Biological illustrations drawings. Modeling. What is the purpose of illustrations
Lesson 8. “Biological illustrations: drawings, photographs, computer models”
Goals.
Subject results:
1.
2.
computer modeling.
Meta-subject and personal results:
develop the ability to distinguish between main illustrations in a biology textbook;
develop the ability to understand the role of biological illustrations: drawings, photographs, images obtained using
Personal UUD
Realize the unity and integrity of the surrounding world.
Formation of the ability to navigate in a textbook, find and use the necessary information.
Formation of the ability to analyze, compare, classify and generalize facts and phenomena; identify causes and effects
Cognitive UUD
1.
2.
simple phenomena (work on analyzing diagrams and illustrations from the textbook).
3.
Proofread all levels of textual information.
Communicative UUD
1.
2.
3.
conceptual information of the text.
Formation of the ability to listen and understand the speech of other people.
Formation of the ability to independently organize educational interaction in a group.
Understand conceptual meaning texts/statements in general: formulate the main idea; proofread yourself
Regulatory UUD
Formation of the ability to independently discover and formulate an educational problem, determine the goal of educational activities
(formulation of the lesson question).
Stage
Content
Equipment UUD formation and technology
I. Problematic
situation and
updating
knowledge.
1. Dialogue between Antoshka and the biologist
-What question (problem) will we discuss in class?
The teacher listens to the children's suggestions!
The best wording is recorded in the notebook
What is the purpose of illustrations?
Textbook,
drawings on
slides.
II. A joint
discovery of knowledge.
Textbook,
questions on
slides.
1. – What is the importance of illustrations in textbooks?
reference books, scientific publications?
Why is it important to know what this or that
different illustration?
(Let’s record the questions and find the answers
answers as they are found.)
2. – What illustrations are used in your
textbook? Art. 40 44
3. – What is the role in scientific knowledge of the environment?
world have different types illustrations? Work on
assessment of educational success
Regulatory UUD
Skill formation
independently discover and
create an educational problem,
determine the purpose of the educational
activities (wording
lesson question).
Communicative UUD
1. Formation of listening skills and
understand other people's speech.
Communicative UUD
2. Formation of skills
organize independently
learning interaction at work
in Group.
3. Understand conceptual meaning
texts/statements in general:
formulate the main idea;
proofread yourself
conceptual information
text.
Personal UUD
1. Realize unity and
integrity of the surrounding world.
Cognitive UUD
1. Formation of skills
navigate the textbook
find and use the right one
information.
2. Formation of skills
analyze, compare,
classify and summarize
facts and phenomena; identify causes
and consequences of simple phenomena
(work on circuit analysis and
illustrations from the textbook
primary school).
3. Proofread all levels of text
information.
options, with the text of the textbook. 1st option
considers the role of drawing (p. 4041).
Option 2 considers the role of scientific photography
(p. 4243).
Option 3 considers the role of computer
modeling (p. 4445)
4. Why and since when do you think people
began to depict animals, plants, phenomena
nature?
What drawing can be considered scientific
illustration?
5. – What is the significance of photography for the science?
describe the devices needed for
obtaining reliable photographs.
Answers to questions, viewing of the presentation
6. – In what cases for the knowledge of living objects
should computer modeling be used?
Answers to questions, viewing of the presentation
7. – The same living object can be depicted
in various ways, using a drawing,
a photograph, a computer model or even a dummy!
Working with illustrations from the textbook Art. 45
What do you think are the pros and cons of each
from these images?
Work in pairs.
III. Independent
application of knowledge.
IV. Lesson summary.
Reflection
8. Summing up the study of the topic. We fix it in
notebooks found the answer to a problematic question.
To save and transfer information about objects
living nature in biology use various
illustrations: drawings, photographs, images,
obtained using a computer
modeling.
Questions 3 on p. 46. Work in pairs
TOUU
– What is the role of illustrations in textbooks?
– What types of illustrations did you learn during the lesson?
– How did you work, what worked in the lesson, what didn’t?
Homework:
1. Study § 8.
2. Complete task 1 of the “Check your
knowledge” (p. 46).
3. Select a photo or illustration from
biological topic.
Models and Simulation
Slides: 22 Words: 797 Sounds: 0 Effects: 0A model is a simplified representation of a real object, process or phenomenon. The process of checking the correctness of a model is testing. Computer-aided design is the process of creating a computer model from standard elementary objects. Object - (objeectum - subject from Latin objicio - throw forward) - subject of discussion. Predict direct and indirect consequences of implementing given methods. Types of modeling. Material. Iconic. Physical. Perfect modeling. Sign transformations (schemes, graphs, drawings, formulas) are used as models. Conceptual model-model identifying cause-and-effect relationships (conceptual modeling). - Models and modeling.ppt
Modeling
Slides: 45 Words: 2494 Sounds: 0 Effects: 13An object. Properties of the system. Objects and processes. Artistic creativity. Modeling examples. Examples of modeling in various fields of activity. Can an object have multiple models? Models. The process of building information models. Give examples of material models. Models of airplanes and ships. Drawings. Examples of formalized information models. Words to insert. Main stages of development. Research on a computer. Computer experiment. The equation. Computer model. - Modeling.ppt
Concept of model and simulation
Slides: 10 Words: 490 Sounds: 0 Effects: 65Basic concepts. Modeling. Types of models. Types of models depending on time. Types of models by branches of knowledge. - Concept of model and simulation.ppt
"Modeling" 9th grade
Slides: 23 Words: 640 Sounds: 0 Effects: 21Description of the tree. Appearance. Weight; color; form; structure; size. Model of a person in the form of a children's doll. It is most convenient to use an information model when describing the trajectory of an object. The list of countries in the world is an information model. Cool magazine; schedule of lessons; list of school students. PC file system. Rock paintings; maps of the Earth's surface; books with illustrations. List of school students; classroom layout. The test is completed. - “Modeling” 9th grade.pptx
Modeling as a method of cognition
Slides: 25 Words: 690 Sounds: 0 Effects: 0Statistical and dynamic information models. Definitions. Subject models. Basic concepts. A system consists of objects called system elements. In physics, an information model of simple mechanisms. In chemistry, the structure of molecules. In physics, information models describe the movement of bodies. In chemistry - the processes of chemical reactions. Structures of information models. The process of building information models using formal languages is called formalization. Tabular model. The static information model will reflect the price of computer devices. - Modeling as a method of cognition.ppt
Modeling as a method of scientific knowledge
Slides: 66 Words: 2351 Sounds: 0 Effects: 274The concept of a model. Model. Technical models. Descriptions of the object. Description of the modeling object. Schedule. Radar chart. Tier charts. Table of the “objects-properties” type. Server designations. Table of the “objects-properties-objects” type. Hierarchical model. Semantic network of government structure. Tabular solution of logical problems. Let's build a table. Boy. City. Yura. Type. Task. Deciduous trees. Teamwork. Math modeling. Formalization. Problem solving. - Modeling as a method of scientific knowledge.ppt
Stages of computer modeling
Slides: 26 Words: 1430 Sounds: 0 Effects: 58Formulation of the problem. Determining the purpose of the simulation. Computer model. Computer model research. Examples of tasks. Formalization of the task. Word word processor environment. Square sheet of cardboard. Geometric model. Table cells. Change the step size in column B to 0.5, i.e. write in cell B5. Self-study task. - Stages of computer modeling.ppt
Formalization and modeling method
Slides: 26 Words: 1126 Sounds: 0 Effects: 154Concept of the model. Real object. Classification of models. Student growth. Information models. System. Create an information model. System elements. Systematization. Structure of the information model. Stages of computer simulation. Conifer tree. - Method of formalization and modeling.ppt
“Modeling and formalization” 11th grade
Slides: 51 Words: 1611 Sounds: 1 Effects: 40Physical world. Intellectual marathon. Information model. Biological models. Structure. Chemical reaction formula. Self-assessment sheet. Instruction on health and safety. Testing. Code of conduct for students. The groups change places. Local map. Analysis of the task. Porthole. We analyze the tasks. Chess. How many boys were there at the station? City of the future. The yard is in the shape of a square. Give information models a name. Terms for the word. Tree of concepts. - “Modeling and formalization” 11th grade.pptx
“Modeling and formalization” computer science
Slides: 10 Words: 579 Sounds: 0 Effects: 77Modeling. Information models. Information models of management processes. Tabular models. Network models. - “Modeling and formalization” computer science.ppt
Modeling, formalization, visualization
Slides: 24 Words: 723 Sounds: 0 Effects: 0System. System integrity. Method of cognition. Subject models. Formalization. Visualization of models. Drawings. Computer device prices. Computer classification. Network structure. Main stages. Conducting a computer experiment. - Modeling, formalization, visualization.ppt
Modeling examples
Slides: 13 Words: 1067 Sounds: 0 Effects: 0The girl brought a globe. Explanation. Globe. Dad cut out paper figures to fit the shape of the furniture and moves them according to the plan. Rearrangement of furniture. Apartment plan, furniture figures. - Modeling examples.ppt
ISO 20022
Slides: 16 Words: 861 Sounds: 0 Effects: 0Purpose. Features of the methodology. Modeling process. Credit transfer. Openness and development. Composition of documents. Comparison of composition and properties. - ISO 20022.ppt
Modeling stages
Slides: 6 Words: 77 Sounds: 0 Effects: 0Modeling and formalization. Formulation of the problem. Computer experiment. Stage 1 problem statement. Purpose of modeling. Stage II Model development. Computer model. Experimental plan. Stage IV Analysis of simulation results. The results are not fit for purpose. - Modeling stages.ppt
Stages of model development
Slides: 9 Words: 166 Sounds: 0 Effects: 0Stage 1. Descriptive information models are typically built using natural languages and pictures. Stage 2. Stage 4. Practical task. - Stages of model development.ppt
Main stages of modeling
Slides: 22 Words: 526 Sounds: 0 Effects: 73An object. Spot. Areal (polygonal). Characterized by integrity, states, behavior, identity. Properties of the system. Connectivity. Integrity. Stages. Task. The end result of the system analysis is a model of the object under consideration. Modeling stages: Select a project topic. Project topics. Information processes in nature. Computer architecture. Windows Object Environment. Modeling stages. - Main stages of modeling.ppt
Modeling and formalization
Slides: 13 Words: 344 Sounds: 0 Effects: 0(Systems and data structures). Object is an object, process or phenomenon that has a name and properties. Material. Mixed. Static – not changing (terrain map). Model. One of the main methods of cognition. Formalization. Verbal description. Drawing. Formula, algorithm. Task. SUBJECT of modeling. INFORMATION about the object necessary to solve the problem. Study. Correspondence (similarity). This model is continuous, since the process of cognition of the surrounding world is non-stop. An object. Appearance. Behavior. Static. Degree of formalization. Unformalized. - Modeling and formalization.ppt
Systematic approach to modeling
Slides: 13 Words: 175 Sounds: 0 Effects: 0Founders of the systems approach: Peter Ferdinand Drucker. Structure - method interaction of system elements through certain connections. Function - the operation of an element in the system. There are many models for representing the systems approach. Systematic approach to cost restructuring. Systematic approach to design. -
Life sciences follow a path from large to small. More recently, biology described exclusively the external features of animals, plants, and bacteria. Molecular biology studies living organisms at the level of interactions of individual molecules. Structural biology - studies processes in cells at the atomic level. If you want to learn how to “see” individual atoms, how structural biology works and “lives,” and what instruments it uses, this is the place for you!
The general partner of the cycle is the company: the largest supplier of equipment, reagents and consumables for biological research and production.
One of the main missions of Biomolecules is to get to the very roots. We don't just tell you what new facts the researchers discovered - we talk about how they discovered them, we try to explain the principles of biological techniques. How to take a gene out of one organism and insert it into another? How can you trace the fate of several tiny molecules in a huge cell? How to excite one tiny group of neurons in a huge brain?
And so we decided to talk about laboratory methods more systematically, to bring together in one section the most important, most modern biological techniques. To make it more interesting and clear, we heavily illustrated the articles and even added animation here and there. We want the articles in the new section to be interesting and understandable even to a casual passerby. And on the other hand, they should be so detailed that even a professional could discover something new in them. We have collected the methods into 12 large groups and are going to make a biomethodological calendar based on them. Stay tuned for updates!
Why is structural biology needed?
As you know, biology is the science of life. It appeared at the very beginning of the 19th century and for the first hundred years of its existence it was purely descriptive. The main task of biology at that time was considered to be to find and characterize as many species of different living organisms as possible, and a little later - to identify family relationships between them. Over time and with the development of other fields of science, several branches with the prefix “molecular” emerged from biology: molecular genetics, molecular biology and biochemistry - sciences that study living things at the level of individual molecules, and not at appearance body or the relative position of its internal organs. Finally, quite recently (in the 50s of the last century) such a field of knowledge as structural biology- a science that studies processes in living organisms at the level of change spatial structure individual macromolecules. Essentially, structural biology is at the intersection of three different sciences. Firstly, this is biology, because science studies living objects, secondly, physics, since the widest arsenal of physical experimental methods is used, and thirdly, chemistry, since changing the structure of molecules is the object of this particular discipline.
Structural biology studies two main classes of compounds - proteins (the main “working body” of all known organisms) and nucleic acids (the main “information” molecules). It is thanks to structural biology that we know that DNA has a double helix structure, that tRNA should be depicted as a vintage letter "L", and that the ribosome has a large and small subunit consisting of proteins and RNA in a specific conformation.
Global goal structural biology, like any other science, is “to understand how everything works.” In what form is the chain of the protein that causes cells to divide folded, how does the packaging of the enzyme change during the chemical process that it carries out, in what places does growth hormone and its receptor interact - these are the questions that this science answers. Moreover, a separate goal is to accumulate such a volume of data that these questions (on an as yet unstudied object) can be answered on a computer without resorting to an expensive experiment.
For example, you need to understand how the bioluminescence system in worms or fungi works - they deciphered the genome, based on this data they found the desired protein and predicted its spatial structure along with the mechanism of operation. It is worth recognizing, however, that so far such methods exist only in their infancy, and it is still impossible to accurately predict the structure of a protein, having only its gene. On the other hand, the results of structural biology have applications in medicine. As many researchers hope, knowledge about the structure of biomolecules and the mechanisms of their work will allow the development of new drugs on a rational basis, and not by trial and error (high-throughput screening, strictly speaking), as is most often done now. And this is not science fiction: there are already many drugs created or optimized using structural biology.
History of structural biology
The history of structural biology (Fig. 1) is quite short and starts in the early 1950s, when James Watson and Francis Crick, based on data from Rosalind Franklin on X-ray diffraction from DNA crystals, assembled a model of the now well-known double helix from a vintage construction set. A little earlier, Linus Pauling built the first plausible model of the -helix, one of the basic elements of the secondary structure of proteins (Fig. 2).
Five years later, in 1958, the world's first protein structure was determined - myoglobin (muscle fiber protein) of the sperm whale (Fig. 3). She looked, of course, not as beautiful as modern structures, but it was a significant milestone in the development of modern science.
Figure 3b. The first spatial structure of a protein molecule. John Kendrew and Max Perutz demonstrate the spatial structure of myoglobin, assembled from a special construction set.
Ten years later, in 1984–1985, the first structures were determined by nuclear magnetic resonance spectroscopy. Since that moment, several key discoveries have occurred: in 1985, the structure of the first complex of an enzyme with its inhibitor was obtained, in 1994, the structure of ATP synthase, the main “machine” of the power plants of our cells (mitochondria), was determined, and already in 2000, the first spatial structure was obtained “factories” of proteins - ribosomes, consisting of proteins and RNA (Fig. 6). In the 21st century, the development of structural biology has advanced by leaps and bounds, accompanied by an explosive growth in the number of spatial structures. The structures of many classes of proteins have been obtained: hormone and cytokine receptors, G-protein coupled receptors, toll-like receptors, immune system proteins, and many others.
With the advent of new cryoelectron microscopy imaging and imaging technologies in the 2010s, a variety of complex super-resolution structures of membrane proteins have emerged. The progress of structural biology has not gone unnoticed: 14 Nobel Prizes have been awarded for discoveries in this field, five of them in the 21st century.
Methods of structural biology
Research in the field of structural biology is carried out using several physical methods, of which only three make it possible to obtain the spatial structures of biomolecules at atomic resolution. Structural biology methods are based on measuring the interaction of the substance under study with various types of electromagnetic waves or elementary particles. All methods require significant financial resources - the cost of equipment is often amazing.
Historically, the first method of structural biology is X-ray diffraction analysis (XRD) (Fig. 7). Back in the early 20th century, it was discovered that by using the X-ray diffraction pattern on crystals, one can study their properties - the type of cell symmetry, the length of bonds between atoms, etc. If there are organic compounds in the crystal lattice cells, then the coordinates of the atoms can be calculated, and, therefore, , chemical and spatial structure of these molecules. This is exactly how the structure of penicillin was obtained in 1949, and in 1953 - the structure of the DNA double helix.
It would seem that everything is simple, but there are nuances.
First, you need to somehow obtain crystals, and their size must be large enough (Fig. 8). While this is feasible for not very complex molecules (remember how table salt or copper sulfate crystallize!), protein crystallization is a complex task that requires a non-obvious procedure for finding optimal conditions. Now this is done with the help of special robots that prepare and monitor hundreds of different solutions in search of “sprouted” protein crystals. However, in the early days of crystallography, obtaining a protein crystal could take years of valuable time.
Secondly, based on the obtained data (“raw” diffraction patterns; Fig. 8), the structure needs to be “calculated”. Nowadays this is also a routine task, but 60 years ago, in the era of lamp technology and punched cards, it was far from so simple.
Thirdly, even if it was possible to grow a crystal, it is not at all necessary that the spatial structure of the protein will be determined: for this, the protein must have the same structure at all lattice sites, which is not always the case.
And fourthly, crystal is far from the natural state of protein. Studying proteins in crystals is like studying people by cramming ten of them into a small, smoky kitchen: you can find out that people have arms, legs and a head, but their behavior may not be exactly the same as in a comfortable environment. However, X-ray diffraction is the most common method for determining spatial structures, and 90% of the PDB content is obtained using this method.
SAR requires powerful sources of X-rays - electron accelerators or free electron lasers (Fig. 9). Such sources are expensive - several billion US dollars - but usually a single source is used by hundreds or even thousands of groups around the world for a fairly nominal fee. There are no powerful sources in our country, so most scientists travel from Russia to the USA or Europe to analyze the resulting crystals. You can read more about these romantic studies in the article “ Laboratory for Advanced Research of Membrane Proteins: From Gene to Angstrom» .
As already mentioned, X-ray diffraction analysis requires a powerful source of X-ray radiation. The more powerful the source, the smaller the crystals can be, and the less pain biologists and genetic engineers will have to endure trying to get the unfortunate crystals. X-ray radiation is most easily produced by accelerating a beam of electrons in synchrotrons or cyclotrons - giant ring accelerators. When an electron experiences acceleration, it emits electromagnetic waves in the desired frequency range. Recently, new ultra-high-power radiation sources have appeared - free electron lasers (XFEL).
The operating principle of the laser is quite simple (Fig. 9). First, electrons are accelerated to high energies using superconducting magnets (accelerator length 1–2 km), and then pass through so-called undulators - sets of magnets of different polarities.
Figure 9. Operating principle of a free electron laser. The electron beam is accelerated, passes through the undulator and emits gamma rays, which fall on biological samples.
Passing through the undulator, electrons begin to periodically deviate from the direction of the beam, experiencing acceleration and emitting X-ray radiation. Since all electrons move in the same way, the radiation is amplified due to the fact that other electrons in the beam begin to absorb and re-emit X-ray waves of the same frequency. All electrons emit radiation synchronously in the form of an ultra-powerful and very short flash (lasting less than 100 femtoseconds). The power of the X-ray beam is so high that one short flash turns a small crystal into plasma (Fig. 10), but in those few femtoseconds while the crystal is intact, the highest quality images can be obtained due to the high intensity and coherence of the beam. The cost of such a laser is $1.5 billion, and there are only four such installations in the world (located in the USA (Fig. 11), Japan, Korea and Switzerland). In 2017, it is planned to put into operation the fifth - European - laser, in the construction of which Russia also participated.
Figure 10. Conversion of proteins into plasma in 50 fs under the influence of a free electron laser pulse. Femtosecond = 1/1000000000000000th of a second.
Using NMR spectroscopy, about 10% of the spatial structures in the PDB have been determined. In Russia there are several ultra-powerful sensitive NMR spectrometers, which carry out world-class work. The largest NMR laboratory not only in Russia, but throughout the entire space east of Prague and west of Seoul, is located at the Institute of Bioorganic Chemistry of the Russian Academy of Sciences (Moscow).
The NMR spectrometer is a wonderful example of the triumph of technology over intelligence. As we have already mentioned, to use the NMR spectroscopy method, a powerful magnetic field is required, so the heart of the device is a superconducting magnet - a coil made of a special alloy immersed in liquid helium (−269 °C). Liquid helium is needed to achieve superconductivity. To prevent helium from evaporating, a huge tank of liquid nitrogen (−196 °C) is built around it. Although it is an electromagnet, it does not consume electricity: the superconducting coil has no resistance. However, the magnet must be constantly “fed” with liquid helium and liquid nitrogen (Fig. 15). If you don’t keep track, a “quench” will occur: the coil will heat up, the helium will evaporate explosively, and the device will break ( cm. video). It is also important that the field in the 5 cm long sample is extremely uniform, so the device contains a couple of dozen small magnets needed to fine-tune the magnetic field.
Video. Planned quench of the 21.14 Tesla NMR spectrometer.
To carry out measurements, you need a sensor - a special coil that both generates electromagnetic radiation and registers the “reverse” signal - oscillation of the magnetic moment of the sample. To increase sensitivity by 2–4 times, the sensor is cooled to a temperature of −200 °C, thereby eliminating thermal noise. To do this, they build a special machine - a cryoplatform, which cools helium to the required temperature and pumps it next to the detector.
There is a whole group of methods that rely on the phenomenon of light scattering, X-rays or a neutron beam. These methods, based on the intensity of radiation/particle scattering at various angles, make it possible to determine the size and shape of molecules in a solution (Fig. 16). Scattering cannot determine the structure of a molecule, but it can be used as an aid to another method, such as NMR spectroscopy. Instruments for measuring light scattering are relatively cheap, costing "only" about $100,000, while other methods require a particle accelerator on hand, which can produce a beam of neutrons or a powerful stream of X-rays.
Another method by which the structure cannot be determined, but some important data can be obtained, is resonant fluorescence energy transfer(FRET). The method uses the phenomenon of fluorescence - the ability of some substances to absorb light of one wavelength while emitting light of another wavelength. You can select a pair of compounds, for one of which (donor) the light emitted during fluorescence will correspond to the characteristic absorption wavelength of the second (acceptor). Irradiate the donor with a laser of the required wavelength and measure the fluorescence of the acceptor. The FRET effect depends on the distance between molecules, so if you introduce a fluorescence donor and acceptor into the molecules of two proteins or different domains (structural units) of the same protein, you can study interactions between proteins or the relative positions of domains in a protein. Registration is carried out using an optical microscope, so FRET is a cheap, albeit low-informative method, the use of which is associated with difficulties in interpreting the data.
Finally, we cannot fail to mention the “dream method” of structural biologists - computer modeling (Fig. 17). The idea of the method is to use modern knowledge about the structure and laws of behavior of molecules to simulate the behavior of a protein in a computer model. For example, using the molecular dynamics method, you can monitor in real time the movements of a molecule or the process of “assembling” a protein (folding) with one “but”: the maximum time that can be calculated does not exceed 1 ms, which is extremely short, but at the same time requires colossal computational resources (Fig. 18). It is possible to study the behavior of the system over a longer period of time, but this is achieved at the expense of an unacceptable loss of accuracy.
Computer modeling is actively used to analyze the spatial structures of proteins. Using docking, they search for potential drugs that have a high tendency to interact with the target protein. At the moment, the accuracy of predictions is still low, but docking can significantly narrow the range of potentially active substances that need to be tested for the development of a new drug.
The main field of practical application of the results of structural biology is the development of drugs or, as it is now fashionable to say, drag design. There are two ways to design a drug based on structural data: you can start from a ligand or from a target protein. If several drugs acting on the target protein are already known, and the structures of protein-drug complexes have been obtained, you can create a model of the “ideal drug” in accordance with the properties of the binding “pocket” on the surface of the protein molecule, identify the necessary features of the potential drug, and search among all known natural and not so known compounds. It is even possible to build relationships between the structural properties of a drug and its activity. For example, if a molecule has a bow on top, then its activity is higher than that of a molecule without a bow. And the more the bow is charged, the better the medicine works. This means that of all the known molecules, you need to find the compound with the largest charged bow.
Another way is to use the structure of the target to search on a computer for compounds that are potentially capable of interacting with it in the right place. In this case, a library of fragments - small pieces of substances - is usually used. If you find several good fragments that interact with the target in different places, but close to each other, you can build a medicine from the fragments by “stitching” them together. There are many examples of successful drug development using structural biology. The first successful case dates back to 1995: then dorzolamide, a medicine for glaucoma, was approved for use.
The general trend in biological research is increasingly leaning towards not only qualitative, but also quantitative descriptions of nature. Structural biology is a prime example of this. And there is every reason to believe that it will continue to benefit not only fundamental science, but also medicine and biotechnology.
Calendar
Based on the articles of the special project, we decided to make a calendar “12 methods of biology” for 2019. This article represents March.
Literature
- Bioluminescence: Rebirth;
- The triumph of computer methods: prediction of protein structure;
- Heping Zheng, Katarzyna B Handing, Matthew D Zimmerman, Ivan G Shabalin, Steven C Almo, Wladek Minor. (2015).
Lesson 8. “Biological illustrations: drawings, photographs, computer models”
Goals.
Subject results:
1. develop the ability to distinguish between main illustrations in a biology textbook;
2. develop the ability to understand the role of biological illustrations: drawings, photographs, images obtained using computer modeling.
Meta-subject and personal results:
Personal UUD
Cognitive UUD
1. Formation of the ability to navigate in a textbook, find and use the necessary information.
2. Formation of the ability to analyze, compare, classify and generalize facts and phenomena; identify the causes and consequences of simple phenomena (work on analyzing diagrams and illustrations from a textbook).
3. Proofread all levels of text information.
Communicative UUD
1. Formation of the ability to listen and understand the speech of other people.
2. Formation of the ability to independently organize educational interaction in a group.
3. Understand the conceptual meaning of texts/statements as a whole: formulate the main idea; independently proofread the conceptual information of the text.
Regulatory UUD
Stage
Equipment
Formation of UUD and technology for assessing educational success
I. Problem situation and updating of knowledge.
1. Dialogue between Antoshka and the biologist
-What question (problem) will we discuss in class? The teacher listens to the children's suggestions! The best wording is recorded in the notebook
What is the purpose of illustrations?
Textbook, drawings on slides.
Regulatory UUD
Formation of the ability to independently discover and formulate an educational problem, determine the purpose of educational activities (formulation of a lesson question).
Communicative UUD
1. Formation of the ability to listen and understand the speech of other people.
II.Collaborative discovery of knowledge.
1. – What is the importance of illustrations in textbooks, reference books, and scientific publications?
Why is it important to know what a particular illustration represents?
(Let’s record the questions and find answers as we find them.)
2. – What illustrations are used in your textbook? Art. 40- 44
3.
– What role do different types of illustrations play in scientific knowledge of the world around us? Work according to the options, with the text of the textbook. Option 1 examines the role of drawing (pp. 40-41).
Option 2 examines the role of scientific photography (pp. 42-43).
Option 3 considers the role of computer modeling (p. 44-45)
4. Why do you think and since when did people start depicting animals, plants, and natural phenomena?
5. – What is the significance of photography for the science?
Describe the devices necessary to obtain reliable photographs.
Answers to questions, viewing of the presentation
6. – In what cases should computer modeling be used to understand living objects? Answers to questions, viewing of the presentation
7. – The same living object can be depicted in different ways, using a drawing, photograph, computer model or even a dummy!
Working with illustrations from the textbook Art. 45
What do you think are the pros and cons of each of these images?
Work in pairs .
8. Summing up the study of the topic. We record in a notebook the answer we found to the problematic question.
To preserve and transmit information about objects of living nature in biology, various illustrations are used: drawings, photographs, images obtained using computer modeling.
Textbook, questions on slides.
Communicative UUD
2. Formation of the ability to independently organize educational interaction when working in a group.
3. Understand the conceptual meaning of texts/statements as a whole: formulate the main idea; independently proofread the conceptual information of the text.
Personal UUD
1. Realize the unity and integrity of the surrounding world.
Cognitive UUD
1. Formation of the ability to navigate in a textbook, find and use the necessary information.
2. Formation of the ability to analyze, compare, classify and generalize facts and phenomena; identify the causes and consequences of simple phenomena (work on analyzing diagrams and illustrations from a textbook for elementary school).
3. Proofread all levels of textual information.
III.Independent application of knowledge.
Questions 3 on p. 46. Work in pairs
TOUU
IV. Lesson summary. Reflection
– What is the role of illustrations in textbooks?
– What types of illustrations did you learn during the lesson?
– How did you work, what worked in the lesson, what didn’t?
Homework:
1. Study § 8.
2. Complete task 1 of the “Test your knowledge” section (p. 46).
3. Choose a photograph or illustration on a biological topic.
Ponomareva Karina Mikhailovna
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