|
|
 Ratings
|
|
|
| Reviewed: |
Jul 31, 2008 by Biology Editorial Board |
| Overview: |
RNA Processing is an interactive, animated tutorial that describes how researchers first figured out that eukaryotic mRNA did not exactly match the DNAthere were sections of bases missing. It is part of the Supersite "DNA From the Beginning." The exercise also shows the use of restriction enzymes to map a genome. The thought process used to fit each clue into the solution is detailed in a step-by-step description with animations. The user is presented with a broad approach to learning about that concept; the tutorial has seven parts. First is a brief outline of the questions that lead to the concept followed by a statement of the concept. Second, there is a part labeled animation which is actually an animated tutorial with details of the experimental work and critical thinking that led to an understanding of the concept. There is also a picture gallery with images of historic photographs of researchers, labs, and laboratory equipment set-ups involved in the experiments described. There is a fourth part labeled Audio/Video that presents Real Player interviews with researchers who discuss the concept in more detail. This part also contains an audio glossary of key terms used in the tutorial. The fifth part presents biographies of the key researchers explained in the tutorial. Next is a problem to be solved using key points from the concept. The problem is usually a series of interactive, multiple-choice questions that require simple problem solving skills. The problem in this tutorial details how changes in the genetic code of the DNA (mutations) will impact the translation of that code. The final part contains external links to sites that provide more information on the concept; there is also a short bibliography.
|
| Learning Goals: |
Understanding of the key concepts and experiments used to understand classical genetics, molecular genetics, and gene organization and control. Specifically, describe the experiments and thought processes that led to use of restriction enzymes to map a genome. It also details the discovery of how restriction enzymes could be applied to this problem. |
| Target Student Population: |
Advanced high school as well as undergraduate and graduate students |
| Prerequisite Knowledge or Skills: |
No prerequisite knowledge is required, but some background in chemistry, genetics, and molecular biology may help users better understand the information. |
| Type of Material: |
Tutorial and Animation / Interactive Lesson |
| Recommended Uses: |
This tutorial can be used for several purposes. It could be used in a lecture. It would also be a good out of class activity to either supplement or enrich regular class materials. It could also be part of an online learning course. |
| Technical Requirements: |
Basic site requires current internet browser with flash player and QuickTime plugins. |
|
|
|
| Strengths: |
- Very clear and accurate description of the experiments by a variety of researchers to determine how restriction enzymes could be used to map genomes.
- Clearly shows the background research that led to discovery of mRNA processing in eukaryotes.
- Content follows logical progression both conceptually and temporally.
- Emphasizes scientific approach to understanding through clear explanations of how the evidence was used to determine the sequence of DNA moleculeshow we know, not just what we know.
- The interactive problem in this unit presents a very clear and concise description of restriction enzymes and gel electrophoresis lead to a method to map a genome.
- Animations accurately represent experimental designs presented
- Exceptional combination of animation and video interviews
- Rich source of information on personalities, history, and current thought on these concepts.
|
| Concerns: |
- Perhaps the titles of the units could be modified to more closely delineate the topic(s) covered.
- The site includes good video footage of Rich Roberts and Phil Sharp. These interviews are valuable tools for learning and understanding the methods of science. More video clips from additional scientists would make this learning object even better.
|
|
|
Potential Effectiveness as a Teaching Tool |
Rating:  |
|
| Strengths: |
- Promotes understanding of basic concepts. Entire site built around a conceptual approach.
- Tutorial titles state concepts and serve as the learning objective for that tutorial.
- Tutorial animations and problems lend themselves to the creation of additional questions such as "where do we go from here?"
- Problem provided each tutorial reinforces understanding.
- Interactive quizzes provide immediate reasons for correct and incorrect answers
- Biography, audio/video clips, and photo gallery provide a historical and personal background usually missing from educational materials. Help students understand the human side of science.
- The animations represent an excellent collection of scientific reasoning and logic, and focus on "how we know" not just "what we know." The animations frequently begin with a famous scientist posing a problem to be solved. This approach may make more of a connection between the results of a classical experiment and the mind behind the reasoning. The constant flow of scientific reasoning from unit to unit provides a clear and impressive thread of logic showing how scientists realized that DNA is the genetic material.
|
| Concerns: |
- The tutorials could be improved by adding sound and expanding upon the interactivity of some of the Flash Player animations
|
|
|
Ease of Use for Both Students and Faculty |
| Rating: |
|
| Strengths: |
- Clear and accurate instructions
- Well designed, easy to navigate, intuitive and fast
- Widespread and effective use of animation
- Definitions linked directly to the term
- Excellent use of Flash Player and QuickTime video clips
- Audio glossary gives detailed explanation of term as well as pronunciation.
|
| Concerns: |
- At the time of this review, there was one dead link found in the Audio/Video section for Phil Sharp.
|
|
|
| Other Issues and Comments: |
The animations represent an excellent collection of scientific reasoning and logic, and focus on "how we know" not just "what we know." The animations frequently begin with a famous scientist posing a problem to be solved. This approach may make more of a connection between the results of a classical experiment and the mind behind the reasoning. The constant flow of scientific reasoning from unit to unit provides a clear and impressive thread of logic showing how scientists realized that DNA is the genetic material. These interviews with Rich Roberts and Phil Sharp are valuable tools for learning and understanding the methods of science. The authors might consider adding sound and expand upon the interactivity of some of the Flash Player animations. |
|
