Classroom Activities
Students will develop a better understanding of how drugs work when laboratory investigations, graphic organizers, video analysis, Q & A, Internet investigations and Powerpoint are incorporated.
Activity #1
Behavioral objectives for this activity include: (1) students will learn about the role enzymes play in a chemical reaction; (2) students will learn that each enzyme has a unique three-dimensional shape, including a surface grove called an active site, which fits a specific substrate.
If the shape of the enzyme active site is altered or removed, an enzyme can no longer work. Catecholase is an enzyme present in most fruits. This enzyme causes cut or bruised fruit to turn brown in the present of atmospheric oxygen. The product of this reaction is a polyphenol. Polyphenol is the brown substance that accumulates on plants when fruits or vegetables are exposed to the air. The color changes are extremely noticeable in fruits and vegetables that have white flesh. White potatoes and apples fall into this category. They tend to turn brown very quickly once the flesh is cut. The process of browning is prevented whenever these two substances are submerged in water. Divided the students into groups of two.
Materials: apples, white potatoes, plastic knife, metal butter knife, lemon wedges, paper plate, paper towel. Give each group two apples and two potatoes, one plastic knife, lemon wedge and a paper towel. Ask the students to cut the apple and the potato in half using the plastic knife, making sure that you wipe off the knife thoroughly after each use. Place one piece of apple and one piece of white potato on a paper plate. Rub one piece of apple and one piece of potato with a lemon. Place the other piece of apple and potato on another paper plate. Do not rub it with lemon. This reaction is going to take approximately 25-30 minutes.
While the reaction is taking place it a good opportunity to explain the importance of the active site and specificity in enzymes. At the end of the designated time ask students to describe what they observe. Ask the students to brainstorm and develop reasons why the pieces rubbed with lemon juice did not turn brown? The lemon juice prevents the process of browning because it has a low pH factor. The cofactor of Catecholase is a copper ion. The copper ion is easily removed by changing the pH surrounding the enzyme. The low pH of the lemon juice causes the copper cofactor to split away from Catecholase enzyme, after which the enzyme will no longer work. Water has a pH that is considered neutral. It doesn't affect the enzyme; it prevents the availability of oxygen. Oxygen is an important reactant in this reaction.
Activity #2
(Two day assignment provides the backbone for the Enzyme-Substrate Complex)
The behavioral objectives for this activity include: (1) students will conduct a web search about the enzyme-substrate complex; (2) They will prepare a model that will best illustrate how the enzyme-substrate complex works. Encourage students to use all types of materials; (3) students will prepare a written statement that will illustrate their knowledge about this type of reaction. Display the models around the classroom along with the written statement prepared statements.
Activity #3
Behavioral objectives for this activity: (1) students will learn the importance of statistical studies; (2) they will learn how to use the Internet to gather information about a specific population: (3) they will learn the benefits of conducting clinical trails. Materials: binders and portable labtop computers will be given to each student in the class.
Divide students into groups of four. Each group is responsible for gathering clinical trial statistics on the effect of beta-blockers in the following populations: African American males, females; Hispanic males, females; Caucasian males and females. Each group will select a specific city from the following choices: Philadelphia, PA; Dallas, TX; Los Angeles, CA; Miami, FL; Detroit, MI; Columbia, SC; New York City, NY; Seattle, WA.
Once each group has selected the city they will brain storm and develop strategies for collecting information. Each group is responsible for developing a Powerpoint presentation indicating the results of the Statistical Study. Presentation should include the following: 15 slides, charts/graphs, color; all members in the group must participate in the presentation, conclusion based on data presented, along with animated slides. A hard copy of the presentation should be given to teacher one day prior to presentation. The hard copy will be used to make enough copies for each student in the class. The presenters prior to the presentation will give out copies. This will allow the audience to make notes on each slide. Students can place presentations into binder given out at the beginning of the class.
Activity #4
Behavioral objectives for this activity include: (1) students will observe how a drug can effect the heart rate of an animal (2) they will learn how to examine and determine the heart rate in water fleas (3) students will learn how to prepare a hypothesis and conduct experimentation showing the effects of a stimulants and heart rates.
Materials: Water fleas, distilled water, plastic micropipettes, yeast, compound microscope, prepared coffee, stopwatch, and deep welled clean microscope slide. Preparations prior to lab: teach students how to use a stopwatch preparation of water flea habitat. Order water fleas from Carolina Supply Company and follow instructions according to supplier. Distilled water should sit 2 days prior to placing in water fleas; yeast will serve as the food for the fleas. Place the following question on the whiteboard: What do you think will happen to the heart rate of the water flea when coffee is introduced into it's environment? Students will develop several ideas about what they think will happen to the heart rate of the water flea. Introduce the caffeine molecule to the class via lecture. Show pictures of the caffeine molecule on the whiteboard. You can download an image of caffeine from several Internet sites. Prepare a deep well slide using one water flea, Place under low objective lenses. Students will observe the heart of the water flea beating. Once they have observed this students can count the number of beats for one minute using a stopwatch. Record results. Using the micropipette place one drop of coffee into the well. Students will observe and count the number of beats for one minute using the stopwatch. Students should prepare a statement discussing the conclusions reached from this experiment. Experiment and results should be written into lab book.
Activity #5
Behavioral objectives for this activity include: (1) students will learn about a neuron; (2) students will learn why neurons have such an odd shape and how it supports the job performed by the neuron; (3) students will prepare a model of a neuron; (4) students will use creativity when making models of a neuron.
When teaching about the neuron it is important to have a visual representation of a neuron on the board (smart). The following parts should be identified: Dendrite, Axon, Nodes of Ranvier, Axon Terminals, Myelin Sheath, Cell Body (Soma) and Nucleus. After identifying the parts of the neuron explain the function of the neuron. Neurons are responsible for passing signals; this is important for brain communication. Signals come to the neuron through the dendrites at the top of the neuron. Identify the three types of neurons found in the body. The three types of neurons are: sensory, motor and interneuron Sensory neurons send information toward the central nervous system, motor neurons send information away from the central nervous system, and the interneurons relay messages between sensory and motor neurons. The signal passes down the axon and travels to the next neuron. Types of neurons: bipolar neurons have two extensions from the cell body, pseudounipolar neurons have two axons and the multipolar neurons have multiple extensions but only one Neurons do not resemble any other type of cells. Students have an opportunity to be creative when they make their model of the neuron. Display the models around the classroom along with write-ups.
Activity #6 Demonstration
Behavioral objectives for this activity: (1) students will learn how nicotine affects homeostasis in goldfish; (2) students will investigate the affect of nicotine on cells.
Materials: Two round goldfish bowls, four goldfish (only one goldfish is used in the demonstration), rubber bulb, one large "T" shaped glass tubing, 5 inch of rubber tubing, one cigarette, small fish net. The extra fish will serve as backup specimens. Fill one goldfish bowl with clean water, leaving three inches from the surface to the top of the bowl. Repeat this procedure with the other fish bowl. Put the goldfish into the bowl containing the clean water. Attach the filter end of the cigarette to the rubber tubing. Attach the rubber bulb to one end of the "T" glass tube, and attach the rubber tubing with the cigarette to the other end. Light cigarette and begin to squeeze the rubber bulb. Place the long end of the glass tube into the water. Continue to squeeze the rubber bulb. Cigarette smoke is being diffused in the water. Ask students to observe the movements of the goldfish. Eventually the goldfish rolls onto the side. Scoop up the goldfish into the net and place it into the second fish bowl. Ask students to develop some predictions explaining the behavior of the goldfish when it was placed into a smoke filled environment.
Introduce students to the nicotine molecule. Illustrate the chemical formula on the smart board. Nicotine is a water-soluble molecule found in tobacco leaves. It is also used as a pesticide. Nicotine increases the heart rate, blood pressure and constricts the blood vessels. When the blood vessels constrict the blood flow decreases and the heart has to work harder. Beta-blockers are used in patients who suffer from this condition. The lifestyle of the patient has to change and he/she has to stop smoking. Beta-blockers prevent the transmission of certain neuroreceptors found at the end of the cell. When the Beta-adrenergic receptors are blocked the heart rate decreases and the blood pressure drops.
Ask students to come up with a conclusion that will justify why the goldfish flipped over on its side in the smoke filled water. Show the relationship between the job done by the heart and how it caused a decrease in oxygen coming from the gills.
Activity #7
Behavioral objective for this activity: (1) students will stimulate the effect of constricted blood vessels caused by nicotine. (2) students will learn why water-soluble molecules enter into the cell at a faster rate by examining the role of the cell membrane.
Materials: ten Styrofoam cups, five straws (soda), five coffee stirrers, ½ of Deer Park Spring Water. Get ten student volunteers of five females and five males. Student volunteers should be of various sizes. Give the 10 straws to the student volunteers making sure that the types of straws are dispersed evenly. On the count of three ask the students to sip as much water as possible. Request the other children to cheer the volunteers by saying "Go, Go". Observe the reactions of the students and the amount of water consumed. Students drinking water out of the smaller straw have a harder time of getting water. The volume of water passing through the coffee stirrer was smaller when compared to the volume of water passing through the soda straw. It will take twice as long to drink the water in the cup. Students using the smaller straws had to suck harder on the straw. This experiment illustrates how the heart works harder whenever nicotine is in the system.
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