fight-or-flight response (sympathetic nervous …faculty.mercer.edu/huber_ta/huber bio...
TRANSCRIPT
1
http://perso.orange.fr/hibiscustour/lag-cor/gueulereq2.JPG 1
http://newsday.typepad.com/photos/uncategorized/jackshine.jpg 2
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
http://i33.photobucket.com/albums/d55/doorstop_idol/MarilynManson2.jpg 78
27
79
80
http://www.atmo.ttu.edu/Hill%20City%20Tornado%20Enhanced.jpg
81
28
82
http://www.mwscomp.com/movies/grail/jpgs/rabbitat.jpg83
84
29
(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
http://www.med.uc.edu/kranias/Sarcoplasmic_Reticulum.htm 86
87
30
88