基于二维MOFs构建MicroRNA荧光传感器的综合分析化学实验及“赛学结合、三位一体评价”的教学模式设计
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摘要
本综合性实验将二维金属有机框架(2D MOFs)和MicroRNA (miRNA)分析等前沿研究领域引入化学(材料)本科和研究生实验教学中。主要包括2DMOFs材料的合成及表征、基于2DMOFs的荧光核酸探针构建以及将探针用于miRNA荧光分析等,共10个学时。所需掌握的实验技能包含溶剂热法、离心分散和外标法等基本材料合成和分析化学操作以及荧光、红外、X射线粉末衍射等材料表征和分析方法。我们在实验中实施了一种新型的"赛学结合、三位一体评价"教学模式。在该模式中,学生分组开展团队作业、实验和汇报,不仅要记录实验现象和结果,还需对实验过程录像并总结做成PPT。各组间通过"PPT答辩、实验报告和录像"等进行比赛,三位一体决出成绩。学生在实验中不仅学习了大量实验技能,提高了动手能力,拓展了学术视野;而且通过比赛和教学相结合,激发了你追我赶的学习热情,培养了团队合作精神,调动了学习的主观能动性。该实验和教学模式也适合推广至其他综合化学实验教学中。
This comprehensive analytical experiment has successfully introduced the frontier of science such as two-dimensional metal organic frameworks(2D MOFs) fabrication and MicroRNA(mi RNA) analysis into laboratory teaching for undergraduate and graduate students whose major are chemistry or materials science. It mainly includes the following issues: synthesis and characterization of 2D MOFs, construction of 2D MOFs-DNA fluorescent probe,and developing the miRNA fluorescence biosensor. The experiment takes 10 hours. In the experiment, we adopted a new teaching mode of "game-study combination and trinity evaluation". The students learned a breadth of experimental skills, improved their experimental skills and broadened their academic vision. Moreover, through the combination of competition and teaching, the students' study enthusiasms were greatly stimulated, the spirit of teamwork was cultivated. This experiment and the teaching mode are also suitable for promotion to other comprehensive chemistry laboratory teaching.
This comprehensive analytical experiment has successfully introduced the frontier of science such as two-dimensional metal organic frameworks(2D MOFs) fabrication and MicroRNA(mi RNA) analysis into laboratory teaching for undergraduate and graduate students whose major are chemistry or materials science. It mainly includes the following issues: synthesis and characterization of 2D MOFs, construction of 2D MOFs-DNA fluorescent probe,and developing the miRNA fluorescence biosensor. The experiment takes 10 hours. In the experiment, we adopted a new teaching mode of "game-study combination and trinity evaluation". The students learned a breadth of experimental skills, improved their experimental skills and broadened their academic vision. Moreover, through the combination of competition and teaching, the students' study enthusiasms were greatly stimulated, the spirit of teamwork was cultivated. This experiment and the teaching mode are also suitable for promotion to other comprehensive chemistry laboratory teaching.
引文
[1]干宁,栾倩.大学化学, 2017, 32(5), 11.
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[2]Lu, Z. X.; Zhang, L. M.; Deng, Y.; Li, S.; He, N. Y. Nanoscale 2012, 4(19), 5840.
[3]Shi, J. Y.; Guo, J. B.; Bai, G. X.; Chan, C. Y.; Liu, X.; Ye, W. W.; Hao, J. H.; Chen, S.; Yang, M. Biosens. Bioelectron. 2015, 65, 238.
[4]Robertson, N. M.; Toscano, A. E.; Lamantia, V. E.; Hizir, M. S.; Rana, M.; Balcioglu, M.; Jia, S.; Yigit, M. V. Biosens. Bioelectron. 2017,89, 551.
[5]Zhao, H. Q.; Qiu, G. H.; Liang, Z.; Li, M. M.; Sun, B.; Qin, L.; Yang, S. P.; Chen, W. H.; Chen, J. X. Anal. Chim. Acta 2016, 922, 55.
[6]Wei, X. F.; Zheng, L. Y.; Luo, F.; Lin, Z. Y.; Guo, L. H.; Qiu, B.; Chen, G. N. J. Mater. Chem. B 2013, 1(13), 1812.
[7]Wu, Y. F.; Han, J. Y.; Xue, P.; Xu, R.; Kang, Y. J. Nanoscale 2014, 7(5), 1753.
[8]Zhao, M. T.; Wang, Y. X.; Ma, Q. L.; Huang, Y.; Zhang, X.; Ping, J. F.; Zhang, Z. C.; Lu, Q. P.; Yu, Y. F.; Xu, H.; Zhao, Y. L.; Zhang, H.Adv. Mater. 2016, 27(45), 7372.