Interface of Chemistry and Biology NANSI 2012

1. Interface of Chemistry and BiologyNANSI 2012 UrmiBajpai (The University of Delhi) Michel Bellini (University of Illinois at CU) Megan Clawson ( The Ohio State University) LizanneDestefano (University of Illinois at CU) Katie Nemeth (University of Minnesota, Duluth) Judy Ridgway (The Ohio State University) Erik P. Rothacker (The Ohio State University)

2. Energetics (Energy Transformations)

3. Context • Course is General Biology for majors, • Unit occurs 1/3 of the way through the course • Pre-requirements: General chemistry or working understanding of chemical reactions • Will have been introduced within the course to: cell, biogenesis, and basic molecular/macromolecular structure. • Already exposed to active learning • Course Structure: Two 90 min. class sessions • active learning and mixed lecture activity. • Class 1 will occur on Thursday, Class 2 on Tuesday. • Most of the students will have a discussion section (50 minute) between the two classes. • Why this topic is important? • Disconnection between transformation of matter and energy.

4. Learning goals and outcomes Illustrate and explain how the structure of ATP allows it to serve as energy currency (IF-AT) (figures and narrative). Why ATP is used as energy currency in the cell. • Model the energy and molecular inputs and outputs involved in cellular energy transformation. (IF-AT, strip sequence) • Predict the regulatory effects of different environmental (internal and external) conditions on energy transformation (clickers) Mechanisms and regulation of cellular energy transformation. Analyze how conservation of energy and matter apply to real world situations such as metabolism in cancer, weight gain/loss, net primary productivity, and beer production. (IF-AT) How conservation of energy and matter relate to energy transformation. Summarize and interpret data illustrating basic concepts of energetics. (group project and presentation) Quantitative reasoning surrounding energetics.

5. Assessment • Assessment of prior knowledge • Pre-lecture quiz • IF-AT questions • Application of learning gains • Clicker questions • Case study/ Group project and presentation. • Think-pair-share • Metacognitive assessment • Wrappers • Think-pair-share via Wordle • Summative assessment • Aligned midterm • Rubric for group project

6. Diversity • We will utilize a variety of methods to engage students • Students have several opportunities to monitor their own learning. • Groupschoose topics for their project. • Accommodations for full participation of students with disabilities

7. Timeline: Day 1 Pre-lecture quiz Day 1 begins Lecture/ Clicker STRIP Sequence Post-lecture quiz/ Case study IF-AT

8. Cellular Respiration Rap http://www.youtube.com/watch?v=VCpNk92uswY

9. Relevance • cancer • obesity, diet & exercise • metabolic disorders • feeding the world, Global warming • food and beverage industry

10. Roadmap for the unit Structure of ATP Glycolysis Metabolic pathways generating ATP Krebs cycle ETC and oxidative phosphorylation Photosynthesis – light & dark cycles Photorespiration

11. The hydrolysis of ATP to ADP + Pi yields about 7.3 Kcal/mol

13. General Overview

14. VIDEO OF ATP • http://multimedia.mcb.harvard.edu/

15. Clicker Question If you isolate mitochondria and place them in buffer with a low pH they begin to manufacture ATP. Why? • In a buffer, isolated mitochondria are directly exposed to high concentrations of oxygen. • The low pH of the buffer causes a release of HO- by the isolated mitochondria, which is directly coupled to ATP synthesis by the ATP synthase. • The low pH of the buffer causes an increase in protons in the inter-membrane space of the isolated mitochondria, leading to ATP production by ATP synthase. • The low pH of the buffer stresses the mitochondrial outer membrane, which activates the ATP synthase.

16. Clicker Question You observe, however, that the isolated mitochondria eventually stop producing ATP. Why? • The substrates of ATP synthase are not available. • The Krebs cycle stops producing NADH and FADH2. • Pyruvateis no longer provided by the glycolyticpathway. • Glucose is lacking from the buffer.

17. Clicker Question Now that you have identified the elements that are needed to sustain continuous ATP synthesis, you add them to the buffer. However, you observe that even adding high concentrations of these elements do not restore ATP synthesis by the isolated mitochondria. Why?  • Glucose cannot be converted into pyruvate by the glycolytic pathway • Pyruvate cannot enter mitochondria. • The low pH of the buffer cannot be used in the long term as a substitute of the ETC. • NADH or FADH2 cannot be oxidized

18. Clicker Question -This graph is displayed in lecture and students are asked to describe it. - Then the following question is asked: What conclusion can be drawn from these experimental data?

19. Finally, students are asked to use clickers to answer the following question: How can these experimental data be explained? A) Plants produce more oxygen then they can use in photosynthesis. B) The dual nature of the enzyme Rubisco during photorespiration. C) With increased photosynthesis, less O2 is produced. D) The enzyme Rubisco is less effective at higher temperatures.

20. Strip sequence • Instructions • Working in pairs, take the packet given, and put the strips in order. • Once your sequence is completed, combine with other 3 pairs in your group to model Cellular Respiration. • Place your model on the given diagram.

21. Aerobic vs. Anaerobic pathways.

22. Case study • Mulitple case studies • Cancer and metabolism • Weight loss and diet • Relationship of Carbon dioxide, NPP global climate change. • Brewer’s Dilemma

23. Barley & Oat’s Brewing Backfire! • Mr. Barley and Ms. Oat are opening a new beer brewing company, Barley & Oat’s Brews. Neither of them has brewed beer before, but they have an instruction manual and the supplies they need, including yeast and barley (which provides a source of sugar for the yeast to use as food). The only problem is that the beer that they have made does not have any alcohol in it! They can’t figure out why, so they have hired you to figure out why alcohol is not being produced. • Mr. Barley and Ms. Oat have given you some information that could be helpful to solve their problem. They found the figure below in the instruction manual for making beer. Ovals represent processes and rectangles represent some of the reactants and products.

24. Mr. Barley’s Data

25. Ms. Oat’s Data

26. Poster Requirements • Use the provided PowerPoint template to prepare your poster. Be prepared to present your poster to the class. • Summarize the data presented above, and provide an interpretation of what is happening in Mr. Barley’s and Ms. Oat’s experiment. • Based upon your recommendations, Mr. Barley and Ms. Oat improve their brewing vat. Based on these improved conditions, predict how Mr. Barley’s experimental data would change? Draw a graph to represent your predictions. • Create a model illustrating the biochemical pathways involved, and highlight both the original pathway and the pathway involved in the improved conditions. • Create a graph representing the relative energy bound in the end products of each pathway. Be prepared to explain where the remaining energy ended up.

27. Summary of Mr. Barley’s Experimental Data: Interpretation of Mr. Barley’s Data: Model of Biochemical Pathways: Yeast Cell Predicted Graph of New Data: End Product Energy Comparison Graph:

28. Wrapper Example • Before you actually begin the rest of the assignment, rate how true each of the following statements is for you. Use a scale from 1 to 7, where 1 is “not at all true of me” and 7 is “very true of me”. • I can trace the flow of energy and matter through biochemical pathways. • I can summarize data presented in tables and figures. • I can use a figure to illustrate a my prediction regarding changes in products and energy as a result of different environmental conditions. • I can present my ideas in a poster format.

29. Time Spent Question • How much of your time working on this assignment do you expect to spend on the following? Again, use a scale from 1 to 7, where 1 is “never” and 7 is “hours on end”. • Reviewing class notes • Reading the text and assigned articles • Using online resources • Creating figures • Organizing your poster • Practicing the presentation

30. Wrapper Wrap-Up • This wrapper is an important technique in learning – constantly self-assessing what progress you are making. • If you feel you have made the progress you wanted, great; please write a single sentence to describe your progress. • If you feel you have not quite achieved the progress you wanted from this assignment, that is ok, too; please write a sentence about what action(s) you might take that could help you achieve that level of progress.

31. Online post-lecture quiz sample A mature maple tree can have a mass of 1 ton or more (dry biomass, after removing the water), yet it starts from a seed that weighs less than 1 gram. Which of the following processes contributes the most to this huge increase in biomass? • Absorption of mineral substances from the soil via the roots • Absorption of organic substances from the soil via the roots • Incorporation of CO2 gas from the atmosphere into molecules by green leaves • Incorporation of H2O from the soil into molecules by green leaves • Absorption of solar radiation into the leaf

32. Online post-lecture quiz sample 2 Dinitrophenol(DNP) is an uncoupler, or has the ability to separate the flow of electrons and the pumping of H+ ions for ATP synthesis. Predict the effect of DNP on ATP synthesis. • DNP should have no effect on ATP synthesis since it would not stop the flow of electrons through the ETC, which can be accepted by oxygen. • DNP would inhibit ATP synthesis since a proton gradient across the mitochondrial inner membrane could not be established. • DNP would dramatically increase ATP synthesis as protons would accumulate in the inter-membrane space independently of the ETC activity. • DNP would decrease, but not stop the ATP synthesis by ATP synthase.

33. Timeline: Day 1 Timeline: Day 2 Post-lecture quiz/ Case study, reflection Day 1 begins Brainstorm summary Day 2 begins Pre- lecture quiz & Reflection Lecture/ Clicker STRIP Sequence Think-Pair - Share Lecture/ Clicker Post-class Wrapper Case study presentations IF-AT