fight-or-flight response (sympathetic nervous …faculty.mercer.edu/huber_ta/huber bio...

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Fight-or-Flight Response (Sympathetic Nervous System)

•Heart beats more rapidly and more forcefully•Blood pressure is elevated by generalized constriction of blood vessels (except thosesupplying skeletal muscle cells, which dilate)

•Respiratory airways open wide•Glycogen and fat stores are broken down for

energy

•Pupils dilate•Sweating increases•Digestive and urinary activities are inhibited

3

2

THEMES IN THE STUDY OF LIFE•New properties emerge at successive levels of biological hierarchy. (esp. muscles:

muscle, bundle of muscle fibers, muscle fiber (cell), myofibril, sarcomere, thick & thin filaments)

– The cell is an organism’s basic unit of structure and function. (esp. muscle cells, endocrine cells, & nerve cells)

– Structure and function are correlated at all levels of biological organization. (esp. myofibril structure)

•Life’s processes involve the expression and transmission of genetic information.

•Life requires the transfer and transformation of energy and matter.

•From ecosystems to molecules, interactions are important to biological systems.– Feedback mechanisms regulate biological systems. – Organisms interact with other organisms and the physical environment. (esp. nervous

system and endocrine system)

•Evolution – biology’s core theme – accounts for the unity and diversity of life.

SCIENTIFIC INQUIRY IN BIOLOGY •In studying nature, scientists make observations and then form and test hypotheses.

– Science uses many technologies for specific goals of inquiry. (esp. transmission electron microscopy)

•Science benefits from a cooperative approach and diverse viewpoints.4

5

Fig. 49.6

6

i.e., Somatic system

e.g. odorant

molecules

e.g., G-

protein-

linked

odorant

receptors

e.g., olfactory

sensory

neurons

Fig. 49.8

3

7

*

*

*

*

*

*

Fig. 49.9

http://faculty.etsu.edu/currie/images/neuro4.jpg

8

Ach =

Acetylcholine

NE =

Norepinephrine

Somatic Nervous (Motor) System

Autonomic Nervous System

Figure not from textbook

9

Fig. 50.34

4

10

Fig. 50.36

11

Fig. 50.37

12

Fig. 50.34

5

13

Fig. 50.26

Individual muscle fibers (muscle cells); note multiple nuclei (each one several

sarcomeres long); there are parts of three muscle fibers in the right hand view;

striations are obvious, A-bands (dark stain) alternating with I-bands (lighter stain)

14Figure not from textbook

http://www.apsu.edu/thompsonj/Anatomy%20&%20Physiology/2010/2010%20Exam%20Reviews/Exam%203%20Review/sarc

omere-e.m.-large-a.bmp 15Figure not from textbook

6

16Fig. 50.26

17Fig. 50.27

18Fig. 50.28

Next 5 slides

7

19Fig. 50.28

20Fig. 50.28

21Fig. 50.28

8

22Fig. 50.28

23Fig. 50.28

http://www.moleculeoftheday.com/images/creatine-atp.gif

24

Figure not

from

textbook

9

http://content.answers.com/main/content/wp/en/thumb/9/9f/350px-Glycogen.png

Only reducing end

One of many nonreducing ends

25

Figure not

from

textbook

26Fig. 50.29

27Fig. 50.31

10

Synaptic terminal

(button) of motor neuron

on muscle fiber (cell);

note many dark stained

synaptic vesicles in the

synaptic button and the

thin axon that leads to it;

LM

28

Figure not

from

textbook

29Fig. 50.30a

30

Fig. 50.30

11

http://www.bu.edu/histology/i/21602ooa.jpg

http://www.bu.edu/histology/m/t_muscle.htm

31Figure not from textbook

http://cytochemistry.net/08_007.jpg

32Figure not from textbook

http://www.scielo.cl/fbpe/img/bres/v37n4/fig02.gif

Calcium release

channels (here labeled

RyR1 and RyR3) in

sarcoplasmic reticulum

Voltage sensors

(here labeled

DHPR) of the

central T-tubule

Model of Triad

Junction

(Calcium

Release Unit)33

Figure not from textbook

12

http://www.aups.org.au/Proceedings/37/1-13/Figure_1.jpg

TEM of Triad Junction (= Calcium Release Unit)

34Figure not from textbook

35

Fig. 50.30b

36Fig. 50.31

13

37Fig. 50.32

38Table 50.1

http://www.brownreclusespider.org/black-widow-spider/difference-

male-female-black-widow-spider.jpg

39

14

http://faculty.etsu.edu/currie/images/neuro4.jpg

40Figure not from textbook

41Fig. 45.2

42Fig. 45.9

15

43

Fig. 45.4

44

Fig. 45.5

45

Fig. 45.8

16

46Fig. 45.9

47

Fig. 45.20

http://www.colorado.edu/kines/Class/IPHY3430-200/image/adrenal2.jpg 48

Figure not from textbook

17

http://cache.eb.com/eb/image?id=16946&rendTypeId=4 49

Figure not from textbook

50

Fig. 45.20

51

Fig. 45.8

18

52

Fig. 45.6

53Fig. 11.11

54

Fig. 11.10

PP is protein phosphatase

19

55Fig. 11.16

http://content.answers.com/main/content/wp/en/thumb/9/9f/350px-Glycogen.png56

Figure not from textbook

http://www.bmb.leeds.ac.uk/teaching/icu3/lecture/13/glycogen.gif 57

Figure not from textbook

20

58

Fig. 9.8

59

Fig. 9.18

60Fig. 9.10

21

61

Fig. 9.12

62Fig. 9.15

63Fig. 50.28

22

64

Also needs Ca2+ to

be fully active

Fig. 11.16

65

α1 receptor

epinephrine

Fig. 45.8

modified

66Fig. 11.14

23

67

Also needs Ca2+ to

be fully active

Fig. 11.16

68

Fig. 45.20

69Fig. 45.9

24

70

Fig. 45.20

71

Adrenocorticotropic

hormone (ACTH)

Adrenal cortex cells

secrete glucocorticoids

Stress!

ACTH-releasing

hormone

Break down protein and fats

to produce glucose

Figure not from

textbook

72

Fig. 45.20

25

73

Fig. 45.9

74

Fig. 45.15

75

Fig. 45.20

26

76

Fig. 45.20

THEMES IN THE STUDY OF LIFE•New properties emerge at successive levels of biological hierarchy. (esp. muscles:

muscle, bundle of muscle fibers, muscle fiber (cell), myofibril, sarcomere, thick & thin filaments)

– The cell is an organism’s basic unit of structure and function. (esp. muscle cells, endocrine cells, & nerve cells)

– Structure and function are correlated at all levels of biological organization. (esp. myofibril structure)

•Life’s processes involve the expression and transmission of genetic information.

•Life requires the transfer and transformation of energy and matter.

•From ecosystems to molecules, interactions are important to biological systems.– Feedback mechanisms regulate biological systems. – Organisms interact with other organisms and the physical environment. (esp. nervous

system and endocrine system)

•Evolution – biology’s core theme – accounts for the unity and diversity of life.

SCIENTIFIC INQUIRY IN BIOLOGY •In studying nature, scientists make observations and then form and test hypotheses.

– Science uses many technologies for specific goals of inquiry. (esp. transmission electron microscopy)

•Science benefits from a cooperative approach and diverse viewpoints.77

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(A) A model of the molecular arrangement of troponin (Tn), tropomyosin (Tm), and actin in the

cardiac muscle thin filament. The various troponin subunits are indicated [TnC (red), TnT

(yellow), and TnI (green)] as they lie along the two-stranded tropomyosin shown (brown and

orange) that in turn lies along an actin (gray) (Cohen 1975). (B) Ribbon diagram (i.e.

polypeptide backbone only) of the actin monomer structure subdomains: 1 (red), 2 (green), 3

(blue), and 4 (yellow) (Kabsch et al. 1990).

http://edoc.hu-berlin.de/dissertationen/abdelaziz-ahmed-ihab-2004-09-20/HTML/chapter1.html85

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