by Anna Protopsaltis and Michael Clements

University of Sydney

Master of Teaching 2000

Contents Page

Introduction and Overview

Aims and Objectives

Prescribed Focus Area

Problems, Difficulties and Challenges

References

Unit Plan

#1 ATP is the energy currency of every living cell

#2 Carbohydrates are an important part of an athlete's diet

#3 Fats are also important fuels for cells

#4 Proteins are used as both structural molecules and as enzymes to catalyse metabolic reactions

#5 Muscle cells cause movement by contraction along their length

#6 There are two types of muscle cells and their differences infer that different fuels are needed and different strategies are used during contraction and relaxation

#7 Fats are oxidised to release energy in cells

#8 Glycolysis, the first stage of respiration, is the anaerobic decomposition of glucose to release energy

#9 Gentle exercise uses type 1 muscles and involves aerobic respiration. The aerobic respiration of acetyl CoA releases much more energy

#10 ATP used in muscle contraction is continually regenerated

#11 Sprinting involves muscles contracting powerfully and rapidly and utilises type 2 muscle cells

AP

The introduction of biochemistry into the year 12 syllabus is a challenging but potentially very rewarding task. Biochemistry has traditionally been taught as a 2^nd year university subject and an introduction at an earlier stage will be beneficial for students who are trying to sort through all the options available to them. This topic condenses much of what is typically taught in first semester 2^nd year Biochemistry, without the pressure of having to learn each of the specific reactions in all of the metabolic pathways.

Although this course will be reviewed in 2001, at which time it is expected that this topic will be reduced in content somewhat, as it currently stands we have a thorough introduction to the biochemistry of movement. The syllabus begins with an introduction to ATP, the bodies most usable energy currency, then thoroughly looks at the biomolecules carbohydrates, fats and proteins and their functions including their role as fuels and enzymes. Type 1 and 2 muscles are introduced leading up to the various metabolic pathways that provide energy for the muscle contraction. The aerobic respiration pathway is studied in an overview form condensed by these authors from three specific points to one in order to maintain the students interests and to highlight that each individual process (glycolysis, TCA cycle, and oxidative phosphorylation) is part of the whole aerobic pathway. Using the aerobic pathway as the backbone, anaerobic respiration is studied and added to the developing metabolic flowchart as is the use of fats as a fuel.

Through this unit careful attention must be made to the context of the biochemistry, that is movement. Each point must be continually brought back to consider its significance in terms of movement and exercise, although this is only vaguely achieved in the Board of Studies syllabus. In this unit plan emphasis is placed on this context, with one of the highlights of the course being an excursion to the Australian Institute of Sport, and assessment is based on how students can make this connection.

Many teaching styles are outlined in this plan, ranging from lecturettes, cloze passage, guided fantasy, student investigations involving experiments at different work stations, role plays, concept maps, group exercises, model making, an excursion and others. We hope this unit plan is a useful basis to work from and it is intended that the teacher will feel free to use any of the ideas found here.

MC

To help improve student communication skills. This is achieved via:

• the video where students have to watch and listen to the video, while at the same time record specific information from the video onto their worksheets.
• group work activities where students need to listen to each others responses and express their own opinions to the rest of their group and to the class.
• class discussions.
• comprehension questions and answers.
• role plays.
• practical activities.

To improve student presentation skills. This is achieved through:

• practical activities and presentation of results either on hardcopy as a poster or report, or orally during a presentation to the class.
• the presentation of material during group work.

To help improve student researching skills.

• students sift through information presented during the video and record specific information only.
• students research information on content using the library (books and video) and the internet.
• students research information and complete the assignment.

To improve students' scientific literacy skills.

• students are asked to discuss, record and present discussion answers to set questions. Students achieve this by being able to understand and communicate scientific language.

To improve students' analytical skills by:

• performing practical activities.
• comparing and contrasting information.
• processing information and devising simplified flow charts.

To improve student comprehension skills. Students are expected to complete comprehension and discussion questions, so that they have a better chance to understand, interpret and perceive information.

AP

Applications and uses of biochemistry

AP

• A very large unit of work containing a lot of information which needs to be completed in a very short period of time.
• Need to move through content at a very fast pace, so students need to have very good background knowledge in chemistry.
• Difficult to complete this unit of work with students of NESB and ESL backgrounds, because there isn't much room for revision and repetition of content.
• Large number of biochemical pathways present.
• Difficult for students to conceptualize all the processes occurring within the cell.
• Difficult to find relevant recent videos that the students will find interesting.
• Practical activities on muscle content are not easily obtainable.
• Difficult to bring the biochemistry back to the context of movement.
• Difficult to obtain a variety of cheap amino acids and enzymes (excluding catalase and pepsin).

AP

References

Books

Benjamin, C.L. et al (1997). Human Biology. International Edition. U.S.A, McGraw-Hill Companies, Inc.

Edington, D.W. et al (1976). The biology of Physical Activity. U.S.A, Houghton Mifflin company.

Mader, S.S (1995). Human Biology. Student Study Art Notebook. Fourth edition. U.S.A, Wm.c.Brown Publishers.

Martin, D. and Sampugna, J. (1978). Molecules in Living Systems. A Biochemistry Module (Teacher's guide). U.S.A, Harper & Row Publishers.

Web Sites

http://ificinfo.health.org/qanda/qafatty.htm

http: //www.unn.ac.uk/~chss1/b~title.htm

http://www.worthpublishers.com/lehninger3d

http://www.umass.edu/molvis/freichsman

http://www.umass.edu/microbio/rasmol/

Video

Physiology of Muscles (1990). Educational Media Australia Pty Ltd. (30 minutes).

1. ATP is the energy currency of every living cell (3.05 indicative hours)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Identify that adenosine triphosphate is used as an energy source for nearly all cellular metabolic processes. Explain that the biologically important part of the molecule contains three phosphate groups linked by high energy phosphodiester bonds. Identify the role of enzymes as catalyst in the conversion of ATP to ADP with energy made available for metabolism, given a flow chart of the biochemical pathways. Explain that biochemical fuels are broken down to release energy for making ATP. Identify mitochondria as the cell organells involved in aerobic respiration and the site of most ATP synthesis.	Identify ATP as an energy source for nearly all cellular metabolic processes. Define ATP and ADP and their constituents. Explain that the biologically important part of the molecule contains three phosphate groups linked by high energy phosphodiester bonds. Differentiate between ADP and ATP in terms of the energy locked in ADP not being as readily available as ATP. Identify the relationship between ATP and ADP molecules and the role of enzymes as catalysts in the conversion of ATP to ADP. ATP + H2O ® ® ® ® ® ADP + P + Energy (Catalyst)   Understand how ATP is formed in cells. State that energy comes from glucose and other molecules for use in respiration. State the difference between aerobic and anaerobic respiration. Interpret the ADP/ATP cycle. List where ATP is used, i.e. mechanical work, chemical work, osmotic work and electrical work. Explain that biochemical fuels are broken down to release energy for making ATP. Describe and explain structure of the mitochondria. Identify mitochondria as the cells organelles involved in aerobic respiration and the site of most ATP synthesis. State that mitochondria contain certain enzymes used in the citric acid cycle, fatty acid oxidation and enzymes associated with electron transport chain.	8.2.3 Recall the construction of word equations and written descriptions of a range of descriptions.                                         AP

Activities

• Lecturette on content.
• ATP ® ADP + P + energy analogy.
• Use of models and computer simulations and diagrams on the structure of mitochondria.
• Memory game to match terms and definitions as a review.
• Clozed passages and crossword on ATP.
• Comprehension and discussion questions on ATP (homework).

Equipment and Requirements

• Mitochondria models.
• Computer.
• Worksheets and handouts.
• Overheads.

Special Notes

N/A

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2. Carbohydrates are an important part of an athlete's diet (4.20 hrs)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Identify glucose, lipids and proteins as three possible sources of energy (ATP) . Compare the heat of combustion per mole of the three molecules Identify that carbohydrates are composed of carbon , hydrogen and oxygen according to the formula Cx(H2O)y Explain that humans store carbohydrates as glycogen granules in our muscles and liver.(Insulin) Identify glucose as the monomer which forms the polymer glycogen and describe the process of bond formation between the glucose molecules which produce the polymer	H7. describes the chemical basis of energy transformations in chemical reactions. H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding. determines the heat of combustion per mole of biomolecule, through practical investigation. is able to build models representing molecules and their polymerization. Understands the role and importance of carbohydrates as an organisms' energy source.	8.2.4 The chemical earth: identify the differences between physical and chemical change in terms of rearrangement of particles. explain that the amount of energy needed to separate atoms in a compound is an indication of the strength of the attraction, or bond, between them. 8.3.5 Water: explain how water's ability to absorb heat is used to measure energy changes in chemical reactions describe dissolutions which release heat as exothermic and give examples explain endothermic and exothermic dissolutions in terms of bond breaking and bond making 8.5.4 Energy: identify combustion as an exothermic chemical reaction outline the changes in molecules during chemical reactions in terms of bond breaking and bond making 9.2.3 The identification and production of materials: define the molar heat of combustion of a compound and calculate the value for ethanol from first-hand data 9.2.1 explain what is meant by a condensation polymer and describe the reaction involved when a condensation polymer is formed MC

Activities

• Lecturette introducing the three biomolecules involved in the production of energy within the body,
• Heat of combustion demonstration, comparing the heat of combustion of lipids, proteins and the simple carbohydrate glucose. Outlined in Chemistry 4^th edition pgs 175-177.
• Lecturette on carbohydrates, their structure and formula and how and in what form they are stored in the body.
• Students do Experiment B-13 Chemical Reactions of biomolecules, which identifies fats, gelatin, glucose and starch on the basis of their reactions with test reagents
• Molecules and polymer making with models. Grps of 4: make a glucose molecule, 1 makes a galactose molecule. make various dissacharides and polymers.
• 'How sweet it is' comparing the taste of glucose and galactose.
• Students asses their dietary intake for the last 24 hours in terms of fats, proteins and carbohydrates and total calorie consumption.

Equipment and Requirements

• Molecular model kits
• Glucose and galactose crystals
• Overheads of ATP reactions (pg9)
• see prac manual "Molecules in Living Systems, a biochemical module (and teachers guide)". for individual experiments' requirements.
• bomb calorimeter protein source e.g. egg white and animal fat

Special notes

• Number the kits and make sure each group returns a full kit.

MC

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3. Fats are also important fuels for cells (3.05 indicative hours)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Identify that fatty acids are alklanoic acids with the general formula CH3- (CH2)n- COOH. Identify that part of the fatty acid molecule which should mix with water and give an explanation for this phenomenon. Identify the most common fatty acids in our diet and in our body stores as C14-C20 series from diagrams or models. Describe glycerol as a triol and identify its systematic name. Explain that fatty acids are stored as esters of glycerol [triacylglycerols (TAGs)] and account for the hydrophobic nature of these esters. Assess the importance of TAGs as an energy dense store for humans.	Identify that fatty acids are alkanoic acids with the general formula CH3- (CH2)n- COOH. State that lipids consist mostly of carbon (C) and hydrogen (H) linked by covalent bonds and because of these non-polar bonds, most lipids are insoluble in water. Identify that part of the fatty acid molecule which should mix with water and give an explanation for this phenomenon. List the roles that lipids play in the body, i.e. store of energy (lipids store twice as much per gram as carbohydrates), structural molecules (cellular membranes) and regulating signals (hormones and vitamins). Assemble fatty acids (saturated and unsaturated), glycerol and tryglycerides with molecular model kits. Identify the most common fatty acids in our diet and in our body stores as C14-C20 series from diagrams or models. Explain the difference between saturated and unsaturated fatty acids in terms of the double bonds and the number of hydrogen atoms present. Describe glycerol as a triol and identify its systematic name. Explain that when energy is needed by the body TAGs are hydrolised into glycerols and fatty acids and that these individual fatty acids are broken down to liberate energy. Assess the importance of TAGs as an energy dense store for humans. Interpret and explain their results from the experiment on the solubility of biomolecules in terms of polar and non-polar solvents and molecules and with reference to the functional groups of the molecules.	8.3.5 Define the mole as the number of atoms in exactly 12g of carbon-12 (Avogadro's number). 8.4.3 Water is an important solvent in biological systems, transporting materials into and out of cells. 8.4.5 Explain what is meant by the specific heat of a substance. 8.5.2 Identify that carbon can form single, double or triple covalent bonds with carbon atoms. 9.2.3 Define the molar heat of combustion of a compound.                 AP

Activities

• Lecturette on content.
• Students used molecular model kits to assemble saturated and unsaturated fatty acids, glycerols and tryglycerides.
• Experiment on "Solubility of biomolecule". Students examine the solubility of glucose and glycerol in water and hexane.
• Experiment on the "The viscosity of glycerol and glucose solution". This can be done by using an apparatus with a very low orifice such as a 50mL burette or a 10mL pasteur pipette, and using the time it takes for the substance to flow out of the apparatus as a reflection of its viscosity. Can also be performed by dropping ball bearings of equal size and weight into a burette of equal length containing the substance.
• Experiment on the "viscosity and density of glycerol". Weigh 10mL glycerol and determine its relative density.
• Heat of combustion demonstration. Refer to focus #2.
• Crossword on fats.
• Comprehension and discussion questions on fats (homework).

Equipment and Requirements

• Molecular model kits.
• Equipment and materials for experiment.
• Handouts.
• Overheads.

Special Notes

• Number the kits and make sure that each group returns a complete kit.

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4. Protein are used as both structural molecules and as enzymes to catalyse metabolic reactions (5 hrs)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
describe the composition and general formula for amino acids. Identify the major functional groups in amino acids. outline the nature of a peptide bond and using a specific example, describe the chemistry involved in the formation of a peptide bond. account for the shape of a protein in terms of electrostatic forces, hydrogen boding forces, hydrophobic forces, disulfide bonds Introduce the terms primary secondary tertiary and quaternary structure. Account for the processes of protein denaturation. Identify enzymes as a special class of protein with a binding site that is substrate specific. Using a named example of an enzyme, explain why the enzyme's binding site is substrate specific.	H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding. identifies which biomolecule a substance is made up of, on the basis a first hand investigation of biomolecules with test reagents. builds models representing molecules and their polymerization. applies, with justifications, their understanding of polar and non polar molecules to amino acids and categorise the 20 essential amino acids. demonstrates the effect of various temperatures and pH on enzymes and how an enzyme has a binding site that only binds highly specific substrates (H8). applies this knowledge and investigates, using secondary sources, the properties of an enzyme, justifying the appropriateness of their investigation plan (H11).	8.5.4 Energy: outline the changes in molecules during chemical reactions in terms of bond breaking and bond making explain that energy is required to break bonds and energy is released when bonds are formed 8.5.5 describe the role of catalysts in chemical reactions, using a named industrial catalyst as an example   explain a model of the role of catalysts in changing the rate of chemical reaction 8.4.3 Water: explain changes, if any, to particles and give reasons for those changes when the following types of chemicals interact with water 9.2.2 The Identification and Production of Materials: explain what is meant by a condensation polymer and describe the reaction involved when a condensation polymer is formed   MC

Activities

• Lecturette on the basic structure and formula of amino acids, the major functional groups in an amino acid, the nature of a peptide bond.
• Building amino acids and polymers with molecular model kits.
• Lecturette and cloze passage on the four types of structure.
• Students group the 20 amino acids according to the categories non polar hydrophobic, polar hydrophobic and charged R groups.
• Demonstration with various amino acids placed in water.
• Demonstrate catalysts and enzymes prac.
• Students do the following circuit of experiments, in groups, then using this as background information investigate, using secondary sources a single enzyme and then present this on a poster,
  • pH and enzymes
  • -B27 'the active site'
  • 'temperature and reaction rates'

Equipment and Requirements

• molecular model kits.
• See prac manual "Molecules in Living Systems, a biochemical module (and teachers guide)". for individual experiments' requirements
• Overheads of Formation of a Dipeptide and Synthesis and Hydrolysis (pg5), Levels of Protein Structure (pg 6), Nucleotides in DNA (pg7), Enzymatic Action (pg15)
• handouts and cloze passage on the primary, secondary, tertiary, and quaternary structure.

Special Notes

• It may also be possible to modify these experiments where students in groups experimentally investigate a specific enzyme using the three different experiments modified to test that one enzyme (each group investigates a different enzyme).

MC

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5. Muscle cells cause movement by contraction along their length (3.05 indicative hours)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Describe the generalized structure of a skeletal muscle cell. Identify actin and myosin as the long parallel bundle of protein fibres which form the contractile filaments in skeletal muscle. Identify the cause of muscle cell contraction as the release of calcium ions after a nerve impulse activates the muscle cell membrane. Identify that the cause of the contraction movement is the formation of temporary bonds between the actin and myocin fibres and explain why ATP is used in this process.	Describe and explain the generalized structure of a skeletal muscle cell. Identify the different parts of a skeletal muscle cells. Identify and distinguish between actin and myosin in the muscle cell. Explain the roles of actin and myosin in muscle movement. Identify the structure and functions of the sarcoplasmic reticulum (SR) and traverse tubules in the muscle cell during movement. Explain that muscle fibres are stimulated to contract through nerve impulses passing along nerve cells and the structure of acetylcholine (ACh). Identify processes occurring at the neuromuscular junction. Identify the role of the calcium ions during muscle cell contraction and the formation of bonds with troponin-tropomyosin protein complex. Identify that the cause of contraction movement is the formation of temporary bonds between the actin and myosin fibres. Explain that myosin breaks ATP to release energy which is used to change the shape of the myosin head, causing the actin filaments to slide towards the center of the sarcomere. Explain the sliding filament mechanism for muscle contraction and its consumption of ATP.	N/A                                   AP

Activities

• Lecturette on content.
• Clozed passages or crosswords on muscle contraction.
• Guided fantasy on the effect of ATP on muscle fibre. Students are then asked to draw labeled diagrams of what they visualized.
• "Physiology of muscles" video 2-3 minutes showing muscle cells and the movement of actin and myosin during muscle contraction. Students shown the video segment twice and either asked to answer set questions from the video, or asked to record in their owns words the biochemical process involved in muscle contraction.
• Homework sheet with comprehension and questions on muscle cells.

Equipment and Requirements

• Video "Physiology of muscles"
• Handouts
• Overheads

Special Notes

• Video is a great visual aid to show the process of muscle contraction. Helps students develop a better understanding of the mechanisms involved.

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6. There are two types of muscle cells and their differences infer that different fuels are needed and different strategies are used during contraction and relaxation. (3.05 indicative hours)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Identify the characteristics of type 1 muscle cells as: - contracts relatively slowly - many mitochondria - well supplied with blood - fewer contractile filaments - carries out aerobic respiration - a use for light, endurance exercise Identify the characteristics of type 2 muscle cells as: - contracts relatively rapidly - few mitochondria - poor blood supply - many contractile filaments - carriers out mostly anaerobic respiration - used for heavy and sprinting style exercise	State that skeletal muscle is made up of a combination of type 1 (slow-twitch) muscle cells and type 2 (fast-twitch) muscle cells. State that the percentage of slow and fast twitch cells present in a muscle varies from individual to individual and is an important factor in determining an individual's athletic capabilities. Compare and explain the number of fast and slow twitch muscle cells present in a sprinter and a marathon runner through a video. State that the properties of the different cells in an individual muscle is determined by the genes inherited. Compare and contrast the differences and structure, function and distribution of type 1 and type 2 muscle cells.	N/A                                 AP

Activities

• Lecturette on content.
• "Physiology of muscles" video 5 minutes showing the two types of muscle cells. Video compares the numbers of fast and slow twitch muscle cells present in a sprinter and a marathon runner.
• Students find information on type 1 and type 2 muscle cells during class through the internet, video, books etc. and in groups they compare and contrast the differences in structure, function and distribution of the cells.
• In the same group students make models of these two types of muscle cells using a variety of materials (i.e. straws, cotton, button, material etc.) and present these models the rest of the class.
• Cloze passage on both muscle types.
• Comprehension and questions on both muscle types.

Equipment and Requirements

• Overheads.
• Video "Physiology of muscle"
• Student resources internet, library.
• Various materials straws, cotton, buttons, material, feathers, soft-drink caps etc.
• Handouts

Special Notes

• Collect as many varied materials as possible for the model activity

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7. Fats are oxidized to release energy in cells (3.05 indicative hours)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Identify the importance of the oxidation of long chain fatty acids in all tissues except the brain. Explain that the decomposition of fatty acids occurs by oxidative removal of 2-carbon fragments. Identify the 2-carbon fragments as acetyl CoA. Identify the site of oxidation of fatty acids as the mitochondrial matrix.	Identify the importance of the oxidation of long chain fatty acids in all tissues except the brain. Explain that fatty acid oxidation occurs once inside the mitochondrial membrane. Explain that the fatty acid oxidation cycle consists of a series of reactions that result in a sequential splitting off of acetyl CoA groups. Explain the role of the citric acid cycle and electron transport system in fatty acid oxidation. Process information from a simplified flow chart of biochemical pathways to identify and describe the steps in the oxidation of a typical fatty acid.	N/A               AP

Activities

• Lecturette on content.
• Students are given handouts on the processes involved in the oxidation of fats. Different sections of this information in the handout is allocated to each student in class. Each student is given colourful card(s) containing specific information relevant to their allocated section of information. On the floor there is a huge piece of butchers paper with an illustration of the mitochondrion surrounded by the cytoplasm of the cell. Information of the handout is read individually by the allocated student to the class, and the student places his/her card(s) on the appropriate position on the butchers paper.
• Homework sheet with questions on fat catabolism.
• Crossword on fat oxidation.

Equipment and Requirements

• Butchers paper and cards
• Handouts
• Overheads

Special Notes

• Fasten the completed butchers paper on the classroom wall so that students can refer to it whenever possible and so that they can admire their work. The colorful cards also help to brighten up the room.

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8. Glycolysis, the first stage of respiration, is the anaerobic decomposition of glucose to release energy.

9. Gentle exercise uses type 1 muscles and involves aerobic respiration. The aerobic respiration of acetyl CoA releases much more energy.

10. ATP used in muscle contraction is continually regenerated. (3.30hrs)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Identify the key features of glycolysis including the enzymes found in the cytoplasm, glucose is the raw material, summarising the energy released and its form (ATP), and identifying pyruvate as the end form. Identifying the key features of the TCA cycle including: - describing it as another multienzyme system involved in respiration. - oxidative decarboxylation with the addition of acetyl coA as the energy source in each cycle. - summarising the role of role and location of the cytochrome chain. - describing the role of oxygen in respiration. Describe the redox process involving high energy NADH and FADH2 that produces ATP. Explain how the removal of hydrogen from these molecules produces electrons capable of producing ATP through oxidative phosporylation. Construct an equation to summarise this redox process.	H7. describes the chemical basis of energy transformations in chemical reactions. H9. describe and predicts reactions involving carbon compounds. presents biochemical knowledge of aerobic respiration in a dramatised form. links the reactions of aerobic respiration with their location in the muscle cell. conceptually maps an overview of aerobic respiration, including overall ATP production. writes equations to summarise the redox reactions of oxidative phosphorylation.	8.5.4 Energy: outline the changes in molecules during chemical reactions in terms of bond breaking and bond making. 9.2.4 The identification and production of materials: account for changes in the oxidation state of species in terms of their loss or gain of electrons 8.2.3 The Chemical Earth: recall the construction of word equations from observations and written descriptions of a range of reactions                         MC

Activities

• lecturette on the overall process of the aerobic respiration of glucose including the three main parts, glycolysis, the TCA cycle and oxidative phosphorylation., Using a clear overhead and model of a cell and mitochondria to highlight the processes.
• Role play, all class involved each determines how their part is acted but the must read their line, swap parts a no. of times and finally students try to see if they can run through it themselves. Then as a group they see if they can nut the whole thing out themselves on butcher paper, before the teacher goes through it with class.
• Cloze passage of overall flow chart.

Equipments and Requirements

• Each part printed out.
• Model of cell and mitochondria
• Overhead of the cycle, Mitochondria Structure (pg13)
• Butcher paper
• Cloze passage of overall flow chart
• See prac manual "Molecules in Living Systems, a biochemical module (and teachers guide)". for individual experiments' requirements.

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11. Sprinting involves muscles contracting powerfully and rapidly and utilises type 2 muscle cells (3.05 indicative hours)

content domain	outcomes (by the end of these lessons the students will be able to: )	syllabus section links
Outline the problems associated with the supply and use of fuels during sprinting and relate this to the sprinting muscles' reliance on non-oxygen/non-mitochondrial based ATP production. Outline the steps in the hydrolysis of glycogen which release glucose for use in glycolysis during sprinting. Explain the physiological significance of the glycogen molecule in the rapid supply of glucose molecules. Explain the relationship between the production of 2-hydroxyproponoic (lactic acid) during anaerobic respiration and the impairment of muscle contractions by changes in cellular pH. Identify that lactic acid is produced and is exported from the cell and recycled into glucose in the liver.	Outline the problems associated with the supply and use of fuels during sprinting and relate this to the sprinting muscles' reliance on non-oxygen/non-mitochondrial based ATP production. Outline the steps in the hydrolysis of glycogen which release glucose for use in glycolysis during sprinting. State that glycogen is synthesized and stored by the cells of the liver and muscle when there is excess glucose in the blood. Explain the physiological significance of the glycogen molecule in the rapid supply of glucose molecules. Explain when blood glucose declines, the bonds between the units in glycogen are hydrolised, liberating glucose molecules. These glucose molecules are transported by the blood to cells where they are broken down to CO2 and H20, releasing energy which is used to synthesize ATP from ADP and P. Explain that during periods of insufficient oxygen (O2) supply, pyruvic acid is processed by the anaerobic pathway, producing lactic acid which causes fatigue and muscle soreness. Explain the relationship between the production of lactic acid during anaerobic respiration and the impairment of muscle contractions by changes in cellular pH. Identify that lactic acid is produced and is exported from the cell and recycled into glucose in the liver. Discuss the use of multiple naming systems in chemistry using lactic acid as an example.	N/A                                     AP

Activities

• Lecturette on content
• Concept map in groups on "The body is designed for various forms of exercise. Explain this using the biochemical terms you have come across in class".
• In groups, students process information from a simplified flow chart of biochemical pathways to summarise the steps in glycolysis and analyse the total energy output from this process.
• In groups, students process information and draw a flow chart of the biochemical pathways of lactic acid production and removal in the body.
• Excursion to the Australian Institute of Sport (Canberra). Tour guide and data analysis on measurement of lactic acid during anaerobic respiration.
• Cloze passage on lactic acid.
• Comprehension and questions on lactic acid and glycolysis

Equipment and Requirements

• Overheads.
• Butchers paper and thick colourful textas.
• Handouts.

Special Notes

• Bookings to the AIS need to be made on Tel: (02)6214 1444 or Fax: (02)6214 1932.

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Prescribed focus area: Applications and uses of science Setting the study of chemistry into broader contexts allows students to deal with real problems and applications. The study of chemistry should increase students' knowledge of: the relevance, usefulness and applicability of discoveries and ideas related to chemistry how increases in our understanding in chemistry have led to the development of useful technologies and systems the contributions chemistry has made to society with particular emphasis on Australian achievements. Assignment 1) How is knowledge of the biochemistry of movement relevant to the training of elite Australian sports men, women and athletes? 2) How is knowledge of the biochemistry of movement relevant to the everyday Australian, in terms of diet, exercise, and bio-technology?

MC