G e n e Cionlng and Sequencing a Strategic Approach K R. Smith and 8. D. Hames, IRL Press at Oxford University Press Hardware: Companmts
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MSIPC-DOS, Version 2.0 or higher Manual and one 5.25-in. and one 3.5411. dlsk CallegelUniverslty. Biochemistry $130.00
Summary Ratings: Category Eaw OI Urn: s u b w Manor c h ~ e n k Pedagogic Valu.:
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Student Reactton:
This program has been described as simulating "the important techniques of cloning and seouencine eenomic DNA". I t is also descrihkd as "desiened to teach vou about the derision-makine involved in sene clon.~ ~. ing and sequencing erperimenm. It is not designed tu teach the manipulative skills involved nor the theoretical background to the techniques." I t is difficult to decide who would best benefit from this oromam. On the one hand for the ex~eriedcedmolecular hiologist whether student. technician or researcher. it iasosimple that it isactually a wasteof time. For such persons the program would haw tu be a little more involved, allowing the researcher to access the program and manipulate the data a lot more. I believe that this program would be best suited for anyone who has had a basic course in biochemistry or molecular biology where restriction mapping, lihrary screening and DNA sequencing were discussed. Such students could include seniors in high schwl and university students a t any level. This program could also assist teachers who have also had some background in the field who would like a quick and simple review of the area. The added advantage of this program for teachers is that the program provides references for each section. This should allow teachers to review in more detail areas that are unclear.
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Documentation. Documentation is nrovided for the momam and the Droersm does " behave as described in the dccumentation. There are worksheets provided which would he of help only to those who already have a background in this area. I believe that this program, though "user friendly" in that the instructions are easy to fallow, is very limited. It should allow access to worksheets from within the program. When the user is finished with the worksheet, he (she) should then he ahle to resume the program. I t should also be possible to ask for information as one proceeds. For ~
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example, the genomic DNA is restricted with Sau3A. The first time Sau3A appears, the restriction site is given; however, later when a restriction enzyme for cleavage of the vector is to be chosen there is no quick reminder of what the restriction site of Sau3A is nor is there any clue to the novice that in choosing an enzyme to restrict the vector, one must keep in mind the type of ends genersted during preparation of the genomic DNA. Operation. No initial work is required of the teacher or the student to prepare the program for normal use. No special equipment is required. As mentioned above, the program does not allow the user to move in and out readily. This would he a great help and would allow students who have forgotten their calculators to perform arithmetic. No great knowledge of the computer is needed to use this program effectively. The prompts are not always clear, for example at the very beginning of the program when the user has to select the type of probe, there is no statement to tell the user whether to use the down arrow or the space har to toggle hetween the two statements. This flaw occurs here and there throughout the program. The program does make clear what options are available; however, it is not possihle to skip sections. This iaactually a flaw with the program since a person may not have the time or want to spend the time in some sections. Far example in deciding which oligonucleotide prohe to use, it is impossible to see the whole sequence a t one time, thus without a worksheet and without the capacity to leave the program momentarily, the user is basically tied to this section until the correct oligonucleotide is finally chosen. The program then immediately moves on t o t h e next step without displaying the correct oligonucleotide and or reviewingthe benefits of this oligonucleotide above all others. Input and Error Handling. This program can he easily accommodated in various curricula or institutions. S u b w Maner Content I helieve that the topic could be treated much better. To begin with as one enters the program one is asked to chwse a gene between 1and 6. No information is given about these genes. Does 1 mean that this gene is the shortest gene and is thus the easiest to work with? In the text accompanying this program, the names of the six genes are given and the user i told [hat theregenes have been modified I believe that rt would be hetter to have such information in the proeram as well or a t least state that six aenes are awilable for analysis ranging in complexity from 1 4 . This would then expand the usability of this program from the n w . ice to the more advanced student. As a learning tool, I think this program could definitely be improved. A little more graphics would definitely aid this program. For instance in the choosing of restriction sites for the cloning vector, a display of the ends on the genomie DNA along with the ends as they are generated on the vector will not only assist the student in choosing the
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correct restriction enzvme.. hut would also convey the ligation theory much more effectiwly. The propam does not vary the le\,el to accommodate student abilities. The teacher cannot control or modify the content without a knowledge of programming. ~~~~~~
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P e d a m k Value The pedagogic approach is adequate. The method used is one of problem solving. There are no rewards, no help with mistakes, no pre- or post-tests or worked examples. This computer lesson does allow a treatment of the topic that would not be possible otherwise. The information provided and the lessons presented are readily available without the computer. The computer does allow a large number of topica to he covered in a short period of time. However, I do not believe that this results in the student having a hetter grasp of the topics presented. However, I was unable to obtain student reaction to this program.
This program is acceptable for persons already familiar with the topics who require a quick review. I could see this program generating some enthusiasm in students who have been exposed to the theories and have as yet had no ~racticalexperience. I believe that this program could he of value to the teacher nore so than the student. The teacher could run the program for the whole class, stopping at critical steps to provide more information and some working examples. The major negative aspect of this program is its inflexibility. Since it is not possible to switch levels, it cannot be used by more advanced students and also it does not provide students with challenges. I t has been my experience that the more competitive a program is the more excited students are about it. For example, with varying levels of difficultv. the students would feel chnlleneed to e&lete one level and then move on to the next. Another negative aapert isthe inability to muvc in and out ofthe program a t will. I think an improvement in this area would make this program much more acceptable. Fedora Sutton South Dakm State University Brookings, SD 57007 ~~
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Chemistry for Changing Times, Fmh Edltion John W. Hill. Macmillan: New York, NY. 1988. xlli 752 pp. Figs. and tables. 20.5 X 24 cm.
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Chemistry for Changing Times is the Cadillac of general education chemistry texts, a true world standard that celebrates some 20 years of successful chemical education with its fifth edition. For readers selecting a general education chemistry text for the first time, this is the place to begin.
