Search

In this article, we describe curricular materials developed to engage undergraduate students in evolutionary thinking around antibiotic resistance using the MEGA-plate experiment (Microbial Evolution and Growth Arena). This elegant and visual experiment, developed by the Kishony Lab, shows the development of antibiotic resistance on the timescale of hours and days. It not only provides important biological insights but also captures students' attention, making it a very useful tool for education. While a short video describing the method and major results has already been widely used in the classroom setting, our case study connects details of the methods and results of the MEGA-plate experiment and antibiotic resistance to core biological concepts. The interrupted case study consists of four major parts: 1) an opening hook activity to capture students' attention and introduce the antibiotic crisis, 2) a jigsaw activity to research different classes of antibiotic targets and the resistance mechanisms that can arise, 3) a discussion of antibiotic resistance in real-time using the MEGA-plate experiment video, and 4) three different options for students to dive deeper into the experimental data from the MEGA-plate research article. These components are modular and can be used in many different combinations to reach different audiences or connect to other topics related to microbiology, evolution, or genetics.

Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.

This article aims to simplify and facilitate the process of practical teaching of enzyme kinetics by utilizing minimal teaching laboratory requirements. Simultaneously, it ensures that students comprehend the enzyme kinetics experiment effectively. The focus is on teaching students how to estimate the maximum velocity (Vmax) and Michaelis constant (Km) of [beta]-fructofuranosidase enzyme (also known as invertase) isolated from dry yeast. The invertase enzyme catalyzes the hydrolysis of sucrose substrate into glucose and fructose, employing the Michaelis-Menten approach of evaluating invertase enzyme kinetics as well as Lineweaver-Burk linear graphic approach of evaluating the Michaelis-Menten enzyme kinetics. The practical experiment seeks to reinforce the concepts of initial velocity dependence on substrate concentration. The data presented in the work were generated from a genuine practical biochemistry course enrolled by second-year undergraduate students in the Department of Pharmacy and the Department of Medical Laboratory Science. While there were minor variations in the invertase enzyme kinetic parameters among students, they successfully carried out the experiment. The students accurately estimated the Vmax and Km of the invertase enzyme in the sucrose hydrolysis chemical reaction. Moreover, they demonstrated an understanding of the meanings of the kinetic parameters (Km and Vmax) and the utility of the Lineweaver-Burk plot.

Immersive Virtual Reality (iVR) can help students visualise and explore complex chemical concepts, such as protein enzyme structures and interactions. We designed a set of collaborative iVR-based learning tasks on the interaction between a protein enzyme and its substrate. We investigated how 18 pairs (36 students) in undergraduate chemistry courses changed their understanding of enzyme-substrate interactions through iVR learning tasks. Videos of pre- and post-interviews and student-generated diagrams were analysed. Before iVR, students had abstract models of the structure of a protein enzyme or its interaction with a substrate molecule. Over 90 per cent of the students (33/36) explained enzyme-substrate interactions using simplistic lock-and-key diagrams, exclusively focusing on the shape. Although many students employed key scientific terms like activation energy in their explanations, they were unsure how enzymes lowered activation energy or how catalytic reactions occurred. After iVR, all students discussed the inadequacy of 2D diagrams for representing complex enzyme-substrate interactions. About 90 per cent of students (32/36) used concrete ideas such as electron density and orientation of reactants in the active site to explain the probability of successful interactions between the enzyme and its substrate. Our findings provide evidence of how interactive iVR learning tasks can help students explore complex molecular structures, integrate ideas, and build a concrete understanding of challenging science concepts.

This paper explores the effective development and use of interactive simulations as a learning tool, integrating didactic and active approaches with complex laboratory and lecture content in undergraduate biochemistry and immunology courses. University science courses require students to master vast quantities of foundational knowledge that is commonly taught using didactic approaches. Over time, students are required to become more active and teaching approaches become more student-centred, extending students' application of knowledge, critical thinking, and creativity which relies on a student's ability to recall knowledge. Identifying the right timing and means for shifting from didactic approaches toward an active approach is critical for maintaining student interest and extending their learning. Active learning can transform the perception of a given subject, phenomenon, or experience, allowing students to engage meaningfully and deeply with critical and complex ideas. This paper demonstrates how active approaches to learning through simulations have been effectively used to reinforce threshold concepts in laboratory and lecture settings and the impact on student learning is discussed.

Objective: The aim of the present study was to examine the role of health locus of control (HLOC; internal, chance, powerful others) in antibiotic resistance perceptions and antibiotic use behaviors among college students. Participants: Participants were 366 students recruited from the introductory psychology pool at a university in the northeastern United States. Methods: Participants completed the study "via" Qualtrics in 2015 (October-December). They completed the Multidimensional Health Locus of Control Scale (measuring internal, chance, powerful others HLOC) and questions about their antibiotic use and antibiotic resistance perceptions. Results: Linear regression analyses were employed to examine the role of the HLOC in antibiotic use behaviors and antibiotic resistance perceptions. With the exception of the regression with antibiotic resistance concern as an outcome, powerful others HLOC was the strongest predictor across all models. Conclusions: Antibiotic misuse was prevalent in our sample and powerful others HLOC was associated with problematic antibiotic use.

Research Findings: Measuring toddlers' cortisol levels both in childcare and at home and their relation to child- and childcare-related factors may help to identify stress-inducing childcare practices and children who are more vulnerable to stress in childcare. Accordingly, toddlers' (n = 320, 51.2% female, mean age = 26.8 months) cortisol levels in childcare and at home and their relation to childcare quality and child- and family-related factors were investigated using linear mixed model analyses. Mid-morning to mid-afternoon cortisol levels increased in childcare and decreased at home. Younger children had higher overall cortisol levels. Children attending groups with a higher caregiver-child ratio had slightly higher cortisol levels in childcare and slightly lower cortisol levels at home. Toddlers attending disorganized groups were considerably more stressed in childcare. Practice or Policy: The present study underlines the importance of sufficient caregiver availability and stable routines in toddler classrooms.

Having a deeper understanding of molecules in their structural forms allows students to grasp biochemical and general chemical concepts in a more profound manner. Through the use of visualization software, we have shown that students gain confidence and insight into the chemical workings of molecular structure and can then utilize this knowledge in its applications to societal health-related issues. In this research, we introduced students in a biochemistry class to visual molecular dynamics software and had them complete several activities. The final project consisted of three parts, including data gathering, team presentations and pitches with peer review, and a final persuasive report Each of these advanced student mastery of the molecular biochemical details while mastering a skill-set that allowed them to think creatively and apply this knowledge to a pertinent world-problem. Overwhelmingly, we found that student interest in the subject, as well as performance and confidence increased across the use of molecular visualization in the classroom. Additionally, upon close inspection, we found that such student-centered work benefitted historically marginalized students. Overall, students who can connect with course materials and embrace real-world, hands-on applications are increasing societal scientific literacy which can trickle down across decision-making and public health.

Introduction: Persistence in treatment is important in balancing diabetes and preventing complications. ADHD impairs quality of life and functioning in many areas of life. The aim of this study is to evaluate the possible association of ADHD and diabetes glycemic control among adults with type 2 diabetes mellitus (T2DM). Methods: All data were obtained from Maccabi Healthcare Services (MHS) automated databases. This retrospective cross-sectional study uses electronic medical records from the Maccabi Healthcare Services database during the years 2010 to 2020. Using a propensity score with the variables of age, gender, and duration of diabetes, we compared a group of 1,582 patients with T2DM and ADHD to 1,582 patients with T2DM and without ADHD. We used a t-test to compare continuous variables and a Mann-Whitney "U" test for non-parametric testing. In addition, we used multivariate logistic regression with a cutoff of several HbA1c values in T2DM patients with and without ADHD during 2019 to 2020. The proportion of patients with HbA1c values above 10%, 9%, and 8% in the group of patients with ADHD was 4.7 to 5.9 times higher than in patients without ADHD. In addition, the OR in the multivariate logistic regression was 4.2 (95% CI [2.5, 6.8]), 4.3 (95% CI [3.1, 6.1]), and 2.7 (95% CI [2.2, 3.4]) for cutoff of HbA1c of 10%, 9%, and 8%, respectively. Conclusion: Patients with co-morbid ADHD and T2DM have a higher incidence of poor glycemic control. The findings extend the knowledge on the relationship between ADHD and diabetes and highlight the need for further research to improve treatment.

An effective, practical approach for incorporating molecular biology tools to biology and biochemistry students is described. For 6 weeks, students are exposed to bacterial transformation, plasmid DNA purification and analysis, parasite transfection, ectopic expression of fluorescent proteins, fluorescence microscopy, and flow cytometry analysis. This research-oriented laboratory course delves into theoretical and practical concepts of basic techniques in molecular biology to emphasize the logical connections between the obtained results and the resolution of problems that arise daily in a research laboratory, training the students in planning, conducting, discussing, and presenting their own experiments and results.

Many people use technological tools that are widely accessible, respond quickly, and have extensive information networks today. Due to recent technological advances in education and the increasing acceptance of Artificial Intelligence (AI) technologies, the issues regarding their implementation in education require identification and analysis. ChatGPT (Chat Generative Pre-trained Transformer), an artificial intelligence program that emerged in 2022, contains notable characteristics. OpenAI created ChatGPT and released it to users in 2022. ChatGPT is a machine learning-powered chatbot that can deliver detailed responses to inquiries. This research aims to evaluate the validity of ChatGPT-generated responses when scientific questions related to the biochemistry discipline are posed. A document analysis was conducted to determine the scientific validity of responses produced by ChatGPT for five questions. Five questions originating from bio-chemistry content were asked to ChatGPT in a written format. The AI's generated answers were saved and analyzed depending on their scientific validity. As a result of the study, it was detected that ChatGPT responded with scientifically incorrect or incomplete answers to the five questions asked. Besides, when asked the reason for ChatGPT's response, it is seen that AI insisted on its invalid answers. Following prompts for certainty, the AI's performance was evaluated. It provided scientifically correct answers to the first two questions, partially correct answers to the third, and consistently offered invalid solutions for the remaining questions. Ultimately, ChatGPT's capabilities are limited in providing scientifically rigorous responses. To obtain accurate and appropriate answers, it is imperative to pose comprehensive and detailed inquiries that facilitate a more precise and informed response. Scholars and researchers must acknowledge that ChatGPT harbors certain misconceptions and consequently only constitutes a somewhat dependable and scientifically validated resource.

Novelty seeking has been found to affect creative performance, but its impact on the temporal dynamics of creative information processing remains unclear. Creative information is identified by two key indicators--novelty and appropriateness. To explore the effect of novelty seeking on the temporal processing of novelty and appropriateness, a revised alternative uses task (AUT) was conducted with 29 high novelty-seeking (HNS) and 31 low novelty-seeking (LNS) individuals. Event-related potentials (ERPs) and spontaneous blink rate (EBR) were used to measure temporal dynamics and infer physiological mechanisms. (1) For novelty processing, HNS individuals performed quicker information processing (shorter N1/P2 latency) and had a greater capacity to recognize semantic distance (higher P600 peak amplitude). (2) For appropriate processing, HNS individuals also had a faster information processing rate (shorter N1/P2 latency). (3) HNS individuals had higher baseline EBR and showed enhancements in cognitive speed based on real-time EBR. In contrast, the LNS group did not show the same improvement even with increased attention allocation. These findings expand the application of the Novelty Seeking Model (NGM) in creative information processing. Additionally, the results of EBR suggest that dopamine might be the critical physiological mechanism through which novelty-seeking influences creative information processing.

Objective: Previous research suggests a potential link between unsaturated fatty acids (UFAs) and ADHD, but the causal relationship remains uncertain. This study aims to investigate the causal association between ADHD and UFAs using Mendelian randomization (MR) analysis. Methods: Summary data from genome-wide association studies were used to estimate the concentration of circulating UFAs, including Monounsaturated Fatty Acids (MUFAs), Polyunsaturated Fatty Acids (PUFAs), Omega-3 PUFAs, Omega-6 PUFAs, Linoleic Acid (LA), and Docosahexaenoic Acid (DHA). Data from the Psychiatric Genomics Consortium, including both childhood and adult ADHD, were respectively used to examine the relationship between genetically predicted UFAs levels and ADHD. Various MR methods, including Inverse-variance weighted (IVW), MR Pleiotropy RESidual Sum and Outlier, MR-Egger, weighted median, and weighted mode, were employed to assess heterogeneity and pleiotropy. Results: The IVW revealed only nominal evidence suggesting a potential causal relationship between genetically predicted PUFAs (OR = 0.92, 95% CI [0.85, 0.99], p = 0.031), Omega-6 PUFAs (OR = 0.90, 95% CI [0.83, 0.98], p = 0.020), and LA levels (OR = 0.90, 95% CI [0.82, 0.98], p = 0.021) with childhood ADHD risk. However, after false discovery rate correction, the p-values for PUFAs, Omega-6 PUFAs, and LA levels all exceeded the threshold for significance. For adult ADHD, we did not find any significant associations between the six circulating UFA levels and adult ADHD. Conclusion: Our findings do not support a causal relationship between UFAs levels and ADHD. This suggests that UFAs supplements may not be effective in improving ADHD symptoms and importantly, it appears that UFAs levels may not have a long-term effect on ADHD.

Learning media is a tool that makes it easier for educators to convey material to students effectively and efficiently to improve the quality of learning. Biology subjects in the essential enzymes and cell metabolism competencies require precision and accuracy, so appropriate learning media are needed. Booklets are a medium that can make it easier for students to learn. They are small, attractive, practical, simple, and easy to carry anywhere. This research aims to determine the suitability of booklet media for enzyme material and cell metabolism based on the acute toxicity test of Zuriat seed extract. This research's stages are determining potential problems, collecting information, designing booklets, validating booklets, revising booklets, and making booklets. The initial stage of making the booklet is to carry out an acute toxicity test of Zuriat seed extract and design the contents of the booklet. The suitability of the booklet is seen from the assessment carried out by five validators. The research instrument uses a validation sheet. The aspects assessed include format, content, and language. The research results show that the booklet can be declared suitable as a learning medium. The value for the format, content, and language aspects is 1. The results of the validation show the CVI value is 1. It can be concluded that the class XII booklet on enzymes and cell metabolism is based on the acute toxicity test Zuriat seed extract as a learning medium, which can be declared feasible.

The present study has aimed to develop and validate a protein concept inventory (PCI) consisting of 25 multiple-choice (MC) questions to assess students' understanding of protein, which is a fundamental concept across different biology disciplines. The development process of the PCI involved a literature review to identify protein-related content, validation interviews to iteratively validate and refine the created items (n = 26), and data collection from a large sample (n = 291) for statistical analysis. An expert interview was held with two different field experts regarding the content validity of the draft PCI tool, the suitability of the options, and the clarity of the items. Free choice format (multiple marking) was used to answer the developed MC items. In scoring these items, positive points were given to correct options, and negative points were given to incorrect options. Evidence regarding the psychometric properties of the PCI trial form was collected through factor analysis, group differentiation, internal consistency, and item analysis using quantitative data. The evidence collected demonstrates that the validity and reliability of the PCI as a measurement tool have been confirmed. PCI's scoring approach and the use of response patterns created by multiple markings in teaching are discussed.

Plant metabolite compounds have been applied on plant cellular metabolism, produces organic and inorganic compounds, primary and secondary bioactive molecules, such as glucose, amino acids, fat acids, alkaloids, flavonoids, and terpenoids. Undergraduate biology students learn about the plant terpenoid assisted by bioinformatics to store, manage, and interpret the molecular information about these compounds. This research aims to observe the students' understanding of terpenoid through implementing bioinformatics approach. Besides, to investigate how practice the bioinformatics technology in learning terpenoid may impact students' comprehension of plant metabolism domain and their acquisition of bioinformatics inquiry skills. Bioinformatics is a computational database that relies on digital repositories of molecular biology informations. Data analysis was in the form of quantitative and qualitative descriptive using module learning resources based on terpenoid research and assisted by bioinformatics. The results indicate that students' comprehension of learning and understanding terpenoid has improved, identification and analysis processes of article reviews showed that students were able to discuss and interpret research finding in silico bioinformatics using molecular docking procedures. Assessment of bioinformatics skills showed that all undergraduate biology students could follow the direct instructions well, answer the questions, practice the dry-lab experimental, and formulate the conclusion correctly.

This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses.

The complexity of RNA cannot be fully expressed with the canonical A, C, G, and U alphabet. To date, over 170 distinct chemical modifications to RNA have been discovered in living systems. RNA modifications can profoundly impact the cellular outcomes of messenger RNAs (mRNAs), transfer and ribosomal RNAs, and noncoding RNAs. Additionally, aberrant RNA modifications are associated with human disease. RNA modifications are a rising topic within the fields of biochemistry and molecular biology. The role of RNA modifications in gene regulation, disease pathogenesis, and therapeutic applications increasingly captures the attention of the scientific community. This review aims to provide undergraduates, junior trainees, and educators with an appreciation for the significance of RNA modifications in eukaryotic organisms, alongside the skills required to identify and analyze fundamental RNA-protein interactions. The pumilio RNA-binding protein and YT521-B homology (YTH) family of modified RNA-binding proteins serve as examples to highlight the fundamental biochemical interactions that underlie the specific recognition of both unmodified and modified ribonucleotides, respectively. By instilling these foundational, textbook concepts through practical examples, this review contributes an analytical toolkit that facilitates engagement with RNA modifications research at large.

Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. Clinical enzymology in biochemistry is one of the core topics in the medical curriculum. However, students face challenges in comprehension and retention of information. Hence, CARd & Board GAmes in Medical Education (CARBGAME) was introduced and evaluated for its effectiveness in enhancing learning, application, and retention of knowledge in clinical enzymology via gamification context. This mixed-method study involved 150 first-year undergraduate medical students. Before the game, students completed a pre-test in clinical enzymology. Later they were divided into 25 small groups to compete in the board game designed for enzymology in biochemistry. The students took turns throwing the dice and answering the questions on the game board to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the board game, the students took up the post-test to compare the educational impact of the innovation. Also, the subsequent internal assessment scores were compared with previous batch who were not implemented with this intervention. Then students evaluated the effectiveness of CARBGAME--Clinical Enzymology using a 32-item questionnaire on 5-point Likert scale. The feedback obtained on a 10-point rating scale and for qualitative analysis, students' and faculty perceptions were recorded in small groups. CARBGAME received overwhelmingly positive feedback from both students and faculty. It was perceived well by students for being fun, relevant, consistent, motivating, collaborative, and promoting experiential learning. The game's low-stakes approach, effective feedback, and sense of accomplishment were highly appreciated, making it a valuable tool for education. A significant improvement in knowledge was recorded, from a mean score of 8.37 ± 1.126 on a 20-point scoring scale before the game to 16.53 ± 1.219 after with a p-value of 0.0001. The comparison of the internal assessment scores between the intervention and non-intervention group of students also showed a significant improvement among those implemented with CARBGAME (p < 0.0001). The CARBGAME innovation has achieved the intended outcome of promoting active learning and enhanced performance in clinical enzymology. Highly positive responses from faculty and students also indicate the exigent need to introduce innovative components like games into curricula to achieve student engagement and promote a meaningful learning experience.

We created a 2-week, dual-module summer course introducing high school students to environmental toxicology by teaching them quantitative polymerase chain reaction (qPCR) as a way to quantify gene expression of chemical defense proteins in response to exposure to environmental pollutants. During the course, students are guided through the various stages of a successful qPCR experiment: in silico primer design and quality control, total RNA extraction and isolation, cDNA conversion, primer test PCR, and evaluation of results via agarose gel electrophoresis or UV/Vis spectra. The course combines lectures, discussions, and demonstrations with dry and wet laboratory sections to give students a thorough understanding of the scope, utility, and chemical principles of qPCR. At the end of the course, the students are taught how to analyze qPCR data and are encouraged to discuss their findings with other classmates to evaluate their hypotheses and assess possible sources of error. This course was designed to be easily adaptable to multiple test species, chemical exposures, and genes of interest. To explore both terrestrial and aquatic toxicology, the students use honey bees ("Apis mellifera") and mosquitofish ("Gambusia affinis") as test organisms, as well as ABC-type efflux transporters, antioxidant enzymes, and cytochrome P450 enzymes as endpoints for assessing gene expression. We share this course setup and applied protocols to encourage others to design and offer similar courses that give high school students a hands-on introduction to a broad swath of environmental toxicology research and an opportunity to develop scientific skills necessary for university-level research.

Background: ADHD is highly comorbid with Delayed Sleep Phase Syndrome (DSPS). Both are associated with obesity and diabetes, which can be caused by long-term dysregulations of appetite and glucose metabolism. This study explores hormones involved in these processes and the effects of chronotherapeutic interventions in a small sample of adults with ADHD and DSPS. Methods: Exploratory, secondary analysis of data from the PhASE study, a three-armed randomized clinical trial, are presented, including 37 adults (18-53 years) with ADHD and DSPS receiving three weeks of 0.5 mg/day (1) placebo, (2) melatonin, or (3) melatonin plus 30 minutes of bright light therapy (BLT). Leptin (appetite-suppressing), ghrelin (appetite-stimulating), insulin, insulin-like growth factor-1 (IGF-1), and glucose were measured from blood collected at 08:00 hours. Salivary cortisol was collected during the first 30 minutes after awakening and self-reported appetite was assessed. Results: Baseline leptin and IGF-1 levels were higher than reference ranges, and ghrelin and cortisol levels were lower, while insulin and glucose were normal. Melatonin treatment decreased leptin and insulin. Other outcomes remained unchanged and melatonin + BLT had no effects. Conclusion: Due to the small sample size and exploratory nature of the study, results should be interpreted with caution. Overall, these results show no strong indications for dysregulation of appetite and glucose metabolism to suggest high risk of obesity and diabetes in this small sample of adults with ADHD and DSPS. However, baseline appetite was suppressed, likely because measurements took place in the early morning which could be considered the biological night for this study population. Melatonin treatment seemed to cause subtle changes in appetite-regulating hormones suggesting increased appetite. Chronotherapeutic treatment may affect appetite-regulating hormones by advancing the biological rhythm and/or altering eating behaviors, but this remains to be investigated in larger samples using detailed food diaries.

Intra-individual response time variability (IIRTV) during cognitive performance is increasingly recognized as an important indicator of attentional control (AC) and related brain region function. However, what determinants contribute to preschoolers' IIRTV received little attention. The present study explored the interaction of dopaminergic polygenic composite score (DPCS) and the parent-child relationship in relation to preschoolers' IIRTV. In the initial sample, 452 preschoolers (M age = 5.17, SD = 0.92) participated in the study. The modified Flanker task was used to evaluate children's IIRTV and their parents were requested to complete the Parent-Child Relationship Scale to assess the parent-child relationship (closeness/conflict). DNA data were extracted from children's saliva samples, and a DPCS was created by the number of "COMT," "DAT1," and "DRD2" alleles associated with lower dopamine levels. Results showed that DPCS significantly interacted with the parent-child closeness to impact preschoolers' IIRTV. Specifically, preschoolers with higher DPCS exhibited lower IIRTV under higher levels of the parent-child closeness, and greater IIRTV under lower levels of the parent-child closeness compared to those with lower DPCS, which supported the differential susceptibility theory (DST). A direct replication attempt with 280 preschoolers (M age = 4.80, SD = 0.86) was conducted to investigate whether the results were in accordance with our exploratory outcomes. The interactive effect of DPCS and the parent--child closeness on IIRTV was confirmed. Additionally, the significant interactive effect of DPCS and the parent-child conflict on IIRTV was found in the replication study. The findings indicate that preschoolers' IIRTV, as an indicator of AC and related brain region function, is influenced by the interactions of dopaminergic genotypes and the parent-child relationship.

Given the severe pollution caused by traditional plastics, biodegradable plastic products (BPPs) have received great attention and are appearing in people's lives in the form of packaging bags, tableware, etc. Whether a wide variety of BPPs can truly degrade depends on the environment. Aerobic composting is the arbitration method to evaluate the degradability of BPPs in a premarket review, so only the aerobic degradability of BPPs can be guaranteed. Anaerobic digestion has become an irreplaceable part of the global carbon cycle and a mainstream technique to dispose of organic wastes. However, little attention has been given to the anaerobic degradation of BPPs, which may cause environmental pollution if BPPs are not degraded within a short time period. Students are not aware of these issues. Therefore, the teacher carried out teaching reforms in biochemistry course by designing anaerobic degradation of commercially available BPPs as a laboratory exercise for undergraduate students to form a correct understanding of the actual anaerobic degradation performance of BPPs, establish a more comprehensive theoretical knowledge framework of catabolism in biochemistry course, and train their hands-on ability and operation skills. This paper provides an introduction to the experimental design and teaching process of the anaerobic degradation of BPPs, and the results show that the degradation degree and rate are closely related to the components of BPPs. The results of the quizzes and questionnaires show that teaching reform is not only beneficial for deepening students' impression and understanding of anaerobic catabolism from ubiquitous BPPs in everyday life but also helpful for promoting their environmental awareness by selecting and using BPPs with better degradability. This teaching reform offers references and guidance for the teaching practice in courses like biochemistry, environmental microbiology, environmental chemistry, and waste treatment.

It has been shown that active learning strategies are effective in teaching complex STEM concepts. In this study, we developed and implemented a laboratory experiment for teaching the concepts of Boolean logic gates, molecular beacon probes, molecular computing, DNA logic gates, microRNA, and molecular diagnosis of hepatocellular carcinoma, which are related to DNA molecular computing, an interdisciplinary cutting-edge research technology in biochemistry, synthetic biology, computer science, and medicine. The laboratory experience takes about110-140 min and consists of a multiple-choice pretest (15 min), introductory lecture (20 min), wet laboratory experiment (60-90min), and a post-test (15 min). Students are tasked to experimentally construct three molecular logic circuits made of DNA oligonucleotides and use them for the fluorescence-based detection of microRNA markers related to diagnostics of hepatocellular carcinoma. The class was taught to undergraduate students from freshman to senior academic levels majoring in chemistry, biochemistry, biotechnology, and biomedical sciences. Students were engaged during the session and motivated to learn more about the research technology. A comparison of students' scores on the pretest and post-test demonstrated improvement in knowledge of the concepts taught. Visual observation of the fluorescence readout led to a straightforward interpretation of the results. The laboratory experiment is portable; it uses inexpensive nontoxic reagents and thus can be employed outside a laboratory room for outreach and science popularization purposes.

Purpose: To investigate serum levels of VEGF, IGF-1 and FGF-2, and relationships with several clinical characteristics in children and adolescents with autism spectrum disorder (ASD) with and without bipolar disorder (BD). Method: 40 subjects with ASD + BD as study group, and 40 subjects with ASD as control group were included. Serum levels of VEGF, IGF-1, and FGF-2 were measured using commercial enzyme-linked immunosorbent assay kits. Results: The study group was significantly higher than the control group in terms of ASD severity, self-harming behavior and sleep disturbance. Serum VEGF and FGF-2 levels were significantly higher in the ASD + BD group than in the control group. There was no significant difference in serum IGF-1 levels between the two groups. There was no correlation between VEGF, IGF-1 and FGF-2 serum levels and ASD severity in the study group. However there was a negative correlation between VEGF levels and age at first diagnosis of BD, and a positive correlation between IGF-1 levels and the number of bipolar episodes in the study group. Conclusion: Growth factors like VEGF and FGF-2 may be potential biomarkers of bipolar disorder in young subjects with ASD. Given the difficulty of clinical management of BD in young subjects with ASD, potential biomarkers would help clinicians in the diagnosis and follow up of BD in this special population. Further research is needed whether VEGF and FGF-2 can be potential biomarkers in the clinical management of young subjects with ASD and BD.

Are children from "Eastern" cultures less emotionally expressive and reactive than children from "Western" cultures? To answer this, we used a multi-level and multi-contextual approach to understand variations in emotion displays and cortisol reactivity among preschoolers living in China and the United States. One hundred two preschoolers from China (N = 58; 55% males) and the United States (N = 44, 48% males) completed three (i.e., control, interpersonal-related, and achievement-related) emotion-challenging paradigms over 3 days. Behavioral emotion expressions were coded, and salivary cortisol was sampled 30 minutes before and across 90 minutes post-task. Without considering context, Chinese preschoolers displayed fewer levels of positive and negative emotion expressions relative to their United States counterparts. However, Chinese preschoolers displayed similar levels of expressions as their United States counterparts during an achievement-related challenge that is more salient to their sociocultural emphases and showed higher negative emotion expressions in this challenge, relative to other contexts. Moreover, only the achievement-related challenge elicited increased cortisol levels among Chinese preschoolers, and this was correlated with higher levels of negative expressions. For US preschoolers, no cortisol increase was observed in any challenging paradigms, nor was cortisol associated with emotional expressions. Findings counter prior notions that East Asian children are generally less emotionally expressive. Instead, an achievement-related challenge elicited higher emotion expression and cortisol reactivity among Chinese preschoolers, suggesting that children's emotion expression and biological reactivity may be most responsive to contexts salient to their socio-cultural environments. We discuss the importance of considering cultural contexts when studying emotion regulation.

Background: Lipid metabolism plays an essential role in nervous system development. Cholesterol deficiency leads to a variety of neurodevelopmental disorders, such as autism spectrum disorder and fragile X syndrome. There have been a lot of efforts to search for biological markers associated with and causal to ADHD, among which lipid is one possible etiological factor that is quite widely studied. We aimed to evaluate the causal relationship between lipids traits, lipid-lowering drugs, and attention deficit hyperactivity disorder (ADHD) outcomes using Mendelian randomization (MR) studies. Methods: We used summary data from genome-wide association studies to explore the causal relationships between circulating lipid related traits and ADHD. Then, quantitative trait loci for the expression of lipid-lowering drug target genes and genetic variants associated with lipid traits were extracted. Summary-data-based MR and inverse-variance-weighted MR (IVWMR) were used to investigate the correlation between the expression of these drug-target genes and ADHD. Results: After rigorous screening, 939 instrumental variables were finally included for univariable mendelian randomization analysis. However, there is no correlation between lipid profile and ADHD risk. Drug target analysis by IVW-MR method observed that APOB-mediated low-density lipoprotein cholesterol was associated with lower ADHD risk (odds ratio [OR] = 0.90, 95% confidence interval [CI] [0.84, 0.97]; p = .007), whereas "LPL"-mediated triglycerides levels were associated with a higher risk of ADHD (OR = 1.13, 95% CI [1.06, 1.21]; p < .001). Conclusion: Our results suggest that "APOB" gene and "LPL" gene may be candidate drug target genes for the treatment of ADHD.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

The central dogma of molecular biology describes the transfer of genetic information from nucleic acids to proteins and stipulates that the system cannot work in the reverse direction. As a fundamental principle in biology, the dogma is as influential as it is controversial. Some commentators have debated the central dogma's empirical accuracy because they believe that some exceptions are incompatible with the central dogma. We investigated these exceptions challenging the central dogma and conclude that they do not violate the central dogma. The central dogma is still a common model used to describe and study the relationship between genes and proteins. This is one of the greatest established achievements in modern biology.

The utilization of computer simulators in university education is progressively being embraced to offer students a practical exposure to industrial bioprocesses. Bioreactor computer simulators hold various advantages over conventional laboratory experiments, such as cost-effectiveness and enhanced safety. The research objective is to assess the effectiveness of integrating bioreactor computer simulators into hybrid teaching to promote active and collaborative learning experiences and evaluate their impact on student participation and understanding. A hybrid strategy combining synchronous, face-to-face, and online teaching has been implemented to enhance the teaching-learning processes in the Industrial Bioprocesses course for Biochemistry students. The simulation software BIOSTAT®T Yeast was used. This software models the production of ethanol with "Saccharomyces cerevisiae" through batch cultivation and the determination of the k[subscript L]a value of a bioreactor. In the first simulation activity, students analyzed the software response based on parameter values input by the instructor, while in the second simulation activity, students autonomously used the computer simulator under the primary oversight of the instructor. The survey results indicate that the pedagogical innovation was positively received and significantly motivating for the students. Comparing student satisfaction surveys between the two simulation activities suggests that fostering student autonomy and engagement through simulation technology can improve satisfaction and learning outcomes in bioprocess education.

Enzyme kinetics and inhibition studies are crucial in biochemistry education and research. Conventional methods often require expensive equipment and reagents, potentially limiting their accessibility in limited resource settings. Our approach sought to develop a cost-effective experimental design for studying enzyme kinetics and inhibition. Lactase was chosen as a protein model and its activity was investigated by measuring glucose production from lactose hydrolysis. In the study, commercially available lactase pills were used as an enzyme source, while milk was used as a substrate. Instead of scientific equipment, glucometers were used to measure lactase activity. Enzyme kinetics were evaluated using Michaelis-Menten and Lineweaver-Burk plots. In the study, the effects of temperature, pH, and inhibitors were also investigated. The results of our study aligned with established enzyme kinetics theories and previous studies. Lactase showed temperature and pH-dependent activity, with decreased activity observed at both low and high extremes. Results also showed that galactose acts as a competitive inhibitor of lactase. The approach presented here offers a cost-effective procedure for studying enzyme kinetics and inhibition. It can act as a valuable tool for educational purposes and for preliminary research in settings with limited resources.

Green fluorescent protein has long been a favorite protein for demonstrating protein purification in the biochemistry lab course. The protein's vivid green color helps demonstrate to students the concept(s) behind affinity or ion exchange chromatography. We designed a series of introduction to biochemistry labs utilizing a thermostable green protein (TGP-E) engineered to have unusually high thermostability. This protein allows students to proceed through purification and characterization without the need to keep protein samples on ice. The 5-week lab series begins with an introduction to molecular biology techniques during weeks 1 and 2, where site-directed mutagenesis is used introduce, a single nucleotide change that shifts the fluorescent spectra of TGP-E to either cyan (CTP-E) or yellow (YTP-E). Students identify successful mutagenesis reaction by the color of a small expression sample after induction with IPTG. Next, students purify either the TGP-E (control--typically one group volunteers), YTP-E, or CTP-E protein as a 1-week lab. During the following week's lab, students run SDS-PAGE to verify protein purity, bicinchoninic acid assay to quantify protein yield, and absorbance and fluorescence spectra to characterize their protein's fluorescent character. The final lab in the series investigates the thermostability of YTP-E and CTP-E compared with TGP-E using a fluorescence plate reader. This 5-week series of experiments provide students with experience in several key biochemistry techniques and allows the students to compare properties of mutations. At the end of the course, the students will write a research report and give a short presentation over their results.

Both lecture and laboratory courses of biochemistry are important professional courses for undergraduates with biology related majors. Course optimization and update is crucial but challenging, especially for the laboratory course. Although taught separately, here we showed a strategy to bridge the two courses and promote the improvement of both. In addition to knowledge teaching, we implanted the "Innovative Experimental Design" module in the lecture course in which students were required to design and present their own experimental ideas. After evaluation by the faculty group, the best idea was supported for further experimental test. Here we described the preliminary experiments and optimization procedures about the idea of microbial fuel cells. This experiment is ready to be included into the laboratory course program in spring 2023.

Many studies have reported various interventions to increase critical thinking, but very few studies have examined the impact of learning in classrooms and laboratories. This study aimed to find a learning pattern (practice to theory or theory to practice) in improving students' critical thinking skills (CTs). Pre and posttest nonequivalent group design was employed in this study. Eighty preservice chemistry teachers divided 40 students in experimental class 1 and 40 in experimental class 2. A test of enzyme-CTs was developed to measure student CTs before and after the intervention. The result showed that integrated biochemistry courses could improve students' CTs. An independent sample t-test was employed, and the result showed a significant difference N-gain students' CTs between experimental classes 1 and 2 (p = 0.018). It indicates that the pattern of developing CTs from practice to theory is better than theory to practice. The research result can be taken into consideration for placing biochemistry theory and biochemistry practicum in the same semester for the chemistry or chemistry education curriculum. Students can find concepts independently in practical activities and develop them in theoretical activities. Further research should analyze the discriminant factors that differentiate between students in experimental classes 1 and 2.

This study identified a lackluster classroom atmosphere in advanced biochemistry, characterized by low levels of active student participation in interactive communication and subpar quality of after-class learning tasks. The issues stemmed not only from students' learning attitudes, such as insufficient attention to the curriculum, but also from the course's inherent lack of challenge. Employing flow theory, we optimized teaching content, enhanced course difficulty, reformed assessment methods, and incorporated information-based teaching tools to redesign the instructional process. Through a questionnaire survey, students evaluated teaching effectiveness after implementation of the changes: a majority expressed satisfaction with the moderate difficulty of the course and enjoyment of the classroom instruction, and reported experiencing positive emotional flow. Peer experts commended the course, noting its lively atmosphere and the students' acquisition of both basic research methods and foundational knowledge. The findings will be used to continually enhance graduate students' innovation abilities and sense of achievement through ongoing reforms.

This article details the outcome of a joint reflective approach undertaken by the authors to identify common difficulties experienced by 2nd-year undergraduate Biochemistry students in laboratory classes. Difficulties experienced in laboratories can affect the development of hand skills, an understanding of how to correctly operate laboratory equipment and the linkage between didactic content and their experimental demonstration. These difficulties covered were identified based on their common appearance across multiple cohorts and are grouped into five broad areas. The context of the laboratory exercises is detailed and the common difficulties experienced by students are outlined. The potential causes of these difficulties are then discussed along with the approaches and strategies that were implemented to help resolve future occurrences. The approach and resources developed to address these difficulties may help other Biochemistry educators who are facing similar experiences with their undergraduate students.

Gamification has a strong track record of improving student engagement and learning in the chemical sciences. Meta-analyses of different approaches to gamification have highlighted that providing a game fiction, encouraging students to work in teams, and breaking games into smaller "quests" are particularly effective. Here, we aimed to increase students' engagement and learning with four analytical biochemistry techniques (high-performance liquid chromatography, sodium dodecyl sulfate polyacrylamide gel electrophoresis, Western blot, and mass spectrometry) by creating a game that required them to use every method to solve a "murder mystery". Our game was based on the popular games "Mafia" and "Among Us" and introduced an original game fiction relevant to our setting. Students attending the formative gamified session gave highly positive feedback. They indicated that they enjoyed the session and increased confidence in the methods involved. Free text comments praised many of the elements deliberately introduced into the game. To our surprise, the main criticism was that the session was not challenging enough. We developed a revised session that required students to undertake more detailed data interpretation, which students reported gave the expected increase in difficulty. All materials and code for running our session and generating new mysteries with original data are available online.

Investigating and understanding novel antibacterial agents is a necessary task as there is a constant increase in the number of multidrug-resistant bacterial species. The use of nanotechnology to combat drug-resistant bacteria is an important research area. The laboratory experiment described herein demonstrates that changes in the nanostructure of a material lead to significantly different antibacterial efficacies. Silver has been known to be an effective antibacterial agent throughout history, but its therapeutic uses are limited when present as either the bulk material or cations in solution. Silver nanoparticles (AgNPs)and DNA-templated silver nanoclusters (DNA-AgNCs) are both nanostructured silver materials that show vastly different antibacterial activities when incubated with "E. coli" in liquid culture. This work aims to provide students with hands-on experience in the synthesis and characterization of nanomaterials and basic microbiology skills; moreover, it is applicable to undergraduate and graduate curricula.

Industrial drug discovery teams encompass scientists from multiple specialties and require participants to communicate effectively across disciplinary boundaries. In this paper, we present an undergraduate or graduate classroom simulation of this environment. Over a series of five workshops, student teams of mixed scientific backgrounds perform five iterations of the chemistry cycle of small molecule drug discovery. Students analyze physicochemical, structural, and (fictional) assay data and use these to design new compounds for testing. Simulated assay results are returned to students who use the information in the design of subsequent compounds. After workshop 5, each team selects a single lead compound, supported by a potential synthetic route, a portfolio of assay data, and logical scientific decision-making. Our exercise provides students with opportunities for hands-on student-responsive data handing, team-building, and technical knowledge acquisition--all within an industrially relevant scientific scenario.

Sanger sequencing, also known as dideoxy sequencing, is a widely used method for DNA sequencing, particularly for cloned plasmids and clinical samples. This technique requires a combination of essential biochemistry skills, such as a chain-termination reaction, gel electrophoresis, and fluorescence detection. Unfortunately, there is a lack of activities that replicate the Sanger sequencing process for students to learn and practice these skills. To address this issue, a manipulative-based Sanger sequencing activity was developed that incorporates colorful pop beads to demonstrate a chain-termination reaction, separation of products, and fluorescence detection. The beads represent deoxynucleotides and dideoxynucleotides, allowing for a visual representation of DNA fragment generation. This kinesthetic learning activity offers a high visual impact for students, aiding in their understanding of the Sanger sequencing process, and can also be used to illustrate polymerase chain reaction (PCR)-based techniques.

An experiment for the upper-level biochemistry laboratory is described in which students isolate a wild yeast from environmental sources and characterize the strain for its potential in the brewing industry. In addition to providing valuable experience in important biochemical techniques, this study also illustrates key principles of bioprospecting, the search for new biological sources with potential commercial or scientific value. By foraging for yeast in the wild, students explore the microbial diversity of their local environment and potentially find untapped sources of yeast that produce novel flavors and aromas. Overall, students engage with hands-on experience in bioprospecting, allowing them to appreciate the value of exploring biological diversity and its potential applications in the brewing industry.

The three-dimensional nature of macromolecules is often difficult for undergraduate students to grasp. This leads to difficulties in understanding key concepts in Biochemistry, such as protein function and conformational change. Virtual reality (VR) technologies, which can aid students in three-dimensional visualizations, have been shown to increase student motivation, but published reports do not universally agree about whether VR improves student comprehension. Here we present the implementation of a VR experience that was designed to complement existing biochemistry experiments and an analysis of both student engagement with and understanding of the material presented in VR. Results indicate that students enjoyed this interactive, immersive activity and suggest evidence of increased understanding. However, the effectiveness of the VR experience--and effective assessment of such an experience--may depend on a number of factors.

Electrophoresis is integral to analytical and biochemistry experiences in undergraduate education; however, fundamental principles of the method are often taught in upper-level laboratories through hands-on experiences. A laboratory activity is reported that teaches the concepts of electrophoretic mobility and electroosmotic flow. A single reuseable instrument, called a mini-E, costs 37 USD and consists of a DC power supply, a voltmeter, platinum electrodes, and a chip cast in polydimethylsiloxane. This activity uses common reagents costing only 0.02 USD per student. Experiments are devised that allow students to investigate the properties of electrophoretic flow and electroosmotic flow by separating the two commonly used food dyeing agents Brilliant Blue FCF and Allura Red AC in vinegar and in a solution of ammonium hydroxide. A dark-purple mixture of these dyes is separated into red and blue bands that are easily visualized. The migration order of the dyes differs when the separation is performed under conditions of reversed polarity and suppressed electroosmotic flow (vinegar) compared to conditions of normal polarity and active electroosmotic flow (ammonium hydroxide). When delivered to chemistry majors, students had a significant gain in their ability to apply the concepts of electroosmosis and electrophoresis to predict analyte migration. Although this activity targets upper-level chemistry content, it can also be adapted for other laboratory experiences.

Access to high-quality early music education programs may mitigate the effects of poverty on the hypothalamic-pituitary-adrenal (HPA) axis, but fundamental questions remain about the role of early educators in conveying these benefits. In the current study, we measured the basal or resting cortisol levels of 76 children (M[subscript age] = 4.17 years; 42% female) over the course of the school day while they attended a Head Start preschool that included early music education classes. The results of a series of hierarchical linear models (HLMs) indicated that child-directed music and movement activities during these classes were associated with lower levels of cortisol (relative to teacher-directed activities; B = -0.019, p = 0.013), as were higher quality teacher-child interactions (B = -0.018, p = 0.013); both associations were moderated by child age. We discuss the implications of these results for future educational neuroscience research that seeks to inform early education programs for young children placed at risk by poverty.

Rheumatic diseases are known to be associated with the development of metabolic syndrome, which increases mortality rates due to cardiovascular complications. Although a variety of self-management programs for rheumatic diseases have been developed, few have concentrated on metabolic syndrome. This study aimed to develop and verify a blended (a mixture of telephone and online interventions) metabolic syndrome self-management program. The program was developed in four stages: analysis to identify program contents, website design, website development, and validity testing. A quasi-experimental nonequivalent control group, pretest-posttest design was adopted to verify the program effectiveness in 54 patients with rheumatic disease. The program was initially implemented via telephone for 4 weeks and then self-administered via a web-based platform for 20 weeks. Indices of metabolic syndrome and self-management and quality of life scores were measured as outcome variables. Data were collected three times: before intervention, after 4 weeks of telephone interventions, and after 20 weeks of online self-interventions. The devised program had a significant overall effect on metabolic syndrome indices, metabolic syndrome-related self-management behaviors, and quality of life. Detailed analysis showed the program effectively reduced body mass index, waist circumference, systolic blood pressure, and blood glucose levels and improved metabolic syndrome self-management behaviors. Based on our findings, it can be expected that the use of this program may retard or prevent the progression of metabolic syndrome by improving some metabolic syndrome indices and metabolic syndrome-related self-management behaviors, which are key components of care in rheumatic disease patients with metabolic syndrome. This web-based program appears to be beneficial in public health care settings because it is cost-effective, readily available, and may provide long-term support.

Biology is perhaps the most complex of the sciences, given the incredible variety of chemical species that are interconnected in spatial and temporal pathways that are daunting to understand. Their interconnections lead to emergent properties such as memory, consciousness, and recognition of self and non-self. To understand how these interconnected reactions lead to cellular life characterized by activation, inhibition, regulation, homeostasis, and adaptation, computational analyses and simulations are essential, a fact recognized by the biological communities. At the same time, students struggle to understand and apply binding and kinetic analyses for the simplest reactions such as the irreversible first-order conversion of a single reactant to a product. This likely results from cognitive difficulties in combining structural, chemical, mathematical, and textual descriptions of binding and catalytic reactions. To help students better understand dynamic reactions and their analyses, we have introduced two kinds of interactive graphs and simulations into the online educational resource, Fundamentals of Biochemistry, a LibreText biochemistry book. One is available for simple binding and kinetic reactions. The other displays progress curves (concentrations vs. time) for simple reactions and complex metabolic and signal transduction pathways. Users can move sliders to change dissociation and kinetic constants as well as initial concentrations and see instantaneous changes in the graphs. They can also export data into a spreadsheet for further processing, such as producing derivative Lineweaver-Burk and traditional Michaelis-Menten graphs of initial velocity (v[subscript 0]) versus substrate concentration.

Designing a relevant and engaging curriculum for biochemistry undergraduates can be challenging for topics which are at the periphery of the subject. We have used the framework of context-based learning as a means of assessing understanding of quantum theory in a group of students in their junior year. Our context, the role of retinol in skincare, provides a basis for the simple application of quantum mechanical principles to a biological context in an adaptation of the polyene in a box concept. As part of the learner journey, they gain experience of practical computational chemistry, which provided an in silico alternative to traditional laboratory work during the SARS-CoV-19 pandemic. Student feedback was overwhelmingly positive, and this approach is now firmly embedded in the undergraduate curriculum.

This article presents a study on the implementation of a virtual escape-room game as a novel teaching methodology in biochemistry education. The game aimed to engage students in producing monoclonal antibodies against SARS-CoV-2 while reinforcing theoretical concepts and fostering teamwork. Three versions of the game were tested, incorporating modifications to address student feedback on and improve the overall experience. The study employed a satisfaction survey to gather insights from students regarding their perception of the game. Results showed that the implementation of answer flexibility using RegEx had a significant positive impact on student satisfaction and motivation. The introduction of RegEx allowed for a more realistic and immersive gaming experience, as students could provide varied answers while still being evaluated correctly. Overall, the findings highlight the effectiveness of the game's design, the suitability of the Google Forms platform for distance learning, and the importance of incorporating answer flexibility through RegEx. These results provide valuable guidance for educators seeking to enhance student engagement and satisfaction through the use of escape-room games in biochemistry education.

Alcohol consumption has profound effects on behavior, such as impaired judgment, addiction or even death. It is estimated that alcohol contributes to around three million deaths worldwide, 13.5% of them in young people with ages between 20 and 39 years. Consequently, it is necessary to raise awareness among college and high school students of the risk related to alcohol drinking. The small nematode "Caenorhabditis elegans" is an animal widely used as a model organism to study nearly all aspects of Biochemistry. It is a powerful tool to test the potential bioactivity and molecular mechanisms of natural compounds and drugs "in vivo." Therefore, it is an interesting topic to include in an undergraduate course of Biotechnology, Biochemistry or Biology students among other scientific vocations. "C. elegans" is also used as a neurobiological model to evaluate substances' neurotoxicity and behavioral effects. The proposed experiment introduces students to the handling of this preclinical model and to the evaluation of behavioral alterations induced by chemicals in scientific research. The effects of different doses of ethanol on "C. elegans" behavior are studied using a versatile chemotaxis assay. This laboratory experiment is suitable for an undergraduate course. The practical session can be used in the global strategies of information and awareness of educational centres to mitigate the impact of alcohol abuse among students, both in formal courses or in Science fairs or exhibitions.