Biomolecules diagram activity

Developed by: Jon Stoltzfus
Modifications: 

Campbell 9e; Chapter 5

Learning Objective:

Students will be able to summarize basic cellular functions of each class of biomolecules and relate their functions to their structures.

Connection to Vision and Change*
Core Concepts

2. Structure and Function:
Structural complexity, together with the information it provides, is built upon combinations of subunits that
drive increasingly diverse and dynamic physiological responses in living organisms.
 

*Vision and Change: A Call to Action. Washington, DC: AAAS; 2010. 

In this activity, students form groups and create a diagram about integrating information about weak interactions, functional groups, and the structure and function of a particular biomolecule.  At the beginning of the lecture, students are given the assignment and then the instructor provides them with an example.  Students are given a few minutes to begin working on their diagram.  The students are then told to stop and the lecture is presented.  They are told that during lecture they need to pay attention to the details that will help them finish their diagram.  They should also pay attention to the same concepts for the other types of biomolecules as well.  At the end of class students are given time to complete their diagrams.

This activity would benefit by some type of post activity evaluation. Perhaps a series of clicker questions showing diagrams of biomolecules and asking about the functional groups, bonds, and functions of the biomolecules would work for post activity formative assessment.  Another idea might be to collect the diagrams and project a few of them with a document projector.  The students could then evaluate the quality of each diagram based on specific criteria and use clickers to send in their evaluation.

Associated Questions

Functional group chemistry

AttachmentSize
Biomolecule Diagram Activity.pptx686.3 KB

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This material is based upon work supported by the National Science Foundation (DUE grants: 1438739, 1323162, 1347740, 0736952 and 1022653). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF.