Open AccessPractical approach for the study of metabolic regulation
Author(s) -
Denise Vaz de Macedo,
Rodrigo Hohl,
Lucas Samuel Tessutti,
Fernanda Lorenzi Lazarim,
F.O.C. Silva,
Paulo Guimarães Gandra,
F. Gadelha,
Thiago Fernando Lourenço,
R. Buscariolli,
Danilo Lopes Ferrucci,
Emilio A. Machado,
Mario Ferreira Sarraipa,
Corrêa Lopes,
Mirtes Stancanelli
Publication year - 2004
Publication title -
revista de ensino de bioquímica
Language(s) - English
Resource type - Journals
ISSN - 2318-8790
DOI - 10.16923/reb.v2i2.149
Subject(s) - gluconeogenesis , glycogen , phosphocreatine , anaerobic exercise , blood lactate , glycogenolysis , glycolysis , metabolism , biochemistry , chemistry , heart rate , endocrinology , biology , energy metabolism , physiology , blood pressure
First year students in Physical Education must understand metabolic regulation to comprehend thewhole integration of biochemical pathways in attempt to establish the relation with exercise. Thiswhole view is not easy to learn and the task becomes even harder with the lack of time at theend of course, when normally the students think about metabolic integration. Trying to get thestudents attention to this important issue, we developed practical works beginning in the middle ofthe course, in parallel with theory classes. Blood and urine were collected for metabolite analysis ineach practice. The students were divided in groups (10 students) and they created the protocols in formthat they only have been guided and directed by the teacher and monitors. The practical activitiesand biochemical analysis were: six 30m sprints with dierent recovery times (blood lactate and meanvelocities), lactate removal from muscle to blood after high intensity exercise (blood lactate), anaerobicthreshold (blood lactate and heart rate), the eect of glycogen depletion after high and moderateintensity exercises (plasma glucose and urea concentrations) and low carbohydrate diet vs. normaldiet (plasma glucose and urine ketone bodies). After data collection, discussion and interpretation, thestudents presented orally each work in the same order above. Each presentation had the focus on themetabolic pathways involved in each practice. Group 1: phosphocreatine utilization and resynthesis.Group 2: anaerobic glycolysis, lactate production and removal. Group 3: transition between anaerobicglycolysis and oxidative metabolism. In attempt to promote the integration between muscle and liver-Group 4: protein catabolism after high intensity exercise with low muscular glycogen concentration(transamination, Cori Cycle and gluconeogenesis). Group 5: liver ketogenesis in low carbohydratediet. This sequence was intended to promote the comprehension of integrated metabolism. As a nalactivity, the students showed their results in the form of poster. All activities were part of disciplineevaluation. All students approved this practical approach.