PSIO 303a: Integrative Cellular Physiology Course Coordinator: Gene Settle, Ph.D. (office: AHSC 4204; phone: 626-4252; e-mail: settlec@u.arizona.edu) Instructors: Erik J. Henriksen, Ph.D. (office: Gittings 111; phone: 621-4104; e-mail: ejhenrik@u.arizona.edu; office hours: following class or by appointment) Stephen H. Wright, Ph.D. (office: Medical Research Building 426; phone: 626-4253; e-mail: shwright@u.arizona.edu; office hours: following class or by appointment) Cindy Rankin, Ph.D. (office: BioSciences West 274; phone: 621-3104; e-mail: crankin@u.arizona.edu; office hours: following class or by appointment) Lecture Sessions: Monday, Wednesday, Friday - 9:00-9:50 a.m. Discussion Sessions: Thursdays 50 min each (see PSIO 304 syllabus and PSIO 304 D2L website for detailed information about Discussions and TA information) Credit Hours: Prerequisites: Three (3) [all students in PSIO 303a must also be enrolled in PSIO 304, the accompanying discussion section of the course. PSIO 304 is a one-unit course. Therefore, PSIO 303a and PSIO 304 together represent four (4) total units] Grades of C or better in PSIO 201 and 202 (Human anatomy and physiology) CHEM 151 and 152 (General chemistry) MATH 124 or MATH 125 (Calculus) Note: this class is open to declared Pre-Physiology and Physiology majors and to others by permission of the course coordinator. D2L Course Website: All the essential materials and information needed to succeed in this course will be posted on the 2 D2L websites (PSIO 303a & 304 at http://d2l.arizona.edu). Announcements, daily class slides and notes, and readings, as well as grades can be accessed here using your WebAuth user name and password. You will be expected to keep current with announcements and readings provided. It is also highly recommended that you download and print the daily course notes and slides and bring them to each class session. Course Objectives: 1. To introduce the student to fundamental concepts in physiology, including signaling transduction processes, mechanisms of membrane transport, and mechanisms of cell-cell and cell-tissue communication. 2. To integrate these fundamental physiological concepts across cell, organ, and systems levels of organization. 3. To expose the student to deviations in homeostasis that underlie the pathophysiological basis of selected disease states in the context of cellular and molecular defects in these fundamental processes.
Discussion sessions in PSIO 304: 4. To gain an appreciation of the challenges of modern physiological investigation. To help achieve these objectives, each of the 3 five-week blocks will have weekly discussion sessions (e.g. PSIO 304) that will complement and expand on material provided in lectures. The discussion sessions will enable selected aspects of each case or scenario to be covered in more detail and in an interactive discussion format. Please see the PSIO 304 D2L site for more details on discussion times and locations, readings, assignments and format, as well as TA office hours and contact information. Additional goals for each 5-week block of discussions include the following: Help students to analyze the scientific issues relevant to each case Develop an understanding of at least one new method or technique used to study the physiology involved (e.g., PCR, Western blots, EMG, or imaging) Expand students ability to share scientific information in both oral and written forms Expose students to primary scientific literature Classroom Policies regarding Effective Learning Students are expected to adhere to the Code of Academic Integrity. The policies related to such issues as cheating and plagiarism will be strictly enforced. Read the full Code at: http://dos.web.arizona.edu/uapolicies/cai1.html In addition, individuals within groups can learn best when all are considerate of each other. Therefore, we ask you that you please make every effort to make the environment in the classroom conducive to effective learning. This includes such things as turning off your cell phone, refraining from conversation that is not geared towards the topic of the day, arriving on time and leaving when class is finished. Read the full UofA Student Code of Conduct at: http://dos.web.arizona.edu/uapolicies/scc5308abcd.html#sccphilosophy Students with Disabilities: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center (DRC) and request that the DRC send official notification of your accommodation needs as soon as possible. Please plan to meet with the course coordinator by appointment or during office hours to discuss accommodations and how course requirements and activities may impact your ability to fully participate. (Disability Resource Center: http://drc.arizona.edu/)
Course Outline: Part 1. Integrative Cellular Physiology of Signal Transduction (Dr. Henriksen) Date Lecture # Lecture topic 8/23/10 1 Overview of the organization of the course 8/25/10 2 Presentation of a Case Study The Metabolic Syndrome (components and consequences) 8/27/10 3 Second messenger systems in cellular regulation part I 8/30/10 4 Second messenger systems in cellular regulation part II 9/1/10 5 Regulation of glucose homeostasis: contributions of several organ systems (skeletal muscle, pancreas, liver, adipose, sympathetic output to periphery) 9/3/10 6 Insulin signaling in skeletal muscle 9/6/10 LABOR DAY no class 9/8/10 7 Molecular basis of skeletal muscle insulin resistance in the Metabolic Syndrome 9/10/10 8 Glucose sensing by the endocrine pancreas 9/13/10 9 Molecular basis of ß-cell dysfunction in the Metabolic Syndrome 9/15/10 10 Insulin and glucagon signaling in hepatocytes 9/17/10 11 Molecular basis of excess hepatic glucose production in the Metabolic Syndrome 9/20/10 12 Adipokine action: consequences of obesity in the Metabolic Syndrome 9/22/10 13 Cellular basis of hypertension in the Metabolic Syndrome 9/24/10 14 Review 9/27/10 15 Exam #1 (covering part 1) Part 2. Integrative Cellular Physiology of Membrane Transport (Dr. Wright) 9/29/10 16 Introduction to Membranes and Transport
10/1/10 17 General GI anatomy (emphasis on anatomy and general physiology of the pancreas) 10/4/10 18 Cellular and molecular basis of the pancreatic pathophysiology of cystic fibrosis 10/6/10 19 Membrane structure 10/8/10 20 Diffusion, osmosis, and transmembrane water flux 10/11/10 21 General characteristics of membrane transport carriers & channels 10/13/10 22 Primary active transport 10/15/10 23 Electrical forces and transport: the resting membrane potential 10/18/10 24 Secondary active transport 10/20/10 25 Channel-mediated transport 10/22/10 26 Regulation of pancreatic secretion 10/25/10 27 Integrative view of the pathophysiology of cystic fibrosis in the pancreas 10/27/10 28 Additional CF pathologies molecular basis of The Sweat Test / molecular basis of obstructive lung disease in CF 10/29/10 29 Review 11/1/10 30 Exam #2 (covering part 2) Part 3. Integrative Cellular Physiology of Cell-Cell/Cell-Tissue Communication (Dr. Rankin) 11/3/10 31 Presentation of a Case Study Journey to Mars: the impact of life afloat in space. Setting the stage: issues, symptoms and controversies. 11/5/10 32 Overview of motor control: The plan to move 11/8/10 33 Skeletal muscle: fibers, motor units & contraction 11/10/10 34 General mechanisms of cell/tissue regulation: neural, hormonal and environmental 11/12/10 35 Neuromuscular junction and nerve-muscle trophism 11/15/10 36 Muscle growth and maintenance: role of satellite cells or myogenic stem cells
11/17/10 37 Trophic factors part 1: Myogenic regulatory factors 11/19/10 38 Myostatin: case study in Belgian Blue cattle (double-muscled cattle) 11/22/10 39 Trophic factors part 2: neurotrophins 11/24/10 40 No Class 11/26/10 THANKSGIVING BREAK no class 11/29/10 41 Calcium roles and responsibilities 12/1/10 42 Atrophy vs. cell death/apoptosis 12/3/10 43 Bone remodeling 12/6/10 44 Pulling it all together: combating the wasting effects of weightlessness. 12/8/10 45 Review FINALS WEEK TBD Exam #3 (covering part 3) On-line Quizzes: The quizzes are designed to help you study and stay up-to-date with the course material, to enable you to gauge your current understanding of the concepts and details, and to provide practice with the types of questions you may see on the three block exams. There will be 12 weekly quizzes (4 quizzes/block), each worth a maximum of 4 points. For your final grade, the lowest quiz score will be automatically dropped, resulting in 44 possible points for the quiz component of your grade. Details of these quizzes will be covered in more depth in the first discussion meeting, but the key points are as follows: Quizzes can be accessed through the PSIO 303a D2L website Open Time Friday 8:00 p.m. until the following Friday at 8:00 p.m. Can be taken a maximum of three (3) times during the quiz Open Time Consists of 8-9 questions randomly selected from categories of similar questions Questions will cover material from the week ending the day the Open Time starts
Evaluation procedures: 3 one-hour examinations totaling 300 points On-line quizzes totaling 44 points (11 quizzes at 4 points/quiz) Clicker quizzes in class totaling 4 points (i.e., 1% of final grade) Discussion section activities totaling 52 points (4 points/discussion) o Discussion participation: 13 points total (5 points for blocks 1 and 2, 3 points for block 3) o In-class and homework activities: 39 points (3 points/session) 400 total points 90.000-100%: A 80.000-89.999%: B 70.000-79.999%: C 60.000-69.999%: D below 60.000%: E There will be no rounding up of scores to bring a student into the next grade range. Exams will be available for review (in Dr. Settle s office or by other arrangement with the instructor of that block) for a two-week window commencing the day the scores for that exam are posted on D2L. After that review period, no changes in an exam score due to a grading error will be possible. No work for extra credit will be accepted to change a grade.