Every Class - Come on time and be prepared to contribute substantively to your group's discussion. This will benefit you and everyone in your group. It will also make the course more interesting and enjoyable. To do well in this class (and any other for that matter) you should spend at least three hours of quality time outside of class for each hour in class.
First week - Feb 6 to 10
Pauling et al. (1949) -  April 4 - 13
Stokes - Feb 13 to Feb 27
Ingram (1958/59) -  April 16 -  23
Zinoffsky - Feb 29  to  March 5
Dintzis (1961) -  April 25 - May 4
Jigsaw Groups - Mar 7 to 14
Allison (1954) -  May 7 - 111
Concept Map -  March 12 - 16
Shemin and Hemin - May 14
Prep for Midterm Exam -  March 16 and 19

Hemoglobinopathy Assignment. pdf. Due May 11

Midterm Exam -  March 21 and March 23
Register your evaluation of the course on line before May 16.

First Week

Before Monday, February 6

You are registered for CHEM-342, Introduction to Biochemistry, which meets for the first time at 8 AM Monday, February 6 in 205 Brown Lab. Please be on time. In order to get things going from the start, I would like you to do two things before the first class.

1. Read the course syllabus and tentative schedule that are posted on the course web-site. The problem-based learning (PBL) format of CHEM 342 may be a bit different from other science courses you have taken, so don't be surprised. See what students have said about the course in course evaluations linked to the course home page.

2. After you have read the syllabus and checked out the course web-site, complete the on-line questionnaire that will provide me with information about you and about the class in general. The questionnaire will take about 20 minutes to complete this survey and questionnaire, because I am interested  learning about you. For example, what do you like to do in your spare time? Why/How did you select your major? What are your career aspirations? What apprehensions do you have about CHEM-342? Are there things I should know about you to better help you learn in this course?  Please complete it before the first class on Monday, February 7. Be part of a 100% response.

You can find out more about me on my web-site .

Monday, 6 February - Buy the course reader at the University Bookstore. Come to class on time.

Stokes (1864)

Wednesday, 8 February - You will be assigned to a group of other CHEM-342 students with whom you will work this semester. Before class, look at Dawn's Eight O'Clock to see what happens when you don't come to class on time. It is one of a series of on-line video vignettes about what you shouldn't do, if you want to have a group that functions well. Many of the actors in the video were students in CHEM-342 at the time. In class you with be working with your new group on a POGIL activity in preparation for reading the Stokes article. 

Friday, 10 February - There will be an in class POGIL activity to prepare you for reading the Stokes (1864) article. 

GROUP ASSIGNMENT after 10 February:  As a group, do something together--the more fun, the better--take a hike in White Clay Creek State Park, go skating at the Ice Arena, build a snow sculpture, have dinner together at off campus, have a bowling party, play games, whatever. It has to be an activity everyone agrees to (and is fun and legal). Then, write up a one page report from the group (not individual reports) telling me what you did as a group and what ground rules you have agreed upon. Report is due on or preferably before 26 February. If you have reservations about working in groups, please check out a web-site devoted to issues you probably have.

Monday, 13 February - In class be prepared to apply what you have learned in chemistry classes to figure out what is going on chemically in the demonstration that will be presented. See the Blue and Gold Demo.

Wednesday, 15 February - Initial Discussion of Stokes' Article. Before class, read the background information on Stokes' (1864) article. Then scan Stokes' article. To begin with, just focus on the first 10 numbered sections. Try to identify the major themes and write them down. What has Stokes done? What conclusions does he make? What parts of the article seem to be the most difficult for you? And then read the article more carefully and make a list of learning issues including every word or concept you do not understand. Using available resources (dictionaries, textbooks, the library, knowledgeable people) try to learn the meaning of or find answers to the items on your list. Note that some of the words or word usages are archaic. Spend about three hours of quality time on these activities before class and bring your list (and a copy to turn in) to classRubrics for grading learning issue assignments.

Friday, 17 February - Continued discussion of Stokes' Article. Before this period you should work 2 - 3 hours on your personal learning issues and those assigned in the group. This initiates a cycle of in-class and out-of-class activities in which all members of each group will learn more and more using research articles as a vehicle for that learning. Because this is a group activity and because part of your grade will come from group performance, you need to share in group responsibilities. You need to seek and offer help freely. Twice during the semester you will evaluate your own contributions and those of the other members of your group. Continue during this period to resolve your learning issues and to identify new learning issues that can be looked up and discussed in subsequent class periods.

In class demonstration and use of spectroscopes to see the oxygenation, deoxygenation, and oxidation of hemoglobin. (See PowerPoint presentation of the demonstration)

Monday, 20 February - Assignment due at the beginning of class. Grading will be done according to a set of rubrics. Bring learning issues associated with Stokes for discussion after the demonstration of the reactions Stokes' described in Section 11 of his paper.

Wednesday, 21 February - POGIL Activity related to Stokes. A list of instructor-generated learning issues will be distributed. 

Friday, 24 February - Group ground rules due. Final day for inclass discussion of the Stokes article.. 

Monday, 27 February Group Quiz at the Beginning of class.
Revised Stokes assignment due at beginning of next class for those wishing to improve their grade on the assignment. Grade on the revision will be substituted for the original grade for the assignment, if it is better.

Zinoffsky (1886)

Wednesday, 29 February  - Come to class having read the Zinoffsky (1886) article and the background material for it. Have a written list of at least 10 learning issues that you have tried to resolve and are ready to discuss. Turn in a copy of your list of learning issues at the beginning of class if you are interested in improving the grade you got on the previous learning issue assignment for the Stokes article. Discuss individual and group Learning Issues.  Research your learning issues in some depth and come to class prepared to discuss what you have found. Continue to generate new learning issues as you become aware of things you don't understand or need to look up.

Friday, 2 March POGIL exercise on vapor diffusion methods for protein crystallization.

Monday, 4 March -  Last day for in-class discussion of the Zinoffsky article. Wrap-up of the Zinoffsky article.

Beginning Wednesday "Jigsaw" groups will be formed and each person in your current group will be working with students from other groups on a couple of articles. Each group member will be responsible for different articles. After about a week, your original group will reconvene and share what respective members have learned.

Jigsaw Groups

Wednesday, 7 March
It is important that you read your assigned paper(s) and try to understand as much as you can before each class. Bring a written list of your learning issues to class on Wednesday, March 7. If you want this list graded to substitute for previous learning issues assignment, turn in a copy at the beginning of class. Because you will be the only one from your home group studying the article in detail, you will need to be very familiar with the article and its significance when you return to your home groups on Friday, 18  March.  You will be the "expert" for your group!

There will be a Jigsaw Group assignment due on Friday, March 16 (see below). 

If you have gotten into a pattern that you would like to change (e.g. getting to class on time, doing out-of-class research, participating in group discussion, etc.), this is the week to do that while working with different students and a different tutor.

Because my objective is your learning and I know that learning is facilitated by interactions between individuals and groups, groups studying the same articles will be located next to each other in 205 Brown Lab.

Jigsaw Groups 1 & 8. Bohr et al. (1904) and Peters (1912).
The Bohr et al. paper is in your reader. You need to read the background material for the Douglas et al. article which relates to the other articles in this set.         

Jigsaw Groups 2 & 7. Conant (1923)
The primary article is in your reader.  There are links from the course schedule. Read the background material for the Conant article  on line.          

Jigsaw Groups 3 & 6. Diggs et al. (1933) and Herrick (1910)
The articles and background information for the Diggs et al. article and the Herrick article are in your reader.    
Jigsaw Groups 4 & 5.
Svedberg & Fåhraeus (1926)

 Read the background material for the Svedberg & Fåhraeus article on line.          

Friday, 9 March - Continue discussion of the Jigsaw articles.  Lists of learning issues for various articles will be distributed at the end of class as will the details of the jigsaw group assignment to be due on Friday, 16 March.

Preparation for the Midterm Examination

Monday & Wednesday, 12 and 14 March - Groups work on asssignment due on Friday. How to construct a Concept Map.

Friday and Monday, 16 and 19 March - Group assignment due. Students leave their Jigsaw Groups and return to their Home Groups to share what they have learned so that all group members are prepared for the Midterm examination that will include questions on all of the articles studied.
Midterm Examination
Wednesday, 21 March - Exam starts at 7:00 AM for anyone who wishes extra time. The exam will be in 206 Brown Lab where there are individual chairs. This will be an "open book" examination after 8:15 AM. You may use your notes, handouts, and graded homework. Bring your course reader. The course library will not be available. Individual Part of the 2011 Midterm Examination.

Friday, 23 March - Group Part of the 2011 Midterm Examination. 

Spring Break - March 27 - April 4

Pauling, Itano, Singer, and Wells (1949)

Monday, 2 April
Tutor-facilitators begin their new assignments with different groups. 
Review midterm examination and the course to date and preview the rest of the course. Review and Revise Group Guidelines/Groundrules. Introduction of the Hemoglobinopathy Assignment.

Wednesday, 4 April - Video on Linus Pauling.  Linus Pauling was one of the intellectual giants in science of the 20th century. It is worth your knowing a little about him above and beyond his contributions to our understanding of hemoglobin and sickle cell anemia.
Read the Pauling et al. (1949) article and its background material before class and come to class with a list of learning issues.  In groups, pursue personal and group learning issues. 

Friday, 6 April A list of at least 10 learning issues is due at the beginning of class, if you wish them to be graded. Your learning issues now should display more sophistication than they did earlier in the semester. You may want to review the characteristics of good learning issues. 

Monday, 9 April Meetings about researching the Hemoglobinopathy assignment in the Morris Library with the science librarian, Cathy Wojewodzki.  (Tentative)
[The Pauling et al. paper does not have an abstract.  Review the characteristics of a good scientific abstract. You can peruse as many abstracts as you want at PubMed. You might like to look at, How to Prepare the Abstract, from Robert Days' delightful book, "How to Write and Publish a Scientific Paper" now in its fifth edition. Each student will write and turn in an abstract, due Friday, for the Pauling et al. (1949) article]

Wednesday 11 April - Resolve remaining learning issues associated with the Pauling et al. article. Prepare for quiz Friday.

Friday 13 April Abstracts for the Pauling et al. article due. Class activity on protein structure and function.

Ingram (1958 & 1959)

Monday, 16 April -Personal and Group Learning Issues. Read the Ingram articles and the background material before class and come to class with a list of learning issues. In groups, pursue personal and group learning issues. Because there are two articles by Ingram you will read and because there will be limited time, it is important that you do substantial work on your own before coming to class. Group discussion during class time is premium time and should be the occasion to address substantive unresolved personal learning issues. For example, you should have looked up definitions of words you don't know by class time. Dr. Ingram visited this class in 1995.

Wednesday, 18 April - Continued discussion of the Ingram articles.

Friday, 22 April - Research your learning issues in some depth and come to class prepared to discuss what you have found. Continue to generate new learning issues as you become aware of things you don't understand or need to look up. Many of the issues that are important for understanding the Ingram article will be helpful in researching your variant hemoglobin for your hemoglobinopathy assignment. 

Monday, 25 April - Group Quiz on the Ingram (1958/59) and Pauling et al. (1949) articles.

Dintzis (1961) and Naughton and Dintzis (1962)

Wednesday, 27 April - POGIL Activity Based on Dintzis (1961).

Friday, 27 April - Personal and Group Learning Issues. Read the article by Dintzis (1961) and the follow-up article by Naughton and Dintzis (1962). Bring your learning issues to class.

Monday, 30 April
Continued discussion of the Dintzis articles.

Wednesday, 2 May
- Video on Protein Synthesis with people playing the roles of molecules. Check out these links with animation to consolidate your knowledge of Protein Synthesis. Link 1, Link 2, Link 3, Link 4. Read retrospective article by Dintzis in BAMBED.

Allison (1954)
Friday, 4 May - POGIL Activity as transition to the Allison (1954) article.
Monday, 7 May - Initial Discussion of Allison (1954). Allison (1954) Learning issues due. As with the previous articles, spend about three hours reading and studying the Allison article and the background material for it. Generate a list of unfamiliar words and concepts that you can look up in other books. Review the characteristics of good learning issues and come to class prepared to discuss the article. Those who wish to have their list of learning issues graded should turn in a copy at the beginning of class.

Wednesday, 9 May  - Discussion of the Allison article.  Read Allison's retrospective article in BAMBED.

Friday, 11 May - Hemoglobinopathy Assignments due.

On-line Course Evaluations
- Beginning May 11, on-line course evaluations are open. There are two different evaluations to complete. One is the anonymous evaluation of the instructor and the course. (I can only find out who completed the evaluation independent of responses which become available two weeks after the course ends.) The other is a peer/self/group/tutor evaluation. All students are expected to complete both evaluations. The incentive
for completing them by 5PM Tuesday is to receive your graded hemoglobinopathy paper on Wednesday, May 16.  Please answer the questions honestly and thoughtfully when you have about 30 minutes of uninterrupted time to reflect.

Monday, 14 May - Shemin and Hemin POGIL

TBA - Review session in 205 Brown Lab
- Final Examination Individual Part in 2TBA. The first hour will be closed book. During the second hour you may use your notes, reader, and other course materials except books. The Group Part will continue for the final hour in 205 Brown Lab.

Hal White's Home Page, Course Home Page, or Departmental Home Page.
Last updated: 24 February 2012 by Hal White [halwhite at]

Copyright 2012, Harold B. White, Department of Chemistry and Biochemistry, University of Delaware