This week take a single regular sheet of paper (or the tabletequivalent) and draw a line down the middle (length or width itdoesn't matter).
On the left of the divide: Draw a picture of alipid bilayer and somewhere in the bilayer draw a model for aprotein transporter that can transport NEGATIVELY charged ions fromHIGH concentration (top) to LOW concentration (bottom). Representrespective ion concentrations. Try to represent what kinds offunctional groups you expect to see on the inside and outside ofthe protein.
On the right of the divide: Draw a picture of alipid bilayer and somewhere in the bilayer draw a model for aprotein transporter that can transport POSITIVELY charged ions fromLOW concentration (top) to HIGH concentration (bottom). Representrespective ion concentrations. Try to represent what kinds offunctional groups you expect to see on the inside and outside ofthe protein.
Next: Draw an ion trying to cross the membrane unassisted by thetransporter - one for each side of the page.
Next: Below the drawing on the LEFT, draw a reaction coordinatediagram representing the movement of the ion from high to lowconcentration unassisted by the protein. On that same reactioncoordinate diagram also draw a trace for the transport of the ionthrough the protein. Label both traces as \"unassisted\" and\"catalyzed\". Feel free to identify different ∆G values that arerelevant to telling the story of the ion transport.
Next: Below the drawing on the RIGHT, draw a reaction coordinatediagram representing the movement of the ion from high to lowconcentration unassisted by the protein. On that same reactioncoordinate diagram also draw a trace for the transport of the ionthrough the protein. Label both traces as \"unassisted\" and\"catalyzed\". Feel free to identify different ∆G values that arerelevant to telling the story of the ion transport.
Use this as a study tool and try to figure out how many learninggoals are incorporated in or relevant to this one drawing.
Take a picture of your drawing and submit it before thedeadline.
