P839: Use of MALDI mass spectrometry for protein identification by peptide mass fingerprint in the undergraduate laboratories

Author: DeeAnne Goodenough-Lashua, University of Notre Dame, USA

Co-Author: Michelle Joyce, University of Notre Dame, USA

Date: 8/6/14

Time: 3:05 PM3:25 PM

Room: LOH 174

Related Symposium: S54

Finding the right balance between teaching fundamental techniques and introducing advanced applications of scientific methodology is always a challenge when designing a laboratory course. We know that the former is necessary to provide our students with a solid foundation for future laboratory work. However, it is the latter that engages students and fosters their interest in science. We have incorporated the use of matrix-assisted laser desorption ionization (MALDI) mass spectrometry to allow our students to perform a modern proteomics workflow. We will discuss the use of MALDI for a peptide mass fingerprint (PMF) protein identification. A version of this bioanalytical experiment has been used alone in the analytical chemistry laboratory, and as an extension of a protein purification/characterization experiment in the biochemistry laboratory. For those who do not have MALDI-MS available at their institution, the use of hands-on remote access to such instrumentation will briefly be introduced.

P732: Incorporating student-derived projects in the biochemistry laboratory

Author: DeeAnne Goodenough-Lashua, University of Notre Dame, USA

Co-Author:

Date: 8/6/14

Time: 10:35 AM10:55 AM

Room: LOH 174

Related Symposium: S54

Approximately 70% of chemistry and biochemistry majors at the University of Notre Dame participate in undergraduate research during the school year and/or over the summer. As a result, standard textbook experiments, and even guided-inquiry experiments, fail to challenge most students in our advanced lab courses. Authentic research projects in a teaching lab can be problematic for a number of reasons. The junior-level biochemistry laboratory incorporates student-designed “Independent Projects” as a way to address the above challenges. In the first part of the semester, students complete a traditional set of experiments: the isolation, purification and characterization of lactate dehydrogenase. Students are then asked to propose and carry out one additional study building off of our previous work with this enzyme. Information on the guidance given to students in preparation for these projects, the advantages of this project format over the use of original research in the teaching lab, and sample projects will be presented.

P507: Size counts: Building independent thinking skills through a student-centered investigation into alkali metal transport by 18-crown-6

Author: James F. Johnson, University of Notre Dame, USA

Co-Author: DeeAnne Goodenough-Lashua, University of Notre Dame, USA

Date: 8/5/14

Time: 10:15 AM10:35 AM

Room: MAK A1117

Related Symposium: S46

The transition from a traditional chemistry sequence to a 1-2-1 sequence means more than a simple rearrangement of courses. The new course content in the fourth semester, as well as the increased academic maturity of the students in this course, prompted us to develop more inquiry-based experiments. The experiment presented will contain features of both open- and guided-inquiry. This experiment involves a two-week study of the transport of the alkali metals by the crown ether, 18-crown-6 (18C6) between aqueous and non-aqueous layers. During the first lab period each student determines the extent of sodium transport by 18C6, as measured spectrophotometrically. Between the first and second lab periods, students review their extraction results and propose a method to compare the relative effectiveness of 18C6 at binding and transporting each of the alkali metals (Li+, Na+, K+, Rb+, and Cs+). The proposal is expected to describe experimental procedures and controls, as well as predict the distribution ratio trend for the alkali metal series. During the second week, students carry out their proposed experiments to test their prediction. Upon completion of the experimental work, students are asked to compare their individual results with averages compiled from class data and to explain the observed trends. This experiment is also appropriate for a sophomore level organic lab when phase transfer catalysts are being discussed.