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Transcript
Biology 100 – Winter 2013 North Seattle Community College NAME: _____________________________ Evidence-Based Model 02 – How do antibiotics work? This model will be a bit different from our first model. For this model we’ll have ideas of how physical things, like antibiotic molecules and bacterial cells, might look and act, compared with our first model that was represented largely by mathematical expressions of how our population of infected individuals changed over time. Scientists use explanatory models in order to be able to connect a series of ideas to explain how a natural phenomenon might work. Their explanation includes the available evidence and existing scientific knowledge up to that time. A model can then be tested and revised, if necessary, as new information is gained. In this model you will concentrate on telling a story of how an antibiotic might work on a typical prokaryotic bacterial cell inside of a eukaryotic animal. A story flows from a beginning, a middle, and an end. This story will be mostly a picture book story supported by words when necessary to help explain your point. The objective of this exercise is to help you to learn the cellular structures and their functions inside of two different types of cells found in living organisms. This type of story is called an explanatory model, where you explain how you think a natural phenomenon works through an evidence-based explanation (or story). Your evidence, in this instance, is the information from your observations, measurements, and reliable resources from class, your labs, and your text. OK, so let’s get started! Here is a checklist of the following terms and concepts that you should include in your story of how antibiotics might work. Checklist for Explanatory Model of How Antibiotics Might Work (Abbreviations: P = Paragraph; F = Figure; T = Table) First, there was an infection…. P1: Give your reader a context to your story. Where is your story taking place? How did the infection get started? Make sure you highlight that bacteria are causing the infection. P2: Explain what Cell Theory and the Theory of Biogenesis says. F1: Draw a picture of a typical prokaryotic bacterial cell next to a typical eukaryotic animal cell (After all, this infection is taking place inside of an animal!) Be sure to include AND label the following where appropriate: Cell membrane Cell wall Chromosomal DNA Ribosomes Cytoplasm Nucleus Rough Endoplasmic Reticulum Smooth Endoplasmic Reticulum Golgi Apparatus Lysosomes Vacuoles Mitochondria Cytoskeleton Flagella F2A: Draw a picture of a Gram + and a Gram – bacterial cell wall and cell membrane. Be sure to include AND label the following where appropriate: Outside of the cell Outer membrane layer of the cell wall with integral membrane transport proteins (porins) Peptidoglycan layer of the cell wall Cell membrane with integral membrane transport proteins Inside of the cell F2B: On these pictures of Gram + and Gram – bacterial cell walls and cell membranes, draw AND label arrows to indicate the following transport processes and provide written explanations of how these processes work: Simple diffusion Osmosis Facilitated diffusion Active transport F3: Explain how a cell grows by drawing a flow diagram. Remember in our flow diagrams that arrows () mean, “causes this to happen or go forward” and stop arrows (---| ) mean “inhibits this.” Be sure to use the following terms: Building blocks Enzymes Macromolecules Cellular structures Functions of those cellular structures Cell Growth Underneath that flow diagram OR on separate pieces of paper, now give some examples of three different metabolic reactions that might be happening in these cells by drawing a picture and using words to help you explain what is going on. Be sure to include AND label the following: F4: Cell wall synthesis in a prokaryotic cell F5: Protein synthesis in both types of cells Peptidoglycan Enzymes Peptidoglycan cross links Cell wall Rigid structure to protect against osmosis Bacterial cell growth Transcription (DNA mRNA by RNA polymerase) Translation (mRNA proteins by ribosomes) Proteins Many different cellular structures Structure and work of the cell Cell growth Then, there was an antibiotic… F6: DNA replication in both types of cells Nucleotides DNA polymerase DNA Chromosomes Storage of genetic information Cell growth F7: Explain how a typical antibiotic works by drawing a flow diagram. Remember in our flow diagrams that arrows () mean, “causes this to happen or go forward” and stop arrows (---| ) mean “inhibits this.” Be sure to use the following terms: Antibiotic Transport Building blocks Enzyme Macromolecules Cellular Structures Functions of those cellular structures are missing Inhibition of Cell Growth OK, that was our skeleton model. Now let’s flesh out that model with some more detail. T1: Include a table that summarizes the class lab results from our antibiotics lab. Be sure to include: All 3 bacteria tested, names in italics, genus capitalized, species lower case Whether each bacterium is Gram + or Gram – All antibiotics tested Whether the bacterial strain was S (susceptible), I (intermediate), or R (resistant) to the antibiotic P3: For penicillin, referring to your skeleton model of how an antibiotic works, A: explain how it works on Gram + bacteria, B: explain why it does NOT work on Gram – bacteria. Be sure to include the following: Penicillin Simple diffusion Peptidoglycan Enzymes Peptidoglycan cross links Weakened cell wall Osmosis Cell lysis Gram- outer membrane Refer to specific evidence from our antibiotics lab in your discussion P4: For streptomycin, referring to your skeleton model of how an antibiotic works, A: explain how it works on Gram + and Gram – bacteria, Be sure to include the following: Streptomycin Facilitated diffusion Ribosomes Protein synthesis No protein for building cellular structures and doing work of the cell Cell death Refer to specific evidence from our antibiotics lab in your discussion P5: For the sulfa drugs (SXT), referring to your skeleton model of how an antibiotic works, A: explain how it works on some Gram + and Gram – bacteria, B: explain how it does not work on some bacteria Be sure to include the following: Sulfa drug Facilitated diffusion Enzyme Folic acid synthesis No DNA synthesis Cell death Active transport of sulfa drug out of the cell Refer to specific evidence from our antibiotics lab in your discussion P6: End off with a quick discussion about why antibiotics primarily affect prokaryotic cells and not eukaryotic cells. In addition explain how side effects from antibiotics might happen. Be sure to include the following: Cell wall: prokaryotes versus eukaryotes Ribosomes: prokaryotes versus eukaryotes Folic acid synthesis: prokaryotes versus eukaryotes Endosymbiotic theory YOU ARE DONE!