BIO 447: Immunobiology
Introduction to Immunobiology and
Immunology in Health and Medicine
Folder Title: 447Intro
Updated: August 20, 2014
Filename: 447Intro
(WithTP Questions; edited using TP5)
Course Web-Site and Presentations
The Power-Point Presentations are available on the
course web-site at tpfondy.syr.edu/bio447
in the table link called
“Course Schedule and Graphics”
http://tpfondy.syr.edu/bio447
(Turning Point question slides are not included until
after the presentation)
Textbook and Teaching Assistant
Textbook: Kuby, Immunology, 7th Edition
by Owen, Punt, & Strandford
Yifan Gong: Teaching Assistant
EMail: ygong07@syr.edu
To Enter your name on your NXT Response Transmitter
(Revised August 20, 2014)
Participant List Monday August 25th, 8 PM:
For NXT Transmitter (Off-white)
Press grey button with white oval in the middle
Get screen with a wrench on it
Press upper right button (square with two bubbles)
“Find Channel”. Use Channel 41
Press Left Arrow next to grey button once to get to “Your ID” (Your Name goes here)
Grey Button
(Left arrow under abc will clear characters)
Enter your name (first five letters OK) using the letters shown on each key.
If you want a “c”, hit the abc key three times in quick succession.
When your name is entered hit the grey button.
You will get a smiley face.
To Respond to Turning Point Questions in Class:
Using the NXT Transmitter
(Revised August 20, 2014)
1. Put your last name onto your NXT transmitter under “Your ID”
2. If you borrow a transmitter from us, fill out an index card so we get your name, take
instruction form, please leave bio1, 2, 3, 4, 5, or 6 on the borrowed NXT transmitters
3. We are using Channel 41 in this room. NXT should find Channel 41 when you hit “Find
Channel”. You get a smiley face.
4. With the NXT transmitter you have to hit the square response button in the upper left below
the screen in order to get to the blank screen that is presentation mode.
5. Screen will show whether your response has been received. Your device will also show a check
when your name (or the bio number) has been received.
6. If there is a problem, we will provide a back-up form for you to hand in your response.
Back-up responses must be handed in while the question is open on the screen.
Elisabeth will give back-up forms and collect them. Back-up forms should be a rarity.
If you forget your transmitter you can borrow one from us at the start of class.
I am here!
(Testing your Turning Point Transmitter)
1.
2.
Yes
No
Be sure that your name is entered
under “Your ID” in your NXT Device
Unless you have a borrowed
Bio NXT transmitter
We are using channel 41
Response
Counter
For Off-White NXT Device
Enter your name under “Your ID”
Hit Grey Circular button with white oval
Get a wrench icon
Hit square split screen button in upper right
“Find Channel”
Hit grey button again. Enter Channel Number 41
Hit grey button again
“Channel Changed”. Get Smiley Face. Should see
“41”
Hit grey button again.
Hit the square button at the top left under the
screen
Get blank screen.
Enter your response
Single Word (Fill in the blank) response (I hope)
What day of the week is today?
Please use three-letter abbreviations to get uniform
responses (sun, mon, tue, wed, thr, fri, sat)
Rank
1
2
Responses
3
4
5
6
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2
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Course Evaluation, Grading,
and Maintenance of Standards
Three In-Class Exams, 100 Pts Each
Exams only for those who actually come to class based on responses
received from NXT transmitters.
Exam 1 TBA; Exam 2 TBA; EXAM 3 Last Day of Class
(No Final Exam)
Class Participation Components:
Based on Responses Using Turning Point NXT Transmitters
Number of responses is matched to the number of persons in class
200 Points Maximum Possible (40% of Course Grade)
500 Points for the entire course:
Graded based on standing in the class of 108 students
Course Evaluation and Maintenance
of Standards
No Make-Ups for scheduled exams.
Medical excuses are required for illness causing absence from an exam.
(See Verification of Medical Conditions, University Policy, February 25, 1993)
Dean's office confirmation required for personal emergencies.
Exam contents cover only what is actually presented in class,
whatever parts of the textbook directly pertain to what is covered in class,
hand-outs given in class,
or whatever is specifically assigned in class.
Course organized based on Immunology by Janis Kuby and later Authors:
Prior editions 1, 2, 3, 4, 5 and 6.
7th Edition Currently in Use (Required Textbook)
Course Evaluation and Maintenance
of Standards
Class Participation: 200 Points
In-class Quizzes using Turning Point NXT Transmitters
10 Points Each
Start of Class, End of Class, or In-Between
Will Give 26 - Count 20
(will assign your average quiz grade for any quizzes
legitimately excused)
Course Total: 500 Points
Course Grading
Done strictly on a comparative basis by determining standing in the class.
Therefore: Rigorous honesty is essential!
(Don’t cheat and don’t assist anyone else in cheating)
NXT Transmitter, also called “Response Card” used for all classes.
Procedures for use sent to Class via Blackboard and given in earlier slides
No cell phones or other electronic devices other than the NXT
transmitters are permitted in class, during quizzes, or during
exams.
If you wish to record a class because of limitations with your
comprehension of English, or for problems with hearing,
You can place your recording device on the front desk.
Immunobiology:
Why Do We Want to Know?
Why Does it Matter?
What’s special about immunology and
the immune response system?
Why does Syracuse University have an
Immunology Policy?
Why did we all get this mailing here at
SU a few years ago?
See next three slides…
SU NEWS ALERT: Flu Information for the Fall Semester
August 26, 2009:
Syracuse University continues to monitor developments related to the spread of flu—both the common seasonal flu
and the H1N1 flu virus (popularly known as “swine flu”). The University’s goal is to work with all members of the
community to reduce the effects of flu and flu-like illness, while maintaining the academic mission and business
functions of the campus.
Members of SU’s multi-departmental Pandemic Flu Preparedness Task Force convene regularly on flu planning, and
task force representatives met recently with Onondaga County Health Department officials for the latest in an
ongoing dialogue.
In addition, last week the Centers for Disease Control and Prevention issued new guidance for colleges and
universities (http://www.cdc.gov/h1n1flu/schools/) that is currently being reviewed by University officials for possible
modifications to the University’s flu strategies.
Widespread flu-like illness is expected over the next several months, with H1N1 flu intermingling with seasonal
(“regular”) flu during 2009-10. Based on current information from health officials, H1N1-specific testing will not be
routinely available, so it is unlikely that health professionals will know whether a specific individual with flu-like
symptoms is ill with seasonal flu or H1N1.
Based on the current behavior of H1N1 in the Southern Hemisphere, H1N1 is expected to cause mild to moderate
(rather than severe) illness in most persons infected with this virus in the United States this fall.
All students, faculty and staff are encouraged to receive the seasonal flu vaccine (a “flu shot”). Opportunities to
obtain the flu vaccine will be available on and off campus beginning in early fall and continuing while supplies last.
Information on vaccine availability will be posted on the Syracuse University Preparing for the Flu website
(http://sunews.syr.edu/h1n1flu/index.html).
When H1N1 vaccine becomes available, the University anticipates it will be administered on campus to eligible (based
on criteria established by the CDC) students. Opportunities for faculty and staff to receive the vaccine will be
available in the community.
All persons 50 years and older, and persons younger than 50 years who have certain medical
conditions, should receive the Pneumovax 23 vaccine from their health care provider (if they
have not already done so) to reduce the risk of pneumonia following infection with H1N1.
Persons who are ill with flu-like symptoms will typically be advised to stay at home or in their
residence hall room until 24 hours after fever (100 degrees Fahrenheit or 38 degrees Celsius)
symptoms abate without the aid of fever-reducing medications. Individuals with flu-like
symptoms may be advised to wear a mask when it is necessary to be in public places, such as a
dining hall.
At this time, the University does not anticipate closure or severe disruption of the academic
year due to H1N1, although planning is taking place to diminish the impact of potential
interruptions of work or services due to faculty and staff illness, the necessity for faculty and
staff to care for ill family members, and similar situations.
All members of the University community should practice good hygiene such as proper hand
washing, cough etiquette and other flu mitigation strategies. Individuals are also encouraged
to take personal responsibility for the sanitization of frequently/commonly used surfaces such
as doorknobs, keyboards, copiers, remote controls and desks within their personal living,
learning and work areas to minimize the transmission of virus. Hand sanitizing products are
available for purchase by schools/colleges/departments from Materials Distribution through
the Materials Distribution Online Ordering System (http://mdoos.syr.edu/).
In addition, students should ask instructors about class attendance policies, and faculty and
staff should work with their school/college/department to review policies regarding flexible
work, paid time off, leaves of absence, and expectations for continuity of operations and
services.
Following are contacts that are available to respond to flu-related questions on specific topics:
General health care and flu prevention: SU Health Services, 443-9005, ktvanvec@syr.edu
On-campus residence halls and apartments: Bill Longcore, Office of Residence Life, 443-3637, wjlongco@syr.edu
Off-campus and commuter students: Darya Rotblat, Off-Campus and Commuter Services, 443-5489,
offcampus@syr.edu
International students: Lillian and Emanuel Slutzker Center for International Services, 443-2457, lescis@syr.edu
Academic policy topics: Sandra Hurd, Academic Programs, 443-1899, snhurd@syr.edu
Academic personnel topics: Kal Alston, Academic Administration, 443-5525, kalston@syr.edu
Staff human resources: Jack Matson, Human Resources, 443-5461, jmatson@syr.edu
Parent/family concerns: Colleen O’Connor Bench, Parents Office, 443-1200, cobench@syr.edu
Additional information on seasonal flu and the H1N1 flu virus will be provided to the University community via email, the Web (http://sunews.syr.edu/h1n1flu/index.html) and other forms of communication as the information
becomes available.
Sincerely,
Dr. James R. Jacobs, M.D., Ph.D., FACEP
Director of University Health Services
Co-chair, Pandemic Flu Preparedness Task Force
University Immunization Policy
(from Schedule Book ~1990)
Vaccines in Human Health
Re-emergence of Infectious Measles Cases
in Texas: Refusal of Vaccination
See Chris Hayes, MNNBC, August 27, 2013
Comments on “Herd Immunity” by Arthur
Kaplan
Vaccines We Don’t Have:
Malaria World-wide: 2010
Caused by Plasmodium falciparum parasite
Transmitted by Mosquito vector
Infected:
Killed:
220,000,000 (assume at any one time?)
660,000 (of those infected?)
Mostly children
Experimental vaccines use immature form of Plasmodium
falciparum (sporozoite)
See Science, 9 August 2013, p.605, Vol. 341
Why Does Immunobiology Matter?
Some Stories:
The Boy Policeman from Raleigh, North Carolina
http://abclocal.go.com/wtvd/story?section=news/local&id=7531763
http://www.msnbc.msn.com/id/26184891/vp/38084943#38084943
Killer Disease on Campus: NOVA Video on Meningitis
(See Slide 54 later)
2-year-old Boy with Fanconi’s Anemia as Best Man for His Parents’
Wedding
(Links to Logon Stevenson and Dana Farber Children’s Hospital sent via
Blackboard, August 19th
http://www.cbsnews.com/8301-201_162-57597155/logan-stevenson-2year-old-pa-boy-dies-after-serving-as-parents-best-man/
Influenza: Types A, B, and C
What Is Type A Flu Virus?
Type A flu or influenza A viruses are capable of infecting people as well as animals;
although it is more common for people to suffer the ailments associated with this type
of flu. Wild birds commonly act as the hosts for this flu virus.
Type A flu virus is constantly changing and is generally responsible for the large flu
epidemics.
What Is Type B Flu Virus?
Unlike type A flu viruses, type B flu is found only in humans. Type B flu may cause a less
severe reaction than type A flu virus, but occasionally, type B flu can still be extremely
harmful. Influenza type B viruses are not classified by subtype and do not cause
pandemics.
How Is Type C Flu Virus Different From the Others?
Influenza C viruses are also found in people. They are, however, milder than either type
A or B. People generally do not become very ill from the influenza type C viruses. Type C
flu viruses do not cause epidemics.
What’s the Big-Deal About “H5N1” or “H7N9”?
H =Hemagglutinin variant
N = Neuraminidase variant
Different isoforms of proteins and enzymes needed for Viral
attachment to target cells entry into the cells and for viral release
from infected cells.
Are present on viral envelop .
Are specific antigens that can generate a protective immune
response if the antibodies are present ahead of time.
Basis for specific prophylatic vaccines
(Prophylactic = protective, preventative rather than therapeutic)
Current Flu Vaccine at Rite-Aid




Trivalent Vaccine:
A - H1N1
A - H3N2
B – MA 02/2012
See Chapter One: Kuby Edition 7




Overview of the Immune System:
How does it work? pp. 1 to 10
What does it do? pp. 11 to 18
What can go wrong? pp. 19 to 22
What’s Special about the Immune Response?
What it has to do?
Distinguish pathogenic threat from symbiotic beneficial organisms,
and from non-pathogenic elements.
Distinguish Self from Non-Self.
Distinguish Normal Self from Pathological Self.
Remember what it has seen.
Turn on when needed, turn off when no longer needed.
Be controllable when we don’t want a response.
What if those elements of the Immune
Response Don’t Work Correctly?
Failure to Recognize? Immune deficiency diseases.
Attacking Self? Allergy, hypersensitivity, auto-immunity
Failure to Distinguish Self from Altered Self:
Cancer Immune Evasion.
Failure to Remember what it has seen:
Immune-unresponsiveness; Vaccine Immunology
Failure to Turn-off: Inflammation, Hypersensitivity
Need to control when we don’t want a response:
Transplantation Medicine
What’s Special about the Immune Response?
How does it do what it has to do?
Cell Sociology in Metazoan Evolution
How do cells “talk” to each other from a distance?
How does an organ system work when the system is
discontinuous?
Cell signaling in multicellular organisms
How do cells “remember” stuff?
Self and Non-Self Recognition
in Biology
Species Specific Sperm and Egg Recognition
Maternal - Fetal Recognition
Kin and Group Recognition
Self-Recognition in Plants
Innate Natural Immune Response
Self-Recognition and Self-Awareness in Neurobiology
(See Science, April 12, 2002, Reflections on Self)
Immunity is part of self, non-self, altered-self, and
damaged-self recognition in multi-cellular organisms
Host Responses to External and
Internal Agents and Events
Vision: Ocular and Neurological Response
Air and Water-pressure Changes: Auditory Responses
Chemical concentration and identity: Olfactory Responses
Blood Pressure: Cardiovascular Response
Sexual Attraction: Hormonal Response
Avoidance Behavior: Hormonal Response
Non-Immunological Responses
Response1
Host Responses to External and
Internal Agents and Events
Distinguishing Cell, Tissue, and Molecular Self
from Non-Self
Distinguishing Normal Self from Pathological Self
Distinguishing Normal Self from Damaged Self
Distinguishing Beneficial Organism and Agents from
Pathological ones
“Remembering” pathogenic challenges
Immunological Responses
What’s Special about the Immune Response?
What it has to do?
How it does what it has to do?
How it is set up?
Questions:
Where is the heart?
Where is the liver?
Where is the digestive system?
Where is the respiratory system?
Where is the immune response system?
More Questions:
Where is the nervous system?
Where is the circulatory system?
Where is the lymphatic drainage system?
What happens if they aren’t continuous?
What’s Special about the Immune Response?
How can a discontinuous system work?
Inter-cellular communication and cell signaling:
Notions of “Biocomplexity”
Keeping a discontinuous system functioning
normally.
What can go wrong.
Immunology in Human and
Animal Health and Disease
Why do we want to know about Immunology?
What does it tells us about ourselves and about biology?
What can it do for us?
As a tool in biomedical research?
As a diagnostic and therapeutic modality in clinical and veterinary
medicine?
What can it do to us, as a source of pathology?
InHealth
Immunology in Human and Animal
Health and Disease
What Can We Make
it Do
For Us?
ImmUse
BIO 447 Immunobiology:
First Third: August 27 to Oct. 8th
What Immunology Is
What It Can Do in the Host
Beneficial
Deleterious
What Does the Immunological Response
Recognize and Respond to?
What Does It Respond With?
How Can It Possibly Recognize and
Respond to so Much Diversity?
1st3rd
Please send us your Last
name and your NXT Device ID
KEY FEATURES OF SPECIFIC ADAPTIVE
IMMUNITY IN HISTORY
Freedom from Plague after Surviving
First Exposure
Immunity Exists
Susceptibility to Other Diseases
Even After Surviving Plague
Immunity is Specific
Deliberately Induce Small-pox to
Protect Against Later Exposure
Immunity has Memory
Induce Non-pathogenic Cow-pox to Protect
Against Virulent Small-pox (Vaccination)
Related Antigens
are Cross-Reactive
Resistance to Chicken Cholera
after Surviving Exposure to Weakened Chicken
Cholera Bacilli (Attenuated Vaccines)
Antigens can be
separated from
pathogenic features
ImHistry
Some Comments About What Immunology
Teaches Us About the Vulnerability of Our
Civilizations and Who is looking out for us.
History of the Second Millennium AD
Smallpox
Bubonic Plague
Cholera
Tuberculosis
Syphilus
Influenza
Pneumonia
Child-bed Fever
Variola major small pox.
30% Death rate.
Beneficial Protective Immune
Responses
Recognition and Response to External Organisms and Agents:
Antimicrobial and Anti-parasitic Immunity (Chapter 17)
Molecular Pathogens
Viruses, Bacteria, Fungi, Molds
Single Celled Eucaryotes
Multi-cellular Organisms
Induction of Protective Immunity: Vaccines (Chapter 17)
Recognition and Response to Internal Pathology: (Chapter 19)
Tumor Immunology
Recognition and Response to Transformed Self
Deleterious Immune Responses and
Immunopathology
Allergy and Hypersensitivity (Chapter 15)
Organ and Tissue Transplantation Rejection (Chapter 16)
Self-Reactivity: Loss of Tolerance ; Autoimmunity
(Chapter 16)
Immune Stimulation of Tumor Growth, Invasion, and
Metastasis (Chapter 19)
Immunodeficiency Diseases (Chapter 18)


Congenital
Acquired
What the Immune Response Has to Do:
Recognize and respond to external pathogens.
Recognize and respond to infected cells.
Recognize and respond to transformed self (cancer) cells.
Participate in tissue remodeling and senescence.
Know where the challenge is.
Know how to mount an effective response.
Know how to get the effector response to the right place.
Respond without damaging normal cells and tissues.
Know how much response is needed.
Shut down when the response is completed.
Remember previous response and respond more quickly
effectively the next time around.
Do not react against normal self. (no autoimmunity).
Do not react against something that is in fact not a
problem until the immune responds reacts (no allergies).
Accept medically needed transplants
Infection in thumb:
That there is a peripheral challenge
It’s in the thumb!
Which thumb?
(Where the challenge is located?)
What is the challenge?
What do I need to respond with?
How do I get it there?
How much response do I need?
When should I shut it down?
What do I do if it comes back?
What if I don’t pick up the signals?
What if I get it wrong and respond incorrectly?
How is the Immune response set-up to do all of these things?
How does the immune response know where the problem is?
Cytokines, Chemokines, Receptors (Chapter 4)
See Appendix I, Pages A1 to A29, 540 CD Antigens
See Appendix II, Cytokines, Pages B1 to B6, 58 Cytokines
Appendix III, Chemokines and Receptors, p. C1, about 30 chemokines and
related receptors.
What is an example of a
deleterious immune response?
(one word or short phrase.
Don’t worry about spelling)
Non-Specific Host Defenses,
and Non-Specific and
Specific Host Immunity
Non-Immunological Host Defenses
Innate, Natural, Non-Specific Immune
Responses (Chapter 5)
Specific, Adaptive, Acquired Immune
Responses (Chapter 3 and others)
CD Antigens (Constellation of Differentiation Antigens,
see Table A1 to A29, 540 CD Antigens!)
Non-Specific Host Defenses, and
Non-Specific Immunity
Anatomical Barriers


Skin
Mucous Membranes; Epithelial Linings
Chemical and Physical Barriers




Temperature
pH
Enzymes, Cytokines, Chemical Mediators
Bathing fluids (e.g. eye), oils
Cellular Barriers



Leucocytes: Neutrophils (Polymorpho-nuclear leucocytes or PMNs)
Eosinophils, Basophils
Monocytes & Macrophages
Non-Specific Cellular Barriers:
Innate, Natural Immune Response
Cellular Barriers





Leucocytes: Neutrophils (Polymorpho-nuclear
leucocytes or PMNs)
Eosinophils, Basophils
Monocytes & Macrophages
Dendritic Cells
Natural Killer Cells (NK Cells)
Inflammatory Responses


Enzymes, Cytokines, Chemical Mediators
Elevated Temperature
Specific, Adaptive, Acquired
Immune Response
Humoral Immunity
 Antibodies (Immunoglobulins)
 Involves Cell-free, Specific Antibodies in Serum and Other
Body Fluids
 Produced by B-Cells (B-Lymphocytes or Bone-marrow
Derived Lymphocytes)
 Can use the Complement System (Chapter 6)
Cellular Immunity
 Involves Specific T-Cells (T-Lymphocytes or Thymusderived Lymphocytes)
 Involves Cytokines (Inter-cellular Protein Signal Molecules
Produced by Cells)
SpecImm1
Malaria World-wide: 2010
Caused by Plasmodium falciparum parasite
Transmitted by Mosquito vector
Infected:
Killed:
220,000,000 (assume at any one time?)
660,000 (of those infected?)
Mostly children
Experimental vaccines use immature form of Plasmodium
falciparum (sporozoite)
See Science, 9 August 2013, p.605, Vol. 341
Question from Tuesday’s Class
Properties of the Specific, Adaptive,
Acquired Immune Response
Recognizes Specific Biochemical Structures:
Antigens
Inducible by Antigen-Exposure
Exhibits Memory Response
Discriminates between Self and Non-Self
Involves Specific Cellular Responses: T-Cells
Involves Specific Humoral Responses: Antibodies
Non-Specific, Innate,
Natural Immune Responses
(See Chapter 5)
Responds to Non-Self Cell-Surface Structures: PAMP
(Pathogen-associated Molecular Patterns)
including TLR’s (Toll-like Receptors).
or to the Absence of Self ("password") Signals
Non-Antigen Specific
Discriminates between Self- and Non-Self.
Less Specific than the Adaptive Immune Response.
No Immunological Memory Response.
Inherently Present; Does not have to be induced.
Can be induced by cytokines and various other agents
Uses Non-Antigen-Specific Cells and Soluble Factors in Humoral
Fluids, but not Antibodies or T-Cell Receptors
Involved in Inherent Resistance to Infectious and Neoplastic Disease
Probably to earliest form of immune response in evolution
Se Plant Innate Immunity, pages 178-179
Pathogen-associated Molecular Pattern (PAMP) Receptors and
Toll-Like Receptors in the Innate Natural Immune Response
Figure 5-10a, 7th Edition
Phagocytic macrophage
ingesting mycobacterium
tuberculosum
Interaction Between Natural Immunity
and Specific Adaptive Immune Response
Interaction Between Innate Natural Immune Response
And the Specific Adaptive Immune Response
T-Helper Cell
Macrophage
Macrophage-Helper-T-Cell
Interaction
In the picture the macrophage is activating a specific
T-cell in their membrane-to-membrane contact by
performing a crucial molecular function. What is the
macrophage doing in molecular terms?
0%
0%
0%
0%
0%
0%
Humoral and Cell-Mediated Immunity
Hum&Cell
Humoral and Cell-Mediated Immunity
Hum&Cell
Innate Immunity and Specific Adaptive Immunity
Walking along the Quad.
See people running out of a building.
This is unusual. Something it wrong (Pattern Recognition).
Smell smoke. Think “Fire” (Pathogen associated molecular
receptors).
Run in and grab a fire extinguisher. (effector response)
Not good enough. Recognize this is Bowne Hall-Chemistry
Building.
Don’t know where they store flammable solvents.
Don’t know where the peroxides, azides, and other explosives are.
Call 911.
Professional Fire-Fighters Arrive.
They know this is the Chemistry Building.
They have details of the lay-out.
They have special equipment for managing chemical and electrical
fires.
This is not the first time they have responded to the Chemistry
Building.
They put out the fire.
They don’t set up a back-fire or burn the building down to contain
the original fire.
One major arm of the immune response is the
innate natural immunity. What is the other
major arm of the immune response?
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1
2
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3
4
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5
6
The Specific Adaptive
Immune Response and
Clonal Selection, Expansion,
and Memory
Membrane-bound Antibodies
& T-Cell Receptors
See Figure 1-5, p. 11
Kuby 4th Edition
See Figure 1-10, p. 17
Kuby, 4th Edition
Clonal Generation, Antigen Selection, Expansion
Figure 1-12, p. 17
Kuby, 6th Edition
Cellular and Non-Cellular
Components for the
Immune Response
Morphology and Staining
Characteristics of
Blood Cells
Kuby, 3rd Edition
Figure 3-1
CellMorf
Hematopoiesis:
Where blood cells
come from and what
they look like.
From Stem Cell Technologies Wall-Chart on Hematopoietic and NonHematopoietic Stem Cells
A Specific target for an Antibody is an
_ _ _ _ _ _ _.
Rank
1
2
3
Responses
4
5
6
0%
0%
1
2
0%
0%
3
4
0%
0%
5
6
What is this
graphic showing?
17%
17%
6
17%
5
17%
3
Other
17%
2
17%
4
Responses
1
Rank
1
2
3
4
5
6
The pluripotent stem cell produces partially committed
stem cells in two different hematopoietic lineages. One
of these is the myeloid or myelogenous lineage. What is
the other lineage?
17%
Rank
1
2
17%
17%
17%
3
4
17%
17%
Responses
3
4
5
6
Other
1
2
5
6
Innate Natural Immunity and Systemic Sepsis:
NOVA Video on Meningitis (Meningococcal Meningitis,
Endotoxin, and Systemic Sepsis)
http://www.pbs.org/wgbh/nova/meningitis/
Has video links to steps in meningococcal sepsis
“Amy’s Story”
and related NOVA Stories
Whooping Cough Infection
and Transmission
Whooping Cough Vaccine
Today Show, 12/2/04
17%
17%
17%
6
17%
5
17%
3
Other
1
3
4
5
6
17%
2
Rank Responses
1
2
4
What is the reddish
object in this photo?
17%
17%
17%
6
17%
5
17%
3
Other
1
3
4
5
6
17%
2
Rank Responses
1
2
4
What is the green stuff
in this photo?