Problem Solving: Dots, Symbols, Words, and Proteins
                   
Sims, MaryLouise               Farragut Career Academy
9749 S. Michigan Avenue        762-2421
Chicago, Illinois 60628
568-6122

Objectives:

1.  The student will be able to state the steps of the I D E A L  
    PROBLEM SOLVING Method.
2.  The student will be able to solve problems using dots, symbols, 
    and word analogies using the I D E A L  PROBLEM SOLVING Method.
3.  The student will be able to determine the amino acid sequence of a 
    protein given a set of symbolic amino acids.
4.  The student will be able to state the amino acid sequence 
    difference between sickle cell hemoglobin and normal hemoglobin.
5.  Students will learn that the number and sequence of amino acids
    identify the protein.

Apparatus Needed:

1.  An overhead projector.
2.  An overhead transparency of a set of dot puzzles.  (Critical 
    Thinking)  
3.  An overhead transparency of symbolic analogies.  (Critical 
    Thinking)
4.  An overhead transparency of word analogies. (Critical Thinking)
5.  Two sets of transparency forms representing a hypothetical 
    protein.
6.  Transparency showing sickled red blood cells along with cartoon 
    sketch of a sick youngster; the same transparency shows normal
    red blood cells with a cartoon sketch of a healthy youngster.
7.  Opaque copy for each student of the sheet for the determination of 
    the amino acid sequence of a hypothetical protein.
8.  Opaque copy for each student of the steps of the  I D E A L  
    PROBLEM SOLVING Method.
9.  Opaque copy for each student of a beta chain segment of normal 
    hemoglobin compared to a beta chain segment of sickle cell 
    hemoglobin.
10. Opaque copy for each student:  Questions for Review

Recommended Strategy:

1.  Show transparency of item 6 in Apparatus Needed.  Solicit 
    responses from students concerning physical effects of sickle cell 
    anemia. 
2.  Discuss opaque copy shown in item 8 in Apparatus Needed.

3.  Show transparency of item 2 in Apparatus Needed.  Solicit 
    responses from students concerning steps of the  I D E A L  
    PROBLEM SOLVING Method which are:  
             I - Identify the problem.  
             D - Define the problem.  
             E - Explore the possibilities.  
             A - Act upon the possibilities.  
             L - Look for the desired result.
4.  Solve dot problem.  Discuss students' strategies used in doing so.
5.  Show transparency of Symbol Analogies.  Solicit responses from 
    students.  Be sure to have each student giving an answer to ex-
    plain their exploration of possibilities and their action upon 
    them.
6.  Show transparency of Science Word Analogies.  Allow students to 
    respond to the I D E A L  (Identify, Define, Explore, Act, Look)
    steps.
7.  At this point summarize:  You have learned that the dot puzzle 
    has parts; if your exploration of possibilities and action on them 
    are sound you will receive the desired geometric figures with the
    desired dimensions.  Symbols have parts with definite spatial ar-
    rangement, color, similarities, and differences.  If your 
    I D E A L  is sound your results are correct.  Words have parts 
    (individual alphabets, prefixes, roots, suffixes - all of which 
    give meaning to the word).  A change of alphabet within a word may 
    change its meaning or misspell it.  
8.  This is true of proteins.  Proteins are composed of amino acids.
    Each amino acid has a definite chemical make up; the R-groups 
    identify the amino acid.  The number and sequence of amino acids 
    identify the protein.
9.  Now we shall follow the method described on your sheets to 
    determine the amino acid sequence in a hypothetical protein. (Item 
    7 in Apparatus Needed).
10. Show transparency of protein pieces.  (Item 5 in Apparatus Needed)
    Allow students to solve the sequence.  Discuss.
11. Change the symbolic amino acid in the sixth position in each of 
    the completed hypothetical proteins.  Solicit answers about the 
    result of the change.  Is it the same protein?  Why is it 
    different?  What are some possible results of the change?
12. Refer students to their diagram on opaque sheets of the difference 
    between sickle cell hemoglobin and normal hemoglobin.
13. Show transparency of item 6 in Apparatus Needed again.  Discuss.
14. Allow students to answer Questions for Review:  
    A.  List the steps of the I D E A L  PROBLEM SOLVING Method.  
    B.  How do amino acids differ from each other?  State at least two 
        differences. 
    C.  Compare the Dots, Symbols, and Word Analogy problems with the
        Protein Composition problem.  
    D.  State at least two reasons why it is important for the medical 
        research scientist to know the amino acid sequence in certain 
        proteins.  
    E.  How does Hemoglobin S (sickle cell hemoglobin) differ 
        chemically from Hemoglobin A (normal hemoglobin)?