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AGENDA for 11/12/13
• AGENDA:
1. Finish 2.1.2: The Insulin Glucose Connection
2. 2.1.3: Feedback
• Diagraming Feedback Loops
• OBJECTIVES:
1. Present glucose-insulin
models
2. Investigate feedback and
feedback loops
3. Diagram the specific steps in
the body that function to
keep blood sugar in balance
• HOMEWORK:
• Due end of period
1. 2.1.2. Activity Packet
2. 2.1.2. Oral Presentations
• Due Thurs, 11-14
1. 2.1.3. Activity Packet
• Quiz on 2.1
– Diabetes Diagnosis
– Type I vs Type II
– Credibility and Reliability
– Glucose-Insulin Connection
– Feedback Mechanisms
Essential Questions for 2.1.2
1. What is diabetes?
2. How is glucose tolerance testing used to diagnose diabetes?
3. How does the development of Type 1 and Type 2 diabetes relate to how the body produces and uses insulin?
4. What is the relationship between insulin
and glucose?
5. How does insulin assist with the movement
of glucose into body cells?
2.1 Key TermsGlucagon A protein hormone secreted by pancreatic endocrine cells that raises blood glucose
levels; an antagonistic hormone to insulin.
Glucose Tolerance Test A test of the body’s ability to metabolize glucose that involves the administration of a
measured dose of glucose to the fasting stomach and the determination of blood glucose
levels in the blood or urine at intervals thereafter and that is used especially to detect
diabetes.
Homeostasis The maintenance of relatively stable internal physiological conditions (as body
temperature or the pH of blood) in higher animals under fluctuating environmental
conditions.
Hormone A product of living cells that circulates in blood and produces a specific, often stimulatory,
effect on the activity of cells that are often far from the source of the hormone.
Insulin A protein hormone secreted by the pancreas that is essential for the metabolism of
carbohydrates and the regulation of glucose levels in the blood.
Negative Feedback A primary mechanism of homeostasis, whereby a change in a physiological variable that is
being monitored triggers a response that counteracts the initial fluctuation.
Positive Feedback Feedback that tends to magnify a process or increase its output.
Type 1 Diabetes Diabetes of a form that usually develops during childhood or adolescence and is
characterized by a severe deficiency of insulin, leading to high blood glucose levels.
Type 2 Diabetes Diabetes of a form that develops especially in adults and most often obese individuals and
that is characterized by high blood glucose resulting from impaired insulin utilization
coupled with the body’s inability to compensate with increased insulin production.
Project 2.1.2. – The Insulin Glucose
Connection
Activity Objectives – 2.1.2.
1. Investigate how insulin and glucose are involved in cell communication
2. Use the design process in problem solving
3. Create a 3-D working model demonstrating how insulin works to move glucose into cells
2.1.2. Conclusion Question
1. Describe one benefit and one drawback of using
models to represent scientific processes.
2. Give two possible reasons why both engineers and
scientists use a design process for their work.
3. Describe how you would use/alter your model to
demonstrate the basic difference between Type I
and Type II diabetes. (Extra credit if you
demonstrate it!)
Due Thurs, 11-07
2.1.2 Activity Checklist1. 2.1.2. Part 1 – 2 Pros/2 Cons of Using the Internet
(NB) STAMP
2. 2.1.2. Part 1 – Student Response Sheet (NB) STAMP
3. 2.1.2. Part 2 – Design Process Notes (LB) STAMP
4. 2.1.2. Part 2 – Insulin-Glucose Model SEE RUBRIC
5. 2.1.2. Part 2 – Insulin-Glucose Model Photo (LB)
6. 2.1.2. Part 2 – Oral Presentation SEE RUBRIC
7. 2.1.2. Conclusion Questions (NB)
1
3
Total = 20
2
13
9
1
Insulin Glucose Model RubricCategory 3 2 1
Construction and
Materials Use
Model is well-constructed
and sturdy (not falling apart).
Materials are properly used
(not wasted) according to
design process plan.
Model is for the most part
sturdy. Materials are
properly used according to
design process plan.
Materials for the most part
are well used and not
wasted.
Model is not very sturdy.
Material use is not well
organized and thought out.
Functionality Model parts are working
according to design plan and
does what is expected (it
works according to the goal
set up for the model).
Execution of function is
without error.
Model parts are working
according to design plan and
does what is expected with
some minor flaws in
execution.
Model parts are not working
according to planned design
plan.
Accuracy of Model
Parts & Labeling
All model parts are clearly
and accurately labeled.
Most of model parts are
clearly and accurately
labeled. A couple mistakes
may be present.
Model parts are not clearly
and accurately labeled or no
labeling is done.
Oral Presentation All members fully participate
in oral presentation. All
questions asked by instructor
is clearly and accurately
answered. All terms are
accurately explained in their
role in the model.
All members participate in
oral presentation. Some
questions not clearly and
accurately answered. Some
terms are not accurately
explained in their role in the
model.
1 or more members not fully
participating in oral
presentation. Questions not
clearly and accurately
answered. Terms are not
clearly explained in their role
in the model.
2.1.2. Activity Directions
2.1.2. Part 1 – 2 Pros/2 Cons of Using the
Internet (NB)1. Read the curriculum file for 2.1.2
2. Write 2 pros and 2 cons for using the internet to
research topics (step 2) in your NB
3. Show Mr. Hwang for a stamp
2.1.2. Part 1 – Student Response Sheet
(NB)1. Open 2.1.2. Student Response Sheet file on the
class website
2. In your NB, answer questions 1-3. Make sure to
follow directions.
3. See curriculum file steps 3-11 for more details.
4. Show your answers to Mr. Hwang for a stamp.
2.1.2. Part 2 – Design Process Notes (LB)
1. Take notes about your design process for your glucose model in your LB
2. Refer to the Design Process file or the presentation for more information
3. Follow the Design Process Example worksheet to guide you through this part of the project
4. Must include:1. Problem
2. Investigating science behind the model
3. Sketches and notes about your model
4. List materials needed for your model
5. Evaluate your model (the solution)
5. Get approval (stamp) from Mr. Hwang before proceeding to model construction
1. 2.1.2. Part 2 – Insulin-Glucose Model
1. Make sure your model has all the components
listed in the Design Process Example worksheet
(see step 1 – design requirements)
2. Show Mr. Hwang your model during the oral
presentation
3. See rubric for model grading guidelines
4. You will receive a grade for your model during your
group’s oral presentation to Mr. Hwang
5. Include a photo of your model, and attach it
(stapled or glued) to your LB
1. 2.1.2. Part 2 – Oral Presentation
1. You and your group will present a short
presentation of your model when your model is
completed
2. Be ready to present:
1. The construction of your model
2. The materials you used and the justification for its use
3. The name of each part and what it does (why it’s in
your model)
4. The moveable parts of the model and what it is doing
5. The connection between insulin and glucose
3. See rubric for grading
Activity 2.1.3. – Feedback
Essential Questions for 2.1.3
1. What is diabetes?
2. How is glucose tolerance testing used to diagnose diabetes?
3. How does the development of Type 1 and Type 2 diabetes relate to how the body produces and uses insulin?
4. What is the relationship between insulin and glucose?
5. How does insulin assist with the movement of glucose into body cells?
6. What is homeostasis?
7. What does feedback refer to in the human body?
8. How does the body regulate the level of blood glucose?
2.1 Key TermsGlucagon A protein hormone secreted by pancreatic endocrine cells that raises blood glucose
levels; an antagonistic hormone to insulin.
Glucose Tolerance Test A test of the body’s ability to metabolize glucose that involves the administration of a
measured dose of glucose to the fasting stomach and the determination of blood glucose
levels in the blood or urine at intervals thereafter and that is used especially to detect
diabetes.
Homeostasis The maintenance of relatively stable internal physiological conditions (as body
temperature or the pH of blood) in higher animals under fluctuating environmental
conditions.
Hormone A product of living cells that circulates in blood and produces a specific, often stimulatory,
effect on the activity of cells that are often far from the source of the hormone.
Insulin A protein hormone secreted by the pancreas that is essential for the metabolism of
carbohydrates and the regulation of glucose levels in the blood.
Negative Feedback A primary mechanism of homeostasis, whereby a change in a physiological variable that
is being monitored triggers a response that counteracts the initial fluctuation.
Positive Feedback Feedback that tends to magnify a process or increase its output.
Type 1 Diabetes Diabetes of a form that usually develops during childhood or adolescence and is
characterized by a severe deficiency of insulin, leading to high blood glucose levels.
Type 2 Diabetes Diabetes of a form that develops especially in adults and most often obese individuals and
that is characterized by high blood glucose resulting from impaired insulin utilization
coupled with the body’s inability to compensate with increased insulin production.
Activity Objectives – 2.1.3.
1. Investigate feedback and feedback loops
2. Diagram the specific steps in the body that
function to keep blood sugar in balance
2.1.3. Conclusion Question
1. Is blood sugar regulated by negative or positive
feedback? Explain your answer.
2. Explain how a problem with insulin receptors
would affect the ability to achieve homeostasis.
3. Explain how it is possible that a problem with
hormones and feedback led to Anna Garcia’s
untimely death.
Due Thurs, 11-14
2.1.3 Activity Checklist
1. 2.1.3. Definitions (NB) STAMP
2. 2.1.3. Feedback Notes (NB) STAMP
3. 2.1.3. Feedback Diagrams (print-out)
– Regulation of Body Temperature STAMP
– Regulation of Blood Sugar (graded)
1. Completed Diagram
2. Correct order/descriptions
3. Picture/image for each box
4. State if each loop is a positive or negative feedback
mechanism
1
3
Total = 14
2
2321
2.1.3. Activity Directions
2.1.3. Definitions (NB)
1. Watch the video by clicking on the following link:
http://www.pennmedicine.org/health_info/diabetes2
/000272.html (if this link doesn’t work, try the link on
the class website)
1. Read the curriculum file for 2.1.3
2. Define and give an detailed example (a picture
helps) of the following (in your NB):
– Feedback
– Feedback mechanism
2.1.3. Feedback Notes (NB)
1. After some internet research, take notes about how the body uses feedback mechanisms to regulate body temperature. Mention:
1. Organs and tissues involved
2. Function of each organ/tissue in loop
2. After some internet research, take notes about how sugar enters the body and how the increase is controlled. Mention:
1. Glands involved
2. Hormones released
3. Response of target organs
3. After some internet research, take notes about how the body handles a drop in blood sugar. Mention:
1. Glucagon
2. Glands involved
3. Hormones released
4. Response of target organs
2.1.3. Feedback Diagrams (Inspiration
print-out)1. Read the curriculum file for 2.1.3
2. Construct a feedback diagram for the regulation of body temperature. Include a picture in each box of
the diagram. Follow the directions and the template in the curriculum file (steps 4-5).
3. Construct a feedback diagram for the regulation of blood sugar (insulin-glucagon feedback loop). Include a picture in each box of the diagram. Follow the directions and the template in the curriculum file (steps 10-12).
4. Print out both diagrams on 1 Word doc page. Print copies for you and your partner.