1. Announcements Personal info due today. Drop off on front table. Switch to Tuesday Morning Lab? Community of Scholars Research Symposium –Saturday Sept 11 from 9- noon –10 weeks paid research on topic of your choosing! –Summer 2011

2. 1QQ # 2 Name on top edge, back side of paper Answer on blank side of paper. Answer one of the following: 1.Suppose a person is exercising intensely. How would the pH of this person’s blood compare to the same individual at rest? Use the relevant chemical equation as part of your explanation. 2.Which body fluid compartment has the lowest concentration of proteins and why?

3. Cognitive Domain (Revised Bloom) Description Action verbs Original Bloom’s term 1.Remember (LOCS)** Retrieve relevant knowledge Recognize, identify, recall, list, label Knowledge 2. Understand (LOCS) Describe meaning Interpret, exemplify, classify, summarize/ explain/describe in own words Comprehension 3. Apply (LOCS/HOCS) Use/apply procedures or info in novel context Execute, predict Application 4. Analyze (HOCS) Infer relationships between components or parts and bigger picture Differentiate, organize, link, attribute, infer, interpret, diagnose, compare/contra st, conclude, speculate Analysis 5. Evaluate (HOCS) Make judgments based on evidence, criteria, and standards Verify, critique, assess merit Evaluation 6. Create (HOCS) Piece together info to form novel whole; create original product Generate, plan, build, produce, design, model Synthesis A Taxonomy of Cognitive Skills for Developing Student Assignments and Assessments* *SC SDE (Pat Mohr). Adapted from Lorin W. Anderson, David R. Krathwohl et al (Eds.) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives  2001; modified by Ellen Goldey, Wofford College, to incorporate “Biology in Bloom,” Crowe et al., 2008, CBE – Life Sci Edu., 7: 368-381. **HOCS = higher order cognitive skills, LOCS = lower order cognitive skills.

4. Cell Membrane: selectively permeable Capillaries: highly permeable except to proteins

5. Thermoregulation An example of homeostasis by negative feedback.

6. Modes of Heat Exchange: Conduction Convection Radiation Evaporation ~37 o C

7. Modes of Heat Exchange: Conduction Convection Radiation Evaporation ~37 o C

8. http://www.nws.noaa.gov/os/windchill/windchillglossary.shtml

9. Endotherms and Ectotherms Endotherms regulate core body temperature near a set point. Ectotherms do not achieve a constant body temperature; body temp approximates the temperature of the environment. Advantages and disadvantages of each mode? Bears

10. Physics of thermal energy flow Cell metabolism= main source of heat Is cooling more effective if sweat is toweled away? Answers from Physics Professor Dr. Salley

11. Mechanisms of thermoregulation For constant body temp heat gain = heat loss Reflex arc Negative feedback Examples Acclimatization vs. adaptation

12. Types of Stimuli: Mechanical Electrical Chemical Light Thermal

13. Negative feedback Negative Feedback Loop Compares “actual” condition to “desired” condition (set point)

14. Add covers or clothing or enter sleeping bag Skin tempAnd Core body temp Detected by thermoreceptors in skin Activity in sensory nerves Hypothalamus Sympathetic nerves Relax smooth muscle in cutaneous arterioles Blood flow to skin Heat loss by conduction & radiation Somatic nerves Muscle tone Heat production Sweat Glands Sweat production Evaporative heat loss Core temp. Voluntary behaviors Remove covers Turn on fan, etc via Heat loss Cerebral cortex Conductive heat loss Radiative heat loss Convective heat loss Central thermoreceptors Skeletal Muscles Somatic nerves

15. Negative feedback loops: What to look for The stimulus (temperature, etc.) Sensors (thermo-, chemo-, photo-, mechano- receptors Afferent pathways to integrator (may not exist) Integrators (typically neurons or endocrine cells) Efferent pathways from integrator –nerves –hormones Effector cells or organs –virtually any cell –especially glands and muscles The response (opposes stimulus)

16. Thermoregulation in a comatose patient? In steady state: Heat gain = Heat loss What if room temperature was increased or decreased? What if additional covers were added to the patient?

17. Add covers or clothing or enter sleeping bag Skin tempAnd Core body temp Detected by thermoreceptors in skin Activity in sensory nerves Hypothalamus Sympathetic nerves Relax smooth muscle in cutaneous arterioles Blood flow to skin Heat loss by conduction & radiation Somatic nerves Muscle tone Heat production Sweat Glands Sweat production Evaporative heat loss Core temp. Voluntary behaviors Remove covers Turn on fan, etc via Heat loss Cerebral cortex Conductive heat loss Radiative heat loss Convective heat loss Central thermoreceptors Skeletal Muscles Somatic nerves

18. p. 595 Fig 16-19 Explain “chills” at onset of a fever Explain “sweat” when a fever “breaks” How does Tylenol reduce a fever? To reach new, Higher set point If setpoint is reset to a higher temperature, then actual temperature is LESS THAN the new set point, so one feels “cold” and adds clothing, curls up, and shivers. These are “Chills.” If setpoint is reset to a lower temperature or back to normal, then actual temperature is GREATER THAN the new lower set point, so one feels “hot” and removes clothing, fans, and sweats. These are “the sweats” when a fever breaks. Central & Peripheral Thermoreceptors Tylenol and other non- steroidal anti- inflammatory drugs (NSAIDS) suppress the production of eicosanoids (IL-1, IL-6, etc) so effect of these on the set point in hypothalamus is minimized.