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Pattern Matching | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Time
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This exercise takes approximately 6 hours. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Objectives
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Once you have completed this knowledge mapping exercise, you should be able to: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. | Have a deeper understanding of organic molecules. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. | Be able to identify masked concepts based upon their relations to other concepts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. | Know how to organize and construct a semantic network. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4. | Be able to name the four major classes of organic molecules and to describe their key features. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5. | Appreciate that in biology small differences in structure lead
to large differences in function -- as in, for example, the structures
of testosterone and estradiol, which produce male or female secondary
sex characteristics. Download the net, 1.6d Pattern Matching Exercise, which contains all the concepts and relations described in 1.6c. (below) Students can use the components in this net to construct their network describing organic molecules.
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Exercise 1 |
Understanding the Links | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. | You can do this exercise alone or in groups of three or four students each. Use lined paper for your work and have one or more biology texts on hand for reference. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. | Your primary goal is to put all your ideas about organic molecules together in a coherent and well-organized way. You need to be clear about the relations between various ideas, and as you clarify your understanding of these linkages, you will find yourself developing a better understanding of the entire topic. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. | Your secondary goal is to systematically build your knowledge organization skills. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To Do | 4. | You will begin by working your ideas out with paper and pencil. Table 1 shows all the relations we used to construct a network of ideas about organic molecules. Thoughtfully define each relation and give an example of how to use it. Compare your definitions with those created by other members of your group and resolve any differences. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
In Table 1b below, we provide a definition and example for each relation, and in some cases also offer a synonym or closely related relation. We also identify more and less general relations of similar types.
There is little standardization regarding the terms preferred for describing particular relationships. We have found the general form, has ___ / ___of, is conveniently short and works well for many relations. Being consistent with this style when possible helps in retrieval and application of links. There is a constant tension between parsimony (using as few relations as possible) and specificity (using more relations to provide more detail about various relationships). In this net, we take an intermediate approach, using several relations that have similar meanings yet keeping the overall number of relations small. For the sections that follow, download 1.6 Pattern Matching Net. which is a completed network showing how we have put these ideas (and more) together. This net provides a useful exemplar and guide, but it should not be considered THE right answer. It is important to understand that we all think in different ways. There are multiple correct ways, and multiple incorrect ways, to put these ideas together. You will have to use your judgment, reviewing each net as if it were an essay. This means that you will need to have a fairly good understanding of the topic. We typically review a net by looking at the About Net dialog first to see its overall size and the ratio of instances to concepts (which ideally should be close to 1.5 in a biology net). Then we examine the quality of the relations, which will be relevant here only if the students add new relations. Then we review concepts with three or more connections, looking at the accuracy of each instance and the completeness and correctness of the concept description. Using printouts of the nets permits you to make comments that you can pass back to the students.
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Exercise 2 |
Describing Proteins | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To Do | 1. | Table 2 summarizes key ideas about proteins.
Organize these ideas on paper.
* Basic building blocks are bold and key macromolecules are in italics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. | If you already know how to do this, go ahead without our help.
Otherwise, follow our suggestions below. Feel free to add additional
concepts and descriptors as you wish. Try not to add any new
relations. There are two main ideas to describe here, protein
and amino acid.
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Exercise 3 |
Describing Carbohydrates | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To Do | 1. | Key ideas about carbohydrates are summarized
in Table 5. Use the same principles as above for describing carbohydrates,
using the relations systematically and consistently. There are
fewer ideas here, but the descriptions may be richer. Add any
general information that you know about each idea.
* Basic building blocks are bold and key macromolecules are in italics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Exercise 4 |
Describing Lipids | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To Do | 1. | Organize your knowledge about lipids in the same
manner, using all the concepts in Table 6 and any additional knowledge
that you are able to bring in (where are lipids found?, what do
they do in the body?, etc.).
* Basic building blocks are bold and key macromolecules are in italics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Exercise 5 |
Describing Nucleic Acids | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. | Because nucleic acids are composed of subunits that have three different parts, and because those parts differ in RNA and DNA, and because the subunits add and lose phosphates, your description of nucleic acids will be more complex than those of the other three groups of organic molecules. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To Do | 2. | Put these ideas together as you have done above. We'll give you a few hints. You can skip them if you feel you don't need them. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. | Begin with identity using the 'same as' relation. For example, 'ATP' is the same as 'adenosine triphosphate' and 'DNA' is the same as 'deoxyribonucleic acid'. Match up all abbreviations in this way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
* Basic building blocks are bold and key macromolecules are in italics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5. | Then do the conversions. For example, 'adenosine triphosphate' can be converted into 'adenosine diphosphate' which can be converted into 'adenosine monophosphate'. All five nitrogenous bases will have similar conversions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 6. | Think about the whole/part relations. 'DNA' and 'RNA' each has subunit 'nucleotide'. Each 'nucleotide' pas part 'nucleoside' and 'phosphate'. Each 'nucleoside' has part 'nitrogenous base' and 'sugar' ('ribose' or 'deoxyribose'). This set of relations can be developed for each of the five bases (A, T, G, C, U). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 7. | Think about the type relations. There are two types of nucleic acids, five basic types of nucleotides, five types of nucleosides and five types of nitrogenous bases. Make all these connections. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 8. | Nucleic acids are composed of what atoms? Work out these relations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 9. | Look at the descriptors. What concepts do they best describe? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Exercise 6 |
Big Ideas | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. | Finally, think about the big ideas you will use
to tie the entire network together (Table 8). When organizing
your knowledge, you want to 'sew your ideas up the hierarchy'
to one encompassing concept when possible. In this case, each
of the four classes of molecules we have described is a type
of 'organic molecule'. Work out the best linkages
for each of the big ideas and any others you want to add.
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Exercise 7 |
Constructing Your Network of Ideas | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To Do | 1. | You have now completed your pre-planning. Your
teacher will give you a semantic network called '1.6c Pattern
Matching Exercise' which contains all the concepts and relations
named in the tables above. Your task is to put these together
by creating instances. In doing so, use the Down arrow for the
Relation Dialog in the create an Instance dialog to select the
desired relation ray, and let name completion help you enter each
concept name. Doing this is work-efficient and will save many
errors and confusions. Use all the concepts in the net, describe
each idea well, use relations in a consistent and systematic manner,
and try to optimize your net coherency and organization. Two big advantages of hierarchical organizations are ease of retrieval (you only need to recall the top concept and then can flow down the hierarchy) and simplification of learning due to inherited traits (if you know that a dining room chair, an armchair, a dentist's chair, etc. are all chairs, then you know a great deal about them even if you have never seen one). Encourage your students to tie things together very well at the tops of the hierarchies. Ask them to review their nets several times to see if there are additional links to be made. Likewise, reactions and flows should be complete. The polishing and refining of a net is an important step. Try to look over your students' shoulders and give them feedback and suggestions at several points during net construction. Encourage the students to look at one another's nets as well to see alternative ways of organizing these ideas. Ask your students to check and make sure they have no concepts with zero connections (by looking at Concepts - By # of Instances (Display menu), at the bottom end of the list.
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| 2. | When done, submit your net to the teacher for review. Your
teacher may want you to print it out as follows: a. About Net. Select Print from the File menu and you will get the Print Dialog Box as shown in Figure 1. Click once on the radial (round) button beside About Net in the first column. Click on Print. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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b. Concepts, Alphabetical. Select Print from the File
menu. Select Concepts and Text. The computer will automatically
select Alphabetical and All. Select attached items, Header, Numbering,
and Statistics. Click on the Print button. c. Relations, Creation Order. Select Print from the File menu. Select Relations, Text, Creation, and All. Select attached items, Header, Numbering, and Statistics. Click on the Print button. d. Concepts, Graphically. Select Print from the File menu. Select Concepts, Graphic, Compact Screen, Creation, and Concepts with 3 or more instances (not All). Select attached items, Header, Numbering, and Statistics. Click on six frames per page. Click on the Print button. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. | Staple the pages together in the order given, put the names of your group members on the front, and give them to your teacher for review and comment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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