Visualizing the Invisible: From Questions to Conversations to Understanding

The invisible molecular biosciences are fascinating – but only after you have developed a robust mental model of how proteins spontaneously fold up into complex 3D shapes following basic principles of chemistry, and how they subsequently interact with substrates and other proteins in the crowded, jostling environment of a living cell. How do we attract students to this invisible science , and pull back the curtain just enough for them to become interested? One answer to this question is – by using an artful combination of physical models of proteins and the unique molecular landscape paintings of David Goodsell. Recent advances in 3D printing technology, together with decreasing costs, is making it possible for biochemistry educators to engage their students with physical models of proteins and other molecular structures. Our experience with using physical models of proteins over the past fifteen years suggests that students of all learning styles are almost universally attracted to these tactile teaching tools. The models are most powerful in the way they can stimulate questions and facilitate deep conversations among small groups of students about the structure/function relationships embodied in the structures. An experienced educator can often capitalize on the “teaching moments” that regularly present themselves during these conversations, often guiding students to explore more sophisticated questions using molecular visualization software. As students are drawn into the molecular details of a specific protein's structure, the cellular‐scale water color paintings of David Goodsell provide a powerful counterpoint that positions the protein in its cellular context, together with the many other proteins with which it interacts. Together, these two synergistic instructional tools provide a way for students to begin to construct a rich understanding of the molecular complexity of life. We have also recognized the power of physical models of proteins to stimulate meaningful conversations between novices and experts, i.e., students and researchers. To that end, we are piloting an ASBMB Model‐Enabled Teaching Session . Undergraduate members of ASBMB Student Chapters will be encouraged to work with the MSOE Center for BioMolecular Modeling to design and build physical models of a protein that plays a key role in the research project that will be described in an award lecture at an upcoming annual meeting. Following the award lecture, undergraduate students and post‐docs will be invited to meet informally with the distinguished researcher who presented the award lecture, along with his/her colleagues, in a Teaching Session where the physical models will be used to shape meaningful conversations regarding the featured science. Support or Funding Information NSF TUES (Type 2) 1323414 CREST: Connecting Researchers, Educators and StudentsA physical model of CRISPR Cas9.A molecular landscape painting of an antibody‐producing B‐cell.