Integrative Physiology (Fall 2015)
Lecture / recitation course: 11:067:300:01;4cr; index:09914; T1F3 lecture (9:15-10:35AM; 12:35-1:55PM), W1
recitation (9:15-10:35AMDr. JP Advis; (848) 932-9240; e-mail: [email protected]; Office Hours: in Bartlett r102
(MT 11AM - 2PM and on F 11AM - 12PM), or by appointment; course website: http://rci.rutgers.edu/~advis/
Learning goals:
The goal of this course is to provide students with an understanding of the main purpose of each
of the physiological systems involved in a mammalian organism, how they achieved their main
functions, how their functional mechanisms are controlled, and how the different systems
interact with each other to maintain a homeostatic balance. Specifically, students will learn: 1) an
overview of the physiological communication systems (nervous, endocrine, and immune
systems) and their action on the main physiological effectors (e.g. muscle, glands, tissues and
organs); 2) an overview of the main physiological systems (e.g. cardiovascular, respiratory,
renal, digestive, reproductive), and 3) an overview of the main integration pathways in
mammalian physiology (e.g. metabolism, exercise, reproduction).
MEETINGS & DATES
TOPICS
TEXTBOOK CHAPTERS
01
02
03
04
05
06
Tue Sept 01 Lecture: The Basis of Animal Function (prerequisites)
Wed
02 Lecture: Membranes - Movement across them (prerequisite)
Wed
02 Lec/Rec/Lab: Homeostasis & Signal Transduction / Intro Rec/Lab #01
Fri
04 Lecture: Endocrine Communication (principles of hormonal systems)
Tue
08 Lecture: Neural Communication (mechanisms and sensory systems)
Wed
09 Recitation and Lab #1 on the Basis of Animal Function
Recitation and Lab #2 on Membrane-related and Homeostatic events
Recitation and Lab #3 on Endocrine & Neural Communication,& Muscle
07 Fri
11 Lecture: Muscle contraction and the Control of body movement
08 Tue
15 REVIEW #1 - Material from lectures #1 through lecture #7
09 Wed
16 EXAM #1 - 20% of final grade (lectures #1 through #8)
1-5
1-5
1-6
7
8-11
1-5
1-6
1-11
12-13
1-13
1-13
10
11
12
13
14
15
16
17
18
19
20
21
Fri
Tue
Wed
Fri
Tue
Wed
Fri
Oct
Tue
Wed
Fri
Tue
Wed
18
22
23
25
29
30
02
06
07
09
13
14
Lecture: Cardiovascular (CV) Design and the Heart as a Pump
Lecture: Blood Pressure and CV function (in health and disease)
Recitation and Lab #4 on Heart and Blood Pressure related functions
Lecture: CV integration / Basics of Respiratory System Mechanics
Lecture: Gas Transport and Control of Respiration / The renal system
Recitation and Lab#5 on CV Integration and the Respiratory System
Lecture: The Kidney, Clearance and the Countercurrent Mechanism
Lecture: Clearance and the Regulation of Water and Inorganic Ions
Recitation and Lab #6 on the basic functions of the Renal System
Lecture: Gastrointestinal (GI) motility, secretion, digestion and absorption
REVIEW #2 - Material from lecture #12 through lecture #18
EXAM #2 - 20% of final grade (lectures #1 through #18 + #20)
14-16
17
14-17
17-18
18-19
14-18
19
19-20
19-20
21
1-20
1-20
22
23
24
25
26
27
28
29
30
Fri
Tue
Wed
Fri
Tue
Wed
Fri
Tue Nov
Wed
16
20
21
23
27
28
30
03
04
Lecture: Regulation of Organic Metabolism, Growth and Energy Balance 21-23
Lecture: Neuroendocrine Control of Food Intake and Energy Balance
23-25
Recitation and Lab #7 on Metabolism, Food intake and Energy Balance 21-25
Lecture: From Sex Differentiation to Adult Reproduction in males / females 26
Lecture: Neuroendocrine Control of Reproduction & Reproduction Cycles 26
Recitation and Lab #8 on basic physiology of the Reproductive System
26
Lecture: Role of Biological Clocks in Animal Health and Production
1-26
REVIEW #3- Material from lecture #19 through lecture #27
1-26
EXAM #3 - 20% final grade (lectures #1 through #27 + #29)
1-26
Fri
Tue
Wed
Fri
Tue
Wed
Fri
Tue
Wed
Fri
Tue Dec
Wed
Fri
43 Tue
44 Wed
06
10
11
13
17
18
20
24
25
27
01
02
04
08
09
Lecture: Stress, Immunity and the Physiology of Health and Production
Lecture: Physiology of Health and Production: Growth and Muscles
Recitation and Lab #9 on Stress and Physiology of Health and Production
Lecture: Physiology of Health and Production: Exercise and Racing
Lecture: Physiology of Health and Production: Ovulation and Lactation
Recitation and Lab #10 on Stress and Physiology of Health & Production
Discussion of lectures #01-09 / Review of test #1
Discussion of lectures #10-30 / Review of test #2
Discussion of lecture #31-36 / Review of test #3
Discussion of lab computer simulations linked to all lecture material
Discussion of recitation questions from #01 through #05
Discussion of recitation questions from #06 through #10
Deadline for submitting edited final answers of recitation questions
REVIEW #4 - Material from lecture #29 + lectures #31 through #36
EXAM #4 - 20% final grade (meetings #01 through #41)
31
32
33
34
35
36
37
38
39
40
41
42
21-23
23-25
21-25
26
26
1-26
1-26
1-26
1- 26
1-26
1-26
1-26
1-26
1-26
EXAM #5 – 20% of final grade (mean final answers recitation questions)
Exams and grades: There are no make-up exams. Student’s problems with exam dates must be discussed with the instructor
BEFORE the exam. If a student fails to do so, and does not show up to take the exam at the appointed time a grade of "F" might be
assigned for the missing test. The letter and % grade equivalence, for a final 75% class average corrected grade, are: A=91-100%;
B+=86-90%; B=81-85%;C+=76-80%; C=71-75%; D=61-70%; F=0-60%. Text: Students should have unlimited access to the
following text: Human Physiology, 7th ed., by Dee Ungleb Silverthorn. Published by Pearson / Benjamin Cummins Publishers (2016).
The 6th ed. of this book (2013) is also acceptable. This book is available at the Cook-Douglass Bookstore and at the Rutgers Ferren
Mall College Bookstore.
Laboratory: In addition to the lecture / recitation course, students might register for the 1 credit Integrative Physiology Laboratory
course (W2, Bartlett 123) that will also reinforce lecture material and will provide further discussion of the lectures, based on
physiological computer simulations directly related to the lecture material (see below). Finally, since recitation take place on W1 and
each laboratory on W2, this allows for two consecutive periods to answer each of the 100 questions of your EXAMS #1 through #4.
An overview of this laboratory 1-credit course is located after the next section.
The recitation section of the Lecture Integrative Physiology course
This section of the course meets on W1 (except for Sept 2 when we will have the second lecture, instead). Recitations have been
developed as reinforcement for each week material based on a specific essay question, requiring critical thinking. The average of all
your weekly recitation answers will be your EXAM #5 and will have the same weight (20%) as any of your four other tests.
Students should e-mail the instructor ([email protected]) their first draft of each weekly
recitation question the Monday before each recitation is due. The rationale for this weekly deadline is
for students to be able to participate in the coming recitation discussion. By the following week,
students that met the deadline will receive the instructor comments about their recitation answers.
Only answers submitted by the set deadline for each question (see below) are assured to receive
these comments, which you can use to edit further your answers. All late submissions might receive
comments during regular office hours, based on the time availability of the instructor (remember that
the goal of this exercise is to prepare you for the discussion at each weekly recitation by reviewing
the lecture material, week by week). Late submissions students might also get feedback about their
answers during lectures, recitations and lab meetings. Only final edited answers of the recitation
questions will be graded and their average will be each student grade for EXAM #5. The deadline
for submitting the edited final version of all your answers is Dec 05. Thus, students should consider
EXAM #5 as a written essay test having 10 questions that you answer first in a draft form once a week
and which you can edit based on the instructor comments to your specific answer. Finally, you can
also edit each answer based on the general example presented by the instructor at the recitation,
when each weekly question will be debated. Remember that if you want comments from the instructor
about your specific answer, your weekly e-mail answers must be submitted in the body of the e-mail
(NOT as attachments) with your last name followed by “PHYS recitation XX” in the subject of the email (XX stands for the recitation #, 01 through 10). The instructor’s comments will be below your
answer preceded by the acronym: “JP.-“. Thus, the main punch-line about the recitation section is the
following:
The average grade of your recitation answers is your exam #5. It has the same weight as each
of your other exams (20%), and is an essay with ten questions (one per week) whose answers
you edit before submitting them for grading on Dec 04. Final recitations must be submitted in
a single e-mail with “PHYS rec. final, last name” in the subject box. Except for questions #1
and #6 (see below), all recitation answers must have the following outline. Answers not
following this outline (sub-questions a, b, c, d) will get a 20% grade (F).
The four sub-questions to be used in answering most recitation questions are:
a)
Name the structure and the function on which your overall answer will be based? Be as specific as
you can in delimiting the boundaries of your example (the most important part of your answer,
since the following b, c, & d sub-questions are based on your answer to this first sub-question, a).
Please notice that only 1 item is required (in your answer it should be labeled as “a”). This
answer should look like: “a.My structure (S) is …. and its function (F) is …”. In
same cases a second sentence might be needed.
b)
Why do you think that your structure and your function are related? Support your contention based
on 3 lines of evidence based on the chemistry, physics, anatomy, or physiology involved in your
example. Please notice that 3 items are required (answers should be labeled as “b1, b2, and
b3”). One of this answers might look like: “b1.If I do this experiment and measure
this variable using this technique, this result will suggest that my S/F is correct”. Please
notice that MY question does not ask you to tell me what happens since this can be copy
from any source, but it asked how do you know that your S/F relationship is true.
c)
Which are the levels of organization involved in your example (c1)? Cite events occurring at its
main level of organization (c2) and indicate how they relate to the whole body level (c3). Please
notice that 3 items are required (thus, answers should be labeled as “c1, c2, and c3”). These
answers should look as follows: “c1.- molecular” or any level of organization involved in
your “a” answer (S/F);
“c2.- the first event is; the next even is; the middle event is; the
next event is; the last event is”. Five events distributed equidistant from each other is a
good summary for the story line of the your S/F named in your “a” answer. Finally, “c3.- at
a whole individual level my S/F described in “a” plays this role”.
d)
Which are the main feedback mechanisms involved in your example (cite at least two) (d1)?
Expand on one of them (d2) and name 2 absolute requirment for that feedback to work (d3).
Please notice that 3 items are required (answers should be labeled as “d1, d2, and d3”).
These answers should look as follows: “d1.- an increase in this negative feedback ligand
must decrease this variable under control”. This is how you NAME a negative feedback.
For d1 you need to name two negative feedbacks; “d2.- the first event is; the next even
is; the middle event is; the next event is; the last event is”. Five events distributed
equidistant from each other is a good summary for the most important negative feedback
story line involved as a control of the your S/F named in your “a” answer, that you named
in d1; “d3.- this two components are absolutely necessary for the negative feedback
described in d2 to be operational.
The individual (weekly) recitation questions are as follows:
Question #01: Introduction to this lecture / recitation course (pre-requisite material)
Your first draft report for this topic is due by 8AM on Mon Sept 07. Please remember that your answers
for questions #1 and #6 do not follow the structural answer defined above but they have their own
formats. The question for this week is as follows: An “active learning” process is the best approach to
study, physiology. This first recitation uses the first two lectures to outline and practice an active
learning process technique. In your report for recitation #01 provide a list of 5 questions that in your
opinion, summarize the prerequisite lecture material (first two lectures), as well as that provided in the
assigned chapters of the course textbook (first five chapters). Answer each of these five questions
using no more than 10 sentences per question. Then start editing your answer for each question, if it
is possible, into a single sentence. Keep in mind that it is quite difficult to summarize information into
a single sentence, since it requires that you comprehend the material you are studying. Thus, accept
that if you are not able to write an answer initially using less than 10 sentences and then editing this
answer into a single sentence, you have not yet fully understand the topic and keep trying, or ask help
from your instructor. It is important you attempt to master this technique (or a similar one) ASAP.
Please remember that the best answer for each of your 5 questions for this report. are at the most 2
sentences long,
Question #02: Membrane and Homeostasis / related events
Your first draft report for this topic is due by 8AM on Mon Sept 07 (the same day as that of question
#1, #2, and #3). The question for this week is as follows: Select a homeostatic event and/or
physiological system in which you can show the importance of structure/function relationship,
organization levels, and feedback control. Your answer must follow the outline shown in the
introduction (sub-questions a, b, c, d, see above). Please notice that in this question you select both
the structure and the function on which your answer will be based. Hint: think on “the circle”.
Question #03: Endocrine and Neural Physiological Communication
Your first draft report for this topic is due by 8AM on Mon Sept 07 (the same day as that of question
#1, #2, and #3). The question for this week is as follows: Select a neuroendocrine event in which you
can show the importance of structure/function relationship, organization levels, and feedback control.
Your answer must follow the outline shown in the introduction (sub-questions a, b, c, d, see above).
Please notice that in this question you select both the structure and the function on which your answer
will be based. Important hint for your answer: “what does a neuroendocrine event means” ??. Hint:
think on “the circle”.
Question #04: Heart and Blood Pressure - related functions
Your first draft report for this topic is due by 8AM on Mon Sept 21. The question for this week is as
follows: Select four characteristics of cardiocytes not present in skeletal muscle cells, in which you
can show the importance of structure / function relationship, levels of organization, and feedback
control. Your answer must follow the outline shown in the introduction (sub-questions a, b, c, d, see
above). Please notice that in this question both the structure and the function of the four characteristics
on which your answer will be based, were presented in the heart lecture. Please remember that your
answer should be structured as follows: Characteristic #1 (answers a,b,c,d),; characteristic #2
(answers a,b,c,d); characteristic #3 (answers a,b,c,d); and characteristic #4 (answers a,b,c,d). Hint:
think on “the circle” for each one of these four characteristics.
Question #05: CV Integration and the Respiratory System
Your first draft report for this topic is due by 8AM on Mon Sept 28. The question for this week is as
follows: Select a position on the question “how good an athlete is the horse”. Do you think the
respiratory limitations of this specie (e.g. pulmonary hypertension, exercise induced pulmonary
hemorrhage or EIPH) are expression of physiological compensation for a fit athlete, or are they
manifestation of a system being “run down to the ground in a very stressed athlete”? Your answer
must follow the outline shown in the introduction (sub-questions a, b, c, d, see above). Please notice
that in this question both the structure and the function you are asked to select must be related to the
EIPH syndrome. Hint: think on “the circle”.
Question #06: Basic functions of Renal, CV and Respiratory Systems
Your first draft report for this topic is due by 8AM on Mon Oct 05. The question for this week is as
follows: Name the physiological responses and/or the relationships among buffers, respiratory, circulatory and renal systems involved in the homeostatic control following a metabolic acidosis. It is an
absolute requirement that you answer this question based on the outline below. Precede each section
of your answer with its heading, and make sure you answer ALL aspects outlined in each section.
Hint: for this question you really have to think on “the circle”.
The following are the section headings and their requirements:
a) the example: which are the physiological responses and/or relationships among buffers,
respiratory, circulatory and renal systems on which your answer will be based. Which was the
origin of the metabolic acidosis in your example. Be as specific as you can in delimiting the
boundaries of your example and the level(s) of organization your example will involve.
b) the buffer involvement: how does the buffer system attempt to control the homeostatic variable
(blood pH). Which, how and where is the signal to the buffer system recognized as input
(receptors, afferent loop, and integration center), and how did the output of the integration center
reached their targets (efferent loop, targets). The response this signal elicits is an acute (fast) or
chronic (slow) compensatory mechanism.
c) the respiratory involvement: how does the respiratory system attempt to control the
homeostatic variable (blood pH). Which, how and where is the signal to the respiratory system
recognized as input (receptors, afferent loop, and integration center), and how did the output of
the integration center reached their targets (efferent loop, targets). The response this signal elicits is an acute (fast) or chronic (slow) compensatory mechanism.
d) the circulatory involvement: how does the circulatory system attempt to control the
homeostatic variable (blood pH). Which, how and where is the signal to the cardiovascular
system recognized as input (receptors, afferent loop, and integration center), and how did the
output of the integration center reached the targets (efferent loop, targets). The response this
signal elicits is an acute (fast) or chronic (slow) compensatory mechanism.
e) the renal involvement: how does the renal system attempt to control the homeostatic variable
(blood pH). Which, how and where is the signal to the renal system recognized as input
(receptors, afferent loop, and integration center), and how did the output of the integration center
reached the targets (efferent loop, targets). The response this signal elicits is an acute (fast) or
chronic (slow) compensatory mechanism.
f)
the integration pathways: how (the sensor, afferent, integrator, efferent, effector and feedback
signals) and in which order (buffers, respiratory, cardiovascular, kidney) were the physiological
systems involved, and recruited to participate in the homeostatic response to a metabolic
acidosis. The most important component of this answer is: Why do you think such a sequential
order in this homeostatic response was achieved? Please notice that this subquestion does
NOT ask you to tell me what is the order, but it asks why that order occurred.
Question #07: Physiology of Metabolism, Food intake AND Energy Balance
Your first draft report for this topic is due by 8AM on Mon Oct 19. The question for this week is as
follows: The neuroendocrine control of food intake AND thyroid function involves neurotransmitters /
neuropeptides as inputs and outputs to an integrator located in the PVN (paraventricular nucleus of
the hypothalamus, a main integrator center). From a conceptual view of cell connectivity and function,
describe a possible circuitry consisting of neuronal and endocrine signals to and from the PVN
integrator, operating during a typical Thanksgiving day, an hypermetabolic AND thermogenic
condition. Your answer must follow the outline shown in the introduction (sub-questions a, b, c, d, see
above). Please notice that in this question the structure is defined as the PVN integrator in relation to
food intake AND thyroid involvement. You should define a function associated to the PVN in relation
to this hypermetabolic condition (hint: TRH cell bodies are located in the PVN). Hint: think on “the
circle”. This question is an attempt to make you navigate through two circles. The answer will be
achieved if you are able to transform these two circle into one. It’s a good exercise and summary.
Question #08: Basic physiology of the Reproductive System
Your first draft report for this topic is due by 8AM on Mon Oct 26. The question for this week is as
follows: From a conceptual view of nerve cell connectivity and function describe a mechanism that
would allow for a hypothalamic network of GnRH (or two GnRH sub-networks e.g. tonic vs. phasic) to
synchronize both its tonic (or basal pulsatile gonadotropin release) and its phasic (or preovulatory
surge like release of gonadotropin) operation, as it is observed during the estrous or menstrual
reproductive cycles. Consider how the pulsatile output of such hypothalamic network might affect
gonadotropin release during puberty, reproductive adulthood and menopause (aging). Your answer
must follow the outline shown in the introduction (sub-questions a, b, c, d, see above). Please notice
that in this question the structure is defined as the GnRH neuronal network (or two GnRH subnetworks e.g. tonic vs. phasic) and you should define a specific function common to puberty,
reproductive adulthood and menopause (aging). Hint: think on “the circle”.
Question #09: Case Studies on Stress, Growth and Meat Production
Your first draft report for this topic is due by 8AM on Mon Nov 09. The question for this week is as
follows: Select an homeostatic event and/or physiological system or question in which you can show
the importance of structure/function relationship, levels of organization, and feedback control related
to the use of Ractopamine, a beta-agonist, as a growth promoter in both animals and humans. Your
answer must follow the outline shown in the introduction (sub-questions a, b, c, d, see above). Please
notice that in this question you should define both a structure and a function associated to the use of
Ractopamine as a growth promoter (remember which was the main punch-line of the growth and
production lecture). Hint: think on “the circle”.
Question #10: Case Studies on Stress, Milk and Egg Production
Your first draft report for this topic is due by 8AM on Mon Nov 16. The question for this week is as
follows: Select a homeostatic event and/or physiological system or question in which you can show
the importance of structure / function relationship, levels of organization, and feedback control related
to the toxicity induced by fescue in dairy cows. Your answer must follow the outline shown in the
introduction (sub-questions a, b, c, d, see above). Please notice that in this question you should define
both a structure and a function associated with the thermogenic effect of fescue toxicity in dairy cows
(remember which was the main punch-line of the stress and production lectures). Hint: think on “the
circle”.
Optional Lab section of the Lecture Integrative Physiology course
The integrative physiology laboratory course (1 credit) can only be taken if you are register for the
lecture / recitation of the Integrative Physiology course. This computer simulation – based course
(1-credit) was developed to reinforce the material from the lecture / recitation course (4-credits).
There is NO additional information in this Lab course that is not already required for the lecture /
recitation course. However, this 1-credit course allows for further discussion of the recitation
question, specifically on how “b” answers of the recitation questions could be approached. As you
will soon learn, this “b” answers are conceptually the most difficult portion of your recitation
answers. From your first recitation you learned that an “active learning technique” is the best way
to study physiology. You also learned from your instructor that writing and editing is the best way
to apply this active learning methodology. The introduction section for each lab experimental
paradigm is an excellent summary of concepts presented in the lecture / recitation course, and it
is what you as a student should try to achieve when summarizing and editing lecture material. In
addition, after you read each lab introduction section you will go through a multiple-choice mini–
test to check yourself how much you understood of the concepts in question. Experimental results
are already in the lab course (see website), will be presented succinctly in the lecture / recitation
course, and will be discussed further in the lab meetings. In the lab course, after you obtained
your lab results and hopefully understood them, a second multiple-choice mini-test is presented
for you to self-check your understanding of experimental results. Understanding experimental
results are of paramount importance to be able to answer the “b” sections of your recitation
questions. Your final grades for the 1-credit Lab course will be based on your recitation answers
(which you have to submit for the lecture / recitation course) and on a short paragraph description
for each lab you did. These short paragraphs are what you in any case will have to do, to go
through the active learning process when studying for the lecture / recitation course. Thus, there
is not additional work you will have to do, beyond what you should do when studying for the lecture
/ recitation course.