Core chemistry ideas are often useful tools for explaining biological phenomena. For example, to explain the denaturation of DNA at the molecular level, it is critical to understand intermolecular forces and forces of attraction. Unfortunately, students often have difficulty understanding these core general chemistry ideas. This issue stems in part from a lack of explicit opportunities in introductory courses for students to practice connecting ideas. Our goal is to provide a set of opportunities for students to connect their knowledge across introductory chemistry and biology courses. The central research question is: In what ways do students use their knowledge of core chemistry ideas to explain biological phenomena? We are developing activities that examine students’ abilities to connect a chemistry idea with a biological phenomenon. Here, we describe one particular example highlighted by faculty that focuses on concepts about energy and ATP coupling. Our team iteratively developed a written activity that first asks students about their knowledge of the role of energy during the breaking and forming of covalent bonds, then asked a series of questions about their knowledge of ATP and why ATP interactions are important to help power a molecular motor. Preliminary results show that students used the concept of energy in various ways when discussing interactions between ATP and the motor; this range of responses is being used to iteratively develop a coding scheme that relates student ideas about bond breaking and forming to the role of ATP in powering a molecular motor.

Connecting ideas across courses: Relating energy, bonds, and how ATP hydrolysis can power a molecular motor

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.