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Alternatives Database
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Review
By Patricia Silva, PhD student Patricia.Silva@vet.uu.nl
Faculty of Veterinary Medicine, Dep. of Biochemistry, Cell Biology & Histology, Utrecht University, PO BOX 80176, 3508 TD Utrecht, The Netherlands (commissioned by eurca)
Summary
The CD-ROM “Biochemical Simulations” is an interesting alternative to some time-consuming assays, as well as, to human/animal discomfort experiments. The software is user-friendly and intuitive to use, the theoretical background is well presented and organised, and overall sufficient to understand the principle laying behind the assays. This CD-ROM is suitable for use in undergraduate courses and taught MSc courses at Universities.
Comparison of the alternative resource with real animal model in the laboratory
The assays presented in this CD-ROM offer a good alternative for animal use by preparing the students with theoretical background and the programs enable students to simulate physiological situations.
This CD-ROM can be divided in two major assay categories: fundamental biochemistry (Oxygen electrode, Enzyme assay, Peptide sequence, Radioimmunoassay-RIA) and nutritional related assays (Energy balance, Nitrogen balance and Urea synthesis).
The oxygen electrode assay consists of an interesting exercise to put the student in contact with the complex topic of “cellular respiration ” and how this process can be inhibited.
The nutrition related assays “Energy balance” and “Nitrogen balance” are restricted to human examples but “Urea synthesis” simulations can be extrapolated to other mammals. However, when ruminant animals (ovine, bovine or caprine) are concerned, extra factors need to be considered since these animals possess alternative ways for urea usage and recycling, like in milk production.
In addition, this software shows to be a good alternative on time consuming experiments and a possible solution for low budget teaching laboratories by saving money in chemical reagents, as well as, sparing staff and students to deal with substances (e.g.: radioactive labels) that require previous training in health and safety regulations.
All biochemical assays have complementary worksheets that can be filled throughout the experiments and questions can be answered with the obtained results. This contributes to a more independent working attitude.
Using the alternative resource
Oxygen electrode assay allows students to navigate throughout the programme in a very intuitive manner. Going into more detailed information, the student can progress further and at the same time return easily to the main menu without loosing track of the sequence of theoretical subchapters. Inter-related electron carriers inside the inner mitochondrial membrane show similar information, which is repetitive on one hand but generates a link for the keen student on the other hand. A brief overview of the Krebs’ cycle where the substrates mentioned are formed should be given in advance by the tutor.
The “Enzyme activity” assay does not give the opportunity to keep some parameters constant and change others once they have been chosen, the user is always sent back to the start menu. For example, when optimal conditions for some parameters have been set, it should be possible to change directly 1 or 2 parameters like pH and temperature to see the effect, whilst keeping the other conditions constant.
The RIA assay is a complex topic that will need some input from the tutor and extra reading, for the student to understand the principle and calculations in this assay.
The peptide sequence assay is well detailed requiring however same theoretical input from the tutor. The assay itself employs 3 major techniques for this purpose which gives a good simulation of the techniques themselves by allowing several pH and temperature conditions.
Energy and nitrogen balance assays do not give the opportunity to redo options once the first one is selected, which can cause some undesirable delay in the use of this resource. When playing with amount of calories ingested or protein intake I think it would be useful to use some food calories and protein content tables where diets could be formulated for a clearer view on how food can affect weight gain/loss, according to physical activity level (PAL) and basal metabolic rate (BMR).
Contribution of the alternative resource to the 3Rs
Although, most of the assays are meant for human beings, it is known that there are human nutritional trials and maybe this model can be a good alternative, mainly as a replacement of trials that cause discomfort by confining human individuals to small places, or animals to metabolic cages,. More details about human nutrition trials can be found on the following webpage http://www.rowett.ac.uk/humanvol/tourhnu.html#. Besides this aspect, a simulation program also avoids having to sample blood and urine from live animals. Thus, this model can simulate some aspects of energy expenditure, protein intake for several ages, weight and height categories. However, as mentioned before, food tables should be available for a more accurate simulation.
The work can be done with groups of students bearing in mind that for some topics (RIA, oxygen electrode) previous theoretical background should be added to the theory of each assay.
Applicability in teaching situation
This resource seems perfectly suitable for first and second year students at University, but also to some taught MSc courses where some background needs to be revised. Depending on the level of expertise I still think that for some assays (please see above) some tutor input is needed, and if this is not possible, extra literature research can help to elucidate the user. The program can also be complementary to students that will perform laboratory work by giving a simulation and by helping to predict what to expect from the assay itself.
Visual appearance
In overall the assays have a user-friendly layout. In some difficult topics (electron transport chain-oxygen electrode) animated diagrams would catch the eye and interest of the students/users. Some assays showed easier navigation than others (see comments above).
Service provided by the supplier
All contacts are fully available at the resource, facilitating any feedback that may be necessary.
If you are an author or supplier of this alternative and you would like to write a response to this review please contact eurca with your reply.
Designed and produced for eurca by The Learning Technology Section, The University of Edinburgh. ©2001-2005 eurca