Biology 361 L02 (2010) Introductory Comparative Physiology
Course Description
Biology 361 is designed to provide an introduction to the physiology of excitable tissues (nerves &
muscles), as well as regulatory systems, cell-cell communication (endocrinology) and sensory
systems in animals. Prerequisites include Biol 201 (and thus Biol 200 and first year chemistry)
Lectures emphasize the understanding of basic concepts in biology, such as the function of
enzymes or the role of major cellular organelles, as well as the fundamental concepts in physiology,
such as ionic mechanisms of generation of action potentials or cellular movement. In addition, the
importance of evolutionary relationships is stressed throughout the course.
Overall Course Objectives
By the end of this course students are expected to:
1. Have developed thorough understanding of fundamental concepts in human physiology,
interactions between major physiological systems, and the effects of selected pathological
conditions on the function of these systems and their specific organs.
Lecturer
Dr. Robert A. Harris 604.822.5709 harris@zoology.ubc.ca
Office #:
Rm. 1104, BioSciences Building
Office hours:
Monday 2:30 - 4 PM
Wednesday 9:30 - 10:30 AM, or by appointment
Lectures:
BioSci 2000
T. Th.
11:00 – 12:30
Required Texts:
Moyes and Schulte - Principles of Animal Physiology, 2nd ed.
Optional (not required, but highly recommended):
Medical Dictionary
The Internet:
The following web site will have the lecture slides posted in a downloadable format:
http://www.zoology.ubc.ca/~harris
Note: Although the internet has become a major source of scientific information you should
remember that, unlike scientific papers or textbooks, most web sites do not undergo the process of
peer review. Consequently, never assume that everything posted on the web is correct, and when
surfing the net choose web sites that belong to well-established institutions such as major colleges
and universities.
Assessment:
50% - 2 Midterms (75 minutes, 25% each)
50% – Final Exam
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Exams are mainly composed of short answer questions involving explanations and problem
solving, as well as short essay questions. Exams are closed book.
Lecture Grading Criteria (General Guidelines)
A level (80-100%) - Work of Outstanding Quality
Suggests that there is very high quality throughout every aspect of your work including outstanding
to very good comprehension of the lecture material, ability to integrate information in a clear and
logical manner, and a very high degree of engagement with and interest in the subject.
B level (68-79%) - Work of Good Quality with no Major Weaknesses
Suggests that there is generally a good quality throughout your work, with a few to several problems
of minor significance. Good comprehension of lecture material with several to a few examples
showing the ability to integrate information in a clear and logical manner. Relatively high to fair
degree of engagement with and interest in the subject.
C level (55-67%) - Adequate Work
Suggests that there is generally adequate quality throughout your work with several problems of
some significance. Fair comprehension of lecture material with a very few to no examples showing
the ability to integrate information in a clear and logical manner. Minimal degree of engagement with
and interest in the subject.
D level (50-54%) - Minimally Adequate Work, Barely at a Passing Level
Suggests serious flaws or deficits in the quality of your work with minimal comprehension of lecture
material and no ability to integrate information in a clear and logical manner. Lack of engagement
with and interest in the subject.
F Level (0-49%) - Failing Work
Inadequate quality of work for successful completion of the course.
Please read the following carefully:
It is easy to succeed in Biology 361, as long as you approach this course with certain degree of maturity and
proper attitude. The few points suggest some strategies that you may find helpful in your study of the lecture
material.
1. Always go over the slide set before coming to lecture.
.
2. Study consistently.
DO NOT wait with studying until last 48 hrs before the exam! The amount of information will overwhelm
you, we guarantee it! It is much more effective to spend a short amount of time (even 15-20 min.) in the
evening following each lecture trying to understand the material. This way you should establish good
comprehension of each individual concept and can concentrate on putting the pieces together during 1-2
weeks before the exam.
3. Ask questions.
I tried very hard to present the course material in a clear and easy to follow format. As you go through the
material, first concentrate on understanding the material on its own, and then try to fit it into the context of a
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function of a particular organ, a physiological system or the entire body. However, many aspects of
physiology are complex. DO NOT HESITATE TO ASK QUESTIONS each time you run into a problem.
You can see me in my office (check my office hours), make an appointment, or simply talk to other students
in the class or your study group (see below) but never leave questions unanswered, they like to show up on
exams!
4. Study in small groups.
It won’t be long before you will get to know other students in the class, you may know some already. Try to
establish a small (3-4 students) study group as soon as possible. Try to get together once a week, more often
closer to each exam, to reinforce each other’s comprehension of the material, ask and answer questions, etc.
Such interactions will help you to assess your knowledge and point the areas that you overlooked in studying
on your own.
Course theme:
How do animals sense and respond to their environment? More specifically, how do they sense their
environment, how is this information communicated and integrated within the body (signaling – both the
nervous system and the endocrine system), and how do they generate a response (muscular system)?
Major topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cell Membranes
Systems for homeostatic control in multicellular organisms
Neurons and Nervous System
Cell Signaling
Sensory Systems
Skeletal muscle
Cardiac muscle
Smooth muscle
Endocrinology
Expected Learning Outcomes:
1.
-
Mechanisms and regulation of cell signaling
Students will be able to:
Describe how chemical and electrical gradients are used to transport molecules across a cell
membrane
Calculate the membrane potential of a cell using the Nernst and Goldman equations
Explain, using examples, how signal transduction pathways in cells allow for amplification of
signals
Describe how signaling pathways are stopped once they have been activated
Describe in detail the mechanisms of G-protein signaling
Predict how experimental modification of regulatory mechanisms (such as phosphorylation or
dephosphorylation of receptors) of signaling pathways will affect the cell signal and the
expression of target genes
2.
How animals use sensory receptors to sense their environment
Students will be able to:
3
-
Interpret written or graphical information on stimulus intensity and action potential frequency to
determine how a sensory receptor encodes stimulus intensity
Explain the difference between tonic and phasic receptors
Compare transduction of stimuli to action potentials for chemoreceptors, mechanoreceptors, and
photoreceptors
Describe the structure and function of the vertebrate ear
Describe the structure and function of photoreceptors, focusing on the rods and cones of the
vertebrate eye
3.
How neurons process and communicate information
Students will be able to:
Recognize the major structural components of neurons
Describe the three phases of a neural action potential
Explain how temporal or spatial summation of graded potentials can cause a neuron to reach the
threshold required to produce an action potential
Predict how changes in the structure, density, and diversity of ion channels will affect action
potential shape
Predict how changes in myelination and axon diameter will affect the conduction speed of action
potentials
Predict whether a neuron will fire an action potential, given experimental data
Describe the mechanisms of synaptic transmission, using acetylcholine receptors as an example
4.
Structure and function of the different regions and functional units of the nervous system in
vertebrates
Students will be able to:
Compare the structure and function of the major regions (hindbrain, midbrain, and forebrain) of
the vertebrate brain
Contrast the structural organization of cells within the brain, spinal cord, and nerves (in
mammals)
Contrast how the structure and function of the forebrain relates to intelligence in mammals
versus birds
Compare the structure and function of the sympathetic and parasympathetic nervous systems
5.
Molecular and mechanical processes involved in muscle function, and the regulation of these
processes
Students will be able to:
Explain how actin and myosin interact to produce muscle contraction (the sliding filament
model)
Calculate changes in muscle band length during muscle contraction
Graph how changes in sarcomere length affect force of contraction in both skeletal and cardiac
muscle
Explain how the timing of stimuli can cause summation and tetanus
Contrast the structure and function of fast-twitch and slow-twitch fibres in skeletal muscle and
the metabolic pathways used by these fibres (the phosphagen, glycolysis, and oxidative systems)
Compare the molecular and electrical properties of action potentials of cardiomyocytes and
neurons
Describe how an action potential from the pacemaker travels through the heart to cause
contraction
4
-
Contrast how heart rate (the rate of pacemaker potentials) is modulated by the parasympathetic
nervous system versus the sympathetic nervous system
Compare the structure and function of skeletal, smooth, and cardiac muscle
Compare, in detail, excitation contraction coupling in skeletal, smooth, and cardiac muscle
Propose reasons for improved or reduced performance at the whole animal level by integrating
information on cellular and molecular mechanisms of nerve and muscle structure and function
6.
How the endocrine system is used for communication
Students will be able to:
Predict the most likely communication system (nervous, endocrine, or paracrine) to be used by an
animal for a given physiological task, based on the velocity and distance of the communication
required
Compare and contrast peptide, steroid, and amine hormones with regards to their release and
transport throughout the body and their action on their target tissue
Describe the pathways and regulation of the hormonal part of the vertebrate stress response
Outline the common signal transduction pathways stimulated by hormones, which are found in
complex animals
Describe the hypothalamic-hypophyseal-glandular axis for the vertebrate pituitary hormones
Compare and contrast the major hormonal systems across the vertebrates
Biology 361 course schedule Winter 2010
Week
1
2
3
4
5
5
6
7
8
9
10
10
11
12
13
Dates
Lecture topic
Sept 9
Sept 14-18
Sept 21-25
Sept 29- Oct 2
Oct 5
Oct 7
Oct 12-16
Oct 19-23
Oct 26-30
Nov 2-6
Nov 9
Nov 13
Nov 16-20
Nov 23-27
Nov 30-Dec 4
Introduction to physiology and review of cell biology
Cell biology and membrane transport, Introduction to nerves
Membrane potential, Nernst equation and Goldman equation
Action potentials, signal integration
Signal integration (cont.) Signal transduction
MIDTERM
(in class)
Sensory systems
Cell movement, Skeletal muscles
Skeletal muscle (cont), excitation contraction coupling
Cardiac muscle
MIDTERM
(in class)
Smooth muscle,
Endocrine systems
Endocrine systems (cont), Reproductive endocrinology
Review (time permitting)
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