Metabolic Fate of Glucose Metabolic Fate of Fatty Acids
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Comparing Aerobic Vs. Anaerobic Respiration
Comparing Aerobic vs. Anaerobic Respiration Objective: Students will compare the two types of cellular respiration: aerobic respiration and anaerobic respiration (fermentation). Students will note similarities and differences between the two processes including when, where, and how each process occurs. Students will develop a concept map using Inspiration indicating the criteria for aerobic and anaerobic respiration. This concept map will indicate: Three similarities between the two processes. Two types of cells that perform each process. Location in the cell where each process occurs. Oxygen requirements for each process. Reactants and products for each process. Energy output for each process. Two different types of anaerobic respiration. Reactants and products for each. Types of cells that perform each process. Introduction: This activity will follow a fermentation (anaerobic respiration) lab using yeast. This lab will address the process of alcoholic fermentation. Students will perform push-ups to experience lactic acid build-up in muscle cells. These activities will gain interest in the process of anaerobic respiration. Students will have already studied the detailed process of aerobic cellular respiration. Procedure: Students will work in pairs or trios to answer questions (as seen in benchmarks) on aerobic and anaerobic respiration. Students will use previous notes and lab activities to summarize main ideas for aerobic and anaerobic respiration. Individually, students will create a concept map using Inspiration to further integrate and separate the two processes. Accommodations: Instructions will be provided in written format as well as read orally. Instructions will also be on an overhead. One example will be provided for students on how to summarize data. -
Effects of Glucagon, Glycerol, and Glucagon Plus Glycerol On
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2011 Effects of glucagon, glycerol, and glucagon plus glycerol on gluconeogenesis, lipogenesis, and lipolysis in periparturient Holstein cows Nimer Mehyar Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Biochemistry, Biophysics, and Structural Biology Commons Recommended Citation Mehyar, Nimer, "Effects of glucagon, glycerol, and glucagon plus glycerol on gluconeogenesis, lipogenesis, and lipolysis in periparturient Holstein cows" (2011). Graduate Theses and Dissertations. 11923. https://lib.dr.iastate.edu/etd/11923 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Effects of glucagon, glycerol, and glucagon plus glycerol on gluconeogenesis, lipogenesis, and lipolysis in periparturient Holstein cows by Nimer Mehyar A thesis submitted to graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Major: Biochemistry Program of Study Committee: Donald C. Beitz, Major Professor Ted W. Huiatt Kenneth J. Koehler Iowa State University Ames, Iowa 2011 Copyright Nimer Mehyar, 2011. All rights reserved ii To My Mother To Ghada Ali, Sarah, and Hassan -
Glycolysis/Embden-Meyerhof-Parnas Pathway (EMP Pathway)
Reaspiration iving cells require a continuous supply of energy for maintaining various life activities. This energy is obtained by oxidizing the organic compounds (carbohydrates, proteins, and lipids) Lin the cells. This process of harvesting chemical energy for metabolic activities in the form of ATP by oxidising the food molecules is called ‘respiration’. The most common substrate used in respiration for oxidation is glucose. Factor affecting the respiration (1) Oxygen Content of the Atmosphere: The percentage of oxygen in the surrounding atmosphere greatly influence the rate of respiration. But reduction of the oxygen content of the air, however, causes no significant lowering in the respiratory rate until the percentage drops to about 10%. With the increase of oxygen concentration in the atmosphere, the rate of respiration also increases, but this effect is not as accelerating as might be expected. In certain plants, like rice, on removal of oxygen the rate of respiration in terms of total carbon dioxide produced actually increases. This indicates that anaerobic respiration comes into action when oxygen is no longer available and that the plant, if it has to make up for the relative inefficiency of this system, has to respire faster. (2) Effect of Temperature: Like most chemical reactions, the rate of respiration is greatly influenced by temperature. If the rise is at a much higher starting temperature, say between 20° and 30°C, then the Q 10 may fall below 2. In certain cases the rate of respiration increases at lower temperature. increase in the rate of respiration is primarily due to increase in the quantity of respirable materials (such as soluble carbohydrates) which tend to accumulate in Irish potato at temperature slightly above 0°C. -
• Glycolysis • Gluconeogenesis • Glycogen Synthesis
Carbohydrate Metabolism! Wichit Suthammarak – Department of Biochemistry, Faculty of Medicine Siriraj Hospital – Aug 1st and 4th, 2014! • Glycolysis • Gluconeogenesis • Glycogen synthesis • Glycogenolysis • Pentose phosphate pathway • Metabolism of other hexoses Carbohydrate Digestion! Digestive enzymes! Polysaccharides/complex carbohydrates Salivary glands Amylase Pancreas Oligosaccharides/dextrins Dextrinase Membrane-bound Microvilli Brush border Maltose Sucrose Lactose Maltase Sucrase Lactase ‘Disaccharidase’ 2 glucose 1 glucose 1 glucose 1 fructose 1 galactose Lactose Intolerance! Cause & Pathophysiology! Normal lactose digestion Lactose intolerance Lactose Lactose Lactose Glucose Small Intestine Lactase lactase X Galactose Bacteria 1 glucose Large Fermentation 1 galactose Intestine gases, organic acid, Normal stools osmotically Lactase deficiency! active molecules • Primary lactase deficiency: อาการ! genetic defect, การสราง lactase ลด ลงเมออายมากขน, พบมากทสด! ปวดทอง, ถายเหลว, คลนไสอาเจยนภาย • Secondary lactase deficiency: หลงจากรบประทานอาหารทม lactose acquired/transient เชน small bowel เปนปรมาณมาก เชนนม! injury, gastroenteritis, inflammatory bowel disease! Absorption of Hexoses! Site: duodenum! Intestinal lumen Enterocytes Membrane Transporter! Blood SGLT1: sodium-glucose transporter Na+" Na+" •! Presents at the apical membrane ! of enterocytes! SGLT1 Glucose" Glucose" •! Co-transports Na+ and glucose/! Galactose" Galactose" galactose! GLUT2 Fructose" Fructose" GLUT5 GLUT5 •! Transports fructose from the ! intestinal lumen into enterocytes! -
Energy Metabolism: Gluconeogenesis and Oxidative Phosphorylation
International Journal for Innovation Education and Research www.ijier.net Vol:-8 No-09, 2020 Energy metabolism: gluconeogenesis and oxidative phosphorylation Luis Henrique Almeida Castro ([email protected]) PhD in the Health Sciences Graduate Program, Federal University of Grande Dourados Dourados, Mato Grosso do Sul – Brazil. Leandro Rachel Arguello Dom Bosco Catholic University Campo Grande, Mato Grosso do Sul – Brazil. Nelson Thiago Andrade Ferreira Motion Science Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. Geanlucas Mendes Monteiro Heath and Development in West Central Region Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. Jessica Alves Ribeiro Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. Juliana Vicente de Souza Motion Science Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. Sarita Baltuilhe dos Santos Motion Science Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. Fernanda Viana de Carvalho Moreto MSc., Nutrition, Food and Health Graduate Program, Federal University of Grande Dourados Dourados, Mato Grosso do Sul – Brazil. Ygor Thiago Cerqueira de Paula Motion Science Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. International Educative Research Foundation and Publisher © 2020 pg. 359 International Journal for Innovation Education and Research ISSN 2411-2933 September 2020 Vanessa de Souza Ferraz Motion Science Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. Tayla Borges Lino Motion Science Graduate Program, Federal University of Mato Grosso do Sul Campo Grande, Mato Grosso do Sul – Brazil. -
Fructose-Induced Increases in Expression of Intestinal Fructolytic and Gluconeogenic Genes Are Regulated by GLUT5 and KHK
Fructose-induced increases in expression of intestinal fructolytic and gluconeogenic genes are regulated by GLUT5 and KHK. Chirag Patel, Véronique Douard, Shiyan Yu, Phuntila Tharabenjasin, Nan Gao, Ronaldo P Ferraris To cite this version: Chirag Patel, Véronique Douard, Shiyan Yu, Phuntila Tharabenjasin, Nan Gao, et al.. Fructose- induced increases in expression of intestinal fructolytic and gluconeogenic genes are regulated by GLUT5 and KHK.. AJP - Regulatory, Integrative and Comparative Physiology, American Physio- logical Society, 2015, 309 (5), pp.R499-509. 10.1152/ajpregu.00128.2015. hal-01607831 HAL Id: hal-01607831 https://hal.archives-ouvertes.fr/hal-01607831 Submitted on 28 May 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Copyright Am J Physiol Regul Integr Comp Physiol 309: R499–R509, 2015. First published June 17, 2015; doi:10.1152/ajpregu.00128.2015. Fructose-induced increases in expression of intestinal fructolytic and gluconeogenic genes are regulated by GLUT5 and KHK Chirag Patel,1 Veronique Douard,1 Shiyan Yu,2 Phuntila Tharabenjasin,1 Nan Gao,2 and Ronaldo P. Ferraris1 1Department of Pharmacology and Physiology, New Jersey Medical School, Rutgers University, Newark, New Jersey; and 2Department of Biological Sciences, School of Arts and Sciences, Rutgers University, Newark, New Jersey Submitted 30 March 2015; accepted in final form 16 June 2015 Patel C, Douard V, Yu S, Tharabenjasin P, Gao N, Ferraris blood fructose is directly dependent on intestinal processing of RP. -
Glycogenolysis and Pentose Phosphate Pathway
E-content M.Sc. Zoology (Semester-II) Paper: CC7 Unit: 2.3 Topic: Glycogenolysis and Pentose Phosphate Pathway Dr. Gajendra Kumar Azad Assistant Professor Post Graduate Department of Zoology Patna University, Patna 1 Glycogenolysis Glycogen is a polymer of glucose and is a primary carbohydrate storage form in animals. The glycogen is composed of units of glucose linked by α(1, 4) and branches have α(1, 6) occurring approximately every 8-12 residues. Each glycogen molecule have a single reducing and multiple non-reducing ends. Figure: Glycogen structure Because glycogen contains so many glucoses, it acts like a battery backup for the body, providing a quick source of glucose when needed and providing a place to store excess glucose when glucose concentrations in the blood rise. 2 Breakdown of glycogen (glycogenolysis) involves following steps All steps of glycogenolysis occurs in cytosol Step 1: Release of glucose 1-phosphate from glycogen Step 2: Rearrangement of the remaining glycogen molecule Step 3: Conversion of glucose 1-phosphate to glucose 6-phosphate Glucose 6-phosphate can have following fates: 1) broken down by glycolysis 2) converted to glucose by gluconeogenesis, 3) oxidized in the pentose phosphate pathway. Phosphoglucomutase glucose 1-phosphate glucose 6-phosphate Figure: Steps of glycogenolysis 3 Step 1: Release of glucose 1-phosphate from glycogen Glycogen Phosphorylase catalyses breakdown of glycogen into glucose-1- phosphate. Note that the phosphate does not come from ATP. Since ATP is not used to put phosphate on glucose-1-phosphate, thus this reaction saves energy. Glycogen phosphorylase The reaction that produces glucose-1-phosphate from glycogen is a phosphorolysis, not a hydrolysis reaction. -
Glucose and Lipid Metabolism in Insulin Resistance
Umeå University Medical Dissertations New Series No 817 * ISSN 0346-6612 * ISBN 91-7305-359-7 ___________________________________________________________________________ From the Department of Public Health and Clinical Medicine, Medicine, Umeå University, S-901 85 Umeå, Sweden Glucose and lipid metabolism in insulin resistance – an experimental study in fat cells Jonas Burén Umeå 2002 ISBN 91-7305-359-7 © Copyright: Jonas Burén Department of Public Health and Clinical Medicine, Medicine, Umeå University, S-901 85 Umeå, Sweden Printed in Sweden by Landstingstryckeriet, Umeå, 2002 2 CONTENTS ABSTRACT 4 LIST OF PAPERS 5 ABBREVIATIONS 6 INTRODUCTION 7 Insulin resistance 8 The role of insulin in glucose and lipid turnover 8 Insulin signalling 10 Cellular glucose transport 13 Cellular insulin resistance 14 Lipid metabolism and the adipose tissue in insulin resistance 16 Human insulin resistance and type 2 diabetes 18 Neuroendocrine and humoral factors causing insulin resistance in vivo 19 AIMS 25 METHODS 26 Animals (study I, II) 26 Patients and healthy volunteers (study III, IV) 26 Cell preparation 26 Cell culture 27 Glucose uptake 27 Insulin binding 28 Lipolysis 28 Western blot analysis of proteins in cell lysates and membranes 28 PKB phosphorylation 29 Lipoprotein lipase (LPL) and hepatic lipase (HL) 29 Blood chemistry 30 Insulin sensitivity in vivo 30 Standardized meal test 30 Statistical analyses 31 SUMMARY OF RESULTS 32 Paper I 32 Paper II 33 Paper III 33 Paper IV 35 DISCUSSION 36 Effects of glucocorticoids 36 Effects of elevated glucose and insulin concentrations 37 In vivo insulin resistance in type 2 diabetes – is glucotoxicity critical? 40 Postprandial blood lipids and lipoprotein lipase 42 SUMMARY 44 CONCLUDING REMARKS 45 POPULÄRVETENSKAPLIG SAMMANFATTNING PÅ SVENSKA 46 ACKNOWLEDGEMENTS 49 REFERENCES 50 PAPERS I-IV 3 ABSTRACT Type 2 diabetes is usually caused by a combination of pancreatic β-cell failure and insulin resistance in target tissues like liver, muscle and fat. -
AP Biology Names___Biomolecule Stations Per
AP Biology Names____________________________________ Biomolecule Stations Per.______________ In this two-day activity, you will move through several different stations and learn about the four macromolecules in the biological world. Day 1: Modeling Carbohydrates and Lipids 1. Use the 3d-printed models to answer the questions for carbohydrates and lipids. NOTE: Blank corners indicate “carbon” atoms. Glucose Fructose Glycerol Acetic Acid Butyric Acid Caproic Acid Day 2: Modeling Proteins 1. Using the Amino Acid Sidechain list, organize the sidechains on the circular magnetic mat according to their name or properties. 2. Examine the side chains and their positions on the circle. Describe your observations on your answer sheet by answering questions #1-6 under Modeling Proteins. 3. Now you have explored the chemical properties and atomic composition of each sidechain, you are ready to predict how proteins spontaneously fold up into their 3D shapes. Answer questions #7-8 on your answer sheet. 4. Unwind the yellow tube. Notice the blue and red end caps. The blue end cap represents the N- terminus (the beginning) and the red end cap represents the C-terminus (the end) of the protein. 5. Select 15 metal U-shaped clips from your kit. Beginning at the N-terminus, place the 15 u-clips three inches apart on the tube. 6. Select methionine from the mat and place it on the clip closest to the blue end cap. Choose six hydrophobic sidechains, two acidic sidechains, two basic sidechains, two cysteine sidechains, and two other polar sidechains. Place them in any order you choose on your tubes u-clips. -
Fatty Acid Biosynthesis
BI/CH 422/622 ANABOLISM OUTLINE: Photosynthesis Carbon Assimilation – Calvin Cycle Carbohydrate Biosynthesis in Animals Gluconeogenesis Glycogen Synthesis Pentose-Phosphate Pathway Regulation of Carbohydrate Metabolism Anaplerotic reactions Biosynthesis of Fatty Acids and Lipids Fatty Acids contrasts Diversification of fatty acids location & transport Eicosanoids Synthesis Prostaglandins and Thromboxane acetyl-CoA carboxylase Triacylglycerides fatty acid synthase ACP priming Membrane lipids 4 steps Glycerophospholipids Control of fatty acid metabolism Sphingolipids Isoprene lipids: Cholesterol ANABOLISM II: Biosynthesis of Fatty Acids & Lipids 1 ANABOLISM II: Biosynthesis of Fatty Acids & Lipids 1. Biosynthesis of fatty acids 2. Regulation of fatty acid degradation and synthesis 3. Assembly of fatty acids into triacylglycerol and phospholipids 4. Metabolism of isoprenes a. Ketone bodies and Isoprene biosynthesis b. Isoprene polymerization i. Cholesterol ii. Steroids & other molecules iii. Regulation iv. Role of cholesterol in human disease ANABOLISM II: Biosynthesis of Fatty Acids & Lipids Lipid Fat Biosynthesis Catabolism Fatty Acid Fatty Acid Degradation Synthesis Ketone body Isoprene Utilization Biosynthesis 2 Catabolism Fatty Acid Biosynthesis Anabolism • Contrast with Sugars – Lipids have have hydro-carbons not carbo-hydrates – more reduced=more energy – Long-term storage vs short-term storage – Lipids are essential for structure in ALL organisms: membrane phospholipids • Catabolism of fatty acids –produces acetyl-CoA –produces reducing -
Acute Stimulation of White Adipocyte Respiration by PKA-Induced Lipolysis Einav Yehuda-Shnaidman,1 Ben Buehrer,2 Jingbo Pi,1 Naresh Kumar,3 and Sheila Collins1,4
ORIGINAL ARTICLE Acute Stimulation of White Adipocyte Respiration by PKA-Induced Lipolysis Einav Yehuda-Shnaidman,1 Ben Buehrer,2 Jingbo Pi,1 Naresh Kumar,3 and Sheila Collins1,4 OBJECTIVE—We examined the effect of -adrenergic receptor BAT and WAT is different. Brown adipocytes possess a (AR) activation and cAMP-elevating agents on respiration and rich complement of mitochondria and are the only cell mitochondrial uncoupling in human adipocytes and probed the type to express uncoupling protein (UCP1). After cate- underlying molecular mechanisms. cholamine stimulation of the -adrenergic receptors  RESEARCH DESIGN AND METHODS—Oxygen consumption ( ARs), UCP1 activation (by the released FAs) increases rate (OCR, aerobic respiration) and extracellular acidification the proton conductance of the inner mitochondrial mem- rate (ECAR, anaerobic respiration) were examined in response brane (IMM) and dissipates the electrochemical proton to isoproterenol (ISO), forskolin (FSK), and dibutyryl-cAMP gradient that is the driving force for ATP synthesis in a (DB), coupled with measurements of mitochondrial depolariza- process termed “mitochondrial uncoupling” (rev. in 1,2). tion, lipolysis, kinase activities, and gene targeting or knock- Catecholamine stimulation also increases Ucp1 gene ex- down approaches. pression and mitochondrial mass, altogether resulting in RESULTS—ISO, FSK, or DB rapidly increased oxidative and robust oxidation of FAs for heat production and energy glycolytic respiration together with mitochondrial depolarization expenditure. White adipocytes have fewer mitochondria in human and mouse white adipocytes. The increase in OCR was and negligible amounts of UCP1. Upon AR stimulation of oligomycin-insensitive and contingent on cAMP-dependent pro- WAT, FAs liberated by lipolysis are mostly released into tein kinase A (PKA)-induced lipolysis. -
Biology (BIOL) 1
Biology (BIOL) 1 Biology (BIOL) Courses BIOL 0848. DNA: Friend or Foe. 3 Credit Hours. This course is typically offered in Fall. Through the study of basic biological concepts, think critically about modern biotechnology. Consider questions like: What are the ethical and legal implications involving the gathering and analysis of DNA samples for forensic analysis and DNA fingerprinting? Are there potential discriminatory implications that might result from the human genome project? What are embryonic stem cells, and why has this topic become an important social and political issue? Will advances in medicine allow humans to live considerably longer, and how will a longer human life span affect life on earth? We will learn through lectures, lecture demonstrations, problem solving in small groups and classroom discussion, and make vivid use of technology, including short videos from internet sources such as YouTube, electronic quizzes, imaging and video microscopy. NOTE: This course fulfills a Science & Technology (GS) requirement for students under GenEd and the Science & Technology Second Level (SB) requirement for students under Core. Students cannot receive credit for this course if they have successfully completed Biology 0948. Course Attributes: GS Repeatability: This course may not be repeated for additional credits. BIOL 0948. Honors DNA: Friend or Foe. 3 Credit Hours. This course is not offered every year. Through the study of basic biological concepts, think critically about modern biotechnology. Consider questions like: What are