Download presentation
Presentation is loading. Please wait.
1
© 2017 Pearson Education, Inc.
2
Chapter 1 Learning Outcomes
1-1 Describe the basic functions of living organisms. 1-2 Explain the relationship between anatomy and physiology, and describe various specialties of each discipline. 1-3 Identify the major levels of organization in organisms, from the simplest to the most complex. 1-4 Identify the 11 organ systems of the human body and contrast their major functions. © 2017 Pearson Education, Inc.
3
Chapter 1 Learning Outcomes
1-5 Explain the concept of homeostasis. 1-6 Describe how negative feedback and positive feedback are involved in homeostatic regulation. 1-7 Use anatomical terms to describe body regions, body sections, and relative positions. 1-8 Identify the major body cavities of the trunk and the subdivisions of each. © 2017 Pearson Education, Inc.
4
Patterns in Diversity (1-1)
Biology is the study of life One aim is to discover patterns in the diversity © 2017 Pearson Education, Inc.
5
Common Functions of All Living Things (1-1)
Responsiveness Growth Reproduction Movement Metabolism © 2017 Pearson Education, Inc.
6
Responsiveness (1-1) Responsiveness
Doing something in response to a change in the immediate environment Also called irritability Example: moving away from a painful stimulus Capacity to make longer–term adjustments (e.g., growing heavier coat of fur in winter) is adaptability © 2017 Pearson Education, Inc.
7
Growth (1-1) Growth Differentiation
An increase in organism size accomplished by: Growth of cells or Addition of new cells Differentiation Process of individual cells becoming specialized for particular functions © 2017 Pearson Education, Inc.
8
Reproduction and Movement (1-1)
Creation of new generations of similar organisms Movement May be internal or external Internal: transporting blood, food, or other material within the body External: moving through the environment © 2017 Pearson Education, Inc.
9
Metabolism (1-1) Sum total of all chemical operations in the body
Cells use materials absorbed from the environment for energy Nutrients from food Oxygen More complex organisms require specialized structures and systems for metabolic processes © 2017 Pearson Education, Inc.
10
Metabolic Processes (1-1)
Respiration Absorption, transport, and use of oxygen by cells Digestion Breaking down complex foods into simpler compounds that can be absorbed Excretion Eliminating waste products generated by metabolic operations © 2017 Pearson Education, Inc.
11
Checkpoint (1-1) How do vital functions such as responsiveness, growth, reproduction, and movement depend on metabolism? © 2017 Pearson Education, Inc.
12
Anatomy (1-2) Greek origin Study of:
Anatomy literally means “a cutting open” Study of: Internal and external structure Relationships between body parts Divided into gross anatomy or microscopic anatomy © 2017 Pearson Education, Inc.
13
Gross Anatomy (1-2) Also called macroscopic anatomy
Studies structures visible with unaided eye Includes: Surface anatomy Study of general form and superficial markings Regional anatomy Study of all the superficial and internal features of a specific region of the body Systemic anatomy Study of the structure of major organ systems © 2017 Pearson Education, Inc.
14
Microscopic Anatomy (1-2)
Studies structures that cannot be seen without magnification Includes: Cytology Study of internal structure of individual cells Histology Study of tissues, groups of specialized cells and cell products that work together to perform specific functions © 2017 Pearson Education, Inc.
15
Physiology (1-2) Greek origin Study of function in living organisms
Interrelated with anatomy Anatomy gives clues about function Physiology is explained in anatomical terms © 2017 Pearson Education, Inc.
16
Human Physiology (1-2) Human physiology studies functions of the human body Specialties include the study of: The functions of living cells – cell physiology Includes the chemical and molecular levels The physiology of specific organs – special physiology All aspects of the function of specific organ systems – systemic physiology The effects of diseases on organ or system functions – pathological physiology or pathology © 2017 Pearson Education, Inc.
17
Checkpoint (1-2) Describe how anatomy and physiology are closely related. Would a histologist more likely be considered a specialist in microscopic anatomy or in gross anatomy? Why? © 2017 Pearson Education, Inc.
18
Levels of Organization (1-3)
Chemical level Atoms are the smallest stable units of matter Atoms combine to form molecules Molecular shape defines function Cellular level Made up of cells, the smallest living units in the body Formed by interaction between different molecules © 2017 Pearson Education, Inc.
19
Levels of Organization (1-3)
Tissue level Similar cells working together to perform a specific function form a tissue Organ level Two or more different tissues working together to perform specific functions form an organ © 2017 Pearson Education, Inc.
20
Levels of Organization (1-3)
Organ system level Organs interacting to perform specific functions form organ systems Organism level All the organ systems of the body working together to maintain life and health form an organism © 2017 Pearson Education, Inc.
21
Checkpoint (1-3) Identify the major levels of organization of the human body from the simplest to the most complex. © 2017 Pearson Education, Inc.
22
The 11 Organ Systems of the Human Body (1-4)
Integumentary Skeletal Muscular Nervous Endocrine Cardiovascular Lymphatic Respiratory Digestive Urinary Reproductive © 2017 Pearson Education, Inc.
23
Checkpoint (1-4) Identify the organ systems of the body and list their major functions. Which organ system includes the pituitary gland and directs long–term changes in the activities of the body’s other systems? © 2017 Pearson Education, Inc.
24
Homeostasis (1-5) A state of internal balance or stable internal environment Must be maintained in order to survive Malfunction of organ systems when homeostatic responses are overwhelmed results in disease Accomplished by interdependent organ systems functioning together © 2017 Pearson Education, Inc.
25
Homeostatic Regulation (1-5)
Adjustments in physiological systems that preserve homeostasis Homeostatic regulation usually involves: A receptor that senses a particular change or stimulus A control center (integration center) that receives and processes information from the receptor An effector that responds to the control center commands This response may oppose or enhance the stimulus © 2017 Pearson Education, Inc.
26
Homeostatic Example (1-5)
Thermostat is set at desired temperature Variation outside desired range triggers response Response negates the original stimulus Example of negative feedback © 2017 Pearson Education, Inc.
27
Figure 1-3 The Control of Room Temperature.
Control Center: Information affects Sends commands to 22ºC Receptor Effector Thermometer Air conditioner Homeostasis Homeostasis DISTURBED BY RESTORED BY INCREASING DECREASING STIMULUS RESTORED room temperature room temperature HOMEOSTASIS NORMAL ROOM TEMPERATURE © 2017 Pearson Education, Inc.
28
Checkpoint (1-5) Define homeostasis.
Why is homeostatic regulation important to an organism? What happens to the body when homeostasis breaks down? © 2017 Pearson Education, Inc.
29
Negative Feedback (1-6) Most common form of homeostatic regulation
Variations from normal trigger automatic response Response corrects situation back to normal range Example: thermoregulation Body temperature too high → responses to lower temperature Body temperature too low → responses to raise temperature © 2017 Pearson Education, Inc.
30
Negative Feedback: Thermoregulation (1-6)
If body temperature is high, control center targets: Sweat glands Increases secretion (sweat) Body cools with evaporation of sweat Smooth muscle in blood vessels supplying skin Blood vessels dilate, increasing blood flow to body surface Heat is radiated from skin to environment Result: temperature reduced © 2017 Pearson Education, Inc.
31
Figure 1-4a Negative Feedback in Thermoregulation.
Control Center Effectors Information Sends Blood vessels and sweat glands in skin affects commands to Respond with Receptors Increased blood flow to skin Body’s temperature sensors Homeostasis Thermoregulatory center in brain Increased sweating Homeostasis DISTURBED BY RESTORED BY INCREASING DECREASING STIMULUS RESTORED body temperature above 37.2ºC body temperature HOMEOSTASIS NORMAL BODY TEMPERATURE © 2017 Pearson Education, Inc.
32
Negative Feedback: Thermoregulation (1-6)
If body temperature is low, control center targets: Sweat glands (decreasing activity) Smooth muscle in blood vessels supplying skin Blood vessels constrict, decreasing blood flow to body surface Decreasing heat loss to the environment Skeletal muscles Causes shivering, which produces heat Result: temperature increased © 2017 Pearson Education, Inc.
33
Figure 1-4b Negative Feedback in Thermoregulation.
HOMEOSTASIS NORMAL BODY TEMPERATURE Homeostasis Homeostasis DISTURBED BY RESTORED BY STIMULUS RESTORED DECREASING INCREASING body temperature below 36.7ºC Thermoregulatory center in brain body temperature Receptors Decreased blood flow to skin Body’s temperature sensors Control Center Decreased sweating Shivering Respond with Information Sends Effectors affects commands to Blood vessels and sweat glands in skin Skeletal muscles © 2017 Pearson Education, Inc.
34
Figure 1-4 Negative Feedback in Thermoregulation.
Control Center Effectors Information Sends Blood vessels and sweat glands in skin affects commands to Respond with Receptors Increased blood flow to skin Body’s temperature sensors Homeostasis Thermoregulatory center in brain Increased sweating Homeostasis DISTURBED BY RESTORED BY INCREASING DECREASING STIMULUS RESTORED body temperature above 37.2ºC body temperature HOMEOSTASIS NORMAL BODY TEMPERATURE Homeostasis Homeostasis DISTURBED BY RESTORED BY STIMULUS RESTORED DECREASING INCREASING body temperature below 36.7ºC Thermoregulatory center in brain body temperature Receptors Decreased blood flow to skin Body’s temperature sensors Control Center Decreased sweating Shivering Respond with Information Sends Effectors affects commands to Blood vessels and sweat glands in skin Skeletal muscles © 2017 Pearson Education, Inc.
35
Positive Feedback (1-6) Response reinforces or exaggerates original stimulus Results in escalating cycle or positive feedback loop Involved in regulation of potentially dangerous or stressful processes requiring rapid completion Blood clotting Labor and delivery © 2017 Pearson Education, Inc.
36
Figure 1-5 Positive Feedback. Slide 1
Chemicals Damage to cells in the blood vessel wall releases chemi- cals that begin the process of blood clotting. © 2017 Pearson Education, Inc.
37
Figure 1-5 Positive Feedback. Slide 2
Chemicals Damage to cells in the blood vessel wall releases chemi- cals that begin the process of blood clotting. The chemicals start chain reactions in which cells, cell fragments, and dissolved proteins in the blood begin to form a clot. © 2017 Pearson Education, Inc.
38
Figure 1-5 Positive Feedback. Slide 3
Clotting accelerates Positive feedback loop Chemicals Chemicals Damage to cells in the blood vessel wall releases chemi- cals that begin the process of blood clotting. The chemicals start chain reactions in which cells, cell fragments, and dissolved proteins in the blood begin to form a clot. As clotting continues, each step releases chemicals that further accelerate the process. © 2017 Pearson Education, Inc.
39
Figure 1-5 Positive Feedback. Slide 4
Clotting accelerates Positive feedback loop Chemicals Blood clot Chemicals Damage to cells in the blood vessel wall releases chemi- cals that begin the process of blood clotting. The chemicals start chain reactions in which cells, cell fragments, and dissolved proteins in the blood begin to form a clot. As clotting continues, each step releases chemicals that further accelerate the process. This escalating process is a positive feedback loop that ends with the formation of a blood clot, which patches the vessel wall and stops the bleeding. © 2017 Pearson Education, Inc.
40
Checkpoint (1-6) Explain the function of negative feedback systems.
Why is positive feedback helpful in blood clotting but unsuitable for the regulation of body temperature, as with a fever? © 2017 Pearson Education, Inc.
Similar presentations
