Fight-or-Flight Response (Sympathetic Nervous System)

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 those supplying 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 1

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 Fig. 49.6 5 e.g., olfactory sensory neurons e.g., G- proteinlinked odorant receptors i.e., Somatic system Fig. 49.8 e.g. odorant molecules 6 2

* * * * * * Fig. 49.9 7 Somatic Nervous (Motor) System Ach = Acetylcholine Autonomic Nervous System NE = Norepinephrine http://faculty.etsu.edu/currie/images/neuro4.jpg Figure not from textbook 8 Fig. 50.34 9 3

Fig. 50.36 10 Fig. 50.37 11 Fig. 50.34 12 4

Fig. 50.26 13 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) Figure not from textbook 14 http://www.apsu.edu/thompsonj/anatomy%20&%20physiology/2010/2010%20exam%20reviews/exam%203%20review/sarc omere-e.m.-large-a.bmp 15 Figure not from textbook 5

Fig. 50.26 16 Fig. 50.27 17 Next 5 slides Fig. 50.28 18 6

Fig. 50.28 19 Fig. 50.28 20 Fig. 50.28 21 7

Fig. 50.28 22 Fig. 50.28 23 Figure not from textbook http://www.moleculeoftheday.com/images/creatine-atp.gif 24 8

Figure not from textbook Only reducing end One of many nonreducing ends http://content.answers.com/main/content/wp/en/thumb/9/9f/350px-glycogen.png 25 Fig. 50.29 26 Fig. 50.31 27 9

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 Figure not from textbook 28 Fig. 50.30a 29 Fig. 50.30 30 10

http://www.bu.edu/histology/i/21602ooa.jpg http://www.bu.edu/histology/m/t_muscle.htm Figure not from textbook 31 http://cytochemistry.net/08_007.jpg Figure not from textbook 32 Voltage sensors (here labeled DHPR) of the central T-tubule Calcium release channels (here labeled RyR1 and RyR3) in sarcoplasmic reticulum http://www.scielo.cl/fbpe/img/bres/v37n4/fig02.gif Figure not from textbook Model of Triad Junction (Calcium Release Unit) 33 11

TEM of Triad Junction (= Calcium Release Unit) http://www.aups.org.au/proceedings/37/1-13/figure_1.jpg Figure not from textbook 34 Fig. 50.30b 35 Fig. 50.31 36 12

Fig. 50.32 37 Table 50.1 38 http://www.brownreclusespider.org/black-widow-spider/differencemale-female-black-widow-spider.jpg 39 13

http://faculty.etsu.edu/currie/images/neuro4.jpg Figure not from textbook 40 Fig. 45.2 41 Fig. 45.9 42 14

Fig. 45.4 43 Fig. 45.5 44 Fig. 45.8 45 15

Fig. 45.9 46 Fig. 45.20 47 Figure not from textbook http://www.colorado.edu/kines/class/iphy3430-200/image/adrenal2.jpg 48 16

Figure not from textbook http://cache.eb.com/eb/image?id=16946&rendtypeid=4 49 Fig. 45.20 50 Fig. 45.8 51 17

Fig. 45.6 52 Fig. 11.11 53 Fig. 11.10 PP is protein phosphatase 54 18

Fig. 11.16 55 http://content.answers.com/main/content/wp/en/thumb/9/9f/350px-glycogen.png Figure not from textbook 56 Figure not from textbook http://www.bmb.leeds.ac.uk/teaching/icu3/lecture/13/glycogen.gif 57 19

Fig. 9.8 58 Fig. 9.18 59 Fig. 9.10 60 20

Fig. 9.12 61 Fig. 9.15 62 Fig. 50.28 63 21

Also needs Ca 2+ to be fully active Fig. 11.16 64 α 1 receptor epinephrine Fig. 45.8 modified 65 Fig. 11.14 66 22

Also needs Ca 2+ to be fully active Fig. 11.16 67 Fig. 45.20 68 Fig. 45.9 69 23

Fig. 45.20 70 Stress! ACTH-releasing hormone Adrenocorticotropic hormone (ACTH) Adrenal cortex cells secrete glucocorticoids Figure not from textbook Break down protein and fats to produce glucose 71 Fig. 45.20 72 24

Fig. 45.9 73 Fig. 45.15 74 Fig. 45.20 75 25

Fig. 45.20 76 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 26

79 80 http://www.atmo.ttu.edu/hill%20city%20tornado%20enhanced.jpg 81 27

82 http://www.mwscomp.com/movies/grail/jpgs/rabbitat.jpg 83 84 28

(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.html 85 http://www.med.uc.edu/kranias/sarcoplasmic_reticulum.htm 86 87 29

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