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.