information. For example, a comparison of both pre- and post-test responses can help determine if specific gains in student learning were met. In this paper, we describe the development of a concept inventory over four academic years for the one-semester general, organic, and biochemistry (GOB) course required for nursing students. Questions were designed around course topics and to identify common misconceptions, which were gathered from the literature, student interviews, and content experts. The instrument was refined over several iterations to ensure that all questions were appropriate and understandable while providing useful information. The final version demonstrated appropriate gains in the comparison of pre- and post-test results for an active learning classroom and results are discussed. In addition, item quality was ascertained via the discrimination and difficulty values, and Cronbach's alpha coefficient was computed for the entire test as a measure of its reliability.

Games can help learners of all ages retain knowledge and build skills such as critical thinking. As such, they could be a useful tool in supporting practical training at the university level. This paper describes the development, use, and evaluation of a card game based on protein purification techniques, for a large cohort of undergraduates studying Molecular Biology and related subjects. Game materials are available and can be adapted for a different audience. Players collect cards representing chromatography columns, buffers, and elution methods by drawing cards from a common deck, and discard them in order to separate a single protein from a mixture of molecules with different properties (represented by a separate set of cards). Surveys showed that the game met its three goals: to assess, increase, and apply subject knowledge; to develop skills in communication and experimental planning; and to provide a fun experience. It was more successful for those students who enjoy games and puzzles in their spare time than for those who do not, correlating with the 'gamer' group finding it easier to understand and remember the rules of the game. Thus, games can form a useful part of biochemistry teaching practice.

Oxidation number (ON) is taught as an electron-counting concept for redox reactions in chemistry curriculum. The molecular formula method, the Lewis formula method, and the structural formula method have all been used to determine ON. However, the task of assigning ON still poses problems for some teachers and students. This paper explores a new method, the fragmentation method, which is a visual approach for counting the individual ON of any atom according to its structural formula. The critical step is to break the carbon-heteroatom bond into organic fragments and inorganic fragments. The individual ON of carbon atoms and heteroatoms can be determined by the bond cleavages in the organic and biological compounds. The mean ON of carbons can be calculated by the arithmetic mean of all individual ON of carbons in a molecule or molecular ion. The step-by-step operating procedures and examples are provided. When comparing corresponding molecules in organic conversions, the change of individual ON of atoms can be used as a tool for determining the number of transferred electrons. Furthermore, a reaction site can be identified by their changes of individual ON, chemical composition, and bond order in metabolic redox reactions.

Does early exposure to information literacy promote long-term student success? This paper describes a longitudinal case study testing the hypothesis that students who engage with scientific literature and develop information literacy early in their undergraduate studies will achieve higher grades on literature-based assignments in future coursework. We reasoned that students with previous experience in the scientific literature will develop more efficient and effective strategies to search and evaluate the literature and will ultimately favor higher-quality journals. To test these hypotheses, student performance data were collected during scientific literature-based assignments in two upper-division undergraduate lecture courses, Biochemistry 1 and Biochemistry 2. Data were analyzed from two student populations: students with prior information literacy instruction and critical practice from an Honors General Chemistry course sequence, and those students who had not undergone this training. The results indicate that, in Biochemistry 1, students with this prior information literacy training tend to use more professional, expert-like tools for exploring scientific literature and earn statistically higher scores on literature-based projects. However, by Biochemistry 2, the gaps close in both the exploration of the scientific literature and grade performance. This indicates that once students develop a foundation in information literacy, their sophistication in finding information and their performance on subsequent literature-based tasks improve. There was a small and statistically insignificant tendency for groups containing more students with prior information literacy training to cite more articles from the primary literature. However, the quality of the citations, as measured by journal impact factors, did not differ between the populations. The results of this interdisciplinary case study suggest that teaching information literacy to science students has both immediate and long-lasting benefits.

The implementation of KKNI curriculum in Indonesia requires meaningful learning--so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper.

The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University. Through the introduction of an innovative approach to assessment using small group student produced videos, we aim to improve skills in theoretical understanding, data analysis and presentation. This paper details the design of instructional guidelines for small group student produced video assessment, the implementation of the video assessment into 2nd and 3rd year biochemistry laboratory practical classes and the generation of research outcomes and evaluation of this novel assessment technique. Observation of student behaviour during the laboratory classes found students were filming/photographing their experiments and appeared far more engaged with the actual experiments than in previous years. In addition, many student videos demonstrated high levels of creativity and critical thinking. The student produced video assessment did provide an opportunity for creative and critical thinking in students but there are still aspects to be improved.

Introduction: The article presents the results of a study on scientific collaboration between Spanish universities and private enterprise, measured in terms of the co-authorship of papers published in international journals. Method: Bibliometric analysis of papers published in journals listed in Scopus in 2003-2011. Indicators were calculated for output, collaboration, standardised impact and publication in highly reputed journals. Analysis: A number of dimensions were explored: (1) publication patterns among domestic companies; (2) subject matter distribution and impact of the papers published; (3) university-company partnering based on papers co-authored by university and private sector researchers; and (4) regional differences. Results: The three fields where production was most intense were biochemistry, genetics and molecular biology, engineering and medicine. Research in collaboration with companies had a lower normalised impact than research conducted by universities alone. The highest volumes of private sector collaboration with Spanish universities were recorded for pharmaceutical companies. Conclusions: Companies' output was observed to decline across the period studied and their academic articles appeared to be less visible than the papers published by other institutions.

Although science education, including biochemistry and molecular biology education, starts before students commence university, for many students, undergraduate programs are their first real introduction to biochemistry and molecular biology. Students often report that biochemistry and molecular biology are relatively difficult topics hence the use of varied and well-thought-out approaches are critical to fully engage students. This session provided insights into undergraduate curriculum design. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

Mentoring to many is the informal highly unstructured teaching, advising, and nurturing which we receive from various individuals during our school years and professional lives and then give back to our students and more junior colleagues. However, with the advances in science and technology, the increasing competitiveness in the workplace, fast pace of life, and globalization, the importance of proper mentoring in the training of science professionals has gained the attention of and has been discussed and studied by higher institutions of learning and national academies of science. During the past two decades, efforts toward making mentoring more structured by national academies of sciences and academic and professional institutions have produced guidelines, mentoring programs for mentors and mentees, faculty, students, scholarly research publications on mentoring, and related aspects. This article attempts to discuss the various aspects and concerns of traditional, structured, and institutional mentoring. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

In many health-related programs biochemistry and molecular biology are core subjects, but these subjects are often not the students main focus. This challenges educators to develop curriculum that demonstrates the relevance of biochemistry and molecular biology and engages these students. This conference session discussed the value of biochemistry and molecular biology education in the health sciences and the methodologies which can be implemented. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

The conference session on Postgraduate Education in Biochemistry and Molecular Biology consisted of wide-ranging presentations and discussions. Approaches, issues, and solutions for postgraduate education and training in countries ranging from the Philippines to Mongolia and the United States were covered. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

Approaches to learning and teaching have been undergoing massive changes. Technology has enabled many innovations while other methods have embedded authentic research approaches or looked to other disciplines. The tools in education session of the conference looked at tools being used to teach biochemistry and molecular biology ranging from online platforms, authentic research experiences to the use of music. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

Science requires that we are always current with research, techniques, and tools but what are the best approaches for continuing education? The presenters in this session described a range of approaches used in universities, government bodies, and industry. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

Ensuring currency with trends, knowledge, and understanding of teaching and learning is essential for all educators. Researching learning and teaching is an enormous field which can range from examining the practical impact of new classes to research into the processes of learning. The "Publishing in Education" conference session discussed some of the approaches and outcomes of researching and publishing in education. [Paper presented at the joint International Union of Biochemistry and Molecular Biology (IUBMB) Education Conference and Philippine Society of Biochemistry and Molecular Biology (PSBMB) Annual Convention (46th) (Manila City, Philippines, Nov 13-15, 2019).]

In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, 'biosocial' approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus. Our work brings together collaborators from across fields: sociology of education; molecular biology and biochemistry; cognitive neuroscience; fMRI imaging; and EEG. Through the paper we explore the generative potential of an encounter between life sciences and sociology of education. Through consideration of the conceptual and methodological elements of our 'Synchrony in Learning' research and engagement with our pilot experimental approach, our research is suggesting that our central concept, learning, is undergoing metamorphosis, challenging us to understand learning as a phenomenon produced through the intra-action of a multiplicity of forces and processes.

Programmed cell death, or apoptosis, is a cellular pathway by which individual cells self-destruct for the benefit of the organism. In this practical paper, we describe laboratory exercises with an inquiry-based learning (IBL) approach in which undergraduate students compared apoptosis among different types of cultured cells. Ultraviolet (UV) radiation was used to induce apoptosis in mouse primary cells and in Chinese hamster ovary (CHO) tumor cells. Students hypothesized that, because tumor cells evade apoptosis, CHO cells would exhibit less apoptosis compared to primary cells. Treated and control cells were labeled for two hallmarks of apoptosis, fragmented DNA and active caspase-3 enzyme, and all nuclei were visualized with DAPI. Cell counts were conducted using fluorescence microscopy. Exposure to UV light induced apoptosis in both cell types compared to controls, but no significant difference in the proportions of labeled cells was observed between UV-treated primary and CHO cells. Optimal parameters for UV exposure and labeling techniques are presented. This exercise provides instructors with methodology for allowing students to use a basic cell culture system and microscopy to formulate a hypothesis and design experiments related to apoptosis. Students incorporated their work into a research paper, which served as the main mode of assessment.