Part 1. Complete problem 1 from the Problems in electrophysiology 2006 handout. You can find it in the electrophysiology handouts document in the course documents folder. Use the "RT/F ln" form for the GHK equation as was shown in class but multiply RT/F by 1000 to convert volts to millivolts. (Remember that the Nernst equation is the statement of electrochemical equilibrium for a permeable ion.)
The Excel program uses "60 log10" so if you use the excel sheet fix the equation first. Note that the units of RT/F will be volts. The "60" in the other form is 1000 x 2.303 x RT/F (the temperature was not 20C). The "2.303" converts log10 to ln; the factor "1000" converts volts to millivolts.
Part 2. Complete problem 2, parts a through d, from the same handout. Q = CV for a parallel plate capacitor. The same equation can be used for a cell membrane because the membrane is so thin that curvature doesn't affect the results. With axon radius given and by assuming that the total membrane surface area is 1 cm2, the length and volume of the piece of axon can be computed. Then you can use those values to find out how much K is in the piece of axon.© BrainMass Inc. brainmass.com October 17, 2018, 12:26 am ad1c9bdddf
Please see the attachment for detailed calculations.
1a. Use the GHK equation for Vm to determine the membrane potential. Remember that [Cli], the concentration of Cl inside the cell, appears on top because of the negative charge. (In the Nernst equation the negative charge on Cl results in a valence Z = -1).
1b. Apply the Nernst equation to determine the individual potentials. Ions are in electrochemical equilibrium only if their equilibrium potential less the membrane potential is zero. If the equilibrium potential less the membrane ...
The solution determines how much K is in the piece of axon.
Cognitive Load Theory: Medical Education
Relating cognitive load theory to medical education, how can this theory be applied in lesson planning? We must only use this one theory to describe how we can apply the theory behind this process in medical education lesson planning. For example, if we were to teach the student on the ECG tracing of the heart in a 3 hour session, how would we used cognitive load theory to best plan this lesson?
This should include a brief history of CLT, details of the theory, how it has evolved medical education and how it can be used to plan a lesson on teaching the ECG (heart tracing).
This essay is primarily focused on teaching undergraduate medical students the ECG (http://www.practicalclinicalskills.com/ecg-interpretation.aspx). Using cognitive load theory to plan a lesson (justifying each section of the lesson plan using cognitive load theory).
Please include as many references as possible.
This is for a masters level report.View Full Posting Details