National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Move Me
July 23, 2013
Mountain West Summer Institute, Boulder, Colorado
David Aguilar, dcaguilar@ucsd.edu, University of California San Diego
Lisa Gallegos,lisa.gallegos@ojc.edu, Otero Junior College
Richard Gomer, rgomer@tamu.edu Texas A&M University
Warren McClure,warren.mcclure@ojc.edu, Otero Junior College
Kathryn Ryan, kryan@tamu.edu, Texas A&M University
What kind of course is unit designed for?
Introductory Biology, Cell Biology, or Human Anatomy and Physiology
How long is unit? 1 to 2 week unit
When will the unit be used in the course? This activity can be used during a unit on
Context cytoskeleton and motors in a biology class, or more specifically in a Mucle tissue unit in
Anatomy and Physiology.
Students should have prior knowledge of the three main types of cytoskeletal
proteins, have a basic understanding of ATP as an energy source, and be able to sketch
the arrangement of the major sarcomere proteins.
After this activity, additional examples of actin/myosin, microtuble/kinesin, and
microtubule/dynein based movements can be explored.
Abstract
Molecular motors are responsible for diverse functions including the movement of
(< 200 words)
vesicles and organelles within cells, cell division and migration, and gross motor
movement caused by muscle contraction. Because these are dynamic processes,
students must know not only the basic structures of the cytoskeletal filaments (actin
and microtubules) and the motors (myosins, kinesins, and dyneins), but they must also
understand how ATP provides both the energy and regulation required for the
directional movement of the motors along their respective filaments. Muscle
contraction is familiar to all students and provides a strong conceptual framework on
which students can build their knowledge of molecular motors. This unit activity is
intended for use after an introduction to the cytoskeleton and sarcomere structure. It
emphasizes the role of ATP hydrolysis in transferring chemical energy from ATP to a
high-energy conformation of myosin (both forms of potential energy) followed by the
conversion of the potential energy to kinetic energy as myosin and actin interact to
result in movement.
Rationale
Cytoskeletal motors based movements are required for many essential processes in
biology. Students are already familiar with muscle movement. Therefore, beginning the
discussion of molecular motors with muscle contraction allows the students to add to
their existing framework of knowledge.
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Learning Goals:
what students will
know, understand,
and be able to do;
includes content
knowledge,
attitudes, & skills
Learning
Outcomes:
Student behaviors
or performances
that will indicate
they have
successfully
accomplished the
goals
1. Describe how motor proteins interact with cytoskeleton components to direct
movement.
2. Understand how actin and myosin interact to have a muscle cell contract.
3. Know the physical movement of the myosin and how it functions as a motor.
4. Know how ATP binding and hydrolysis regulate the interaction of actin and
myosin.
1. Describe the molecular structure and functional features of a myosin molecule.
2. Dramatize the physical movement of the myosin head.
3. Discuss how the physical features of myosin allow it to function as a motor
protein.
4. Sketch or arrange the interaction of myosin and actin during the ATP cycle.
5. Explain how actin and myosin interact to cause movement and muscle
contraction.
6. Predict what happens if there is no ATP.
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Activities outside of class:
Students will be expected to have
read the section on myosin from
their textbook or other
appropriate source before coming
to class.
Activities during tidbit:
1. Students will order the series of
events between actin and myosin
during a round of ATP hydrolysis
and ADP+Pi release using a strip
sequence.
2. Students will dramatize the
movement of myosin along actin
using one arm as actin and the
other as myosin.
3. Students will predict what
happened during rigor.
Teachable Unit Framework
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Diversity
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
In class assessments:
Formative:
All students participate in the
 Students will use strip
activity. There is a diversity of
sequences to order the
learning styles: visual, auditory,
interactions between actin and kinesthetic.
and myosin as they occur
during the ATP hydrolysis
cycle. Correct placement
of ATP or ADP at each step
will also be assessed.
 Clicker questions will be
used to assess and correct
strip sequence exercise.
 Students will predict what
happens during rigor.
Post-tidbit assessments:
Summative as homework or exam What is the consequence
of taking cyanide which
disrupts cell respiration?
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Explain in terms of
molecular motors.

Sketch or arrange the
interaction of myosin and
actin during the ATP cycle.

Predict properties of
various non-functional
myosins- ie one with a
mutated ATP binding site.
Sample Presentation Plan (general schedule with approximate timing for unit)
Time (min) Learning Outcome(s)
Activity/assessment
Preclass: (15
min)
Copy
worksheet
and strip
sequences,
and label ATP
and ADP
stickers.
Prepreportory
material
presentation:
(3 min) Briefly
introduce the
structure of
myosin.
Activity 1:
Strip
sequence of
interactions
(7-10 min)
Explanation, notes, suggestions,
tips
If possible, the 4 strips of the strip
sequence should be printed on
different colors to aide
assessment.
Students should have covered
this material in their readings, but
a review will help emphasize
correct vocabulary.
1. Sketch or arrange
the interaction of
myosin and actin
during the ATP
cycle.
2. Explain how actin
and myosin
interact to cause
Teachable Unit Framework
Working in pairs or small
groups, students will label
the diagram of the actin /
myosin cycle and identify
where in the cycle ATP is
hydrolyzed and ADP
released. Afterwards, the
instructor guides the class
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
movement and
muclse
contraction.
in coming to the correct
answer.
Activity 2:
Dramatization
of actin
myosin
movement.
(3 min)
1. Describe the
molecular
structure and
functional
features of a
myosin molecule.
2. Dramatize the
physical
movement of the
myosin head.
3. Explain how actin
and myosin
interact to cause
movement and
muscle
contraction.
The instructor will use one
are as myosin and clearly
define the HEAD (fist),
NECK (wrist), HINGE
(lower arm), and TAIL
(upper arm). Using the
other arm as actin,
physically perform the
movements of the cycle
emphasizing when the
ATP binds, is hydrolyzed
and ADP released. After
an initial demonstration,
have the students join in
performing several cycles
of this process.
Activity 3:
Students will
predict what
happened
during rigor.
(5min)
1. Predict what
happens if there
is no ATP.
A series of clicker and
Think-Pair-Share
questions lead the
students through this
activity.
Practice beforehand is key. It is
easiest to start with ATP bound to
myosin and not attached to actin.
1. In this first step the fist should
be closed and arm folded so that
the fist is toward the shoulder.
2 and 3. Step 2 is ATP hydrolysis,
which causes the myosin to adopt
a high-energy conformation
moving the head forward. Unfold
the arm (but keep the fist closed),
and bring the fist (myosin head)
into contact with their other
outstretched arm (actin)
somewhere between the wrist
and elbow (Step 3).
4. As the powerstroke occurs
have the myosin “head” remain
in contact with the “actin” as the
arms come back. The
powerstroke occurs as Pi and ADP
are released, so open the fist. The
myosin head remains attached
until a new ATP binds.
Resources for Teaching the Unit
1. Worksheet for strip sequence and individual files for generating the strips.
Effectiveness of unit (if you have used it in your own teaching)
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Acknowledgements
We would like to thank Aimee Bernard, our facilitator, and other attendees at the 2013 MWSI for critical
feedback on this tidbit.
Teachable Unit Framework
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