What is the probable mechanism of inhibition shown when beta drummin acts in vivo?

Introduction to Biochemistry

4LMS0001

Interpretative assignment 2017-18

Your answers should be written in a Word document. This should only contain the text of the answers (and not the details of the experiments or the text of the questions). The maximum word count for the assignment is 1000 words. The work should be submitted electronically via StudyNet.

Objectives

· To introduce you to data interpretation and develop your interpretive skills.

· To show how metabolism can be studied.

· To show how studies of metabolism can be used to identify biochemical lesions.

· To develop your understanding of the glycolytic pathway.

Learning Outcomes

At the end of this exercise you should be able to:

· Understand what is meant by a U-14C label and how it can be used.

· Be very familiar with the glycolytic pathway.

· Understand some of the principles of the activation and action of toxicants.

· Have developed your ability to analyse data and think about metabolism logically.

Introduction

The glycoside beta drummin has been shown to be an effective reversible male anti-fertility agent in ram and boar. The primary contraceptive effect appears to be directly on spermatozoa within the cauda epididymis.

Adverse side effects have precluded human trials and it was decided to investigate the mechanism of action of beta drummin in order to develop less toxic anti-fertility analogues.

Radiolabelled substrates were used to elucidate where the compound was having an effect on metabolism. The substrates are designated U-14C which indicates that a proportion of the C atoms are the 14C isotope, U indicating that all the carbon atoms in the molecule are labelled rather than one specifically. The following experiments were carried out.

Experiment 1

Ram spermatozoa were washed in buffer (ram spermatozoa washed, RSW) and incubated for 3 hours with U-14C glucose (15mM) or U-14C fructose (10mM) in the presence of beta drummin (0.1mM). Oxygen uptake, as an indicator of aerobic respiration, was measured. Radioactivity recovered in the CO2 released as a result of oxidation of the substrate was also measured. Both were decreased to 50% in treated samples compared with control values. There was no accumulation of lactate.

Experiment 2

Incubation of RSW with U-14C pyruvate (5mM) or U-14C lactate (5mM) needed beta drummin at a concentration of 10-100mM to cause a 50% inhibition in oxygen uptake and 50% inhibition in CO2 released.

Experiment 3

Further incubations of RSW with inhibitor only, such that endogenous substrates (presumably lipid) are required for oxidation, resulted in negligible inhibition. Even when 100mM beta drummin was added the oxygen consumption was decreased by only 20%.

Experiment 4

RSW were incubated with fructose (15mM) in the presence and absence of beta drummin (3mM) and concentrations of glycolytic intermediates were measured. The results for samples treated with beta drummin, expressed as a percentage of control, are shown in Table 1.

Table 1: Concentrations of Intermediates of Glycolysis following incubation of RSW with beta drummin.

Concentration % of control value
glucose-6-phosphate 50 +/-2
fructose-6-phosphate 52 +/-3
fructose-1,6 bisphosphate 3,280 +/-100
dihydroxyacetone phosphate 280 +/- 20
glyceraldehyde-3-phosphate >300
3-phosphoglycerate Not detected*
2-phosphoglycerate Not detected*
phosphoenolpyruvate Not detected*
pyruvate 2 +/-0.1
lactate 0

* The assay method used could not detect these compounds in control or test incubates. In a separate experiment it was found that if two control incubates were pooled and the pooled volumes reduced by 50%, the assay method could just measure these compounds.

Experiment 5

Purified glycolytic enzymes were prepared from RSW and assayed for activity. Addition of beta drummin at final concentrations as high as 300mM to the reaction cuvettes had no effect on the activity of any of the glycolytic enzymes assayed including hexokinase, phosphofructokinase (PFK), aldolase, triose phosphate isomerise, glyceraldehyde-3-phosphate dehydrogenase, phosphoglycerate kinase, pyruvate kinase and lactate dehydrogenase (LDH).

Questions

1. In just a few sentences explain how the 14C in the labelled glucose and fructose is incorporated into the CO2 released. (Only an overview, precise details of the pathways are not required.)

(10 marks)

2. What is the significance of the lack of accumulation of lactate in Experiment 1?

(10 marks)

3. What two explanations can you offer for the decrease in O2 uptake and CO2 output in the presence of beta drummin?

(10 marks)

4. Explain why the results of Experiment 2 point to some blockage of the glycolytic pathway by beta drummin.

(10 marks)

5. Explain why the results of Experiment 3 confirm the findings of Experiment 2.

(10 marks)

6. Suggest the probable site of beta drummin inhibition from the data in Table 1, explaining your reasoning.

(10 marks)

7. Give reasons why fructose-1,6 bisphosphate should be relatively so high.

(10 marks)

8. Postulate why beta drummin is effective as an inhibitor only when added to crude extracts but not when added to purified enzymes.

(10 marks)

9. What is the probable mechanism of inhibition shown when beta drummin acts in vivo?

(10 marks)

10. What is the physiological explanation for the anti-fertility effect of beta drummin?

(10 marks)

Guidelines

1) The total word count for the document is 1000 words.

2) The assignment should be typed, single-sided, double spaced in size 12 font. Please leave a standard margin on all edges (approximately 2.5 cm) and number the pages.

3) To facilitate anonymous marking please ensure your student number and word count are included in the header/footer of the assignment.

4) You should submit a document that has only the answers to each question (do not include the questions themselves).

5) You should submit a file that has only your student number as the filename.

6) Your name should not appear anywhere in the document.

7) Read through the information given and the questions at least twice before attempting your answers.

Failure to follow these guidelines will result in 5% being deducted from your overall mark.

The information is presented in a logical step-by-step way. Only consider the data for the specific experiment in each question, building on what you have already discovered, without including assumptions from later experiments.

Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines: 1. Multiple Means of Representation (what)

Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade teacher, collected information about her students’ learning preferences and learning needs. Of her 25 students, 12 prefer to learn visually, 8 prefer to learn through auditory means, and 5 prefer to learn kinesthetically. Additionally, 10 of her students are English learners (ELs) who struggle with reading and writing.

Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines:

1. Multiple Means of Representation (what)

2. Multiple Means of Action and Expression (how)

3. Multiple Means of Engagement (why)

Incorporate at least one technology resource in your modifications.

Goal: Students will read the “What is   a Region?” chapter in their textbook and answer the review questions at the   end of the chapter in handwritten responses.

Goal: <insert text>

 

Focus: Understand what a region is

Focus: <insert text>

 

Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet

Materials: <insert text>

 

Instruction:

10:00–10:30   — Whole-group: Teacher summarizes the main ideas in the textbook chapter   using a Microsoft© PowerPoint© presentation and lecture

10:30–10:40   — Independent work: Students complete the True or False worksheet that   describes examples and non-examples of regions

10:40–10:50   — Independent work: Students start working on the review questions at the end   of the textbook chapter and will complete for homework

Instruction: <insert text>

 

Assessment: Textbook review questions   will be graded

Assessment: <insert text>

 

Traditional Lesson    Plan

UDL Lesson Plan

 

Goal: Students will read the “What is   a Region?” chapter in their textbook and answer the review questions at the   end of the chapter in handwritten responses.

Goal: <insert text>

 

Focus: Understand what a region is

Focus: <insert text>

 

Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet

Materials: <insert text>

 

Instruction:

10:00–10:30   — Whole-group: Teacher summarizes the main ideas in the textbook chapter   using a Microsoft© PowerPoint© presentation and lecture

10:30–10:40   — Independent work: Students complete the True or False worksheet that   describes examples and non-examples of regions

10:40–10:50   — Independent work: Students start working on the review questions at the end   of the textbook chapter and will complete for homework

Instruction: <insert text>

 

Assessment: Textbook review questions   will be graded

Assessment: <insert text>

 

Write a 350- to 525-word rationale on your chosen modifications for each section. Explain how your modifications support ELs and exhibit the three UDL guidelines.

Are any of the urinalysis results abnormal or outside of the reference range?

HCM 205 Module Six Worksheet

Genitourinary (GU)

Write the definition of the medical words.

1. bilirubin

2. protein

3. nitrites

4. glucose

5. specific gravity

6. ketones

7. catheterization

8. urethra

9. apex

10. nephron

11. castrate

12. anorchism

13. benign prostatic hyperplasia

14. orchidotomy

15. mitosis

16. hydrocele

17. infertility

18. gonorrhea

19. syphilis

20. varicocele

Word Surgery

Directions: Read the medical word. Break the medical word into its word parts and give the meaning of each word part. Then give the definition of the medical word.

1. ureteroplasty

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

2. glycosuria

Suffix and its meaning:

Root and its meaning:

Medical word definition:

3. urology

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

4. cystogram

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

5. nephropathy

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

6. lithotripsy (as in percutaneous ultrasonic lithotripsy)

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

7. varicocele

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

8. gonorrhea

Suffix and its meaning:

Combining form and its meaning:

Medical word definition:

9. orchidotomy

Suffix and its meaning:

Root and its meaning:

Medical word definition:

10. spermicide

Suffix and its meaning:

Prefix and its meaning:

Medical word definition:

11. aspermia

Suffix and its meaning:

Prefix and its meaning:

Root and its meaning:

Medical word definition:

12. phimosis

Suffix and its meaning:

Root and its meaning:

Medical word definition:

Provide the correct medical term for each of the following:

1. presence of serum protein in the urine:

2. without urine:

3. bacteria in the urine:

4. calcium in the urine:

5. pebble:

6. tube:

7. hernia of the bladder:

8. x-ray of the bladder:

9. enlargement of prostate gland:

10. excessive flow of urine:

11. inflammation of glans penis:

12. difficult/painful urination:

Abbreviation Matchup

Match the abbreviation to the definition. Select an answer from the column on the right and write the correct letter on the blank.

Copyright © 2018 Pearson Education, Inc. All Rights Reserved

Worksheets for Medical Terminology for Health Care Professionals, 9e

1. cystoscopy

2. blood urea nitrogen

3. genitourinary

4. hemodialysis

5. urinary tract infection

6. nongonococcal urethritis

7. transurethral resection of the prostate

8. erectile dysfunction

9. dihydrotestosterone

10. vacuum constriction device

a. UTI

b. HD

c. TURP

d. NGU

e. cysto

f. ED

g. BUN

h. GU

i. DHT

j. HSV-2

Spelling Challenge

Spell each term correctly in the space provided.

Incorrect Spelling Correct Spelling
1. cathiterization
2. madulla
3. glicosurea
4. cyctitis
5. pyellowgraphy
6. gonnorhea
7. hypospadas
8. patarnity
9. verycoseal
10. siffalis

Pronunciation

Provide the phonetic spelling of the terms below. In addition, using a recording tool, such as Vocaroo, record the following medical terms. For support using Vocaroo, refer to the Vocaroo Tutorial document.

Term Phonetic Spelling
1. urea
2. pyelonephritis
3. polyuria
4. nocturia
5. nephron
6. meatus
7. vasectomy
8. gonorrhea
9. ejaculation
10. coitus
11. azoospermia
12. heterosexual

Place the recording of your pronunciation of the medical terms here:

Fill in the Blank

1. The urinary system consists of two __________, two __________, one __________, and one __________.

2. Each kidney has a __________ border and a __________ border.

3. The renal artery and vein leave the kidney through the __________.

4. The structural and functional units of the kidney are the __________.

5. There are two __________, one for each kidney, which drain urine from the kidneys to the bladder.

6. The lower portion of the bladder is the __________, and the upper portion is the __________.

7. The pouch-like structure located behind the penis is called the:

8. The external organs of reproduction in the male are the _______ and the __________.

9. The function of the prostate gland is to __________.

10. The male sex hormone is __________.

Case Study

To begin, review the medical records located in the Practical Application sections of Chapter 12 and Chapter 18 in the textbook. Then, using the records, answer the questions below. Note: The questions below are different from the questions in the textbook.

Chapter 12

1. What is the normal appearance of urine?

2. What is the normal reference range of pH?

3. Are any of the urinalysis results abnormal or outside of the reference range?

4. Why is the presence of glucose in the urine (glycosuria) significant?

5. Why is the presence of blood in the urine (hematuria) significant?

Chapter 18

1. What does the acronym CDC mean?

2. According to the CDC report, 16.2% of Americans are infected with what virus?

3. Is the herpes simplex virus type 2 (HSV-2) curable?

4. Are there always symptoms associated with this virus?

5. Studies show that people with herpes are two to three times more likely to acquire ________.

Evaluating Lesson Plans:

This week we continue to evaluate and develop Instructional Activities and Assessments. Our Learning Objectives are:

  1. Evaluate a lesson plan for alignment between standards, learning objectives, and assessment. [ACEI 3.1; InTASC 4(a), 4(n), 7(a), 7(f), 7(g)]
  2. Evaluate a lesson plan for relevance and expected engagement level. [ACEI 3.1, 3.4; InTASC 1(g), 4(m), 4(g), 7(a), 8(c)]

 

 

Our last week includes one assignment AND your submission of your completed Clinical Field Experience Verification Form.

Evaluating Lesson Plans:

For this assignment, you will locate a lesson plan posted online that states that it is aligned to a national or state English Language Arts standard. Compose a 500-750-word evaluation of the lesson plan based on the following criteria:

  1. Thoroughness of the lesson plan components.
  2. Alignment between the standard, learning objectives, learning and teaching activities, and the assessment.
  3. Real-world relevance of the learning and teaching activities.
  4. Regarding evidence or artifacts of learning, how would the teacher know that the students have mastered the learning objectives?
  5. Regarding the expected engagement level, would the students find the activities interesting and engaging?

Submit the URL for the lesson plan you found and your analysis of it to LoudCloud. Some helpful websites for locating lesson plans are:

http://www.scholastic.com/teachers/

http://www.readwritethink.org/

https://sharemylesson.com/   (this is free, but you do have to join the site to use it)

http://lessonplanspage.com/

GCU format is required. Do not submit any assignment without your Name and other Heading details included on Page 1. All work should be double-spaced.

The template is attached. It is required to be used.

NOTE: This assignment does have a rubric. Please review it before submission.

 

Clinical Field Experience Verification Form:

Your completed Clinical Field Experience Verification Form AND your Evaluating Lesson Plans assignment MUST BOTH BE POSTED TOGETHER in the same drop box++ BY MIDNIGHT ARIZONA TIME this Sunday. Per GCU policy, I am not allowed to accept or grade assignments submitted AFTER the midnight deadline. 

++ Way back in your UNV103/108 class there was a Tutorial provided for Submitting Multiple Files in Loud Cloud. Take another look at this Tutorial.

Submitting Multiple Documents to the Assignment Dropbox Tutorial

This is a brief and helpful tutorial on how to submit an assignment in the Loud Cloud System. The tutorial will walk you through how to submit a single submission, or a submission with multiple documents, how to submit to Turn It In (when directed by your instructor), and how to make sure you have finally submitted to your instructor.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/igc100_submitting-multiple-documents-to-the-assignment-dropbox-tutorial-v1.1.php

 

Reminder: Not submitting your completed Clinical Field Experience Verification Form will result in an automatic 20% deduction from your final assignment, per GCU policy and the Student Handbook.

To help you with this final assignment AND task, I have created a video. Please watch it using this link:

Feel free to post questions you may have in the QTI or Individual Forums. I am looking forward to seeing your final assignments!

Have a great final week!

Use evaluating lesson plan Rubic as you guide

Futher instruction

Details:

Locate and provide a lesson plan that is aligned to a national or state English language arts standard. Using the “COE Lesson Plan Template” for reference, evaluate this lesson plan in 500-750 words based on the following criteria:

  1. Thoroughness of the lesson plan components.
  2. Alignment between the standard, learning objectives, learning and teaching activities, and the assessment.
  3. Real-world relevance of the learning and teaching activities.
  4. Regarding evidence or artifacts of learning, how would the teacher know that the students have mastered the learning objectives?
  5. Regarding the expected engagement level, would the students find the activities interesting and engaging?