One thing I'd tried to combat this misconception was to show animations of the process. I think this helped for some students, but for others the concept still wasn't clear. This year I decided that in addition to notes, animations, and reading assignments, we would try a little physical model.
I drew up some images of the thin and thick filaments, laminated them on colored paper, and cut them out. I have this available on my TPT store if you want to download the images and instructions - click here.
Students worked in groups to place the pieces on top of a white board and label the parts, taking a photo of their work. They had to take two pictures, one of the contracted muscle fiber and one of the relaxed muscle. The conversations I overheard while they were working were very meaningful, they were engaged and referring back to their readings and notes when discussing both the placement and labeling, and while answering the questions.
After they completed their work they answered 6 questions, bringing together their understanding from the activity today, their reading assignment, and the notes.
1. When the muscle is contracting, what
changes happen to the A band? I
band? H zone?
2. What are the purposes of the M line
and Z disc?
3. This is a very simplified model of
the myofilaments. What detail could we
add to make it more accurate?
4. Is there any situation where the
thick and thin filaments no longer overlap?
Is there a situation where the thin and thick filaments are incapable of
overlapping anymore?
5. Describe the total length of the
sarcomere as the muscle contracts. Do
the lengths of the individual filaments change?
6. Thinking about what we discussed in
class, how does the contraction happen chemically? Draw a picture and describe the steps.
Hopefully this will drive home the idea that although the sarcomere shortens, the individual filaments do not change in length.
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