The time has come to make molecular graphics an integral part of introductory biochemistry courses and other first courses in structural biology. I believe that beginning students should learn how to use graphics tools at the same time they are learning about protein structure, so that they build simultaneously their knowledge about proteins, graphics, and the Protein Data Bank. Students should emerge from the first semester of biochemistry having developed the skill of using their computers to obtain and study any macromolecular model available. They should be able to go from a figure in their text to independent exploration of the protein illustrated there. They should learn protein structure and protein graphics hand in hand, getting to know how to explore structure at the same time they are learning the basic principles of structure. This should happen in the classroom portion of the course, thus affecting all students who take the course, not just those who sign up for the laboratory. Finally, applications for these new skills should pervade the course.
How do I choose a graphics program?
How do I add graphics without pushing out other topics?
Hint: See the Deep View Tutorial and associated assignments.How can I evaluate skill and knowledge of graphics?
How can I design classroom and study activities to reiterate and build upon graphics, and thus make graphics a truly integral part of the course?
How can my students follow up on classroom lecture or discussion that involves graphics?
How might writers of biochemistry texts support this kind of graphics education?
Contains the full set of antibody structures presented and compared in this this paper:
Structural Insights into the Evolution of an Antibody Combining Site, G. J. Wedemayer, P. A. Patten, L. H. Wang, P. G. Schultz, R. C. Stevens (USM Chemistry, class of 1986), Science 1997 June 13; 276 (5319):1665.