Lab 2
Approximate Time: 3 hours
Learning Objectives
- Understand Digestion: Explain the biochemical processes of gluconeogenesis, glycogenesis, glycogen, proteolysis, proteogenesis, lipogenesis, and lipolysis in different tissues during fasting and fed states.
- Understand the Absorptive Processes: Identify and describe the absorption of proteins, lipids, and carbohydrates after enzymatic digestion. Relate the metabolic processes of lipid, protein, and glycogen synthesis during the absorptive state and the breakdown processes during the post-absorptive state.
- Demonstrate Emulsification of Lipids: Conduct an experiment to observe the formation of micelles in the presence of soap. Identify the types of molecules transported by micelles.
- Explore the Process of Digestion: Observe and describe the physiological movements involved in swallowing. Discuss factors that can affect peristalsis and the implications for digestive health
- POPS: Students must complete the Plan and Schedule Assignment by the end of lab session.
Activity 1A: Liver
Carbohydrate Digestion
Understand the biochemical processes occurring in the liver during fasting and fed states. Indicate increase or decrease of the biochemical phenomena by drawing arrows.
During the fasting state, indicate the changes in:
Gluconeogenesis: _________
Glycogenolysis: _________
Glycogen: __________
Glucose: _________
During the fed state, indicate the changes in:
Gluconeogenesis: _____________
Glycogenolysis: ____________
Glycogen: ___________
Glucose: _________
Activity 1B: Skeletal Muscle
Protein Digestion
Understand what occurs in skeletal muscle during fasting and fed states. Indicate increase or decrease of the biochemical phenomena by drawing arrows.
During the fasting state, indicate the changes in:
Amino Acids: _____
Proteolysis: _____
Proteogenesis: _____
Protein: _____
During the Fed State, indicate the changes in:
Proteogenesis: _____
Proteolysis: _____
Amino Acids: _____
Protein: _____
Activity 1C: Adipose Tissue
Lipid Digestion
Understand what occurs in adipose tissue during fasting and fed states. Indicate increase or decrease of the biochemical phenomena by drawing arrows.
During the fasting state, indicate the changes in:
Lipolysis: _____
Triglycerides: _____
Fatty acids and glycerol: _____
Lipogenesis: _____
During the Fed State, indicate the changes in:
Lipolysis: _____
Triglycerides: _____
Fatty acids and glycerol: _____
Lipogenesis: _____
Activity 1 Questions:
- Digestive and Absorptive Processes:
- After enzymatic digestion, proteins are absorbed as ____________ into the __________ of the _____________,
- After enzymatic digestion, lipids are absorbed as __________ into the _____________ of the _______________.
- After enzymatic digestion, carbohydrates are absorbed as ____________ into the _________ of the _____________.
- Metabolic Processes:
- During the absorptive state (anabolic), your body stimulates the synthesis of lipids known as ________, the synthesis of proteins known as _____________, and the synthesis of glycogen known as ______________. The __________ acts in the liver, stimulating the translocation of the GLUT-4 transporter, favoring the uptake of __________________ by this tissue.
- During the post-absorptive state (catabolic), _____________ breaks down into glucose, a process known as _________________.
Activity 2: Emulsification of Lipids
Instructions:
- Obtain two clean test tubes.
- Add 5ml of water to both test tubes and 1ml of olive oil.
- Add a couple of drops of soap to one of the test tubes only. Observe the micelles.
Activity 2 Question:
What type of molecules will these micelles transport? Choose all that apply.
- Vitamin k
- Vitamin D
- Vitamin E
- Vitamin A
- Fatty Acids
- Small Fats
- Amino Acids
- Simple Sugars
- Simple Nucleotides
Activity 3: Process of Digestion
Examples
Work in small groups. Obtain a cup and water (water fountain outside the restroom) and a stethoscope.
- Swallow a large gulp of water. Note the movement of your tongue.
- Describe the movement:
- Would this movement be the same if solid food were swallowed?
- Observe a student swallowing and note the movement of the larynx (Adam’s apple).
- Describe what you observe:
- What could happen if these movements did not occur?
- Place a stethoscope on the student’s upper abdomen, directly below the rib cage, slightly left of center. Listen for the sounds as your partner swallows a large gulp of water.
- Identify the splashing sound (water against the esophagus-stomach junction) and the gargling sound (water entering the stomach).
- Have the student swallow several times to distinguish the two sounds.
- Measure the time between the two sounds: ______. This estimates the time for a peristaltic wave to travel along the esophagus.
- o Assuming the esophagus is 11 inches long, calculate the rate of peristalsis using the equation:
- Rate = length/time = ________ inches per second
- o Assuming the esophagus is 11 inches long, calculate the rate of peristalsis using the equation:
Activity 3 Question:
What factors or conditions might affect the rate of peristalsis?
Activity 4: CardioCheck
Total Cholesterol
Total cholesterol is a soft, fat-like, waxy substance found in the bloodstream and in all your body’s cells. Cholesterol is an important part of a healthy body because it’s used for producing cell membranes, some hormones and serves other needed bodily functions. When there is too much cholesterol in your blood, it builds up in your arteries and can eventually increase your chances of developing heart disease.
HDL Cholesterol
HDL Cholesterol is known as the “good” cholesterol because high levels of HDL can protect against heart disease. Medical experts believe HDL carries LDL cholesterol away from the arteries and removes excess cholesterol from arterial plaque, slowing its buildup. Higher HDL is desirable. Lower HDL may increase the risk of heart disease.
Triglycerides
Triglycerides are a form of fat that the body uses to store energy. Elevated triglycerides can be due to heredity, being overweight/obese, physical inactivity, cigarette smoking, excess alcohol consumption or a diet very high in carbohydrates.
LDL Cholesterol
LDL Cholesterol, or “bad” cholesterol, is a thick, hard deposit, or “plaque” that can narrow the arteries and make them less flexible. Blocked arteries in the heart can increase your risk for heart attack or stroke.
Glucose
Glucose is a type of sugar that travels through the bloodstream and is the primary source of energy for your cells. Glucose levels that remain high over time may be indicative of diabetes which can cause damage to the eyes, kidneys, nerves, and blood vessels.
Lipid and Glucose Analysis (Training video for “CardioChek Plus Lipid Panel Demonstration” Links to an external site.)
**This activity needs to be done by just one member of your group.
- Insert the MEMo Chip and turn the analyzer on.
- Match lot codes: Ensure the lot numbers match on the MEMo Chip, test strip vials, and the analyzer screen.
- Insert both test strips.
- Stick finger
- Apply blood to the tip of PTS Panels eGLU test strip
- Wipe away excess blood and collect sample using a pipette.
- Apply blood to PTS Panels lipid panel test strip. NOTE: Hover over the lipid panel test strip while depositing the sample. Do not push tip of the capillary tube (pipette) to the test strip area.
- Record results for :
CHOL:
HDL:
TRIG:
eGLU:
This Week’s focus for the POPS Project Includes:
- The student responsible for the Introduction section of your POPS project should bring it to our next lab class for peer editing. Student name is listed under the Timeline for Completion in the Plan and Schedule Assignment, which details each group member’s role in the project.
- The introduction section provides the reader with enough background information on the topic, supported by previous studies (which should all be cited), along with a clear explanation of why your research is important or interesting, and a statement of your hypothesis. This section sets the stage for presenting your project to a general audience before diving into the details of your methods and materials. For additional guidance, refer to the POPS Project Materials at the end of this manual.