We have developed a system to automatically acquire large numbers of acceptable quality images from specimens of negatively stained catalase, a biological protein which forms crystals. In this paper we will describe the details of the system architecture and analyze the performance of the system as compared to a human operator. The ultimate goal of the system if to automate the process of acquiring cryo-electron micrographs.
The addition of a hexahistidine tag to the N terminus of the hepatitis B capsid protein gives rise to a self-assembled particle with 80 sites of high local density of histidine side chains. Iron protoporphyrin IX has been found to bind tightly at each of these sites, making a polyvalent system of well-defined spacing between metalloporphyrin complexes. The spectroscopic and redox properties of the resulting particle are consistent with the presence of 80 site-isolated bis(histidine)-bound heme centers, comprising a polyvalent b-type cytochrome mimic.
Researchers from several departments of the University of Illinois at Urbana-Champaign initiated ChickScope, a 21-day chick embryonic development project, to demonstrate the remote control of a magnetic resonance imaging (MRI) instrument through the World Wide Web.For 21 days, students and teachers from ten kindergarten to high school classrooms participated in this innovative project using an interactive Web lab book. From classroom computers with access to the Internet, students were able to login to the computers at the university that controlled the MRI system, manipulate experimental conditions through a simple on-line form to generate their own data, and then view resulting images of the chick embryo in real-time. Researchers answered students' questions about their MR images and other related issues.ChickScope made extraordinary hardware, software, and human resources available to the classrooms. However, it left to teachers the tasks of integrating these resources into the classroom and adapting them to the needs and abilities of the students. Thus, the implementation was teacher-based, and its meaning was realized in different ways in each setting. This paper describes the planning, implementation, and the impact of ChickScope in classrooms for facilitating learning and teaching. We provide examples from various grade levels?primary to high school. We conclude with lessons learned and the implications of advanced technologies for K-12 outreach.
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