Biochemistry: Biology 151 Revamp of Glycolysis/TCA Cycle Week

1. Biochemistry: Biology 151Revamp of Glycolysis/TCA Cycle Week Anne Rosenwald Georgetown University

2. 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)

3. 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!!

4. 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!

5. Overall Course Learning Objectives Students will • increase their knowledge of chemical underpinnings of life processes • be able to solve problems from fundamental principles • enhance skills in reading scientific literature • enhance skills in communicating science to a variety of audiences • develop skills in metacognition

6. Specific Learning Objectives for Glycolysis/TCA Cycle Piece Students will be able to • identify and characterize the types of reactions that occur in both pathways (isomerases, kinases, etc.) • identify and characterize the products of reactions that occur in both pathways (ATP, GTP, NADH, etc.) • describe how regulation of the pathways occurs in normal cells and cancer cells • compare and contrast the differences between cancerous cells and normal cells with respect to these two pathways

7. Castle Top Diagram Monday Intro to Weekly Theme - Cancer Lecture on more difficult material Muddiest Point (FA) Wednesday Continue lecture if necessary In-class problems in small groups Friday Discuss article in small groups by figure – then jigsaw Entire group wrap up Saturday/ Sunday Summary papers based on prev week (FA) Read text & Post Q’s to BB; Take 10 Q Fact Quiz (FA) Wednesday Lab* Tuesday Lab* Thursday Read Journal Club Article Post Q’s to BB *Lab is 1x/week – also needs a revision (not considering here)

8. 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

9. 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 lecture Feedback 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)

10. Reading Quiz Questions 1. 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?

11. 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?

12. 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

13. 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

14. Journal Club Possibilities • Warburg effect • http://www.nature.com/nature/journal/v452/n7184/full/nature06734.html • The M2 splice isoform of pyruvate kinase is important for cancer metabolism and tumourgrowth Christof et al. • Gene regulation in pancreatic cancer • http://www.plosone.org/article/fetchObject.action?uri=info%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 Chaikaet al.

15. 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

16. 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?

17. 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.