biochemistry homework assignments

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Course info, instructors.

• Prof. Michael Yaffe
• Prof. Matthew Vander Heiden

Departments

As taught in.

• Biochemistry
• Analytical Chemistry
• Organic Chemistry
• Physical Chemistry

Learning Resource Types

General biochemistry, assignments.

The first half of this course, taught by Prof. Yaffe, is available on the MITx platform as 7.05x Biochemistry: Biomolecules, Methods, and Mechanisms . The assignments below are from the second half with Prof. Vander Heiden, which focuses on metabolism.

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Biochemistry Flashcards

Whether you are taking a Biochemistry course as an elective or are majoring in the field, it is important to study to perform well in your class or classes. You may find the subject fascinating, since it helps explain how the molecules of the human body and other living organisms react with each other and the outside world, or it may be outside of your field of interest. Either way, scoring well in your classes is always important, because a good GPA in college can provide you with more opportunities in college and later in the “real world.” If you need a little Biochemistry study help, then take advantage of the full suite of Varsity Tutors' Learning Tools, including the Biochemistry Flashcards.

These free flashcards online cover many Biochemistry concepts you may be learning in your classes. While you can practice the full deck to quiz yourself on all aspects of Biochemistry, the main deck of flashcards is also broken down into many smaller sets that each focus on a specific Biochemistry concept. This offers you the ability to choose a smaller deck that focuses on the concepts that may appear on your next exam or assignment, so you can feel confident that you are prepared to perform to the best of your ability.

One important concept the Biochemistry study flashcards covers is anabolic pathways and synthesis. Smaller decks related to this area cover carbohydrate synthesis, lipid synthesis, nucleic acid synthesis, protein synthesis, and much more. Another Biochemistry flashcard deck covers biochemical signaling, including hormones and neurotransmitters, signal transduction pathways, catabolic pathways and metabolism, and many more related concepts. Additional Biochemistry topics the flashcards cover include enzyme kinetics and inhibition, fundamental macromolecules, identifying molecules by structure, and many more important topics you may need to review.

Another Learning Tool you can take advantage of to help study for your Biochemistry class easier is the flashcards maker. You can use this Learning Tool to create your own Biochemistry review flashcards. To access this tool, you simply click on the “Create Tests & Flashcards” icon. You will then be directed right to the flashcards builder. Next, you will be provided with as many blank flashcards templates as you need to create your own virtual “deck” of Biochemistry flashcards.

While you can always come up with your own questions and answers to enter into the flashcards creator, you can also enter questions from past homework assignments, quizzes, and tests, or other study materials that you want to be able to practice on.

It is a great idea to make new flashcards out of the questions you answered incorrectly on past tests and assignments, so you can then make sure you remember the correct answer next time you face a similar question on an assignment. Be sure to take advantage of the space given on the flashcards templates where you can enter a brief explanation on why the answer is correct or the logic used to solve it.

Biochemistry can be a tough class or major, so be sure to study as much as you can. The Learning Tools Flashcards make studying easier when you are on-the-go or simply don't want to juggle a bunch of paper-based study materials.

All Biochemistry Resources

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Achieve for Biochemistry

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Case Studies

Introduce students to a biochemical mystery and allow them to determine what investigations will solve it.

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Skills You Need Activities

Skills You Need activities support students with review and practice of prerequisite skills and concepts from chemistry, biology, and math for each biochemistry chapter.

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Biochemistry

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Online Biochemistry Assignment Help

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Get Biochemistry Homework Help From Professional Writers

Many times, students find that they need biochemistry help with some of their assignments. “How can I do my biochemistry homework if it’s so complicated?” – that’s what we often hear from students. The problem is that they realize they need assistance way too late. In most cases, you probably think you have plenty of time to do your homework. And let’s be honest, you’ve probably procrastinated starting work on the assignment for as long as possible already. This is why we will not only show you some of the best ways to do a great job on your biochemistry homework quickly, but also show you where you can get some professional biochemistry homework help.

Reasons You Are Struggling With Your Biochemistry Assignment

Many students who are struggling with their homework don’t realize what causes the delays. Truth be told, if you know what to look for, you can take action as soon as possible. In other words, you can try to change the way you do your homework or try to get some help from experienced academic writers who work for our biochemistry homework service, for example. Here are some of the things that may cause you to miss your deadline:

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Learn How to Study Biochemistry the Right Way

Over the years, we’ve received a lot of interesting questions regarding biochemistry homework, from “who can do my biochemistry assignment?” to “how can biochemistry help the warfighter?” We’ve done our best to answer each and every question, but we feel that we can help students a lot more by putting up together a short list of advice. If you don’t know how to study biochemistry the right way and get an A+ on each assignment, here is what you should do:

• Try to take as many notes as possible during class. You should, however, only write down the important things.
• Read your notes before trying to do your homework. Don’t rely on your memory because it’s very easy to forget important things.
• Try to search for additional information on the Internet. If you want to learn how to learn biochemistry quickly, you need to learn how to find accurate information online. Remember, there are also plenty of videos available on various video sharing websites.
• Don’t be afraid to ask your classmates for a bit of biochemistry assignment help. You surely have some close friends in your biochemistry class. Remember, you can always study in a group to make things even easier.

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Before you start searching for biochemistry homework help, you should learn about a few tips and tricks that might help you learn biochemistry faster. Our experienced writers have put together a list of the best ones. Here is what you can do to get the best grades possible on your next assignments:

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• Trying to study for the MCAT exam? You are strongly advised to get some biochemistry classes help for MCAT. This exam is very important, so you need all the help you can get.

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If you need the best biochemistry help online, you can confidently get in touch with our experts. Our company has been in business for more than a decade. During this time, we have helped thousands of students complete their most difficult biochemistry assignments. And truth be told, we managed to help almost every student who needed our help get a top grade on his or her assignments. But how do we do it? How does it work?

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Blended & Online Learning Design Fellows

Biochemistry BSCI2520

L to R : Kristin Droege , Chemistry, working with Cynthia Brame , Senior Lecturer in Biological Sciences; Brandt Eichman , Associate Professor of Biological Sciences; Lauren Jackson , Assistant Professor of Biological Sciences; and Charles Singleton , Professor of Biological Sciences

Undergraduate introductory science courses are often large classes that mainly utilize lecture as a teaching method. Students often rely on rote memorization or shallow learning methods to manage course material. Increasing student engagement should increase student learning. 1

Potential Solution

Online homework is a commonly employed method to increase student participation and encourage students to practice the type of thinking needed for the course. This method has been used in introductory science classes and shown to increase student test scores and retention of information. 2

When online homework has automatic feedback with multiple attempts to answer it provides many of the same benefits as group work. 3 Online homework is very useful in increasing student engagement but the format of the online homework in introductory biochemistry courses has not been investigated. Therefore we will investigate if a traditional homework format or a case study format is more effective online homework1. Which type of homework questions will help students achieve topic-level learning objectives?

Research Questions

• Will the homework help students achieve topic-level learning objectives?

Hypothesis: Homework will improve student’s ability to achieve topic-level learning objectives compared to previous year. There will be no difference in the effectiveness of the two formats.

• Which type of homework format is more effective at helping students evaluate their own learning?

Hypothesis: The two homework formats will be equally effective at helping students assess their understanding of biochemistry concepts.

• Which type of homework question is more effective at stimulating student interest in biochemistry?

Hypothesis: Case study questions will increase students’ interest in biochemistry more than traditional homework.

Online homework will be implemented in a biochemistry course in Fall 2016, with a total of approximately 250 students in two sections of the course. Six homework assignments, consisting of 10 questions each, will be used to test our hypotheses. In these six homework assignments, one biochemistry topic will be covered by five “traditional” homework questions derived from the textbook while a second topic will be covered by five case study-associated questions. Examples are shown below.

Traditional Homework Questions

Case Study-Associated Questions

To evaluate the relative effectiveness of the two types of homework questions at helping students achieve topic-level learning objectives, we will compare performance on final exam questions, using student performance from previous years as a control. For example, the glycolytic metabolic pathway will be associated with traditional homework questions, while the gluconeogenic pathway will be associated with case study homework questions. We will compare student performance on final exam questions related to glycolysis and gluconeogenesis, using answers from the previous year as a control, to determine whether one type of homework question was more effective at helping students learn the material.

To evaluate the relative effectiveness of the two types of homework questions at helping students assess their own understanding, we will invite students to complete an anonymous survey at the end of the course reporting their perception of the utility of each type of homework for promoting their learning and for helping students evaluate their own understanding. The survey will also collect data on whether either question type increases student interest.

This study has the potential to improve understanding of the types of online homework questions that promote student understanding of biochemistry, a key course in preparation for careers in biology and medicine.

Research Question 1 : Will the homework help students achieve topic-level learning objectives?

We compared student performance on several questions that were identical on the 2015 and 2016 final exams and that dealt with topics covered by online homework. (Table 1) We observed a net gain of 4.04 points. Student t-test (2 tailed, unequal variance) was used to calculate a p value of 0.032 indicating a small but significant gain in these topics.

Table 1 . Total scores for identical, homework related questions on final exam. N= 136 ( p = 0.032)

Research Question 2: Which type of homework format is more effective at helping students evaluate their own learning?

During the end of the year survey students were asked if they believed the provided homework helped them assess their understanding of the course material. Using the likert scale (with 1= strongly disagree to 5= strongly agree) there was a significant difference in student responses. The average response for traditional homework was 4.08 and case study homework was 4.33 with a calculated p = 0.04. (Fig. 2)

Figure 2. Student survey responses on homework’s ability to help assess their understanding. (N=86)

Research Question 3: Which type of homework question is more effective at stimulating student interest in biochemistry?

Students were asked to complete a survey to report their perceptions of the homework. This survey was divided into a “traditional” homework sections and a “case-study” sections. Each section was provided a Likert scale so students could state their level of agreement with the provided statements. The survey indicated that students found both types of online homework questions useful but found the case study homework significantly more beneficial. They also felt that the case study homework increased their interest in biochemistry and their ability to connect course information with everyday phenomena. (Table 2, Fig. 3 and 4)

Table 3 . Averages responses for student survey. N= 86. Strongly agree=5, agree=4, neutral=3, disagree=2, and strongly disagree=1. * indicates p <0.05 and ** indicates p <0.01

Conclusions

In this study we were able to determine that homework did improve student perform on the final exam (when questions that were kept identical from 2015 to 2016 were compared). We also saw that “case-study” questions created a small but significant increase in the point total for “case-study” topics on the final exams. Student surveys revealed that students believed the “case-study” homework were more effective at increasing their understanding and interest in course material. “Case-study” homework also significantly increased their ability to connect course material with real-world phenomena. Therefore, case-study homework appears to have more benefits when compared to traditional homework format in a biochemistry course.

• Botch, B.; Day, R.; Vining, W.; Steward, B. J. Chem. Educ. 2007 , 84 (3), 547-553.
• Richard-Babb, M.; Drelick, J.; Henry, Z.; Robertson-Honecker, J. J. Coll. Sci. Teach . 2011 , 40 , 80-94.
• Eichler, J. F.; Peeples, J. J. Chem. Educ. 2013 , 90 , 1137-1143.

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Biochemistry sounds like a difficult field. And the reality is that it is one. It generally includes subfields like medicine, animal biology, nutrition, plant biology, and even molecular biology. These sciences all investigate the various chemical processes that are related to living organisms. In other words, you as a biochemist need to use chemical processes and knowledge to understand and to solve biological issues. And since professors like to give their students plenty of homework, you are most likely searching for a way to get some biochemistry homework help.

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35+ Amazing Biochemistry Project Topics To Boost Your Skills

Biochemistry is a rapidly-evolving field that has made incredible strides in understanding the molecular processes that underpin life. As such, there are a wealth of exciting and novel research projects available to students interested in pursuing a career in biochemistry.

In this blog, we’ll take a deep dive into some of the most cutting-edge biochemistry project topics that are currently being explored in labs around the world. We’ll explore everything from the latest techniques in synthetic biology and metabolic engineering to new drug design strategies, and discuss how these projects are helping to advance our understanding of the underlying biology.

What is Biochemistry?

Table of Contents

Biochemistry is the branch of science that studies the chemical processes and substances that occur within living organisms. It focuses on the chemical reactions and interactions that take place at the molecular level, including the structure and function of biomolecules such as proteins, carbohydrates, lipids, and nucleic acids.

Biochemists work to understand the mechanisms that govern the behavior of these biomolecules, and how they contribute to the overall functioning of living systems. They investigate everything from the synthesis and breakdown of complex biomolecules to the regulation of metabolic pathways and the interactions between different cellular components.

The knowledge gained from biochemistry research has numerous applications, including the development of new drugs and therapies, the design of new materials and biomolecules, and the optimization of industrial processes. Biochemistry also has important implications for understanding human health and disease, as many diseases are caused by abnormalities in biochemical processes.

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Significance of Biochemistry Project Topics

Biochemistry projects are significant for a number of reasons, including:

Advancing scientific knowledge

Biochemistry projects provide opportunities for researchers to make new discoveries and gain a deeper understanding of the underlying biochemical mechanisms that govern living systems. This knowledge can be applied to a wide range of fields, from drug design to agriculture to environmental science.

Developing new technologies

Biochemistry projects often involve the development of new technologies and techniques, such as genetic engineering or protein synthesis. These technologies can have wide-ranging applications and may lead to the development of new products or processes.

Improving human health

Biochemistry projects can have a significant impact on human health by leading to the development of new drugs or therapies. For example, biochemists may investigate the molecular mechanisms underlying a particular disease and develop a drug that targets those mechanisms, leading to more effective treatments.

Addressing environmental challenges

Biochemistry projects can also be used to address environmental challenges, such as developing new methods for cleaning up pollutants or improving the efficiency of renewable energy sources.

Providing opportunities for education and career development

Biochemistry projects can provide valuable educational opportunities for students at all levels, from high school to graduate school. They can also lead to career opportunities in academia, industry, and government, as biochemists are in high demand in many fields.

6 Elements Of Biochemistry Project You Must Know

Biochemistry projects typically involve several key elements, including:

Background research

Before beginning a biochemistry project, it’s important to thoroughly research the topic to gain a solid understanding of the current state of knowledge in the field. This may involve reading scientific literature, attending lectures or seminars, and consulting with experts in the field.

Hypothesis development

Once background research is complete, researchers typically develop a hypothesis to guide their investigations. This hypothesis should be testable and based on the available evidence.

Experimental design

Biochemistry projects often involve conducting experiments to test the hypothesis. This may involve designing experiments to test the effects of different variables or to compare different treatments. Experimental design should be carefully thought out to ensure that the results are meaningful and informative.

Data collection and analysis

Once experiments are underway, data must be collected and analyzed to determine whether the hypothesis is supported or not. This may involve using statistical methods to analyze data and draw conclusions from the results.

Conclusion and interpretation

After the data is analyzed, researchers must draw conclusions from the results and interpret what they mean in the context of the hypothesis. This may involve developing new hypotheses or refining existing ones based on the results.

Communication

Finally, biochemistry projects typically involve communicating the results to others. This may involve writing a scientific paper, giving a presentation at a conference or seminar, or publishing findings in a scientific journal. Effective communication is critical to ensure that the results are understood and can be used to inform future research.

How to Choose Biochemistry Project Topics

Choosing a biochemistry project topic can be challenging, but there are several strategies you can use to identify a promising area of investigation. Here are a few tips:

Identify your interests

Start by thinking about the areas of biochemistry that interest you the most. This could be anything from protein synthesis to metabolic pathways to genetic engineering. By focusing on an area of interest, you are more likely to be motivated and engaged throughout the project.

Consider current research

Look at the latest research in biochemistry to identify areas that are currently being investigated. This can help you identify areas where there is a gap in knowledge or where new techniques or technologies are being developed.

Identify a research question

Once you have identified an area of interest, develop a research question that can guide your investigation. This should be a clear and specific question that can be answered through experimentation or analysis of existing data.

Consult with your advisor

T alk to your advisor or a mentor in the field to get their input on potential project topics. They may be able to provide valuable insights into areas that are particularly promising or areas where there is a need for further investigation.

Consider practical considerations

Finally, consider practical considerations such as the availability of resources or the feasibility of conducting experiments in a particular area. You want to choose a project topic that is challenging but achievable given the time and resources available.

Here in this section we will explain more than 35 biochemistry project topics that will boost your skills which are as follows:

Protein folding and misfolding

Investigating the molecular mechanisms underlying protein folding and misfolding, and how this can lead to diseases such as Alzheimer’s and Parkinson’s.

Enzyme kinetics

Studying the kinetics of enzyme-catalyzed reactions, and how factors such as temperature and pH affect enzyme activity.

Metabolic pathways

Investigating the regulation of metabolic pathways in living systems, and how this can be used to develop new drugs or therapies.

Lipid metabolism

Exploring the mechanisms underlying lipid metabolism, including the synthesis and breakdown of lipids, and how this relates to metabolic disorders such as obesity and diabetes.

Molecular imaging

Developing new methods for visualizing molecules and molecular processes in living systems, including the use of fluorescent tags and advanced microscopy techniques.

Studying the function and regulation of proteins on a large scale, including the use of mass spectrometry to identify and quantify proteins in complex mixtures.

DNA damage and repair

Investigating the molecular mechanisms underlying DNA damage and repair, and how this relates to cancer and other diseases.

Genetic engineering

Developing new methods for manipulating genes and genomes, including the use of CRISPR-Cas9 and other genome editing technologies.

Glycobiology

Studying the structure and function of carbohydrates and their role in biological processes, including the development of new glycan-based therapies.

Investigating the physical properties of biological molecules and their interactions, including the use of techniques such as X-ray crystallography and nuclear magnetic resonance (NMR) spectroscopy.

Bioinformatics

Developing new computational methods for analyzing biological data, including the use of machine learning and other artificial intelligence techniques.

RNA biology

Studying the structure and function of RNA molecules, including their role in gene expression and regulation.

Cell signaling

Investigating the molecular mechanisms underlying cell signaling pathways, and how these pathways can be manipulated to treat diseases.

Cancer metabolism

Exploring the metabolic changes that occur in cancer cells, and how these changes can be targeted for therapy.

Drug discovery

Developing new drugs and therapies based on a better understanding of biological processes and molecular mechanisms.

Biomaterials

Developing new materials for use in biomedical applications, including drug delivery, tissue engineering, and biosensors.

Studying the metabolic pathways involved in energy production in living systems, including the development of new methods for producing biofuels.

Protein-protein interactions

Investigating the molecular mechanisms underlying protein-protein interactions, and how these interactions can be manipulated for therapeutic purposes.

Mitochondrial biology

Studying the function and regulation of mitochondria, including their role in energy production and metabolism.

Nanobiotechnology

Developing new nanoscale materials and devices for use in biological applications, including drug delivery and sensing.

Structural biology

Investigating the structure and function of biological molecules at the atomic level, including the use of X-ray crystallography and cryo-electron microscopy.

Biochemistry of aging

Exploring the molecular mechanisms underlying aging and age-related diseases, and how these processes can be targeted for therapeutic interventions.

Protein engineering

Developing new methods for engineering proteins with specific functions or properties, including the use of directed evolution and computational design.

Plant biochemistry

Studying the biochemical processes that occur in plants, including photosynthesis, respiration, and secondary metabolite biosynthesis.

Biomolecular simulations

Using computational simulations to model and predict the behavior of biological molecules and systems.

Drug metabolism

Investigating the metabolic pathways involved in drug metabolism, including the role of enzymes such as cytochrome P450, and how this can affect drug efficacy and toxicity.

Epigenetics

Studying the mechanisms by which gene expression is regulated, including the role of epigenetic modifications such as DNA methylation and histone acetylation.

Synthetic biology

Developing new biological systems or organisms with specific functions, including the engineering of biosensors, bioreactors, and biocomputers.

Neurochemistry

Investigating the chemical processes that occur in the nervous system, including the mechanisms underlying neurotransmitter synthesis and release.

Environmental biochemistry

Studying the biochemical processes that occur in the environment, including bioremediation, nutrient cycling, and the degradation of pollutants.

Membrane biochemistry

Investigating the structure and function of biological membranes, including the transport of molecules across membranes and the role of membrane proteins.

Studying the molecular mechanisms underlying the immune system, including the production and function of antibodies and the role of cytokines and chemokines in immune response.

Microbial biochemistry

Investigating the biochemistry of microorganisms, including their metabolism, growth, and adaptation to different environments.

Metabolomics

Studying the metabolic profile of biological systems, including the use of mass spectrometry and other analytical techniques to identify and quantify metabolites.

Nutritional biochemistry

Investigating the role of nutrients and other dietary factors in human health and disease, including the metabolism of macronutrients such as carbohydrates, fats, and proteins.

Enzyme engineering

Developing new methods for engineering enzymes with specific functions or properties, including the use of directed evolution and protein engineering techniques.

Metalloprotein biochemistry

Studying the role of metal ions in biological processes, including the function of metalloproteins such as hemoglobin, myoglobin, and cytochrome c.

These are just a few examples of the many potential biochemistry project topics. The field of biochemistry is vast and constantly evolving, offering many exciting avenues for investigation and discovery. The key is to identify an area of interest and develop a research question that can guide your investigation.

What To Consider When Choosing Biochemistry Project Topics

When choosing a biochemistry project topic, there are several factors to consider. Here are a few things to keep in mind:

Your interests

Choose a topic that you find interesting and engaging. This will help keep you motivated throughout the project and ensure that you enjoy the research process.

Feasibility

Consider the feasibility of your project in terms of time, resources, and equipment. Make sure that you have access to the necessary materials and equipment, and that you have enough time to complete the project within your timeframe.

Choose a topic that has not been extensively studied before, or one that builds on previous research in a new and innovative way. This will help your project stand out and contribute to the field of biochemistry.

Choose a topic that is relevant to current issues in the field of biochemistry, such as emerging research trends or topics of public health importance.

Collaborations

Consider opportunities for collaboration with other researchers or organizations in the field. Collaborations can enhance your project and provide new perspectives on your research question.

Ethical considerations

Consider ethical issues related to your project, such as the use of human or animal subjects, and ensure that your research follows ethical guidelines and regulations.

How To Make Your Biochemistry Project Worth It

Making your biochemistry project worth it involves several key steps:

Set clear goals

Identify the specific goals and objectives of your project, and ensure that they align with your research question and hypothesis. This will help keep your project focused and ensure that you are making progress towards a specific outcome.

Develop a solid research plan

Create a detailed research plan that outlines the methods and techniques you will use to gather data, analyze results, and draw conclusions. This will help ensure that your project is well-structured and that you are collecting high-quality data.

Utilize appropriate methods and techniques

Use appropriate methods and techniques for data collection and analysis that are relevant to your research question. This will help ensure that your results are reliable and accurate.

Collaborate with other researchers

Communicate your findings.

Communicate your research findings effectively through scientific publications, presentations, or other forms of outreach. This will help ensure that your research has a broader impact and contributes to the field of biochemistry.

Reflect on your experience

Reflect on your research experience and identify areas for improvement or future research questions. This will help ensure that your project has lasting value and can inform future research in the field.

This is the end of this post which is about Biochemistry Project Topics. On the other hand, undertaking a biochemistry project is an excellent opportunity for students to gain valuable experience in scientific research and contribute to the field of biochemistry. 

By selecting the right project topic, developing a solid research plan, and effectively communicating your findings, you can make a meaningful contribution to the field and enhance your skills and knowledge in biochemistry. Furthermore, in this post we mentioned more than 35 Biochemistry Project Topics so that you can enhance your skills.

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Biochemistry Assignment Help (Level up your skills with Biochemistry Homework Help)

Biochemistry Assignment Help | Biochemistry Homework Help

Biochemistry is a branch of science that studies chemical processes associated with living organisms. Biochemistry studies processes that exist at a molecular level, that is, processes within cells. It also observes intercellular interactions, for example how growth occurs and how the body fights illnesses. It is a laboratory-based scientific study that unites biology and chemistry through the application of chemical knowledge and methods to solve biological problems. When students fail to solve their assignments, our Assignment Helpers provide them with Biochemistry Assignment Help and tutoring services to help them achieve A grades.

Biochemistry itself is a vast field that covers areas of scientific disciplines such as plant science, forensics, genetics, microbiology, and medicine. This makes biochemistry assignments and homework very complicated and time-consuming. We, at All Assignment Experts, provide biochemistry assignment help and online tutoring to students who are struggling with biochemistry coursework.

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What Are The Key Features Of Biochemistry?

• Molecular Understanding: Biochemistry explores the microscopic intricacies of living organisms, decoding the structures and roles of vital elements such as proteins, nucleic acids, lipids, and carbohydrates.
• Enzymatic Processes: Central to the study is the examination of enzymes, the biological catalysts powering biochemical reactions. Proficiency in enzyme kinetics and mechanisms is essential for a comprehensive grasp of life processes.
• Cellular Metabolism: Biochemistry delves into the complexities of cellular metabolism, deciphering how cells produce and utilize energy through pathways such as glycolysis, the Krebs cycle, and oxidative phosphorylation.
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Biochemistry is like a molecular detective, investigating the tiny building blocks of life. It looks at proteins, DNA, fats, and sugars, unveiling the secrets of how they work together. Imagine enzymes as conductors guiding this molecular orchestra, revealing the mysteries of life processes. Various advantages of Biochemistry are mentioned below:

• Medical Advancements: Biochemistry assumes a crucial role in the fields of diagnostics, treatment, and the advancement of personalized medicine. This is achieved by unraveling intricate molecular processes and pinpointing specific biomarkers.
• Biotechnological Innovations: Biochemistry significantly contributes to the pharmaceutical industry, aiding in the development of drugs, vaccines, and genetic modifications. This fosters progress in various organisms, promoting better health and sustainability.
• Agricultural Impact: Biochemistry informs sustainable and efficient practices in food production, influencing crop yield, quality, and resistance to diseases.
• Environmental Solutions: Understanding biochemical intricacies aids in addressing environmental challenges, contributing to conservation efforts and strategies for mitigating pollution and climate change.
• Scientific Exploration: Biochemistry deepens our comprehension of life at the molecular level, fostering ongoing scientific discoveries and breakthroughs in various fields.

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Popular Student Queries While Solving Biochemistry Homework & Assignments

Is biochemistry considered inorganic chemistry? No, biochemistry is not considered inorganic chemistry. Inorganic chemistry deals with the study of non-living matter, including elements and their compounds, while biochemistry is the study of the chemical processes that occur in living organisms.

How much of biochemistry is organic chemistry? A significant portion of biochemistry is based on organic chemistry, which is the study of compounds containing carbon. Organic chemistry provides the foundation for understanding the structures and functions of biomolecules such as proteins, nucleic acids, and carbohydrates.

How to answer biochemistry questions? To answer biochemistry questions, you should first read the question carefully and identify the key concepts and terms. Next, you should use your knowledge of the relevant biochemistry concepts to formulate a response that accurately addresses the question. It's important to use clear and concise language and provide supporting evidence or examples to strengthen your argument.

What is biochemical validation? Biochemical validation refers to the use of laboratory tests to confirm the presence or absence of a specific biochemical or metabolic process in an organism or tissue. Biochemical validation is often used to support a diagnosis or monitor the progress of a disease or treatment.

How do you memorize Biochem pathways? Memorizing biochemistry pathways can be challenging, but there are some strategies that can help. One approach is to break down the pathway into smaller segments and focus on understanding the function and regulation of each step. You can also use mnemonic devices or visual aids to help you remember the pathway, such as creating an acronym or drawing a diagram.

What are we looking for when we perform biochemical testing? When performing biochemical testing, we are typically looking for specific molecules or compounds in a sample, such as glucose, cholesterol, or enzymes. These tests can provide information about a person's health status, including the presence of diseases, nutritional deficiencies, or metabolic disorders.

What is medical biochemistry? Medical biochemistry is a branch of biochemistry that focuses on the study of the biochemical processes and molecules involved in health and disease. Medical biochemists investigate the molecular basis of diseases, develop and evaluate diagnostic tests, and design and test new treatments.

How to read a biochemistry report? To read a biochemistry report, you should first review the reference ranges provided for each test to determine whether the results are within normal limits. Next, you should examine the individual test results and look for patterns or abnormalities that may indicate a specific condition or disease. It's also important to consider the patient's medical history and other laboratory results when interpreting a biochemistry report.

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Biochemistry Worksheets - 4 Homework Assignments

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Description

Use this set of 4 printable or digital homework assignments or study guides on biochemistry and macromolecules to provide your students with quality homework assignments for your "chemistry of life" lessons. This resource contains 20 student pages consisting of 167 questions. As I teach my unit on biochem, I assign a portion of these questions for homework each night. The completed homework assignments provide thorough study guides for the unit test. You can also use a few questions during class each day to check for student understanding of the concepts being taught.

This set of 4 homework assignments is perfect to use with my PowerPoint and Notes set: "Biochemistry and The Chemistry of Life" PowerPoint and Notes Bundle. Click this link to view this set.

Both printable and digital versions of this resource are included. The student handouts can be printed or used in the paperless digital format in your Google Drive, Google Classroom, Microsoft OneDrive, or similar. This resource is perfect for traditional classroom settings, 1:1 schools, or for distance learning.

What is included in your download folder?

• Printable and Editable Homework Assignments / Study Guides (Set of 4)
• Digital paperless versions (not editable) for use in Google Drive, Google Classroom, and/or Microsoft OneDrive
• Teacher Guide and Answer Key
• Teacher guide for Google Apps Versions

Homework 1: The Nature of Matter and Chemical Bonding

• The Nature of Matter: Atoms, subatomic particles, mass and charges of the subatomic particles.
• Elements: Definitions, isotopes, radioactive isotopes, practical uses of radioactive isotopes, the nature of compounds.
• Chemical Bonds: Definitions and examples of ionic and covalent bonds, polar molecules, polar covalent bonds, nonpolar covalent bonds.

Homework #2: The Properties of Water

• Properties of Water: The polarity of water molecules, hydrogen bonding, hydrogen bonds in ice, liquid water, and water vapor, cohesion and adhesion.
• Mixtures, Solutions, and Suspensions: Definitions, homogeneous and heterogenous solutions, solute, solvent.
• Reasons why water makes life possible.
• Acids, Bases, and pH: The pH scale, definitions of acids and bases, buffers, why buffers are essential to the life of a cell.

Homework #3: Introduction to Carbon Compounds and Carbohydrates

• Carbon Compounds: The difference between organic and inorganic compounds, the characteristics of carbon that allow for the building of a large variety of biological molecules.
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• Published: 04 August 2024

Developing a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) model combined with the OBE (Outcome Based Education) concept to improve the teaching outcomes of higher education

• Zhiwei Xu 1 ,
• Liping Ge 1 ,
• Guiqin Song 1 ,
• Jie Liu 1 ,
• Lijuan Hou 1 ,
• Xiaoyun Zhang 1 ,
• Xiaotong Chang 1 ,
• Lan Yin 3 &
• Xiaoming Li   ORCID: orcid.org/0000-0003-3899-7021 2  

Humanities and Social Sciences Communications volume  11 , Article number:  1001 ( 2024 ) Cite this article

Metrics details

• Science, technology and society

The teaching objectives of traditional approaches in higher education emphasize mostly students’ mastery of knowledge and have insufficient directionality to social needs. In this study, we developed a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model combined with the OBE (Outcome Based Education) concept to enhance the teaching outcomes. Firstly, based on the graduation requirements and professional training objectives of students, we divided the course objectives into three dimensions (knowledge, ability and quality), and further specified into index points. Then, the teaching content of each chapter was set to correspond with the index points. Finally, the BOPPPS teaching model was used to meet each requirement. Clinical biochemistry testing course was used as a model to assess the effects of the teaching reform. After the class, the teaching effect was analyzed based on the questionnaire surveys from the students and their scores of both the chapter and final examinations. The results showed that compared with the traditional approach, the BOPPPS teaching model combined with the OBE concept has demonstrated a notable enhancement in student engagement, and significant improvement of their mastery of knowledge, application skills, and problem-solving abilities. The examination scores of the BOPPPS group were markedly higher than those of the traditional group. Moreover, the difference between the two groups diverse assessment scores was much bigger than that between the two group examination scores. Our study indicates that the BOPPPS teaching model combined with the OBE concept is a highly effective teaching model for enhancing the learning effectiveness of students.

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Introduction.

Traditional higher education’s unidirectional knowledge transfer and unitary assessment methods inadequately address social needs, resulting in compromised teaching effectiveness. Therefore, how to redesign the curriculum training objectives, update the curriculum content system, and innovate teaching and assessment models to cultivate talents with good practical, innovative, and comprehensive abilities is an urgent problem to be studied and solved.

OBE, known as result-oriented education or goal-oriented education, originated from the Western higher education reform trend in the 1980s and has made remarkable contributions to education systems worldwide (Shaheen, 2019 ). Since OBE is oriented towards expected outcome goals, the teachers need to clarify what is most important to students before organizing, implementing, and evaluating teaching (Yen, 2016 ; Singh and Ramya, 2011 ). That is, teachers should clarify the abilities that students should possess upon graduation, and determine educational goals according to the required abilities in the profession to ensure that students can adapt to their job positions in a timely manner after graduation (Akçayır and Akçayır, 2018 ; Zhang, 2020 ). On this basis, appropriate teaching activities are designed to ensure the achievement of expected goals, the core of which is to emphasize that teaching should be reasonably designed and optimized around the expected learning outcomes, ensuring that students meet graduation requirements and acquire the comprehensive skills that should be possessed during employment (Dai et al., 2017 ; Rajaee et al., 2013 ). In summary, the OBE concept is based on the future effectiveness of students, emphasizing what students have learned rather than what teachers have taught, which can effectively improve the problem of students’ insufficient comprehensive abilities in traditional learning and provide new ideas for current education and teaching (Sajdak and Kościelniak, 2014 ; Tan et al., 2018 ).

However, altering teaching concepts is not enough. Specific teaching models and methods need to be reformed. The BOPPPS model, which originated in Canada and was initially created based on the need for teacher qualification certification, emphasizes student-centered participatory teaching and meets the requirements of the times (Instructional Skills Workshop Network, 2023 ). Since the BOPPPS teaching model advocates a student-centered approach, teachers are required to utilize diversified teaching methods, optimize teaching design, and increase classroom interactivity. This model has provided teachers with a highly organized teaching framework to ensure high-quality and efficient teaching, which mainly includes Bridge-in, Objectives, Pre-assessment, Participatory-Learning, Post-assessment, and Summary. The initial letter of each part is combined into BOPPPS as the abbreviation of this teaching model. The meanings and characteristics of each part are as follows: B (Bridge-in): the introduction and guidance of the class, introducing the teaching content, attracting students’ attention and stimulating their interest; O (Objectives): the teaching objectives and expected teaching outcomes, clarifying the teaching objectives and enabling students to understand what can be done by learning the knowledge; P (Pre-assessment): the pre-class testing process, which helps teachers understand students’ mastery degree of relevant knowledge, laying the foundation for subsequent teaching; P (Participatory-Learning): the core module of the BOPPPS model and the main part of classroom teaching, allowing students to participate in classroom activities and guiding them to learn independently; P (Post-assessment): the assessment to understand students’ learning effectiveness, whether teaching objectives have been achieved, what the students have learned, and provide feedback on the learning effectiveness; S (Summary): Summarizing this lesson and introducing the content of the next lesson, collecting feedback, praising, and guiding students to summarize and reflect on what they have learned. The BOPPPS model has been employed in the teaching of many subjects, such as physiology education (Liu et al., 2022 ), oral histopathology (Wang et al., 2021 ), dental materials education (Yang et al., 2019 ), healthcare and management education (Ma et al., 2021 ). And the model has been proven to be highly effective for improving the learning effectiveness of the students.

In this study, the OBE concept and BOPPPS teaching model were combined to improve teaching outcomes of higher education. First, the course outcome goals were divided into three dimensions – knowledge, ability and quality, which were further specified into index points. Then, the teaching content of each chapter was set to correspond to the index points. Finally, the BOPPPS teaching model was used to achieve each requirement. Clinical biochemistry testing course, the core course of medical laboratory technology subject, was used as a model to assess the effects of the teaching reform. This course covers a wide range of knowledge and complex content, and plays an important role in medical theory and practice. Seven classes of undergraduate juniors majoring in medical laboratory technology were randomly divided into two groups. The BOPPPS group containing three classes utilized the BOPPPS teaching model combined with the OBE concept. The traditional group containing the remaining four classes used the traditional teaching approach. After the class, the teaching effect was analyzed based on the questionnaire surveys from the students and their scores on both chapter and final examinations.

Design of the BOPPPS teaching model combined with OBE concept

Based on the OBE concept and the implementation process of BOPPPS teaching model, this study constructed the idea of “student-oriented, result-oriented, and continuous improvement”, and designed the BOPPPS teaching model combined with OBE concept (Fig. 1 ).

Cultivation goals and corresponding graduation requirements were determined based on social and industry development demands. Then, index points were specified to meet the requirement. According to the points, the curriculum and its teaching requirements were set, and corresponding teaching activities were launched by BOPPOS teaching model. Finally, evaluations were conducted to feed back the teaching effect and provide reference for teaching improvement.

Implementation steps of the BOPPPS teaching model combined with OBE concept

The OBE education concept emphasizes the achievement orientation. We divided the outcome objectives into knowledge objectives, ability objectives and quality objectives, and further subdivided them into index points corresponding to graduation requirements based on the specific training goals and graduation requirements of students in different majors. The teaching content was optimized based on these index points, ensuring that the course teaching outcomes support graduation requirements. This study utilized the six-phase BOPPPS teaching model to attain the targeted index points (Fig. 2 ).

From the perspectives of both teachers and students, we carried out teaching activities through the six specific steps of the BOPPPS teaching model (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary) to achieve learning outcomes.

The effective course bridge-in can guide students well to have strong interest and motivation, and help students focus on or connect to the course content, improving the completion of the index points from the source. In this stage, the teachers focused on explaining the importance of this course learning around the index points, telling stories and current events closely related to the core teaching content or the previous related teaching content, organically linking the students’ existing foundation with the content they would learn, and put forward questions related to the teaching topic to guide students into the core content of the teaching link. For example, in the chapter of “the biochemistry test of hepatobiliary diseases” of clinical biochemistry testing course, bilirubin metabolism and the occurrence mechanism of jaundice are the key and difficult contents. Before class, teachers preloaded typical teaching cases and clinical images of jaundiced patients on the “Xuexitong” platform, posing questions to engage students in the course material. For examples, what clinical manifestations do you find through observation; what are the biochemical mechanisms leading to these clinical manifestations; what disease may a patient suffer from?

Based on the graduation requirements and professional training objectives of students, we divided the objectives into three dimensions, further refined them into ability index points. All teaching and learning activities were conducted and developed around the index points and their corresponding learning objectives. The teacher informed students of the learning objectives in the “Notification” column of the “Xuexitong” platform in advance. The students could use the resources of the platform for purposeful independent learning. For example, before class teaching of “Selection and evaluation of clinical biochemistry test methodology” of clinical biochemistry testing course, the students were informed in advance that through this class they would learn to design a technical route for the performance evaluation of a clinical biochemical test method. The establishment of learning objectives would enable students to have a clear understanding of the content of this class, and enhance their motivation to learn, thus more effectively urging students to actively participate in learning and meet the requirements of the index points.

Pre-assessment

Pre-assessment was used to understand the gap between real situation of the students and the index points requirements through questionnaires, exams, homework, questions, discussions, and other forms after the learning objectives were established. The teacher posted a time-limited questionnaire or test through the “Xuexitong” platform, which covered the basic knowledge related to this class. After finishing the statistics on the students’ task completion, the teacher got to know the students’ knowledge mastery and the effect of their independent learning before class, so as to achieve reference for subsequent teaching design, such as adjusting the depth and pace of lecture content.

Participatory learning

Participatory learning is a very important part, which facilitates teacher-student interaction to achieve interactive learning of the course’s core content. In this link, both student group discussion and interactive communication under simulated situations were arranged to enhance the classroom atmosphere of participatory learning and achieve the real effect of participatory learning between teachers and students. This link could be divided into three sub-parts as follows, including determination of learning tasks, exploration of activities, exchange and display of results:

Determination of learning tasks

Under the guidance of the index points, the teacher clarified what knowledge and skills students should master in this class according to the curriculum standards and teaching objectives, and made it clear to the students what outcomes they should obtain through this class. Then, learning tasks were determined around the outcome goals, and the students were given the space to think and develop independently. For example, since typical cases of diabetes, liver disease, kidney disease, hyperthyroidism, acute myocardial infarction, familial hypercholesterolemia would be selected during the teaching in the clinical biochemistry testing course, the cases and some related questions were published in advance of the “Xuexitong” platform. The inquiries focused on identifying potential diseases, diagnostic foundations, appropriate biochemical tests, and the theoretical underpinnings of test design. The students were asked to consult relevant information and material in advance, perceive the learning tasks in advance in the context created by the teacher, and engage in independent learning to prepare for subsequent class learning.

Exploration of activities

The teacher used the random grouping function in the “Xuexitong” platform to divide students into groups, making each group with 5–7 persons. In the process of activity exploration, students chose the appropriate path according to their respective tasks, independently consulted relevant information and material to complete the corresponding learning tasks, and then deliberated, analyzed and discussed with group members on the specific task content.

Results exchange and display

The OBE Concept emphasizes the importance of providing students with opportunities as many as possible to display their learning results, which can in turn motivate them to learn. A representative was selected randomly to give a presentation about task completion status, and other groups gave their opinions or suggestions, so that they could complement one another. Moreover, the teacher gave the comments and supplements, and summarized all the presentations in the end to provide feedback on the completion of the index points. In this way, all students actively took part in the learning process.

Post-assessment

An assessment was conducted near the end of the class. The targeted assessment was used to check students’ learning status and to understand whether students’ learning in this class had achieved the index points. The assessment was designed to effectively measure whether index points were achieved, so as to give feedback on teaching and learning. Accordingly, the teaching could be timely and correctly adjusted, thereby getting enhanced effectiveness. After the completion of classroom teaching, assignments were published through the “Xuexitong” platform so that the teaching could further inspect students’ understanding and mastery of this section based on the completion status of the exams and assignments.

The teacher reviewed all the course content of this section, helping students comprehensively understand and systematize the learned content around the index points, and promoting reflection on their own learning effectiveness. The teacher could also use the summary section to emphasize again the key points of this lesson or to set the stage for the next lesson. Summaries are usually brief, but essential. For example, to summarize the lesson “Bilirubin metabolism and the mechanism of jaundice” in the clinical biochemistry testing course, firstly, we outlined the four components of bilirubin metabolism: Mononuclear phagocyte system generation; Transport in blood; Uptake, transformation and excretion by hepatocytes; Changes in the intestinal tract and enterohepatic circulation. Then, the pathogenesis of the three types of jaundice was briefly reviewed in the context of the bilirubin normal metabolism diagram. Additionally, the content of the next lesson was previewed: the laboratory differential diagnosis of the three types of jaundice and the determination of bilirubin. Summaries give students a sense of the systematicness, logicality, and completeness of the course.

Above all, to achieve the index points, the BOPPPS teaching model combined with the OBE concept begins with attracting students’ interest in learning. Teaching objectives are announced before class to achieve outcome orientation, and a pre-assessment is performed to understand students’ knowledge and ability reserves. Then, based on the results of this assessment, interactive and participatory teaching activities are designed, and students’ mastery is assessed through assessments after the completion of teaching activities. Finally, a teaching summary is launched, which is also the introduction to the next class.

The use of diverse assessment methods to measure students’ learning effectiveness

The OBE education concept advocates the use of multiple evaluation methods to assess students’ learning outcomes, breaking through the traditional way of paper-and-pencil answer-based tests, introducing a diverse assessment model for the entire teaching process, and emphasizing the evaluation of students’ overall quality. The evaluation dimensions mainly included examinations and, evaluations from the teachers and other students in the group. The students not only received feedback from teachers and classmates but also had a clear understanding on the mastery of their own knowledge and skills and how they performed during the cooperation with classmates. Learning effectiveness was improved through teacher and classmates’ comments as well as personal self-evaluation and reflection. The diverse assessment approach is more reasonable for learning performance evaluation and more conducive to student growth.

As shown above, we designed a BOPPPS teaching model combined with the OBE concept, and outlined its implementation steps and assessment methods of students’ learning effectiveness. Herein, clinical biochemistry testing course was used as a model to assess the effects of the teaching reform. We analyzed whether the BOPPPS teaching model combined with the OBE concept could play a positive role in promoting students’ performance and shaping their own ability, so as to promote the continuous improvement of this teaching model, with a view to providing teaching reference for the medical laboratory technology-related professional courses. Based on the graduation requirements and professional training objectives of students, we divided the course objectives into three dimensions, further refined them into 10 index points. Finally, the validity of the model was verified using diverse assessment, questionnaires, and interviews. The chapter “Biochemical tests of endocrine diseases” was used as an example for showing the implementation process.

Ethics statement

This study was approved by the Ethical Review Committee of Hebei North University (No. hbnuky-2022-066). All participants voluntarily participated in this study and completed an informed consent form. Information with the potential to identify individuals was anonymized.

Experimental design

Experimental subjects.

Seven undergraduate classes from the Medical Laboratory Technology program at Hebei North University participated in this study. Each class contained 36 or 37 students. Among them, three classes were randomly selected as BOPPPS group, for which the BOPPPS teaching model combined with the OBE concept was implemented. The other four classes were set up as traditional group, for which the traditional teaching model was implemented. The students in different classes had no significant difference in terms of age and gender. Especially, At the beginning of the study, all the students have been assessed for their learning abilities and critical thinking skills, which were assessed based on students’ GPA (Ghanizadeh, 2017 ; Kim and Shin, 2021 ; Nur’azizah et al., 2021 ) during last two years and statistical analysis. The results showed that there was no significant difference in critical thinking skills and learning abilities of students in the traditional group and those of students in BOPPS group. The traditional teaching model adopted a teacher centered teaching method, emphasizing the teaching of teachers and the listening of students. At the beginning, the students were randomly divided into groups. The student number of each group was the same as that of BOPPPS group. The teaching process included three parts as follows: (1) teacher lecture (55 min), during which teachers systematically explained new knowledge, concepts, principles and skills. (2) practice and Q&A (25 min), during which the students engaged in case studies and discussion in groups, and the teacher answered students’ questions. (3) summary and preview assignment (10 min), during which the teacher summarized the lesson, emphasized key points, and finally assigning preview tasks for the next class.

The teaching team were provided with unified training on the teaching model to ensure that every teacher utilized the same teaching methods and strategies, and that the students in each group received consistent teaching methods.

Analysis of outcome targets and index points

According to result-oriented requirements of the OBE concept, in this study the outcome objectives of the course “Clinical Biochemistry Testing” were divided into knowledge objectives, competence objectives and quality objectives, and further subdivided into 10 index points corresponding with the training objectives and graduation requirements of medical laboratory technology students, which were shown in Table 1 .

Corresponding relationship between the teaching content and index points

Each chapter of the clinical biochemistry testing course corresponds to the corresponding index points to form a matrix of teaching activities to ensure that the course teaching outcomes support graduation requirements, as shown in Table 2 .

Teaching of the example chapter

Endocrine system is an important regulatory system in the body. Secreted hormones enter the blood circulation and regulate the normal physiological activities of many organs and cells through body fluids. The content of this chapter is highly theoretical, numerous and complex. Before class, according to the teaching model, the teacher published learning objectives, learning tasks and learning resources through the “Xuexitong” platform the day before class teaching. The teacher adjusted the classroom teaching content appropriately according to the results of pre-assessment at the beginning of the class. Then, the students learned by means of question guidance, group discussion and representative presentation, and the teacher comprehensively controlled the teaching and learning effect and rhythm through the teaching model. After class, the teacher posted the summary of learning effect and homework online, and collected students’ learning feedback. According to the feedback, the learning difficulty and rhythm of the following chapters were adjusted, and finally the diverse evaluations were carried out. The teaching process of this chapter in the class of 90 min is shown in Fig. 3 .

In the class, the first step is to conduct a pre-assessment to understand the students’ preview situation, and adjust the teaching content appropriately. Next, cases were led in and questions were put forward to attract students’ attention and guide them into a learning state. Then, the students were engaged in a series of participatory learnings, including group discussions and representative statements after the teacher explained knowledge points through animated demonstrations and clinical real test reports, and further thinking and discussions based on the summary and questions of the teacher. And then, a post-assessment was conducted to evaluate the learning effectiveness of students. Finally, the teacher summarized the key content of this lesson.

Analysis of teaching effect

Questionnaire for survey.

A survey was conducted to exhibit the effectiveness of the BOPPPS teaching model combined with the OBE concept and traditional teaching methods. The questionnaire was formulated based on the expected outcomes. Table 3 showed the questionnaire survey form. For each question, responses of the students were given out of five options, including “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree”. The questionnaire covered three aspects as follows: 1) student outcomes; 2) course outcomes; 3) teaching methodology. Student outcomes mainly manifested the students’ skills and the ability to utilize them in future professional life. Course outcomes represented the students’ opinions about some aspects of the course, mainly including its precision, workload, attraction, and help. The last part of the questionnaire was about the teaching methodology, which is also very important because it directly affects student learning. The teaching methodology and the teacher should exhibit some necessary characteristics (Ezechil, 2017 ), such as presenting knowledge and information clearly, treating the students with respect and fairly, enthusiastic about teaching the course, encouraging the students to learn, and providing supports and help timely when needed.

Student score analysis

In order to further quantitatively compare the teaching effect of the BOPPPS teaching model combined with the OBE concept and traditional teaching methods, we conducted systematic analyses into scores of the BOPPPS group and traditional group at end of both the chapter (staged scores) and the semester (final scores). We have considered two aspects for both the stage scores and final scores. One aspect is the examination scores. The other aspect is diverse assessment scores, among which examination, evaluation from teachers and classmates accounted for 50%, 30%, and 20% respectively. The scores of the BOPPPS group and traditional group were expressed as mean value ± standard deviation. Statistical calculations were conducted with SPSS (Chicago, IL, USA) 21.0 Windows software, and T-test was used to analyze the differences of the scores between the two groups. A p -value less than 0.05 was regarded as a significant difference. Moreover, we compared the proportion of students in different score intervals (90–100, 80–90, 70–80, 60–70 and under 60) in the two groups.

Interview record analysis

In order to understand views and learning experience of the teachers and students who participated in the experiment about the BOPPPS teaching model combined with OBE concept, we conducted oral interviews with them, which were launched after the final exam and before the students received their scores. The interviews were held by teaching supervision group of the college who had no dependent relationship with the teachers and students of this course. Ten students were randomly selected from each class in the traditional group and BOPPPS group by a simple random sampling method. The conversation with students mainly included students’ acceptance and adaptation to the teaching mode, their learning effectiveness and difficulties encountered, opinions and suggestions on the teachers, cooperation in the group, and their feelings towards the classroom environment. All the teachers were interviewed. The conversation with the teachers mainly included the overall feeling of the teachers towards the BOPPPS teaching mode and whether they have adapted and liked this teaching mode; their experience in the BOPPPS teaching mode, including course design, teaching methods, and the use of teaching resources; changes in teacher-student interaction and classroom atmosphere under the BOPPPS teaching mode; the mastery of knowledge by students in the traditional and BOPPPS teaching mode; the advantages and disadvantages of BOPPPS teaching mode compared to traditional teaching mode. Finally, the teaching supervision group checked each feedback, extracted key information and viewpoints, and summarized the feedback and suggestions.

Questionnaire survey

Each student of both BOPPPS group and traditional group was asked to fill out the questionnaire form and record their responses to every item in the questionnaire. All of the filled questionnaire forms were collected. Figure 4a showed the responses of the BOPPPS group while Fig. 4b shows the survey result of the traditional group. Quantitative analysis results of the student responses based on that “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree” were set as 1, 2, 3, 4, and 5, respectively, were shown in Fig. 4c . It could be found that compared with the students in traditional group, more students in BOPPPS group thought that they developed analytical approach, elevated problem-solving skills and produced new ideas, and that the developed skills were helpful for their future career. In addition, compared to the traditional group, higher proportion of students in BOPPPS group believed that technical approaches were adopted, and that application of knowledge to practical work was learned. From the responses to the second part of questionnaire, course outcomes, it could be seen that in contrast to the traditional group, more students in BOPPPS group agreed that the skills were helpful for their future professional development. Moreover, higher proportion of students exhibited a keen interest in the course, and thought that the course materials were updated and relevant. The last portion was related to the teaching methodology. Compared with the students in traditional group, more students in BOPPPS group agreed that knowledge and information were presented clearly, and that learning and participation were well encouraged. 95.42% of the students in BOPPPS group agreed that the course was well taught, including 62.39% of those who strongly agreed, while 84.25% of the students in traditional group agreed that the course was well taught, including only 36.3% of those who strongly agreed.

Student responses of BOPPPS group ( a ) and traditional group ( b ) to each question of the questionnaire survey, which were given out of five options, including “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree” for each question; Quantitative analysis results of the student responses ( c ) based on that “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree” were set as 1, 2, 3, 4, and 5, respectively; Statistical mean of the student responses to the six questions in each section of the questionnaire survey ( d ) based on that “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree” were set as 1, 2, 3, 4, and 5, respectively. (* denotes P  < 0.05 compared to traditional group).

Statistical mean of the student responses to the six questions in each section of the questionnaire survey based on that “strongly disagree”, “disagree”, “neutral”, “agree” and “strongly agree” were set as 1, 2, 3, 4, and 5, respectively, was depicted in Fig. 4d . It was shown clearly that for the part of student outcomes, the BOPPPS group had a generally higher level of agreement than the traditional group did. For the part of course outcomes, the level of agreement for the BOPPPS group was also significantly higher than that for the traditional group although two groups of students with almost the same proportion agreed that the workload of the course was manageable. For the last part of questionnaire survey, the BOPPPS group also had a significantly higher level of agreement than the traditional group did. The data further confirmed the potency of the BOPPPS teaching model combined with the OBE concept in education.

Furthermore, we conducted reliability analysis to evaluate reliability of the questionnaire. The higher the Cronbach α coefficient is, the higher the reliability is. If the coefficient were above 0.7, reliability of the questionnaire would be acceptable while if the coefficient were below 0.6, reliability of the questionnaire would be too low, and its items would need to be redesigned (Hair et al., 2011 ). The reliability analysis result of the questionnaire in this study was shown in Table 4 , from which it could be seen that the Cronbach reliability coefficient was greater than 0.9, indicating that the reliability of the data should be very high.

In addition, we conducted validity analysis using Kaiser-Meyer-Olkin (KMO) and Bartlett’s Test of Sphericity (BTS) to evaluate if the questionnaire could effectively measure the required content and express the accuracy of the results. The results showed that the KMO value of our questionnaire was 0.965 and that the P value of BTS was 0.000 (Table 4 ), which indicated that our questionnaire had good structural validity (Kline, 2015 ).

Staged score

After the teaching of the chapter, student staged scores of the BOPPPS group and traditional group were analyzed. Figure 5a shows that the examination scores of the BOPPPS group (88.7 ± 5.8) were significantly higher than those of the traditional group (78.9 ± 5.8). Moreover, diverse assessment scores of the BOPPPS group (90.4 ± 5.3) were also notably higher than those of the traditional group (77.7 ± 5.1). The difference between the two group diverse assessment scores was much bigger than that between the two group examination scores. Specially, we analyzed the score interval of the BOPPPS group and traditional group, the results of which were shown in Fig. 5b . The percentage of 90–100 score interval students in the BOPPPS group was much bigger than that in the traditional group (examination: 49.5% vs. 8.9%; diverse assessment: 68.8% vs. 2.1%), while the percentage of students, whose scores were under 80, in the BOPPPS group was much smaller than that in the traditional group (examination: 7.3% vs. 52.1%; diverse assessment: 9.2% vs. 65.8%). Especially, there was no student under 60 score in the BOPPPS group while there were some in the traditional group (examination: 0.7%; diverse assessment: 1.4%).

Examination score and diverse assessment score among which examination accounted for 50%, evaluation from teachers accounted for 30%, and evaluation from classmates accounted for 20% ( a ), and percentage of the students in different score interval ( b ). (* denotes P  < 0.05 compared to traditional group).

Final score

At the end of the semester, the final scores of both BOPPPS group and traditional group were analyzed. Firstly, the final examination scores of the two groups were compared, as shown in Fig. 6a . We can see that the final examination scores of the BOPPPS group were significantly higher than those of the traditional group (90.7 ± 5.7 vs. 80.3 ± 5.4). Besides, the diverse assessment scores of the BOPPPS group were also significantly higher than those of the traditional group (91.7 ± 5.5 vs. 78.0 ± 5.9). Obviously, the difference in the diverse assessment scores between the two groups was much bigger than the difference in examination scores between the two groups. Furthermore, the score interval of the BOPPPS group and traditional group was summarized, the results of which were shown in Fig. 6b . We can see that the percentage of 90–100 score interval students in the BOPPPS group was much bigger than that in the traditional group (examination: 51.4% vs. 6.2%; diverse assessment: 74.3% vs. 3.4%). As expected, the percentage of students with scores under 80 in the BOPPPS group was much smaller than that in the traditional group (examination: 5.5% vs. 41.1%; diverse assessment: 7.3% vs. 63.0%). Moreover, there were no students under 60 score in the BOPPPS group while there were some in the traditional group (examination: 0.7%; diverse assessment: 0.7%).

The final examination score and diverse assessment score among which examination accounted for 50%, evaluation from teachers accounted for 30%, and evaluation from classmates accounted for 20% ( a ), and percentage of the students in different score interval ( b ). (* denotes P  < 0.05 compared to traditional group).

Interviews with the teachers

The teachers stated that compared to the traditional teaching, the BOPPPS teaching model provided a more clear teaching framework, making classroom teaching more organized and helping them better organize and plan teaching content. The BOPPPS teaching model made the classroom more lively and interesting, and students show higher enthusiasm. The teachers generally believed that through interactive activities such as group discussions and representative presentations, students’ interest in learning could be enhanced, and their ability to analyze and solve problems could be exercised. In the BOPPPS teaching model, multimedia and online resources could be more fully and effectively utilized, enriching teaching content and methods. The teachers thought that in the BOPPPS teaching mode, teacher-student interaction was more in-depth, the classroom atmosphere was more active, students were more willing to speak and ask questions, and the communication and interaction between teachers and students increased the fun and attractiveness of the classroom, as well as improved students’ understanding and memory of knowledge. Moreover, the teachers reported that compared to the traditional teaching, the BOPPPS teaching model could make students have a stronger grasp and improved understanding and application abilities of knowledge because they have more opportunities to participate in the exploration and understanding process of knowledge.

Interviews with the students

The students in the BOPPPS group said that they liked such a learning atmosphere, which could improve their interest in learning, and cultivate their teamwork ability and innovative thinking. The achievement-oriented approach enabled them to know clearly “what to learn, how to learn, and to what extent they need to learn”. Moreover, they could always check their achievement of learning objectives in class and get timely feedback information. Communication and discussion among classmates were found to not only increase knowledge but also foster mutual understanding and positive emotions. Although a small number of students expressed that they were initially not accustomed to this teaching mode, they felt that their knowledge and ability had been significantly improved and gained a lot, and now they gradually become fond of this teaching mode, and even expect more courses to adopt this teaching mode in future.

Traditional group students felt that the classroom was dull and lacked interaction, but they became accustomed to the traditional teaching mode and were able to learn according to the teacher’s guidance. However, they thought that their critical thinking and innovative abilities had not be significantly enhanced. The students generally believed that the teachers were serious and responsible, but they hoped that the teachers could increase the interactivity and fun of the classroom. They felt that cooperation among students was not enough.

The knowledge system of teaching content needs to be dynamically updated according to the frontiers and tendencies of the discipline and the requirements of social development, and introduce the new achievements of academic and scientific development of the discipline into the curriculum to meet the professional requirements of modern technology. The BOPPPS teaching model emphasizes student-centered learning and embodies specific implementation process, which has played an important role in improving the attractiveness of classroom teaching. However, there are still problems in its implementation, such as insufficient targeting of activity goals towards social demands, unclear teaching objectives, etc., resulting in limited teaching effectiveness, and the students could not be well recognized by employers after graduation (Wu et al., 2022 ; Shen et al., 2024 ). OBE emphasizes result-oriented education or goal-oriented education and has made significant contributions to education systems worldwide. However, OBE did not show how to implement the teaching process (Yang et al., 2023 ; Huang et al., 2023 ). We can see that the two teaching models are complementary. Although they have been extensively practiced respectively, few studies on the combined use of them have been found. In this study, we designed the BOPPPS teaching model based on the OBE concept. Under this model, the emphasis is very much on clarifying objectives, embodying specific implementation process, and evaluating learning progress and completion. Especially, we proposed specific index points according to results-oriented requirements of the OBE concept and the professional training objectives. Teaching content was constructed according to the index points, and the theoretical, practical, high-level and innovative nature of the curriculum were specifically reflected according to the employment destination and graduation requirements of students. We transformed the curriculum teaching from one-way knowledge teaching to two-way discussion between teachers and students through the BOPPPS teaching mode, keeping the teaching content up-to-date with the times. Moreover, comprehensive and reasonable evaluations including both phased assessments and summative assessments at the end of the course were suggested, such as phased exams, final exams, student evaluations, teacher evaluations, questionnaire surveys, student interviews, teacher interviews, etc.

During the teaching implementation process, we reasonably arranged teaching content, and chose teaching methods and means based on the index points to ensure high-quality teaching. The teaching methods were more diverse, and information and digital teaching tools were more complete. We have recorded 35 teaching videos, each of which lasts 10–15 min and focuses on one knowledge point for students to learn online. Through teacher guidance, students developed learning plans based on learning tasks and objectives, using textbooks, electronic courseware, exercise library and case library, to clarify learning objectives and master course content well. The six links of the BOPPPS teaching model were gradually integrated and organically combined to create a closed teaching loop. The purpose of creating such a teaching loop was to enable students to form a continuous “ubiquitous learning”, which could extend our classroom beyond the original classroom, make the teaching process interactive and immersive, and effectively solve the problem of low participation of extracurricular student in learning, greatly improving students’ learning enthusiasm and enhancing their sense of gain (Dai et al., 2022 ; Hu et al., 2022 ; Zhang et al., 2020 ). In addition, through three-dimensional and systematic learning before, during, and after class, knowledge learned by students was consolidated, and their habit of discovering problems and exploring independently was gradually developed, forming a virtuous cycle of high-level learning, which is greatly beneficial for the learning and development of subsequent courses and the improvement of their own quality (Chen et al., 2022 ; Z. Li et al., 2023b ).

Because of the results-oriented OBE concept education, students achieved a clearer understanding of the employment situation and graduation needs. Targeted learning exercises have improved practical skills and clinical thinking abilities of the students, and their overall quality has significantly improved. The teaching staff of the internship and training hospital reported that the knowledge structure of these students was more reasonable and their overall quality was high. The student evaluation excellence rate for the teaching team reached 100%, and the average score of the team members reached higher than 95 on a 100-point scale. At the same time, both theory and practice were emphasized. The teaching models that emphasized practical application have been unanimously recognized by students and colleagues (Chung et al., 2015 ; S. Li et al., 2023a ; Li et al., 2015 ).

During the teaching implementation process, we realized that the BOPPPS teaching model combined with the OBE concept should be flexibly applied, following the basic framework of BOPPPS, but not rigidly adhering to the fifteen minutes and six small modules. Normally, the BOPPPS teaching mode divides a class into six small modules, each of which lasts for fifteen minutes. These small modules serve as a connecting link to form a closed-loop teaching mode. But in the actual teaching process, there are many unpredictable factors, and the time of each process will inevitably be longer or shorter. Fifteen minutes is only an ideal situation, so in practice, teachers should plan the class reasonably based on the actual situation. At the same time, the six small modules in teaching do not necessarily need to be carried out in the original order one by one. The modules can be appropriately merged and reorganized according to the teaching content, such as combining bridge-in with objectives for teaching, or organically combining objectives with pre-assessment.

Conclusions

This study developed a BOPPPS teaching model combined with the OBE concept for higher education. First, the course outcome goals were divided into three dimensions – knowledge, ability and quality, and further specified into index points. Then, the teaching content of each chapter was set to correspond with the index points. Finally, the BOPPPS teaching model was used to meet each requirement. The effectiveness of this teaching model was assessed in the clinical biochemistry course. According to the training objectives and graduation requirements of the medical laboratory technology major, the results-oriented objectives of clinical biochemistry testing course were divided into three dimensions and subdivided into 10 index points. The content of each chapter corresponded to the index points one by one, ensuring that each index point was supported during teaching, enabling students to always focus on the expected results in learning, and letting them know what to learn, how to learn, and to what extent they have learned. Under the teaching model, the students could self-reflect on the achievement of their learning and ability development goals better, and be promoted better to internalize the clinical biochemistry testing knowledge. The results showed that the teaching quality was significantly enhanced by the teaching reform. Overall, compared to the traditional teaching method, the BOPPPS teaching model combined with OBE concept possesses clearer objectives, could stimulate students’ learning motivation better, and stimulate their learning interest and enthusiasm better. Moreover, evaluation methods used in the teaching model are reasonable and diverse, and could assess the comprehensive abilities required by today’s society. So, the BOPPPS teaching model combined with OBE concept could provide an effective strategy for teaching reform and improvement of higher education.

Data availability

The baseline data, questionnaire survey results, stage scores, and final scores of students collected and analyzed during the current study are available in the Harvard Dataverse repository: https://doi.org/10.7910/DVN/RJZQCD .

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Acknowledgements

The authors acknowledge financial support from the Planning Subject for the 14th Five Year Plan of Hebei Province Education Sciences (No. 2303088), the Higher Education Teaching Reform Research and Practice Project of Hebei Province (No. 2019GJJG334), the Fok Ying Tung Education Foundation (No. 141039), the Fund of Key Laboratory of Advanced Materials of Ministry of Education (No. AdvMat-2023-10), the International Joint Research Center of Aerospace Biotechnology and Medical Engineering, Ministry of Science and Technology of China, and the 111 Project (No. B13003).

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Zhiwei Xu, Liping Ge, Guiqin Song, Jie Liu, Lijuan Hou, Xiaoyun Zhang & Xiaotong Chang

Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, School of Biological Science and Medical Engineering, Beihang University, Beijing, China

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Zhiwei Xu: Conceptualization, methodology, investigation, writing - original draft preparation, writing—review and editing, funding acquisition, and resources; Liping Ge: Data curation, formal analysis, and investigation; Wei He: Data curation, writing—original draft preparation, and writing—review and editing; Guiqin Song: Methodology, formal analysis, and investigation; Jie Liu: Data curation, formal analysis, and investigation; Lijuan Hou: Data curation and investigation; Xiaoyun Zhang: Data curation and investigation; Xiaotong Chang: Data curation and investigation; Lan Yin: Conceptualization and writing - review and editing; Xiaoming Li: Conceptualization, methodology, writing—original draft preparation, writing—review and editing, funding acquisition, resources, and supervision.

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This study was approved by Ethical Review Committee of Hebei North University (No. hbnuky-2022-066). All procedures performed in the study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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Xu, Z., Ge, L., He, W. et al. Developing a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) model combined with the OBE (Outcome Based Education) concept to improve the teaching outcomes of higher education. Humanit Soc Sci Commun 11 , 1001 (2024). https://doi.org/10.1057/s41599-024-03519-y

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Received : 26 January 2024

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DOI : https://doi.org/10.1057/s41599-024-03519-y

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