Use of Virtual-Reality in Teaching and Learning Molecular Biology

Abstract

The teaching of Molecular Biology in secondary schools suffers from student disengagement and lack of suitable resources to help students master this novel area of their curriculum. The result is frustration and incomprehension by the students. Visualization is critical for the learning of Molecular Biology. While the traditional classroom uses diagrams, models, and other tools to accommodate visual-spatial learners, these tools are insufficient to represent the cellular and molecular dynamics elucidated by current research and presented in the modern biology classroom. Several works have recommended the use of simulation-based learning environments. This chapter describes the design considerations in formulating an approach to help students “see” DNA, proteins, and cellular structures in three-dimensional space. The experimental study and intervention described leverage on novel computer-based virtual-reality technologies to help students understand the three-dimensional structures and the molecular interactions between them that enable function. Results indicate significant increases in Molecular Biology achievement in male students. Focus group interviews reveal that, prior to this intervention, students relied heavily on memorization, and the visualization exercises helped to clarify understanding while increasing interest and engagement. The results of this study recommend the use of technology in the teaching and learning of Molecular Biology, especially for male students in Singapore.

Appendices

Appendix I: Sample Student Handout for Visualization Exercise

Cell Organelles, Functions, and Interactions

In this exercise, you will “look at” the various structures of a human cell to gain a better understanding of its function. You will also compare and contrast the plant and animal cells.

Get together in your groups after each segment to answer the questions below.

Your group should also sketch your ideas and questions on the blank sketch pad on the walls and use the plasticine provided to build and refine your cell models.

Cell Membrane

• 1. What are the components of the cell membrane?

• 2. Why are the different components arranged this way? What interactions enable them to stay in place?

Nucleus

• 1. What is the function of the nucleus?

• 2. How is the nuclear membrane different from the cell membrane?

Endoplasmic Reticulum

• 1. What is the function of the endoplasmic reticulum?

• 2. What are the differences between the smooth and rough endoplasmic reticulum?

• 3. How are the nuclear membrane and the endoplasmic reticulum connected?

Golgi Body

• 1. What is the function of the Golgi body?

• 2. There is a polarity to the Golgi. What are the differences between the “cis” and “trans” faces of Golgi?

• 3. How is the Golgi membrane connected to the cell membrane?

Plant Cell versus Animal Cell

• 1. What are the differences between a plant and an animal cell?

• 2. What properties does the cellulose cell wall confer on a plant cell?

• 3. How is the central vacuole different from the vacuoles of an animal cell?

Appendix II: Biology Achievement Questionnaire

Each multiple choice question is divided into two parts.

The first part asks a specific question related to Molecular Biology.

The second part asks for an explanation of the answer given in the first part.

In each case, choose the most appropriate answer from the options given.

You will score 1 mark if you get the first part of the question correct.

You will score 2 marks if you get both parts of the question correct.

You will not score any marks if you get the second part correct but the first part wrong.

• 1. Which of the following cells is adapted to absorb nutrients efficiently?

  

  Explanation:

  A:

  increased surface area increases rate of active transport

  B:

  increased surface area to volume ratio increases rate of active transport

  C:

  increased surface area increases rate of diffusion

  D:

  increased surface area to volume ratio increases rate of diffusion

• 2. Radioactive amino acids were introduced into the cytoplasm of human pancreatic cells that were actively synthesizing protein. The cells were maintained for 3 days in a culture medium.

  In which of the following would radioactivity not be detected?

  A:

  nucleus

  B:

  endoplasmic reticulum

  C:

  Golgi body

  D:

  ribosomes

  Explanation:

  A:

  the nucleus controls the activity of a cell

  B:

  the endoplasmic reticulum is involved in protein synthesis

  C:

  the endomembrane system allows organelles to share lipids

  D:

  the Golgi body packages proteins

• 3. The figure below shows the organelles in a plant cell. Which of the following statements about the labeled parts is incorrect?

  

  A:

  P controls the activities in the cell

  B:

  Q is the site of aerobic respiration

  C:

  R is the site of synthesis of energy

  D:

  S stores food

  Explanation:

  A:

  the nucleus controls the activity of a cell

  B:

  the mitochondria oxidize glucose to produce ATP

  C:

  the chloroplasts reduce carbon dioxide to produce glucose

  D:

  the vacuole stores metabolic waste

• 4. An amoeba had its nucleus removed. For several days it continued to move and feed, but it did not reproduce. An intact amoeba reproduced twice in that time. What conclusions do you draw from this experiment about the role of the nucleus in the amoeba?

  A:

  The nucleus is necessary for cell division

  B:

  The nucleus regulates the activity of the cell

  C:

  The nucleus is the only part of the cell that contained DNA

  D:

  The nucleus is necessary for the cell to grow

  Explanation:

  A:

  DNA is necessary for reproduction

  B:

  DNA is necessary for growth

  C:

  DNA is necessary for movement

  D:

  DNA is necessary for feeding

• 5. Amoeba proteus is a small aquatic organism which lives in freshwater ponds. It has a contractile vacuole which slowly increases in size, and then suddenly contracts and vanishes when the liquid within it is being forced out of the amoeba into the surrounding water. This helps in the removal of excess water from the amoeba. Soon, the vacuole reappears and again slowly increases in size, and the process is repeated.

  

  Which of the following graphs show a correct relationship between the frequency at which the vacuole is emptied and the concentration of salt in the surrounding water?

  A:

  Frequency of contraction/min^–1

  B:

  Frequency of contraction/min^–1

  C:

  Frequency of contraction/min^–1

  D:

  Frequency of contraction/min^–1

  Explanation

  A:

  water moves down a concentration gradient

  B:

  water moves down a potential gradient

  C:

  water moves against a concentration gradient

  D:

  water moves against a potential gradient

• 6. The diagrams below represent molecules of starch, protein, and fat.

  Which of the following mixture of molecules will be found in the stomach?

  

  Explanation:

  A:

  starch is digested in the mouth

  B:

  protein is digested in the stomach

  C:

  fats are digested in the mouth

  D:

  fats are digested in the stomach

• 7 Which of the following graphs show the rate of reaction when a hot mixture of proteins and pepsins are cooled down from 100 to 0 °C?

  

  Explanation:

  A:

  inactivation is reversible

  B:

  denaturation is reversible

  C:

  inactivation is irreversible

  D:

  denaturation is irreversible

• 8 Five disaccharides were hydrolyzed with dilute acid, and the purified products were separated by 1D chromatography. The final chromatogram is shown in the diagram.

  

  If spot 1 represents the products obtained from the hydrolysis of sucrose, which one of the following indicates the results obtained from the hydrolysis of lactose and maltose?

  	Lactose	Maltose
  A	2	3
  B	2	4
  C	5	2
  D	5	3

  Explanation:

  A:

  both lactose and maltose are diasaccharides

  B:

  maltose is made up of glucose

  C:

  lactose is digested by lactase

  D:

  maltose is digested by maltase

• 9 The figure below shows an experiment to investigate the action of amylase on a 1.0 g cube of bread. After 20 min at 25 °C, 0.4 g of bread was digested.

  

  If the experiment was repeated at a temperature of 35 °C, which of the following would be obtained?

  A:

  0.2 g of starch

  B:

  0.8 g of starch

  C:

  0.2 g of maltose

  D:

  0.8 g of maltose

  Explanation:

  A:

  enzyme activity is dependent on temperature

  B:

  enzyme activity is dependent on pH

  C:

  enzyme activity is dependent on substrate concentration

  D:

  enzyme activity is dependent on enzyme concentration

• 10 Sickle cell anemia is a defect due to a mutation of the hemoglobin gene. People with such condition often suffer from breathlessness. The mutation leads to the production of a wrong type of polypeptide chain which makes up hemoglobin. In the abnormal polypeptide chain, the sixth amino acid is replaced by valine.

  The result of such mutant is that the shape of the red blood cells is changed.

  

  Explain how this change would affect the ability of the red blood cell to serve its function.

  A:

  less oxygen is transported

  B:

  less nutrients are transported

  C:

  more carbon dioxide is transported

  D:

  more metabolic waste is transported

  Explanation:

  A:

  the change in one amino acid residue changes the primary structure

  B:

  the change in one amino acid residue changes the secondary structure

  C:

  the change in one amino acid residue changes the tertiary structure

  D:

  the change in one amino acid residue changes the cell structure