班级(哲学)
数学教育
计算机科学
数学
人工智能
出处
期刊:American Biology Teacher
[University of California Press]
日期:2002-10-01
卷期号:64 (8): 620-627
被引量:6
标识
DOI:10.1662/0002-7685(2002)064[0620:ilctdy]2.0.co;2
摘要
J teach a section of a course entitled Scientific Methods in Biology. The objectives of this course are to acquaint students with the scientific approach to answering questions, to give practical laboratory experience, and to show how to communicate the experimental results. We try to teach students to write about their laboratory work in a way that would be acceptable for publication in a primary journal. For this last reason, I need to find different experimental systems that exemplify similar principles so that students are not tempted to recycle the written work of former course participants. In this search for variety I have devised or modified a number of colorimetric assays using the spectrophotometer (Dean 1996, 1999). All of these assays involve the use of a buffer that, in principle, is included to maintain a constant pH during the course of the reaction. I will describe a number of cases in which the buffer solution can have far more reaching effects than simply maintaining a constant pH. Examples include bufferspecific stimulation or inhibition of enzymatic activity and damage to the oxygen evolving complexes of isolated chloroplasts. While thinking about these examples, I reviewed the physical chemistry of pH and buffer solutions. I found things that I had forgotten and others that I was never aware of. For example:
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