The accumulation of Alzheimer’s disease (AD) associated Amyloid beta (Aβ) oligomers can trigger aberrant intracellular calcium (Ca2+) levels by disrupting the intrinsic Ca2+ regulatory mechanism within cells. These disruptions can cause changes in homeostasis levels that can have detrimental effects on cell function and survival. Although studies have shown that Aβ can interfere with various Ca2+ fluxes, the complexity of these interactions remains elusive. We have constructed a mathematical model that simulates Ca2+ patterns under the influence of Aβ. Our simulations shows that Aβ can increase regions of mixed-mode oscillations leading to aberrant signals under various conditions. We investigate how Aβ affects individual flux contributions through inositol triphosphate (IP3) receptors, ryanodine receptors, and membrane pores. We demonstrate that controlling for the ryanodine receptor’s maximal kinetic reaction rate may provide a biophysical way of managing aberrant Ca2+ signals. The influence of a dynamic model for IP3 production is also investigated under various conditions as well as the impact of changes in membrane potential. Our model is one of the first to investigate the effects of Aβ on a variety of cellular mechanisms providing a base modeling scheme from which further studies can draw on to better understand Ca2+ regulation in an AD environment.
Alzheimer’s disease (AD) is a devastating illness affecting over 40 million people worldwide. Intraneuronal rise of amyloid beta in its oligomeric forms (iAβOs), has been linked to the pathogenesis of AD by disrupting cytosolic Ca2+ homeostasis. However, the specific mechanisms of action are still under debate and intense effort is ongoing to improve our understanding of the crucial steps involved in the mechanisms of AβOs toxicity. We report the development of a mathematical model describing a proposed mechanism by which stimulation of Phospholipase C (PLC) by iAβO, triggers production of IP3 with consequent abnormal release of Ca2+ from the endoplasmic reticulum (ER) through activation of IP3 receptor (IP3R) Ca2+ channels. After validating the model using experimental data, we quantify the effects of intracellular rise in iAβOs on model solutions. Our model validates a dose-dependent influence of iAβOs on IP3-mediated Ca2+ signaling. We investigate Ca2+ signaling patterns for small and large iAβOs doses and study the role of various parameters on Ca2+ signals. Uncertainty quantification and partial rank correlation coefficients are used to better understand how the model behaves under various parameter regimes. Our model predicts that iAβO alter IP3R sensitivity to IP3 for large doses. Our analysis also shows that the upstream production of IP3 can influence Aβ-driven solution patterns in a dose-dependent manner. Model results illustrate and confirm the detrimental impact of iAβOs on IP3 signaling.
As an often recommended but under-utilized pedagogical strategy, writing in mathematics has many benefits for students. However, creating and grading worthwhile writing projects can be more time-consuming than utilizing more traditional forms of assessment. This paper provides a concrete example of a writing project prompt, questions, directions, and rubric which can be utilized in any of a Calculus, Differential Equations, or Mathematical Modeling course. The authors provide strategies for reducing the writing project workload by reusing a well-formulated project prompt to address varying levels of mathematical content. Strategies and author comments about lessons learned while implementing the projects are included.
Using technology to enhance the classroom environment can have a tremendous impact on student learning, as well as on an instructor's teaching. This paper describes one instructor's transition from traditional chalkboard lectures to a fully technological presentation of content. After carefully reviewing the literature, clicker technology was introduced to increase student participation and use peer instruction activities through voting. To maximize the effectiveness of clickers, using a tablet in teaching and explorations with lecture capture were natural next steps in increased use of technology. Presented here are the author's reflections on the transformation process as well as insight into how the technology allows for more active student engagement in class.
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