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Biochemistry: Biology 151Revamp of
Glycolysis/TCA Cycle Week
Anne RosenwaldGeorgetown University
Framework/Context
• Sophomore level course
• Biology majors must take this or Genetics (can take both)
• Class 60-90 students – mixed group– Biology majors (majority are Premed)
– Non-major Premed students (10-20%)
– Post-baccalaureate students (5%)
• Classroom is a traditional lecture hall – group work difficult (but not impossible)
• Eventually will be one way satisfy new writing-in-the-discipline (WID) requirement for majors (2016?)
• Needs to be consonant with departmental learning goals (similar to V&C goals)
Previous Course
• When I taught it– mostly lecture, some clicker Q’s, some verbal
Q’s to students– learning goals apparent but lectures didn’t
match exams (material there, but lectures too detailed)
• When adjuncts taught it (last 3 years)– variable (poor) quality– all multiple choice tests from Q Banks all the
time!!
A-Ha Moments
• Learning goals ok• Lectures ok in and of themselves but
way more detailed than really needed
• Not very well connected to current research endeavors – need better context
• Solution: Less talk! More Action!
Overall Course Learning Objectives
Students will1) increase their knowledge of chemical
underpinnings of life processes2) be able to solve problems from
fundamental principles3) enhance skills in reading scientific
literature 4) enhance skills in communicating science
to a variety of audiences5) develop skills in metacognition
Specific Learning Objectives for Glycolysis/TCA Cycle Piece
Students will be able to1) identify and characterize the types of reactions
that occur in both pathways (isomerases, kinases, etc.)
2) identify and characterize the products of reactions that occur in both pathways (ATP, GTP, NADH, etc.)
3) describe how regulation of the pathways occurs in normal cells and cancer cells
4) compare and contrast the differences between cancerous cells and normal cells with respect to these two pathways
Castle Top Diagram
Monday
Intro to Weekly Theme - Cancer
Lecture onmore difficult
material
Muddiest Point (FA)
Saturday/SundaySummary
papers based on prev week
(FA)
Read text &Post Q’s to BB;Take 10 Q Fact
Quiz (FA)
Friday
Discuss article in small groups
by figure – then jigsaw
Entire group wrap up
Wednesday
Continue lecture if
necessary
In-class problems in
small groups
Tuesday
Lab*
Thursday
Read Journal Club Article
Post Q’s to BB
Wednesday
Lab*
*Lab is 1x/week – also needs a revision (not considering here)
Why is this Student-Centered?
• Students could potentially choose the broad umbrella foci/case studies (here: cancer – should appeal b/c many pre-meds)
• Have multiple opportunities to tell me (privately) what they get and what they don’t
• Could make muddiest point/summary feedback anonymous for additional comfort
Sunday Night Reading Quiz (Formative Assessment)
Purpose: Do students have a basic understanding of the pathways and what they’re for? (Specific LO’s 1 and 2) When: Prior to Monday’s lectureFeedback for me: Can tailor lecture to points they don’t understand – hope this will save time for more detailed discussion of more difficult pieces (i.e. regulation)
Reading Quiz Questions1. Why do cells metabolize glucose?
2. Can cells metabolize other monosaccharides in addition to glucose?
3. What is at the “bottom” of the glycolytic pathway?
4. What are the three fates of this molecule? (In other words there are three different molecules that are derived from this “bottom” molecule – what are they?
5. One of these molecules then is metabolized in the TCA Cycle – which one of the three is it?
6. Do cells that grow anaerobically have a TCA cycle?
7. Why do aerobic cells have a TCA cycle?
8. What are two important products that come from the TCA cycle?
9. What does “anabolic” mean?
10. What does “anapleurotic” mean?
Monday Muddiest Point (Formative Assessment)
• Purpose: To make sure they’ve gotten the main points of the weekly theme (Cancer) and how it relates to the biochemical topic (Specific LO 3)
• When: End of Monday’s lecture• Feedback for me: Did I deliver
adequately or do I need to review on Wednesday?
Wednesday Problem Session
• Purpose: To give students practice with critical thinking and preview questions that might appear on the exam....
• Format: Students work on these alone, then work with partners in nearby seats, finally discuss as a group
• Questions: Nice problems book that goes along with text, will adapt to give a more cancer-y focus to fit case study
Friday Journal Club
• Purpose: Connect basic info to cancer theme (specific LO’s 3 and 4) and show these textbook topics have relevance in current research realm
• When: Read paper before Friday class and post
• What: Post Q’s/comments/extensions to BB– rubric for postings for semester will be developed
– key features: substantive (not “great comment Bart!”), decent grammar, no typos, no flaming – this gets at eventual WID requirement
Journal Club Possibilities
• Warburg effect– http://www.nature.com/nature/journal/v452/n7184/full/n
ature06734.html
– The M2 splice isoform of pyruvate kinase is important for cancer metabolism and tumour growth Christof et al.
• Gene regulation in pancreatic cancer– http://www.plosone.org/article/fetchObject.action?uri=in
fo%3Adoi%2F10.1371%2Fjournal.pone.0032996&representation=PDF
– Differential Expression of Metabolic Genes in Tumor and Stromal Components of Primary and Metastatic Loci in Pancreatic Adenocarcinoma Chaika et al.
Journal Club “Lecture”
• Each small group assigned a figure or two• Jigsaw groups so entire paper covered in
one group• Discuss for awhile – does everyone get
everything?• Reconvene as a group – I use postings
from night before to address particular concerns
• Together we summarize
Post-Class Friday/Weekend
• Purpose: Assess understanding of the week, esp. how journal club article relates to basic biochemistry
• What: Students post short summaries to BB– Questions to be addressed:
• What did you learn?• What challenges did you overcome?• What challenges remain to be overcome?
• Feedback to me: Was this successful? What else do I need to address?
Summative Assessment (Exam)
• Large bank of questions available from previous exams, the problems book - these will be reworked to be consistent with theme (cancer here)
• Will think about Bloom’s levels, etc.