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Biology/Chemistry Interface 2 “Pump House Gang” Carmen Domingo Christian Hansel Jennifer Breckler

Biology/Chemistry Interface 2 “Pump House Gang” Carmen Domingo Christian Hansel Jennifer Breckler Kimberly Tanner Melina Hale Tom McKnight Wayne Versaw Coaches - Stacy Hagemeier and Mark Hens . Teachable Unit: Membrane Transport. Overall goal:

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Biology/Chemistry Interface 2 “Pump House Gang” Carmen Domingo Christian Hansel Jennifer Breckler

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  1. Biology/Chemistry Interface 2 “Pump House Gang” Carmen Domingo Christian Hansel Jennifer Breckler Kimberly Tanner Melina Hale Tom McKnight Wayne Versaw Coaches - Stacy Hagemeier and Mark Hens

  2. Teachable Unit: Membrane Transport Overall goal: Students will understand how cells exchange substances with their environment. Setting: Introductory Biology class for majors ~150 students

  3. Overall goal: Students will understand how cells exchange substances with their environment. Specific student learning outcomes for the unit: Be able to explain the basis of selective membrane permeability and distinguish between passive and active mechanisms of membrane transport. Be able to distinguish structural characteristics and functional roles of the various membrane transport proteins (i.e. carriers, channels, pumps) Describe the physiological importance of membrane transport (i.e. energy considerations) 4) Predict the outcomes of disruption of various membrane transport systems

  4. Relationship of our Tidbit to Learning Outcomes: Be able to explain the basis of selective membrane permeability and distinguish between passive and active mechanisms of membrane transport. Be able to distinguish structural characteristics and functional roles of the various membrane transport proteins (i.e. carriers, channels, pumps) Describe the physiological importance of membrane transport 4) Predict the outcomes of disruption of various membrane transport systems

  5. Rationale for a teachable tidbit When it comes to secondary active transport, many students have difficulty understanding the source of energy needed to move molecules against their concentration gradient

  6. Bio 101 Today…. Congratulations! Exam review

  7. Exam 2, Question #4 What happens to glucose when the Na/K pump is blocked? No effect on glucose transport Glucose transport into the cell stops immediately Glucose flows out of the cell Glucose transport into the cell stops but not immediately

  8. Exam 2, Question #4 What happens to glucose when the Na/K pump is blocked? No effect on glucose transport Glucose transport into the cell stops immediately Glucose flows out of the cell Glucose transport into the cell stops but not immediately Percent

  9. Review: active transport of glucose into the cell

  10. http://www.stolaf.edu/people/giannini/flashanimat/transport/secondary%20active%20transport.swfhttp://www.stolaf.edu/people/giannini/flashanimat/transport/secondary%20active%20transport.swf

  11. What happens to glucose when the Na/K pump is blocked? Role Play A tragedy in three acts

  12. G G BACK (outside cell) G G G G G G G PROLOGUE G G G G G G G G Tables (membrane) Aisle (Na+/K+ Pump) Aisle (Glucose Trans) Na+ Na+ Na+ Na+ (HUGE amounts of Glucose) Na+ G Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ FRONT (inside cell) Na+ Na+ Na+ Na+

  13. G G BACK (outside cell) G G G G Na+ G G G Na+ G Na+ G Na+ Na+ G G Na+ G G Na+ G G Tables (membrane) Aisle (Na+/K+ Pump) Aisle (Glucose Trans) ACT 1 Build gradient ATP (HUGE amounts of Glucose) ADP G G Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ Na+ FRONT (inside cell) Na+ Na+ Na+ Na+ Na+

  14. Na+ G G BACK (outside cell) G G Na+ Na+ G G Na+ Na+ G G Na+ Na+ G Na+ Na+ Na+ G Na+ G Na+ Na+ G G Na+ Na+ G G Na+ G Na+ G Na+ Tables (membrane) Aisle (Na+/K+ Pump) Aisle (Glucose Trans) END ACT 1 Gradient established Na+ Na+ ATP (HUGE amounts of Glucose) ADP G G FRONT (inside cell)

  15. BACK (outside cell) Na+ Na+ Na+ G Na+ Na+ G Na+ G Na+ Na+ G Na+ Na+ Na+ G G Na+ Na+ G G Na+ G Na+ G Tables (membrane) Aisle (Na+/K+ Pump) Aisle (Glucose Trans) ACT 2 glucose transport G G Na+ Na+ ATP (HUGE amounts of Glucose) G ADP G G G G Na+ Na+ Na+ Na+ G Na+ Na+ G FRONT (inside cell) Na+

  16. BACK (outside cell) Na+ Na+ Na+ G Na+ Na+ G Na+ G Na+ Na+ G Na+ Na+ Na+ G G Na+ Na+ G G Na+ G Na+ G Tables (membrane) Aisle (Na+/K+ Pump) Aisle (Glucose Trans) ACT 3 tragic inhibition G G Na+ Na+ (HUGE amounts of Glucose) G G G G G Na+ Na+ Na+ Na+ G Na+ Na+ G FRONT (inside cell) Na+

  17. BACK (outside cell) Na+ Na+ Na+ Na+ G Na+ G Na+ G Na+ Na+ G Na+ G Na+ G Na+ G Tables (membrane) Aisle (Na+/K+ Pump) Aisle (Glucose Trans) End of ACT 3 G G G Na+ Na+ Na+ Na+ (HUGE amounts of Glucose) G Na+ G G G G Na+ Na+ Na+ G Na+ Na+ Na+ G G G FRONT (inside cell) Na+

  18. http://www.stolaf.edu/people/giannini/flashanimat/transport/secondary%20active%20transport.swfhttp://www.stolaf.edu/people/giannini/flashanimat/transport/secondary%20active%20transport.swf

  19. Questions to discuss in groups: What is the direct energy source in a cell used to transport glucose across the membrane against its concentration gradient? 2. What happens to glucose when the Na/K pump is blocked?

  20. Question #4 from exam 2 What happens to glucose when the Na/K pump is blocked? No effect on glucose transport Glucose transport into the cell stops immediately Glucose flows out of the cell Glucose transport into the cell stops but not immediately

  21. Overall goal: Students will understand how cells exchange substances with their environment. Specific student learning outcomes for the unit: Be able to explain the basis of selective membrane permeability and distinguish between passive and active mechanisms of membrane transport. Be able to distinguish structural characteristics and functional roles of the various membrane transport proteins (i.e. carriers, channels, pumps) Describe the physiological importance of membrane transport (i.e. energy considerations) 4) Predict the outcomes of disruption of various membrane transport systems

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