Module Interaction Worksheet

The purpose of this worksheet is to help you think through the interactions
associated with one blended learning module (i.e., a unit of instruction
presented online that covers a single subject or topic). This worksheet helps

you to determine:
The performance objectives associated with the module.
The activities you will incorporate into the module to help students achieve
those objectives.
The types of interactions in which students will engage as part of the
module.
1. Which module would you like to develop first?

Week 2: Amino acids and protein structure

2. What are the objectives, based on Blooms taxonomy, for this
module?
The Objectives for this module are those created and approved at the 3rd
International Conference of the Association of Biochemistry Course Directors
(ABCD).
Amino acids:

1. Define and explain pH, pK, and the dissociation constant Kd.
2. Apply the Henderson-Hasselbalch equation to solve pH problems.
3. Define and explain briefly the role of entropy, and enthalpy in
biochemical reactions
4. Define and explain Gibbs free energy (G), standard free energy
(G0), and the equilibrium constant (Keq) as it applies to
biochemical reactions.
5. Apply the Gibbs free energy equation to calculate free energy
and equilibrium in coupled reactions.
6. Explain what is meant by the isoelectric point (pI)
7. Examine and assess the charge on a small peptide at a given pH.
1
This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

8. Define and explain the roles of Van der Waals forces, chargecharge interactions, hydrogen bonds, and hydrophobic
interactions in protein and macromolecular architecture and
indicate how these forces differ from covalent bonds.
Protein Structure:

1. List and name the 20 amino acids that commonly occur in

proteins and classify them according to chirality, polarity,
size, and charge.
2. Describe the bonds and forces (peptide, disulfide, and
hydrogen bonds; hydrophobic, dipole-dipole, van der Waals
and electrostatic interactions) that contribute to the
conformation of proteins and the interaction of proteins with
other biomolecules.
3. List and match the 3 letter codes identifying amino acids,
including selenocysteine with their respective amino acid.
4. Define and discuss the following terms: peptide bond, peptide
backbone, N-terminus, C-terminus, disulfide bridges, helices, -sheets, -strands, -turns.
5. Discriminate between primary, secondary, tertiary, and
quaternary protein structure.
6. Integrate the forces in (#2) above with the structure
considerations in (#5) above.
7. Propose reasons why folded proteins have a finite number of
conformations.
8. Compare and contrast the difference between conservative
and non-conservative amino acid substitutions and be able to
identify and assess invariant positions.
9. Using the information in #s 6, 7, 8, and 9, evaluate the
relationship of structure to function for the proteins
myoglobin and hemoglobin.
10. Explain the formation of coiledcoils and protein fibrils and
compare and contrast structure function of fibrillar proteins to
globular proteins.
11. Define and explain the role of membrane proteins.
12. Compare and contrast peripheral versus integral membrane
proteins.

2
This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

3. What activities will students complete in this module? Will any

require special instructions/tutorials?
Students will answer a 10-item, 20-minute quiz and actively participate in
the discussion forum. Participation expectations and the grading rubric are
available in the course LMS.

4. What materials will you use in this module (textbook,

instructor notes, links to websites, images, audio, video,
newspapers, journals, ePack resources, etc.)?
Students are provided with the following:
Textbook chapter readings
Various videos discussing the essential concepts and the
techniques, supplementary readings from various sources
(journal and online textbook)
PowerPoint notes
Optional game to apply concepts learn of protein structure and
folding.
5. What types of interaction will students experience in this
module? Are you thinking about setting up small groups? Have you
thought about the size of your course? How will the number affect your
group implementation?
Learner-instructor interaction
o emails, course announcements, announcements, forum
discussions
Learner-learner interaction
o Forum discussions with feedback
Learner-content interaction
o PDF and HTML readings, videos
I will communicate with the students regularly via e-mail and the discussion
forums. The course is limited to a maximum of 24 students so it is relatively
comfortable to keep in touch with the students and follow their participation.

6. Which tools within your course management system (e.g.,

Blackboard, etc.) do you feel will best support the interactions
listed above?

3
This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Our institution is using Moodle 2.7 so I can use the following interactions:
Chats, Forums. E-mail, and News Announcements. For content there are the
HTML and File activities.

7. Are there any tools outside of your course management system

that you feel would work better to support your planned
interaction? If so, which outside tools do you also plan to
incorporate into your course?
The virtual office hour and chat sessions may be held using Zoom to
have face to face online interaction. I mention this option to the
students in Week 1 in case they are interested.

4
This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.