biology 3101a maintaining dynamic equilibrium ii...biology 3101a is the first of three courses (the...

Adult Basic Education

Science

Biology 3101A

Maintaining DynamicEquilibrium II

Curriculum Guide

Prerequisites: Biology 2101A Biology 2101C

Credit Value: 1

Biology Concentration

Biology 1101

Biology 2101A

Biology 2101B

Biology 2101C

Biology 3101A

Biology 3101B

Biology 3101C

Table of Contents

To the Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vIntroduction to Biology 3101A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vCurriculum Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vStudy Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viResources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viRecommended Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Unit 1 - Nervous System: Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 2

Unit 2 - Nervous System: Neurons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 4

Unit 3 - Nervous System: Disrupting Homeostasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6

Unit 4 - Nervous System: Sense Organs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 10

Unit 5 - Endocrine System: Maintaining Homeostasis . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 14

Unit 6 - Endocrine System: Feedback Mechanisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 18

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 23

Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 40

Curriculum Guide Biology 3101Av

To the Instructor

I. Introduction to Biology 3101A

Biology 3101A is the first of three courses (the others are Biology 3101B and Biology3101C) that are equivalent to Biology 3201 in the current high school system.

Biology 2101A, The Cell, and Biology 2101C, Maintaining Dynamic Equilibrium I, arepre-requisites for this course. However, before deciding to leave out any courses in theBiology concentration, you should ensure that you are aware of what courses studentsneed to complete in order to meet the entrance requirements for the receiving post-secondary institution that they plan to attend.

Biology 3101A will identify and introduce the role of the nervous (electrochemical) andendocrine (chemical) systems in the body. Cells, tissues, organ systems and ultimatelyorganisms must maintain a biological balance despite changing external conditions.Homeostasis is the state of internal balance so critical to existence. It represents adynamic equilibrium, displaying constant interactions and checks and balances bothwithin organisms and between organisms and their environment. There are a variety ofsystems within living things responsible for the maintenance of this delicate balance.

II. Curriculum Guides

Each new ABE Science course has a Curriculum Guide for the instructor and a StudyGuide for the student. The Curriculum Guide includes the specific curriculum outcomesfor the course. Suggestions for teaching, learning, and assessment are provided to supportstudent achievement of the outcomes. Each course is divided into units. Each unitcomprises a two-page layout of four columns as illustrated in the figure below. In somecases the four-column spread continues to the next two-page layout.

Curriculum Guide Biology 3101Avi

To the Instructor

Curriculum Guide Organization:The Two-Page, Four-Column Spread

Unit Number - Unit Title Unit Number - Unit Title

Outcomes

Specific

curriculum

outcomes for

the unit.

Notes for Teaching and

Learning

Suggested activities,

elaboration of outcomes, and

background information.

Suggestions for Assessment

Suggestions for assessing

students’ achievement of

outcomes.

Resources

Authorized and

recommended

resources that

address

outcomes.

III. Study Guides

The Study Guide provides the student with the name of the text(s) required for the courseand specifies the sections and pages that the student will need to refer to in order tocomplete the required work for the course. It guides the student through the course byassigning relevant reading and providing questions and/or assigning questions from thetext or some other resource. Sometimes it also provides important points for students tonote. (See the To the Student section of the Study Guide for a more detailed explanationof the use of the Study Guides.) The Study Guides are designed to give students somedegree of independence in their work. Instructors should note, however, that there ismuch material in the Curriculum Guides in the Notes for Teaching and Learning andSuggestions for Assessment columns that is not included in the Study Guide andinstructors will need to review this information and decide how to include it.

IV. Resources

Essential ResourcesText: Biology; Bullard, Chetty, et al; McGraw-Hill Ryerson, 2003.

McGraw-Hill Ryerson, Biology, Teacher’s Resource.

Recommended ResourcesMcGraw-Hill Ryerson, Biology, Teacher’s Resource CD-ROM.

Curriculum Guide Biology 3101Avii

To the Instructor

McGraw-Hill Ryerson, Biology 11/12 #D Science Animations.

McGraw-Hill Ryerson, Biology 11/12 Computerized Assessment Banks.

Department of Education web site:www.gov.nl.ca/edu/science_ref/main.htm

Other Resources Textbook web site:http://www.mcgrawhill.ca/school/booksites/biology/

Center for Distance Learning and Innovation: http://www.cdli.ca/

V. Recommended Evaluation

Written Notes 10%Labs/Assignments 20%Test(s) 20%Final Exam (entire course) 50%

100%

The overall pass mark for the course is 50%.

http://www.gov.nl.ca/edu/science_ref/main.htm

http://www.mcgrawhill.ca/school/booksites/biology/

http://(http://www.cdli.ca/)

Maintaining DynamicEquilibrium II

Unit 1 - Nervous System: Structures

Curriculum Guide Biology 3101APage 2

Outcomes

1.1 Analyze the nervous system andexplain its structure and dynamics.

1.1.1 Explain the basicstructure and function of thecentral nervous system. Include:(i) brain(ii) spinal cord

1.1.2 Explain how the nervoussystem is protected. Include:(i) skull(ii) meninges(iii) cerebrospinal fluid

1.1.3 Explain the basicstructure and function of thebrain. Include:(i) cerebrum(ii) cerebellum(iii) medulla oblongata(iv) thalamus(v) hypothalamus(vi) midbrain(vii) pons(viii) corpus callosum

1.1.4 Describe the basicfunctions of a peripheral nervoussystem. Include:(i) autonomic

- sympathetic- parasympathetic

(ii) somatic

Notes for Teaching and Learning

Students should be given the opportunity to observethe principal features of the central nervous system,using models, dissected mammalian brains orcomputer simulations, and to identify and label majorphysical structures and their functions from drawingsor photos of that organ.

Students should understand that the basic function ofthe cerebrum is to sort and interpret all the informationfrom our senses. It is the part of the brain that makeshumans different from animals because it is the centreof human consciousness. Students should alsounderstand that the cerebrum can be divided into twohemispheres (left and right) or into four lobes (frontal,parietal, temporal, occipital). For this course it is notnecessary for students to know the function of eachhemisphere or lobe individually.

Students may have difficulty understanding thedivisions and overall functioning of the nervoussystem. They should study the chart in Appendix A,“Organization of the Nervous System”.

Unit 1 - Nervous System: Structures



Presentation

• When teaching to a group, instructors could invite aphysician or public health specialist to give a presentationon some aspect of the nervous system. Students shouldresearch and prepare questions related to the topic. Withthe instructor, students should review and revisequestions. The questions selected should be asked duringthe presentation. Following the presentation studentsshould prepare a brief summary of the answers given.

Laboratory Activities

• Students could identify regions of preserved sheep brain.

Pencil and Paper

• Students should complete relevant Section Review andChapter Review questions.

• Students should start to develop a glossary of terms thatthey discover and will use in this unit. The glossary can beadded to as students progress through the unit.

• Students can prepare a chart to visually contrast thesympathetic and parasympathetic components of theautonomic nervous system on various parts of the body(e.g., heart, digestive tract, blood vessels, bladder,bronchi, eye).

• Students could prepare a chart to show the organization ofthe human nervous system.

• Students should label the diagram of the human brain.Instructors should make sure that students are able to labelthe diagram correctly without referring to the text or anyother resource.

Resources

McGraw-Hill RyersonBiology, pages 392-401.

McGraw-Hill RyersonBiology, Teacher’sResource.

McGraw-Hill RyersonBiology, Teacher’sResource CD-ROM.

Biology 11/12Computerized AssessmentBanks.

Diagram, “The HumanBrain”, Appendix A.

www.gov.nl.ca/edu/science_ref/main.htm






Unit 2 - Nervous System: Neurons


Outcomes

2.1 Explain how the nervoussystem helps to maintainhomeostasis.

2.1.1 Identify requirementsnecessary for a nervousresponse to occur. Include:

(i) sensory receptors (skin,eye, ear)(ii) impulse transmission(neurons)(iii) interpretation andanalysis of impulses (brain,spinal cord)(iv) effectors (muscle,gland)

2.1.2 Define neuron, nerveand reflex arc.

2.1.3 Describe thestructure of the typicalneuron and explain thefunction of each part. Include:

(i) dendrite(ii) cell body(iii) axon

2.2 Perform an experiment toinvestigate and collect data on thenervous system (reflexes).


The nervous system is responsible for receivinginformation from internal and external stimuli and thequick response to that information. Students haveexplored the concept of homeostasis in Biology 2101C. This concept can be reviewed with students and related tothe nervous system.

Students should review the concepts of dynamicequilibrium, negative feedback loop, sensory receptors,integrators and effectors.

Students can observe microscopically the structure ofneurons and neuromuscular junctions on preparedmicroscope slides within the laboratory. Instructorsshould note that the axon terminal is not specificallynamed in the textbook. The axon terminal is described asthe bulb-like ends of the axon. Other terms for thisstructure may include end brushes or terminal endings.

Students should complete Investigation 12.A: “TheNervous System and Reflex Responses”. “ExploringFurther” section could be made optional.

Unit 2 - Nervous System: Neurons




• Students could perform the available laboratory activitiesprovided to illustrate some aspects of the nervous system.These may include microscopic examination ofcomponents of the nervous system, dissection ofspecimens, or observation of models in order to observethe structure of the nervous system.

They may also include activities to investigate reflextimes, observation of the behaviour in response to stimuliof specimens like Planaria or the effect of the stimulantcaffeine on Daphnia. Assessment would depend on thenature and depth of the activities selected.

• Students must complete Investigation 12.A, "The NervousSystem and Reflex Responses".

Paper and Pencil

• Students should label the diagram of a neuron. Instructorsshould make sure that students are able to label thediagram correctly without referring to the text or any otherresource.


• Students should add to the glossary of terms.

Resources

MGH Biology, pp. 392, 395402-404.

Core Lab:Investigation 12.A, "TheNervous System and ReflexResponses", pp. 396-397.

Diagram, “A Neuron”,Appendix A.

Unit 3 - Nervous System: Disrupting Homeostasis


Outcomes

3.1 Describe disorders linked tothe nervous system and their effecton homeostasis of the system andthe organism as a whole. Include:

(i) Multiple Sclerosis

(ii) Alzheimer's Disease

(iii) Parkinson's Disease

(iv) Meningitis

3.2 Analyze why and howtechnologies related to thetreatment of nervous systemdisorders were developed. andimproved over time. Include:

(i) MRI

(ii) EEG

(iii) CAT Scan


Specific pathologies of the nervous system could beresearched along with the capability of technology todiagnose, treat or cure the problem. The research mightinclude an investigation of the physiological basis andcauses of neurological diseases and discuss theeffectiveness and the ethics of new innovative treatments(e.g., transplant of fetal brain tissue into patients as atreatment for Parkinson's). Students may be interested inother conditions related to nervous function, such aspolio, stroke, Bell's palsy, ALS, Tourette's Syndrome,epilepsy or mental disorders related to chemicalimbalances. The research provides a good opportunity forlinkage with the Language Arts program.

Students should investigate how these technologiesinfluence our ability to explore the human brain.

It is important that students know something aboutdisorders of the nervous system and something about thetechnologies available to help diagnose disorders and thatthey learn more about the functioning of the human brain.

Students must complete 2 assignments to cover outcomes3.1 and 3.2. These assignments are required but thecontent should not be tested.




Presentation

• When teaching to a group, students could be introduced toindividuals knowledgeable in nervous system pathologiesby using community resources such as physicians,organizations (Alzheimer Society, Parkinson Foundation,Heart and Stroke Foundation, Canadian Mental HealthAssociation, Multiple Sclerosis Society), sufferers of, orcaregivers of those who possess these disorders. Theycould also be introduced to a radiologist/x-ray technicianto give a presentation on MRI, CAT, scan of EEG.


• Students should add to the glossary of terms.

Assignment

• Students must complete Assignment 1, “Nervous SystemDisorders”.

• NOTE:The assignment should be marked and the marks used aspart of the evaluation for the course. The content coveredin the assignments should not be tested.

Resources

MGH Biology, pp. 398-399.


Assignment 1, “NervousSystem Disorders”Appendix A.



Outcomes

3.3 Describe how the use ofprescription and non-prescriptiondrugs can have a role inmaintaining or disruptinghomeostasis. Include:

(i) anaesthetics

(ii) prescription drugs (OxyContinTM,ValiumTM, RitalinTM)

(iii) illegal drugs(marijuana, ecstasy,cocaine)

(iv) legalized drugs(alcohol, nicotine, caffeine)


Outcome 3.3 is covered by completing the assignment,“Drugs and Homeostasis”. It can be found in AppendixB.

Students may analyze evidence concerning the influenceof anaesthetics, drugs and chemicals, natural andsynthetic, on the functioning of the nervous and endocrinesystems and their relationship to addiction theory (e.g.,nicotine, oxycontin, morphine, LSD). Students maycompare the relative physiological and societal impacts ofchemical and drug use on adult development as comparedto fetal development

Students can discuss/debate the merits of using drugs fortreatments of nervous disorders against the long-term sideeffects.

Students can discuss/debate the legalization of certaindrugs such as marijuana for medicinal purposes.

Further investigation of the topics covered by theassignment provides a good opportunity for connectionswith Language Arts courses.




Performance

• In conjunction with the Language Arts program, studentscould participate in a debate as a means of exploring theuse of drugs for the treatment of nervous disorders orregarding the legalization of drugs.

Presentation

• Students could be introduced to individualsknowledgeable in the influence of the use of prescriptionand non-prescription, legal and illegal drugs on themaintenance of homeostasis within the human system byusing community resources such as physicians,pharmacists and available organizations. Studentsshould research and prepare questions related to thetopic. With the instructor, students should review andrevise questions. The questions selected should beasked during the presentation. Following thepresentation students should prepare a brief summary ofthe answers given.

Assignment

• Students must complete Assignment 2, “Drugs andHomeostasis”.

• NOTE:The assignment should be marked and the marks used aspart of the evaluation for the course. The contentcovered in the assignments should not be tested.

Resources

MGH Biology, p. 408.

Assignment 2, "Drugs andHomeostasis", Appendix B.

Unit 4 - Nervous System: Sense Organs


Outcomes

4.1 Explain how the eye as a senseorgan helps maintain homeostasis.

4.1.1 Describe the generalstructure and function of theeye. Include:(i) lens(ii) iris(iii) retina(iv) cornea(v) choroid layer(vi) fovea centralis(vii) rods(viii) cones(ix) pupil(x) blind spot(xi) optic nerve(xii) aqueous humour(xiii) vitreous humour

4.1.2 Trace the path oflight through the eye andexplain how the amount oflight entering the eye isregulated.


The investigation of sense organs serves as across-curricular link with the waves/sound/light sectionsof physics.

Students should observe the principal features of themammalian eye, using models, dissected structures orcomputer simulations, and identify and label major visiblestructures and their functions from drawings or photos ofthose organs. They should be able to label diagrams of thehuman eye.

For an elaboration on the blind spot see Minilab on page413 and Figure 12.21 on page 412.





• Following the procedure outlined, students could dissectthe sheep eye provided and identify the parts. They couldcomplete a table that relates the structure of the parts ofthe eye with their function.

• Students could do Investigation 12.B, “The Effect ofLight on Pupil Size”.

Paper and Pencil

• Students should label the diagram of the human eye.Instructors should make sure that students are able to labelthe diagram correctly without referring to the text or anyother resource.

Resources


Diagram, “The HumanEye”, Appendix A.



Outcomes

4.2 Explain how the ear as a senseorgan helps maintain homeostasis.

4.2.1 Describe the generalstructure and function of theear. Include:(i) pinna(ii) tympanic membrane(iii) ossicles (i.e., malleus,incus, stapes)(iv) eustachian tube(v) semi-circular canals(vi) cochlea(vii) auditory nerve

4.3 Trace the pathway of soundthrough the ear.


Students should observe the principal features of themammalian ear, using models, dissected structures orcomputer simulations, and identify and label major visiblestructures and their functions from drawings or photos ofthose organs. They should be able to label diagrams of thehuman ear.

Students should know that the ossicles are also known asthe hammer, anvil and stirrup respectively.

When the pathway is traced through the ear, the structuresshould be limited to only those discussed above. Studentsshould recognize the importance of hair cells intransmission of sound through the cochlea to the auditorynerve.




Paper and Pencil

• Students could construct a flow chart that shows the pathof sound energy through the auditory system.


• Students should label the diagram of the human ear.Instructors should make sure that students are able to labelthe diagram correctly without referring to the text or anyother resource.

Testing

• This is the end of the section of the course covering thenervous system. Instructors may choose to give a test tocover units 1 - 4. The mark for this test could be used aspart of the evaluation for the course. Testing shouldinclude some of the diagrams that students have studied.

Resources


Diagram, “The HumanEar”, Appendix A.


Unit 5 - Endocrine System: Maintaining Homeostasis


Outcomes

5.1 Explain how the endocrinesystem helps maintain homeostasis.

5.1.1 Understand thegeneral concept of ahormone and target cell ororgan.

5.1.2 Compare hownon-steroid and steroidhormones cause changes intarget cells. Include:(i) solubility in cellmembrane(ii) location of receptors(iii) end result

5.1.3 Identify the locationand function of principalendocrine glands in thehuman organism. Include:(i) pituitary(ii) hypothalamus(iii) pineal(iv) thyroid(v) parathyroid(vi) adrenal(vii) pancreas (Islets ofLangerhans) (viii) thymus(ix) ovaries(x) testes


The endocrine system of animals releases chemicalhormones into the blood to be circulated. These helpmaintain homeostasis by causing or preventing change inspecific organs or tissues of the body. The endocrinesystem is slower in producing an effect than the nervoussystem; however, it is a more sustained effect. It isimportant for students to realize that the nervous systemand endocrine system work together in a coordinatedfashion.

Instructors could review the basic biochemical structure ofcarbohydrates, proteins and lipids/steroids. Studentsshould examine diagrams that illustrate the location ofreceptors for non-steroid hormones compared to steroidhormones. They should recognize the importance of thesolubility of steroid hormones in the cell membrane andthe critical nature of the shape of non-steroid hormones.Additional hormones may also be of interest to students(antidiuretic hormone, cortisol, aldosterone). Students should understand that the non-steroid hormonescause chain reactions in the target cells while steroidhormones stimulate genes to produce a protein.

Students should be provided with the opportunity toobserve the principal features of the endocrine system,utilizing models, dissection or computer simulations andto identify and label those structures through the use ofdrawings or photographs.

It is not necessary that students know the function of allhormones associated with every gland. Students shouldknow the general function of each gland. Specifichormones will be dealt with in later outcomes.

Ovaries and testes have a dual function. For this reasonthey are dealt with in more detail in Biology 3101B.




Pencil and Paper


• Students should start to develop a glossary of terms thatthey discover and will use as they study the endocrinesystem. The glossary can be added to as students progressthrough the unit.

• Answer key for question 5.3 in the Study Guide:

Steroid Non-steroid

Fat soluble? Yes No

Location of receptors Inside the nucleus. Plasma membrane.

Action Binds to DNA and

leads to activation

of certain genes and

protein synthesis.

Triggers a chain of

chemical reactions.

[An enzyme converts

ATP to cAMP(the

second messenger),

which activates an

enzyme cascade.]

Resources




Diagram, “Location ofEndocrine Glands”,Appendix A.



Outcomes

5.2 Identify and describe thestructure and function of importantbiochemical compounds, includingnon-steroid and steroid hormones.

5.2.1 Identify thefollowing hormones, theirsource gland, and explaintheir general effect on thehuman organism:

(i) ADH - Anti-diuretichormone

(ii) thyroxine

(iii) adrenaline

(iv) somatotropin(HGH–human growthhormone)

(v) insulin

(vi) glucagon


The study of hormones and their effects provides a goodopportunity for research and debate. Instructors may beable to have students do this in conjunction with theLanguage Arts program. Students can discuss the social,ethical and health issues associated with hormone therapyfor the treatment of humans (e.g., growth hormones,steroid use in sports, hormone use to slow the effects ofaging or to minimize jet lag). This may lead to questionssuch as "Should physicians provide HGH as a treatmentfor individuals who have normal levels of human growthhormone, yet are genetically shorter than average, simplyto increase their height?" Students may investigate thehormonal connection with biorhythms and seasonalaffective disorder (SAD). Students may investigate theabuse among athletes of steroid hormones as they attemptto build body tissue quickly and increase their athleticability and the long-term side effects that result.

Blackline Master, “Regulation of Blood Glucose”, can beused to help students understand the effects of insulin andglucagon as antagonistic hormones.




Pencil and Paper

• Students could select a hormone and investigate theeffects of its hypersecretion and hyposecretion in thebody. They should prepare a visual display to illustratethis. Hormones may include HGH, aldosterone, cortisol,thyroxine, insulin, or glucagon. This provides anotheropportunity for linkage with Language Arts.


Resources


Blackline Master,“Regulation of BloodGlucose”.

Unit 6 - Endocrine System: Feedback Mechanisms


Outcomes

6.1 Analyze homeostaticphenomena to identify the feedbackmechanisms involved.

6.1.1 Describerepresentative positive andnegative feedback loops. Include:(i) hypothalamus-pituitary complex as a negativefeedback control(ii) oxytocin as positivefeedback control

6.1.2 Describe theregulation of blood sugar bycontrolled release of insulinand glucagon.

6.2 Describe disorders andtreatments linked to the secretionsof the endocrine system and theireffect on the homeostasis of thesystem and the organism as awhole. Include:

(i) pituitary dwarfism(ii) gigantism(iii) hyperthyroidism(iv) hypothyroidism(v) diabetes mellitus

6.3 Analyze examples ofCanadian contributions to scienceand technology.

6.3.1 Investigate the roleplayed by Frederick Bantingand Charles Best in thediscovery of insulin.


Within the discussion of the hypothalamus-pituitarycomplex, RF (releasing factor), pituitary hormones andtarget tissues (e.g., TSH on thyroid) should be included. Oxytocin should be used to illustrate a positive feedbackloop in a human system. When the “water breaks”pressure is exerted on the cervix, an increase in uterinecontractions occurs. In turn more oxytocin is releasedwhich, then increases the contractions. This cycle wouldcontinue until the Expulsion Stage is finished. This willbe covered further in Biology 3101B.

Instructors could contact the Canadian DiabetesAssociation or do an Internet search to obtain sample dataconcerning blood and/or urine composition. Data can beanalyzed and interpreted in order to infer the role ofhormones in homeostasis. Students could perform anexperiment to investigate the presence of sugar insimulated urine samples, and compare the results withother urinalysis data. Using a table, students maycompare the conditions of juvenile diabetes andadult-onset diabetes. Headings may include age of onset,cause, severity, method of treatment. Students couldresearch and present modern approaches to the detection,treatment and control of diabetes, e.g., the onset ofdiabetes in relation to diet and exercise and culture (somepopulations).

Students may hypothesize the effect on organisms of theoversecretion (hypersecretion) or undersecretion(hyposecretion) of hormones.

Outcomes 6.2 and 6.3 are covered by completion ofAssignment 3 (in Appendix B).




Pencil and Paper

• Students could analyze and interpret the data provided onblood or urine composition. They should use it todetermine the role of hormones in homeostasis.

• Students could prepare a short report on the role played byCanadian researchers Frederick Banting and Charles Bestin the discovery of insulin. Assessment should be basedon quality of work submitted. (Language Arts link.)

• Students should add to the glossary of terms for thissection.

• Students should do relevant Section Review and ChapterReview questions.

Assignment

• Students must complete Assignment 3, “EndocrineSystem Disorders”.

• NOTE:The assignment should be marked and the marks used aspart of the evaluation for the course. The content coveredin the assignments should not be tested.

Resources

MGH Biology, pp. 302-303,424, 427, 429 - 432, 435 -439..

Assignment 3, “EndocrineSystem Disorders”,Appendix B.



Outcomes

Optional Lab

6.4 Perform an experiment toinvestigate and collect data on theendocrine system.

6.4.1 Test solutions todetermine if they containhigh levels of glucose.


This lab can only be done if proper lab facilities areavailable. It would only be appropriate when teaching to agroup. Instructors may replace this particular lab withanother of their choice. The outcome 6.4 is addressed by completing IdentifyingDiabetes Mellitus, p.436-437. Instructors should note thatthe Lab requires the preparation of four solutions ofglucose for the students to test. An easy method toprepare a class set of stock solutions is to prepare the mostconcentrated solution first and then prepare the others bydiluting it with water. The following table (procedure) willproduce enough for a class of thirty students.

Solution % Solute Solvent

6 12 6 2A 1.7 8.5g of C H O 500.0 ml H O

2B 1.3 50.0 ml of Soln A Add to 15.0 ml H O

2C 0.85 50.0 ml of Soln A 50.0 ml H O

2D 0.3 50.0 ml of Soln A 230.0 ml H O

In order to see changes in the solutions during lab time, itwill be necessary to increase the temperature of the waterbath significantly higher than what is indicated in the text. You may wish to boil the water. Fresh Benedicts Solutionwill give the best results. It could be useful for students toobserve the rate of color change in solutions duringheating as an indication of the differences betweenconcentrations.




Laboratory

• Students could perform the Laboratory Activity,“Identifying Diabetes Mellitus”. Students should submitthe Post-Lab and Conclude and Apply questions forevaluation.

Testing

• Students should be given a final examination whichcovers the entire course. If a test was given earlier on thenervous system emphasis should be on the endocrinesystem. Students should be required to label a diagram ofthe endocrine system on this exam.

Resources

Lab: Identifying DiabetesMellitus, p.436-437.


Appendix A

Diagrams


Figure 1 - Chart of the Nervous System

Parasym pathetic

Central

(brain and spinal cord)

Autonom ic (to sm ooth

m uscle, cardiac

m uscle, glands)

Sym pathetic

NervousSystem

M otor

Peripheral

Som atic (to skeletal

m uscles)

Sensory


Structure of the Eye

10.

11.


Structure of the Ear


Glands of the Human Endocrine System

ANSWER SHEETS

Appendix B


Assignment 1

Nervous System Disorders

1. For each of the following disorders;

Multiple Sclerosis, Alzheimer's Disease, Parkinson's Disease, Meningitis:

(a) Explain how it affects the nervous system

(b) Give the cause (if known)

(c) Describe the symptoms

(d) Describe treatment(s)

2. Explain how EEG, MRI and CAT scan are used to help understand brain function.


Assignment 2

Drugs and Homeostasis

Outcomes:

1. Analyze the effects of drugs on homeostasis.

2. Describe disorders linked to the nervous system and their effect on the homeostasis of thesystem and the organism as a whole. (317-4)

3. Describe how the use of prescription and nonprescription drugs can have a role inmaintaining or disrupting homeostasis. (317-7)

Introduction

Drugs have been considered invaluable tosociety as an instrument in the treatment ofdisease. Insulin is a hormone used to controldiabetes. Chemotherapy uses drugs todestroy cancer cells. The use of painkillerssuch as Tylenol and antibiotics are prevalent in society. Prozac is a well-knowndrug used in the treatment of depression.Drugs have also been considered a danger tosociety because of their inappropriate useand addictive nature. Many high profileactors have admitted to drug and alcoholabuse such as Ben Affleck, Winona Rider and Robert Downey Jr. and have sought rehabilitation for their addictions. Thismodule will examine the medical use ofdrugs in the treatment of disease, as well astheir abuse in society. It will also examinethe long-term affects of drugs on the health of the human body.

Neurotransmitters and the Nervous Response

Many drugs affect neurotransmitters. Neurotransmitters are chemicals secreted byneurons which stimulate motor neurons orneurons of the central nervous system.

Some neurotransmitters are excitory andinclude acetylcholine, norepinephrine(noradrenaline), serotonin and dopamine.Other neurotransmitters are associated withrelaxation such as dopamine and serotonin.Many neurotransmitters can have multiplefunctions.

The drugs abused in society are typicallystimulants or depressants thought to block orenhance certain neurotransmitters. Diseasesof the nervous system are often associatedwith the improper functioning of aneurotransmitter or improper functioning of the enzyme used to break them down oncethey have been released and attached to thereceptor site of the postsynaptic neuron.Drugs can be developed to mimic the effectsof the affected neurotransmitter or enzymeto treat these diseases.

Drugs in the Treatment of Disease

As just outlined, imbalances inneurotransmitters can contribute to certaindiseases. Several well known examples areParkinson’s disease and Huntington’sdisease. Parkinson’s disease is believed to becaused by a dopamine deficiency due to the gradual death of the neurons thatproduce dopamine. A dopamine deficiency


can result in tremors and rigidity in thelimbs since messages can not be sentbetween areas of the brain controlling body movement.

Huntington’s disease is believed to becaused by a malfunctioning of an inhibitoryneurotransmitter. Huntington’s is a geneticdisorder characterized by jerky movementsand loss of mental and emotional abilitiesdue to the destruction of neurons in certain areas of the brain.

Potential treatment is aimed at replacing the damaged neurons in both of these casesthrough the experimental use of stem celltransplants. At present, other treatmentsinvolve targeting the defectiveneurotransmitters such as increasing dopamine levels in Parkinson’s patients.

More and more research has shown thatmental illness is also a result of imbalancesof neurotransmitters. Mental illnesses wereonce considered to have no biological basisbut rather be due to factors in an individual’senvironment such as experiencing stress orforms of mental and physical abuse. At onetime, sufferers of mental illness weredeemed as “weak-minded” and lacking the skills to cope with life.

As science has progressed, geneticconnections were made with individuals inthe same family suffering from mentalillness. This lead to the exploration of a biological basis for mental disorders andresulted in a greater understanding bysociety regarding the causes of mentalillness. Mental illness is now discussed moreopenly in society and is appreciated as amedical condition.

Debate still continues regarding the issue ofnature versus nurture in the onset of mentalillness but all must agree that the biologicalbasis of mental disorders exists. Theeffective treatment of mental disorders withdrugs also adds support to the biologicalbasis of these disorders. This next section will explore the biological basis of certainmental illnesses and the use of drugs in theirtreatment.

Clinical Depression

Clinical depression is the most frequently encountered mental illness. Clinicaldepression is now considered a physicalcondition in which there is a fault in thebrain chemistry. It may afflict up to 5% ofthe population. Symptoms of depression include a distinct change in moodaccompanied by an extreme feeling ofhopelessness. Other symptoms include: lossof appetite, weight loss, headaches, sleeplessness, loss of energy, tiredness, andanxiety. Suicide is common in about 15% ofdepressed patients.

Serotonin, dopamine, and noradrenaline are neurotransmitters linked to clinicaldepression. Those suffering from depressioneither secrete too little of a particularneurotransmitter or too much of theneurotransmitter which is broken down by enzymes (monoamine oxidases) when it isreabsorbed into nerve endings.

Three major classes of drugs are used in the treatment of depression. They aremonoamine oxidase inhibitors (MAOI’s) ,selective serotonin re-uptake inhibitors(SSRI’s), and tricyclic compounds. Drug treatment is difficult because somedrugs may have no effect and the patientmay spend a period of time searching for theproper drug and dosage that may help to


alleviate the depression. It also takes several weeks for the drugs to take effect, ifthey are to work. In this time period, thepatient could go into remission or thecondition may worsen. The result can beunrelated to the drug. These factors maymake the treatment with drugs difficult andthe process of finding a successful drug verylengthy. It is unknown why the effect ofdrugs taken such a length of time or whysome drug treatments are successful andothers are not. More research into the causesof depression is needed in order to obtain more successful treatment.

Tricyclic inhibitors appear to slow there-uptake of serotonin and noradrenaline.

MAOI’s are believed to inhibit monoamineoxidase (MAO). MAO is an enzyme that isbelieved to break down serotonin andnoradrenaline. It has been shown thatenhancement of these neurotransmittersystems leads to the elevation of mood. Adanger of MAOI’s and tricyclic compoundsis the increased risk of heart failure. MAO inhibitors can not be taken withcertain foods such as cheese, avocado, andwine because this interaction will raiseblood pressure that can cause heart failureand death. Usually, doctors will avoid prescribing MAOI’s for these reasons. Thesedrugs can also be lethal at relatively lowdosages, which is a concern for suicidalpatients.

Serotonin re-uptake inhibitors are the mostwidely prescribed antidepressant. It appearsto have fewer dangerous side-effects. A wellknown example is Prozac. It functions byblocking serotonin uptake and thereforeincrease the levels of serotonin at thesynapse. Side-effects include nausea,headache, insomnia and anxiety.

Bipolar Disorder

Bipolar disorder is also known as manicdepression. It affects about 5 in 1000 people.It is characterized by severe mood swingsranging from mania to depression, withnormal periods in between. During a manicphase, individuals may think that they areinvincible, behave recklessly or believe in delusions such as ones of fame. During the depressive phase, the individual losesinterest in his/her usual activities, may sleepexcessively or suffer from insomnia. Theymay also be at risk of suicide during thedepressive stage.

At one time, sufferers from manicdepression were unable to function in lifenormally. Fortunately, manic depression cannow be treated with both medication andpsychotherapy. The most common medication is lithium carbonate. It functionsby maintaining the chemical balances in thebrain to prevent mood swings. Lithiumappears to work in the treatment of bothmania and depression. This is because it isbelieved that the depressive phase is a result of the preceding manic phase. If themanic phase can be controlled, then thedepressive phase can be controlledindirectly. Other drugs may be used to treatthe symptoms of depression.

Unfortunately, the long term use of lithiumcan affect the kidney and thyroid gland sincelithium interferes with water and saltbalance. There must be regular check ups toensure that the lithium levels do not rise to atoxic level. Other side-effects of lithium treatment include: diarrhea, nausea, handtremor, blurred vision, confusion, andswelling in the legs and feet. The side effectsof this medication are why some manicdepressives are reluctant to continue use of lithium. Researchers and drug companies


are working to find better medications withless side-effects. In the meantime, patientsare left with the dilemma of taking amedication that provides the benefit oftreating their mental disorder but can also create grave concerns over some of its veryserious side-effects.

The causes of manic depression are stilluncertain. There appears to be a genetic linkand episodes can also be triggered by stress.Chemical changes are also being studied.Manic behaviour is believed to be due to ahigh level of noradrenergic activity. Thisactivity continues until the neurotransmitter systems are depleted. It is believed thatlithium may prevent mania by preventingnoradrenaline depletion.

Schizophrenia

A greater understanding in society ofschizophrenia as a mental illness wascreated by the award winning movie, ABeautiful Mind. The movie focusses on the life of John Forbes Nash Jr. and his struggleto cope with his mental illness. Nash was amathematical genius who later received aNobel Prize in Economics. Actor, RussellCrowe, plays Nash and portrays thesymptoms of the disorder, as well as Nash’sstruggle. The primary symptoms of schizophrenia include disturbance of thought patterns, disturbance of affective reactionsand autism or withdrawal. Secondarysymptoms include hallucinations, delusionsand paranoia. These symptoms all representa loss of contact with reality. This disorderappears at a rate of 1 to 2 percent in thepopulation.

There is a biological basis that predisposes individuals to the development ofschizophrenia. A form of dopaminedysfunction, such as excessive dopamine

activity, is believed to cause schizophrenia.Schizophrenic patients seem to have anexcess number of dopamine receptors.

Chlorpromazine and related drugs have beenused in the treatment of schizophrenia andfunction in blocking the dopamine receptors.Unfortunately, the side effects are similar toParkinson’s disease. Other side-effectsinclude abnormal body and facial movements and extreme pacing. If thisoccurs, either the dosage is adjusted or anew medication is prescribed. Otherside-effects include dry mouth, constipation,blurred vision and low blood pressure. Unfortunately, patients with schizophreniaare faced with a similar dilemma as thosewith bipolar disorder. They must rely on adrug to treat their disorder and enablenormal functioning in life, but it has difficultside-effects.

Commonly Abused Drugs

Alcohol

Alcohol is probably the most commonlyabused drug in society. Of all abused drugs,it is presently the only one considered legalupon reaching of age. It has been a large partof our culture for many years and is oftenassociated with social functions and celebrations. However, alcohol usedefinitely has its dark side. It is known to alter personalitiesand cause people to behave in a manneroutside their normal personalities. A night ofabusing alcohol can lead to embarrassmentand regret once the effects have worn off.Poor judgment while drinking alcohol canlead to making deadly decisions such as drunk driving. Also, people have abusedalcohol to the extent they vomit in theirsleep and choke to death. Groups such asMADD (Mothers Against Drunk Driving)


are advocating for the responsible use ofalcohol.

Alcohol is usually considered to be adepressant but can act as a stimulant in smalldoses. Alcohol affects the nervous system by increasing the inhibitory neurotransmitterGABA (Gamma Amici Biotypic Acid). It also modifies the effects of anotherexcitory neurotransmitter called glutamate.A blood alcohol content of 0.10 can induce blurred vision, slurred speech, poor musclecoordination, and lack of rational judgment.A blood alcohol content of 0.40 to 0.50g/100 ml will induce coma and a level of0.60 will result in death. If a Newfoundland and Labrador driver is found to have a Blood Alcohol Concentrate (BAC) of 0.05 g/100ml, he/she receives a fine and a 24 hourssuspension of the licence. If the driver isfound to have a BAC of 0.08 g/100 ml orgreater criminal charges will be laid.Alcohol abuse can lead to short-termmemory loss and blackouts. It can irritate thegastrointestinal tract and increasehydrochloric acid production. Its long-termuse can also cause disorders such as cirrhosis of the liver and heart disease. Alcoholism is considered to be a genetic and environmental disease that can lead to death. Alcoholism is associated with addictivepersonalities and may be a secondary resultof depression. Severe alcoholics oftenappear jaundiced due to cirrhosis of theliver. Their immune systems are impairedand they are more prone to disease. Thereare organizations such as AlcoholicsAnonymous that enable sufferers ofalcoholism and their families to cope withthis disease.

Marijuana

A Canadian Senate committee has proposalthe legalization of marijuana for

non-medical use, citing that it is less harmfulthan alcohol. They believe that marijuanashould be governed by the same laws asalcohol. They believe legalization wouldallow for better regulation and taxation ofthe drug. Many argue that prohibition ofdrugs such as marijuana supports organizedcrime. It would also save money in lawenforcement. This means that it could potentially be sold in corner stores. Othersraise concerns about addiction and healthconcerns. There is also concern that it maybe the “gateway” to abuse of moredangerous drugs. It is believed that if marijuana is legalized, more teens will abusethe drugs because access would be easier. Asa result of this, the Supreme Court ofCanada has drafted legislation that woulddecriminalize marijuana usage. Individualspossessing a small amount of the drug wouldbe fined much like a speeding ticket. It is quite possible that within the lifetime ofthis module marijuana will bedecriminalized.

Marijuana is derived from the Indian hempplant Cannabis sativa. The active compoundin marijuana, tetrahydrocannabinol (THC),works by binding to CB1 receptors found onpresynaptic membranes in the brain. Thesereceptors function in blunting pain. THCalso causes the release of theneurotransmitter dopamine which elevatesmood and controls muscle movements.These biochemical pathways can explainhow the drug affects its users and how itmay also be used for medicinal purposes.

In low concentrations, THC causes euphoria.It has the ability of enabling the user toblock out pain, frustration or confusion.There are also some serious health concernsregarding the use of marijuana. In highconcentrations it can cause hallucinations,anxiety, depression, and psychotic


symptoms. Smoking marijuana can causelung cancer, sinusitis, and bronchitis. Itincreases the level of carbon monoxide inthe blood which, in turn, reduces the amountof oxygen reaching the heart. Repeated usetends to lead to the inability to deal witheveryday challenges. Long term use can result in: impaired speech, memory loss,difficulty in understanding complex ideas,insomnia, impaired visual perception, andinfertility. Marijuana use has also beenlinked to reducing immunity towards disease.

Marijuana has been demonstrated to havesome positive effects in the treatment ofdisease. It has been used to treat medicalconditions such as nausea in chemotherapypatients and to stimulate appetite in AIDSpatients. It may also offer relief from pain and reduce spasticity due to multiplesclerosis. It has been shown to help sufferersof severe arthritis. It can be used as ananti-epileptic and anti-depressant. It isbelieved to be far less addictive than many prescribed painkillers. Furthermore, it isbelieved that marijuana could bemanufactured in other forms so that it doesnot have to be smoked and harm the lungs.

Regulations are now in place that permitsufferers from terminal illnesses and chronicconditions to grow and smoke their ownmarijuana. They may also designatesomeone to grow it for them. At present, theCanadian Medical Society opposes marijuana use for medicinal purposesbecause of the lack of clinical research.Debate continues among the medicalcommunity about prescribing the use of marijuana. The legal system, however,supports the use of marijuana for medicinalpurposes since denying an individualtreatment that they believe helps theirmedical problem would be infringing on

their human rights.

Cocaine

Cocaine is derived from the plantErthoxylon coca and can be inhaled, smokedor injected. It results in a feeling of euphoriafollowed by depression. Cocaine acts by firststimulating the release of norepinephrineand dopamine and, in higher doses, therelease of serotonin. Cocaine then interfereswith the re-uptake of these neurotransmittersand these neurotransmitters build up in thesynapse. Prolonged use will cause the bodyto produce less dopamine and the user willneed more cocaine. Side effects includemental impairment, convulsions, hallucinations, stroke, heart attack anddeath.

Heroin

Heroin is a highly addictive derivative ofmorphine and comes from the opium poppy,Papaver somniferum. Heroin is normallyinjected but can also be snorted or smoked.It operates by binding to opioid receptors inthe brain in which natural chemicalendorphins are involved in the relief of pain. Heroin mimics the action ofendorphins. After initial exposure usersexperience a surge of euphoria “rush”followed by a drowsy trance-like slate.Prolonged use can cause less endorphin production. Side-effects include: depressed respiration, impaired coordination, anddecreased tolerance to pain, long termeffects can include: collapsed veins,infections of heart valves and liver disease. Death can result from overdose.

Rohypnol

Rohypnol is a drug associated with raveparties and comes from the benzodiazepine


family. It is considered to be the “date rape”drug and has become infamous for its use incommitting sexual assault. It is often givento unsuspecting victims by dissolving it in abeverage while they are unaware. It issimilar to ValiumTM but has ten times itsstrength. In combination with alcohol, it canbe deadly. Rohypnol is highly addictive andinduces severe withdrawal symptoms. Its usecan cause deep sedation, respiratory distress,blackouts for up 24 hours, and amnesia.

Ecstasy

Ecstasy is known as Methylene Dioxy Meth Amphetamine (MDMA) and has streetnames such as X, Rolls, E, Adam, Beans andBuddies. It is one of the designer drugsassociated with rave parties. When Ecstasyfirst became popular, it was believed to be a“safe” drug with no side-effects. It was soondiscovered, like many drugs, to have deadlyconsequences with its abuse.

The initial use of ecstasy results in:increasedheart rate, increased blood pressure, dilationof pupils and bronchi, brain stimulation,increased motor activity, tightening of jawmuscles, grinding of jaws, overheating,sweating, heat stroke, and dehydration. Complications can result in renal failure,depression, liver failure, cardiovascularcollapse and respiratory failure to name afew. The long-term use of ecstasy can resultin irreparable brain damage. Its use is known to damage the brain cells thatproduce serotonin. In fact, long after ecstasyuse, the nerve fibres in the brain that weredestroyed have grown back abnormally ornot at all.

OxyContin

OxyContin is a trade name for the drugoxycodone hydrochloride. It was developed

in 1996 as a slow release pain reliever forpeople who suffer from severe or chronicpain. Because of its chemical similarity tocodeine, methadone and morphine, this semisynthetic opiate works by acting as acentral nervous system depressant causing arange of effects from analgesia to respiratorydepression.

At the street level, OxyContin is oftenreferred to as Oxy’s, OC’s or HillbillyHeroin. Most abusers of this drug avoid theslow release properties by chewing, snortingor injecting the medication to get an instantand intense “high”. Since its introduction,OxyContin abuse has caused a dramatic risein the incidence of overdose, emergencyroom treatment and death.

The short term effects of this drug areconstipation, nausea, vomiting, lack ofinterest, dizziness, sweating and weakness.However, the long term effects are primarilyaddiction. OxyContin abuse is no differentfrom heroin, cocaine or alcohol abuse. The addict’s change their lifestyle to allowmore and more drug use.

Designer Drugs

Designer drugs are associated withunderground high school and college partiescalled raves. They are called designer drugsbecause they are created by altering themolecular structure of existing drugs to enhance their effects. They are prepared by underground chemists known as “cookers”. “Cookers” are untrained and unlicensedchemists that work in poorly constructedlaboratories. Of course, these conditionsoffer little quality control and makes abuseof these drugs even more dangerous.

Designer drugs are derived from threedifferent types of drugs. These drugs are


known as PCP, fentanyl, andamphetamine/methamphetamine. The street drugs created from these drugs areknown as XTC, Ecstasy, Adam, Eve,Lover’s Speed, GHB, Special K, Fantasyand Nature’s Quaalude. Fentanyl derivativesare known to be up to 1000 times morepotent than heroin. In general, designer drugs can create a wide range of physicalproblems such as: hypertension,uncontrolled tremors, total paralysis,seizures, permanent brain damage, and death.

Prescription Drugs

In recent years, concern has arisen over the abuse of prescription drugs. Some prescription drugs are easily addictive and patients can experience difficulty withwithdrawal along with dangerous side effects. Some adolescents are becomingfrequent abusers of prescription drugs due tothe effects of euphoria that can be producedby these drugs. Crimes of breaking andentering pharmacies for the purpose ofstealing prescription drugs are on the rise. There are three main prescription drugsthat are most commonly abused: Opioids,CNS depressants and stimulants.

Opioids

Opioids are typically used to treat pain.These medications fall into a class ofnarcotics and include oxycontin, morphine,codeine and DemerolTM. Opioids functionby attaching to specific proteins calledopioid receptors. These receptors are found in the brain, spinal cord and gastrointestinaltract. When opioids attach to the opioidreceptors they are able to block thetransmission of pain messages to the brain.Opioids can produce a feeling of euphoria byaffecting regions of the brain that enable us

to perceive pleasure. However, they can result in physical dependence and addiction. Tolerance of opioids can result in the needto take higher doses to achieve the sameeffect. Withdrawal will cause: restlessness,muscle and bone pain, insomnia, diarrhea,vomiting, cold flashes, goose bumps, andinvoluntary leg movements. A large dosecan lead to respiratory depression resultingin death.

CNS Depressants

CNS depressants are often used to treatanxiety and sleep disorders by slowingnormal brain function. Common CNSdepressants include barbiturates and ValiumTM. Most CNS depressants act onthe brain by affecting the neurotransmittergammaaminobutryic acid (GABA). Thefunction of GABA in the human body is todecrease brain activity. Therefore, increaseddoses will create the drowsy effect requiredto treat anxiety and sleep disorders. Individuals can build a tolerance to CNS depressants over time and require largerdoses. Withdrawals can cause the oppositeeffects of the drug. The mind can race out ofcontrol, possibly resulting in seizures andother problems.

Stimulants

Stimulants are used to treat narcolepsy,obesity, depression, and attention-deficithyperactivity disorder (ADHD). These drugsenhance brain activity and result in increasedalertness, energy, elevated blood pressure,increased heart rate and respiration.Examples of stimulants include RitalinTMand DexandrineTM. The chemical structure of stimulants is similar to thechemical structure of the neurotransmittersnorepinephrine and dopamine. Stimulantswork by increasing the amount of these


neurotransmitters to the brain. An increasein dopamine results in an increase in blood pressure, increase in heart rate, constrictionof blood vessels, increase in blood glucoseand it opens the pathways of the respiratorysystem. Stimulants do not result in physicaldependence or withdrawal. However, theycan be used compulsively and high dosesrepeatedly can lead to feelings of hostilityand paranoia. High doses can cause bodytemperatures to rise to a dangerously highlevel. They can also create an irregularheartbeat leading to the risk of cardiovascular failure. There is also thepotential of lethal seizures.

Conclusion

Drugs can play a role in both maintainingand disrupting homeostasis. When problemsin the neurotransmitter balance occur, suchas in the case of mental illness, drugs canplay a role in restoring the balance.However, further study into the effects of different neurotransmitters is essential toachieve a better understanding of diseasescaused by neurotransmitter imbalance. Thiscan lead to better drug treatments that haveless serious side-effects. Drug abuse can alsodisrupt homeostasis. Understanding theeffects of drug abuse on neural pathways andthe overall health of an individual can aid inthe education of individuals consideringdrug abuse. It can also aid in the treatment ofthose suffering from addiction.Understanding the seriousness of drug abuseon long-term health may make one thinktwice about engaging in the legal and illegaluse of drugs.

Questions

Understanding Concepts

1. For each mental illness, (clinical

depression, bipolar disorder andschizophrenia) list theneurotransmitters involved, thenature of the imbalance of theneurotranmitter, the drugs used intheir treatment, and side-effects ofeach of these drugs. This may bedone in the form of a chart.

2. For each street drug, (alcohol,marijuana, cocaine, heroin,RohypnolTM, ecstasy andOxyContin®) list the effects onneural pathways, the short-termeffects of the drug and the long-termeffects of the drug.

3. What are the dangers of usingdesigner drugs?

4. For each of the prescription drugs,(opioids, CNS depressants andstimulants) list the effects on neuralpathways, the short-term effects ofthe drug and the long-term effects ofthe drug.

Extensions

1. Debate the pros and cons of the useof marijuana in the treatment ofchronic pain.

2. Debate the merits of whether or notto use drugs for treatments ofnervous diseases such as mentalillness disorders despite the sideeffects of these drugs.

3. Debate the merits of legalizingmarijuana. Research the presentlegislation regarding the legalization of marijuana.

4. Using the knowledge that you havegained about the causes of mental


illness, respond to the following statement:“Mental illness is a figment of one’simagination and one can choose whether ornot to control his/her thoughts.” 5. Choose a drug of interest to research.

Report your findings in the form of amagazine article.

6. Write a letter to an imaginary friendwhom you know is abusing drugs. Inthis letter, use what you know aboutthe dangers of drug use to persuadethem quit and seek help.


References

Bullard, Chetty et al. (2003). Biology.McGraw-Hill Ryerson. Toronto Brown, DeNeen L. (2002). Canadian PanelBack Legalizing Marijuana. WP ForeignPress. Available at:http://www.cannibisnews.com/news/thread14010. shtml

Common Drugs and Their Symptoms.Available at:www.cornerdrugstore.org/CommonDrugsPage.htm

Drug Abuse: Chemical Changes in theBrain. Available at: www.epub.org.br/cm/n08/doencas/drugs/abuse06_i.htm

Drugs and the Nervous System. Availableat: http://learn.dccc.edu/~saquilan/ppt/nervous/sld056.html

Drugs and the Nervous System. Availableat: http://users,rcn.com/jkimball.ma.ultranet/BiologyPages/D/Drugs.html

Facts about Manic Depression. MissouriCouncil for Comprehensive PsychiatricServices. Available at: www.parquad.org/mdfacts.htm

NIDA- Research Report Series – Marijuana Abuse. Available at: wysiwyg://86http://www.nida.nih.gov/ResearchReports/Marijuana/Marijuana3.html

OxyContin Diversion and Abuse. NationalDrug Intelligence Center. January 2002.

OxyContin: Pharmaceutical Diversion. DEA Drug Intelligence Brief. March 2002.

Research Report Series – PrescriptionDrugs: Abuse and Addiction. Available at: wysiwyg://143/http://www.nida.nih.gov/Re...hReports/Prescription/prescription2.html

Substance Abuse and Mental HealthServices Administration’s (SAMHSA),Drug Abuse Warming Network (DAWN).

SANE. Available at: www.sane.org.uk/About_Mental_Illness/

The Nervous System. Available at: www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBoookNERV.html

Timmons and Hamilton. Drugs,Brain and Behavior – Ch. 6. Available at: www.rci.rutgers.edu/~lwh/drugs/chap06.htm

Timmons and Hamilton. Drugs,Brain and Behavior – Ch. 7. Available at: www.rci.rutgers.edu/~lwh/drugs/chap07.htm

Wadler,Gary. Designer drugs. Available at: http://espn.go.com/special/s/drugsandsports/

http://www.sane.org.uk/About_Mental_Illness/

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBoookNERV.html

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBoookNERV.html

http://www.rci.rutgers.edu/~lwh/drugs/chap06.htm

http://www.rci.rutgers.edu/~lwh/drugs/chap07.htm

http://espn.go.com/special/s/drugsandsports/


Assignment 3

Endocrine System Disorders

1. For each of the disorders listed below, give its cause and a brief description of its effectson the person who has it:

(i) pituitary dwarfism

(ii) gigantism

(iii) hyperthyroidism

(iv) hypothyroidism

(v) diabetes mellitus

2. (a) Name the 2 Canadian scientists who are recognized for the discovery of insulin.

(b) What disease is insulin used to treat?

biology 3101a maintaining dynamic equilibrium ii...biology 3101a is the first of three courses (the...

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