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Stephen McClean

School of Biomedical SciencesUniversity of Ulster

s.mcclean@ulster.ac.uk

twitter.com/PlanetChemistry

Context/Problem Based Learning toDeliver Biological MassSpectrometry to Year 1 Bioscience

Students

mailto:s.mcclean@ulster.ac.ukmailto:s.mcclean@ulster.ac.uk

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The Challenge

Mass spectrometry taught at A-level is taughtfrom a chemistry point of view & not always

relevant to a biological context

Students need to re-orientate toward ionisationmethods and mass analysers relevant tobioscience applications

Year 1 provides an introduction to complexanalytical methodologies

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The Need for Change

From: www_crystal.unipv.it/cap3_analizzatore.gif

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Time of Flight

www.vias.org/science_cartoons

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Ion Trap

www.vias.org/science_cartoons

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HPLC

www.vias.org/science_cartoons

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Students Were Provided WithRelevant chapters in the module textbook

Lecture notes from previous academic year

Screencast lecture of the above

Brief introduction to what would take place during the three-hourC/PBL session

Online quiz to test their knowledge of MS before coming to class

Students assign themselves to one of four groups before comingto class

Students provide mobile numbers (optional) to be updated aboutthe activities.

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The ContextYou are the laboratory manager of a major,commercial analytical facility.

One of your clients who has a research interestin protein biomarkers of disease contacts you foradvice on how they should go about the processof conducting proteomic studies, particularly

involving mass spectrometry to identify largeproteins

Firstly, give your company a name:

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Activity 11. Outline for your client (as a flow diagram) thestrategy for identifying proteins from a diseasedtissue using analytical techniques.

2. Identify what new instrumentation will have tobe purchased to allow this work to take place

3. Identify potential suppliers of this equipment,and if possible get an idea of costs.

You have 30 minutes to complete this activity!

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Activity 2 - ContextOn your advice your client hassuccessfully purchased new massspectrometry systems, and some of thestaff has been trained in the use of thisequipment.However, they feel that the training coursedelivered by the manufacturer did not

provide much background on the theorybehind some of the techniques and cometo you for help.

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Activity 2Your group has been asked to run a brief lecture on aspecific topic; this will be found in the envelope in yourpack. The lecture will be delivered to your entire client

group; BMS106.

The lecture must be no longer than 10 minutesduration.

You should prepare the talk using overheads(supplied)

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http://bit.ly/161jVP

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http://bit.ly/161jVP

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Student Evaluation What Did YouThink of C/PBL? Like to do it again?

yes, definitely a great method for teaching. 3 hours is along time so reading lecture notes becomes veryboring, this kept everyone engaged!

No, I didn't particularly enjoy it and as a result wouldprefer not to see more of it!

Yeah it was really enjoyable- as well as learning thelecture it was fun to interact with other members of theclass. It was memorable which will make the content ofthe lecture memorable.

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Student Evaluation What Did YouThink?

I really did enjoy it, I went home and bragged abouthaving a great class.....sad I know but true.I would love to see more classes like that, it's a lot

better than someone just reading the lecture from thescreen and it really shows an understanding of thesubject by working out the problems and working as ateam.so a definate thumbs up stephen!!!! =D

I enjoyed working as a group, because we rarely get todo that outside of practicals.

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Personal ReflectionHighly engaging method of teaching

More preparation required than for standard

lectureLearning spaces for such activities need to bethought about (space & noise etc!)

Posters, presentations & knowledgebase were

a good way to gauge student understanding oftopics covered