The role of the supporting medium of water molecules in some protein activities is examined under different aspects as in the cases of a monomeric peptide, the basic fibroblast growth factor, of a dimeric peptide, the human neutrophil peptide 3, of a peptide that acts in non-aqueous environment, the gramicidin A dimer, of a water molecule present in the binding of a co-factor in a phospholipase peptide, and under the general point of view of the hydrophilic/hydrophobic properties described by a hydropathy scale. These examples illustrate the importance of water in the hydrogen bond formation that is, of main importance in keeping the peptide structures that cannot be defined without the water contributions. The conclusions confirm that living systems are like they are because water is an outstanding and abundant molecule present everywhere in living matter.
Os professores do século XXI devem estar sempre atentos às mudanças que o processo de ensino-aprendizagem vem sofrendo com a presença cada vez mais volumosa das tecnologias voltadas para a prática docente. Nesse sentido, a fim de inserir essas tecnologias presentes na vida dos alunos, o presente trabalho apresenta a elaboração e a aplicação de um jogo didático digital, intitulado de Mineração Química, para a resolução de exercícios sobre reações químicas. Esse jogo foi elaborado utilizando a ferramenta Construct 2. Os resultados da aplicação do jogo didático digital desenvolvido parecem sinalizar para o potencial lúdico e social desse produto educacional, além de atingirem os objetivos da aprendizagem. Entretanto, cabe destacar que os jogos devem ser aplicados sempre de forma crítica e nunca como uma possibilidade de resolver todos os problemas do ensino de Química.
The aim of this manuscript is to explain the application of an amphipathy scale obtained from molecular dynamics simulations and to demonstrate how it can be useful in the protein structure field. It is shown that this scale is easy to be used with the advantage of revealing domains of transmembrane a-helix of proteins without the need of knowing anything besides the protein primary structure. In addition, it allows the students to correlate concepts of protein structure and function, energy minimization, molecular dynamics simulations, and protein location.
A PROPOSAL FOR ANALYZING CHEMISTRY ISSUES AT ENADE ACCORDING TO THE COGNITIVE LEVEL OF DIFFICULTY. This article aims to present an analysis of the ENADE-Chemistry exam using a taxonomy based on the cognitive operations mobilized to solve the chemistry issues here called as Cognitive Level of Difficulty. In addition to identifying contents in the area of knowledge, skills and competences. All questions from the exams of the years 2011, 2014 and 2017 were analyzed; selected the statistical data present on the reports issued by INEP for four higher-educational institutions (UFRN, UTFPR, UFU and UFAM) and the percentages of the distractors indicated. These data were organized in an excel spreadsheet (database) that helped the comparisons of different variables. As a result, we observed discrepancies when comparing the variables of the ease index and the cognitive level of difficulty for the questions that addressed general chemistry concepts. For example, issues considered very difficult in the easiness rating, but which required low order thinking skills and reciprocally. We consider the proposed taxonomy of analysis of cognitive operations and the database is a tool that can contribute to their courses structure. Furthermore, the proposal can be extended to other areas.
O Exame Nacional de Desempenho dos Estudantes (Enade) busca avaliar o rendimento dos concluintes dos cursos de graduação em termos de conteúdos programáticos e competências adquiridas durante a formação no ensino superior. Além disso, um dos seus objetivos consiste em contribuir com elementos aos cursos de graduação ao disponibilizar informações pertinentes relacionadas ao exame. Concretamente, interessa-nos analisar as questões em função de um novo critério: as operações cognitivas exigidas pelos graduandos ao resolverem as questões do Enade e possíveis elementos que podemos inferir dessa análise. Para tanto, foi necessário elaborar um roteiro com base nos documentos emitidos pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) e também de acordo com a análise orientada à luz de taxonomia própria das operações cognitivas. Entre os principais resultados, destacamos que, nas provas de 2014 e 2017, poucas questões são de competência específica para o curso de bacharelado; existe disparidade quanto ao nível cognitivo de dificuldade; e há uma desproporção entre as áreas de conhecimento.
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