Announcements• Personal info due today. Drop off on front table.• Switch to Tuesday Morning Lab?• Community of Scholars Research Symposium

– Saturday Sept 11 from 9- noon– 10 weeks paid research on topic of your choosing!– Summer 2011

1QQ # 2Name on top edge, back side of paperAnswer on blank side of paper.Answer one of the following:

1.Suppose a person is exercising intensely. How would the pH of this person’s blood compare to the same individual at rest? Use the relevant chemical equation as part of your explanation.

2.Which body fluid compartment has the lowest concentration of proteins and why?

Cognitive Domain (Revised Bloom) Description    Action verbs        Original Bloom’s term

1.Remember (LOCS)**  Retrieve relevant knowledge   Recognize, identify, recall, list, label      Knowledge

2. Understand (LOCS)  Describe meaning    Interpret, exemplify, classify, summarize/explain/describe in own words    

Comprehension

3. Apply (LOCS/HOCS)  Use/apply procedures or info in novel context  Execute, predict         Application

4. Analyze (HOCS)  Infer relationships between components or parts and bigger picture Differentiate, organize, link, attribute, infer, interpret, diagnose, compare/contrast, conclude, speculate Analysis

5. Evaluate (HOCS)  Make judgments based on evidence, criteria, and standards Verify, critique, assess merit       Evaluation

6. Create (HOCS)   Piece together info to form novel whole; create original product Generate, plan, build, produce, design, model      Synthesis

A Taxonomy of Cognitive Skills for Developing Student Assignments and Assessments**SC SDE (Pat Mohr). Adapted from Lorin W. Anderson, David R. Krathwohl et al (Eds.) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives 2001; modified by Ellen Goldey, Wofford College, to incorporate “Biology in Bloom,” Crowe et al., 2008, CBE – Life Sci Edu., 7: 368-381. **HOCS = higher order cognitive skills, LOCS = lower order cognitive skills.

Cell Membrane: selectively permeable

Capillaries: highly permeable except to proteins

ThermoregulationAn example of homeostasis by

negative feedback.

Modes of Heat Exchange: Conduction Convection Radiation Evaporation

~37o

C

Modes of Heat Exchange: Conduction Convection Radiation Evaporation

~37o

C

http://www.nws.noaa.gov/os/windchill/windchillglossary.shtml

Endotherms and Ectotherms

Endotherms regulate core body temperature near a set point.

Ectotherms do not achieve a constant body temperature; body

temp approximates the temperature of the environment.

Advantages and disadvantages of each mode?

Bears

Physics of thermal energy flow

Cell metabolism=main source of heat

Is cooling more effective if sweat is toweled away?

Answers from Physics ProfessorDr. Salley

Mechanisms of thermoregulation

For constant body temp heat gain = heat loss

• Reflex arc

• Negative feedback

• Examples

• Acclimatization vs. adaptation

Types of Stimuli:MechanicalElectricalChemicalLightThermal

Negative feedback

Negative Feedback Loop

Compares “actual” condition to “desired” condition (set point)

Add coversor clothingor enter sleeping bag

Skin tempAnd Core body temp

Detected by thermoreceptors in skin

Activity in sensory nerves

Hypothalamus

Sympathetic nerves

Relax smooth muscle in cutaneous arterioles

Blood flow to skin

Heat loss by conduction & radiation

Somatic nerves

Muscle tone

Heat productionSweat Glands

Sweat production

Evaporative heat loss

Core temp.

Voluntary behaviorsRemove coversTurn on fan, etc via

Heat loss

Cerebral cortex

Conductive heat loss

Radiative heat lossConvective heat loss Central

thermoreceptors

Skeletal Muscles

Somatic nerves

Negative feedback loops: What to look for

• The stimulus (temperature, etc.)• Sensors (thermo-, chemo-, photo-, mechano-

receptors• Afferent pathways to integrator (may not exist)• Integrators (typically neurons or endocrine cells)• Efferent pathways from integrator

– nerves– hormones

• Effector cells or organs– virtually any cell– especially glands and muscles

• The response (opposes stimulus)

Thermoregulation in a comatose patient?

In steady state: Heat gain = Heat loss

What if room temperature was increased or decreased?What if additional covers were added to the patient?

Add coversor clothingor enter sleeping bag

Skin tempAnd Core body temp

Detected by thermoreceptors in skin

Activity in sensory nerves

Hypothalamus

Sympathetic nerves

Relax smooth muscle in cutaneous arterioles

Blood flow to skin

Heat loss by conduction & radiation

Somatic nerves

Muscle tone

Heat productionSweat Glands

Sweat production

Evaporative heat loss

Core temp.

Voluntary behaviorsRemove coversTurn on fan, etc via

Heat loss

Cerebral cortex

Conductive heat loss

Radiative heat lossConvective heat loss Central

thermoreceptors

Skeletal Muscles

Somatic nerves

p. 595 Fig 16-19

• Explain “chills” at onset of a fever

• Explain “sweat” when a fever “breaks”

• How does Tylenol reduce a fever?

To reach new,Higher set point

If setpoint is reset to a higher temperature, then actual temperature is LESS THAN the new set point, so one feels “cold” and adds clothing, curls up, and shivers. These are “Chills.”If setpoint is reset to a lower temperature or back to normal, then actual temperature is GREATER THAN the new lower set point, so one feels “hot” and removes clothing, fans, and sweats. These are “the sweats” when a fever breaks.

Central &PeripheralThermoreceptorsTylenol and other

non-steroidal anti-inflammatory drugs (NSAIDS) suppress the production of eicosanoids (IL-1, IL-6, etc) so effect of these on the set point in hypothalamus is minimized.