1H, 13C and 15N resonance assignment of phage T4 endoribonuclease RegB

RegB is involved in the control of the phage T4 life cycle. It inactivates the phage early mRNAs when their translation is no more required. We determined its structure and identified residues involved in substrate binding. For this, all backbone and 90% of side-chain resonance frequencies were assigned.     

Response regulators of bacterial signal transduction systems: Selective domain shuffling during evolution

Response regulators of bacterial sensory transduction systems generally consist of receiver module domains covalently linked to effector domains. The effector domains include DNA binding and/or catalytic units that are regulated by sensor kinase-catalyzed aspartyl phosphorylation within their receiver modules. Most receiver modules are associated with three distinct families of DNA binding domains, but some are associated with other types of DNA binding domains, with methylated chemotaxis protein (MCP) demethylases, or with sensor kinases. A few exist as independent entities which regulate their target systems by noncovalent interactions.In this study the molecular phylogenies of the receiver modules and effector domains of 49 fully sequenced response regulators and their homologues were determined. The three major, evolutionarily distinct, DNA binding domains found in response regulators were evaluated for their phylogenetic relatedness, and the phylogenetic trees obtained for these domains were compared with those for the receiver modules. Members of one family (family 1) of DNA binding domains are linked to large ATPase domains which usually function cooperatively in the activation of E. Coli ⁵⁴-dependent promoters or their equivalents in other bacteria. Members of a second family (family 2) always function in conjunction with the E. Coli ⁷⁰ or its equivalent in other bacteria. A third family of DNA binding domains (family 3) functions by an uncharacterized mechanism involving more than one a factor. These three domain families utilize distinct helix-turn-helix motifs for DNA binding.The phylogenetic tree of the receiver modules revealed three major and several minor clusters of these domains. The three major receiver module clusters (clusters 1, 2, and 3) generally function with the three major families of DNA binding domains (families 1, 2, and 3, respectively) to comprise three classes of response regulators (classes 1, 2, and 3), although several exceptions exist. The minor clusters of receiver modules were usually, but not always, associated with other types of effector domains. Finally, several receiver modules did not fit into a cluster. It was concluded that receiver modules usually diverged from common ancestral protein domains together with the corresponding effector domains, although domain shuffling, due to intragenic splicing and fusion, must have occurred during the evolution of some of these proteins.Multiple sequence alignments of the 49 receiver modules and their various types of effector domains, together with other homologous domains, allowed definition of regions of striking sequence similarity and degrees of conservation of specific residues. Sequence data were correlated with structure/function when such information was available. These studies should provide guides for extrapolation of results obtained with one response regulator to others as well as for the design of future structure/function analyses. Correspondence to: M.H. Saier, Jr.     

高职教育中药学微生物教学的几点思考和建议

本文从高等职业教育的培养目标出发,对高等职业教育中药学微生物课所用的教材、教学的模式,考核的方法及药学微生物技术实训基地的建设进行思考并提出一些有特色的建议,它们是:以技术为主线编写教材,理论教学为实践教学服务,以模块训练技能,二至三个实验科学合理的穿插安排实施,采取口试、实验实地操作和笔试相结合的考核方式,建设模拟药品生产企业的实训基地.     

基于翻转课堂的环境生物学实验PBL教学设计与实践

基于翻转课堂理论,结合以问题为基础的学习(Problem-based learning,PBL)教学法的"问题设置"、"问题解决"等特点与优势,构建了适用于实验操作类课程的教学模式,并以"水体疑遭粪便污染"这一实际问题作为情景进行的综合设计性实验为例,对高等教育环境相关本科专业基础课程"环境生物学实验"进行了创新性教学设计和实践。该教学模式通过课前准备、课中实施和课后反馈3个过程对实际问题进行分析和解决。课前准备包括教学团队针对实际问题设置若干相关实验场景,制作和搜集相应教学视频等教学资源,安排学生学习和完成任务;课中实施时教师直接指导学生进行实验操作,强调观察和记录实验现象,提出问题引导学生思考;课后反馈为学生提交实验结果与讨论、完成巩固练习和反馈问题等。实践表明,该教学模式在一线教学中行之有效,能取得较好的教学效果,值得推广。     

反例微视频教学法在“微生物学实验”课程中的实践研究

"微生物学实验"是生物类相关专业的一门必修课程,该课程的开展对提高学生实验技能和理解微生物学知识原理至关重要。因此,不断探索和改进实验课程教学方法、减少学生的错误实验操作、提高实验课堂教学效率是任课教师的基本任务。反例微视频教学法是将传统的案例教学法、反例教学法和当下流行的微课程相结合的一种教学方法。本文阐述了该教学法的原理、基本操作流程、课堂应用效果和存在的问题。该教学法的实施能较好地提高实验课堂效率,大幅减少学生错误实验操作的次数,值得在本科生物类实验课堂中进行推广。     

高校教师在微生物学实验教学中应用CAI应具备的素质

计算机辅助教学(CAI)作为一种新的现代化教学方法和手段,已广泛应用于教育教学各个领域。就高校教师在微生物学实验教学中应用CAI存在的问题及应具备的素质进行了探讨。     

《酶工程》教学与课程建设的探讨

酶工程是生物技术专业的主干课程,其主要内容是研究酶的生产和应用。为了使酶工程的教学适合时代发展的需要,培养合格的从事酶工程研究及生产的技术人才,以多年酶工程教学实践为基础,集中介绍该门课程教学与建设的体会及其思考。     

改革课程教学体系 加强实践和创新能力培养——水处理微生物学课程教学的改革探索

水处理微生物学是给水排水工程专业的一门重要的专业基础课。该课程的主要培养目标是学习和掌握微生物学基础知识和基本实验技能, 以及微生物在水处理领域的应用, 激发学生的学习兴趣, 培养学生独立思考和分析解决问题的能力, 发展学生的创新性思维和工程实践能力。根据自身的教学体会, 结合给水排水工程专业的学科特点和专业需要, 对水处理微生物学教学内容、教学方法和手段以及实验教学进行改革, 并取得良好效果。     

对生化分离技术实验的探讨

实验教学的改进和提高,是教学改革的重要一环。阐述了作者在教学实践的过程中,对生化分离技术实验中的原料选取、处理方法、仪器设备等方面所作的改进尝试而取得的成效。     

食品微生物学实验课立体化教学体系的构建

通过对食品微生物学实验课教学内容、教学手段和方法以及考核方法等方面进行改革,构建了一套基础性实验—综合提高性实验—创新性实验的立体化实验教学体系,使其教学系统化、课程层次化、内容多样化,使学生的综合能力得到了良好的训练,培养了创新意识和综合实验能力,达到了较好的教学效果.