Group 1: Cell and DevelopmentGroup 1: Cell and Development

‘’Team Verizon’’‘’Team Verizon’’

Our Network: Our Network:

Deborah Clark, Oregon State University Claire Cronmiller, University of Virginia Bob Mason, Oregon State UniversitySarah O’Leary, Illinois Math and Science Academy Indira Rajagopal, Oregon State UniversitySue Styer, Illinois Math and Science AcademyMike Wormington, University of VirginiaFacilitator: Tina Garza, University of Texas

Learning Goal Learning Goal

Can you hear me now? Using signal Can you hear me now? Using signal transduction communication to direct transduction communication to direct or change cellular physiology.or change cellular physiology.

Learning ObjectivesLearning Objectives

1. Describe the diversity/categories of signals and 1. Describe the diversity/categories of signals and signaling receptorssignaling receptors

2. Describe the sequence of events (including 2. Describe the sequence of events (including mechanisms and amplification) from receptor to cellular mechanisms and amplification) from receptor to cellular response response

3. Recognize the diversity of types of cell responses to 3. Recognize the diversity of types of cell responses to signals (outcomes)signals (outcomes)

4. Hypothesize or diagnose how the same outcome can 4. Hypothesize or diagnose how the same outcome can come from differing pathways or potential signal come from differing pathways or potential signal transduction pathway defects etc. transduction pathway defects etc.

Fight or Flight Differentiation

Cell signaling is important for…Cell signaling is important for…

Neural transmission

Tissue Patterning

Growth Regulation

When cell signaling goes wrong…When cell signaling goes wrong…

Tissue Patterning Aberration

What’s the Challenge?What’s the Challenge?

Activity 1 GoalActivity 1 Goal

Recognize the challenge of transmitting Recognize the challenge of transmitting signals to cells. signals to cells.

Learning ActivityLearning Activity

Tell students that a message (on a piece of paper) has to Tell students that a message (on a piece of paper) has to get from an individual in the front of the class (outside the get from an individual in the front of the class (outside the cell) to the entire back of the class (inside the cell) to the entire back of the class (inside the cell/nucleus) cell/nucleus) Provide students with the rules as to what a cell can and Provide students with the rules as to what a cell can and cannot do to communicatecannot do to communicateHave them brainstorm ideas, keeping in mind the Have them brainstorm ideas, keeping in mind the constraints of the cell, on how to relay the message constraints of the cell, on how to relay the message Have each group report back with their ideas and discussHave each group report back with their ideas and discussDo the message relay demo Do the message relay demo Discuss the difficulties of getting the signal transmitted in Discuss the difficulties of getting the signal transmitted in the activity and relate to what’s happening in the cell the activity and relate to what’s happening in the cell

Mini Lecture inserted here:Mini Lecture inserted here:

Addressing Learning Goal 1: Addressing Learning Goal 1: describe the diversity/categories of describe the diversity/categories of signals and signaling pathways signals and signaling pathways – Examples of different signals, types of Examples of different signals, types of

receptorsreceptors– Molecular structures and figures shown Molecular structures and figures shown – Conservation of signaling molecules Conservation of signaling molecules

across species across species

Activity 2 : Goal Activity 2 : Goal

Formative assessment of mini lectureFormative assessment of mini lecture– Level 1 or 2 Blooms Level 1 or 2 Blooms

Activity 2: Think-Pair-ShareActivity 2: Think-Pair-Share

Following 2 slides

Diverse Signaling Molecules Bind to Cell Surface Receptors

Epinephrine

Acetylcholine

EpidermalGrowth Factor

Can You Predict Which Signal Binds to Which ReceptorMerely By Examining Its Structure?

EpinephrineAcetylcholine

EGF

Activity 3: GoalActivity 3: Goal

Recognize the implications of the Recognize the implications of the specificity of cell signaling networks. specificity of cell signaling networks.

Activity 3: Example of Clicker Activity 3: Example of Clicker QuestionQuestion

If the signaling network disrupted in the tumor If the signaling network disrupted in the tumor example were similarly disrupted in the steer, the example were similarly disrupted in the steer, the steer would: steer would:

A. Eventually develop an eye tumor A. Eventually develop an eye tumor B. Lack a flight responseB. Lack a flight responseC. Both A & B C. Both A & B

Ligand/Receptor --Ligand/Receptor -- Cellular Cellular Response?Response?