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BMS191 Lecture 1: BMS191 Notes (Entire Subject)

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plumcheetah418
3 Aug 2018
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CSU
Department
BMS
Course
BMS191
Professor
B A

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Document Summary

Topic 1 intro, homeostasis, anatomical terms & body cavities. Anatomy is the study of body structures and their relationship to each other: gross anatomy. Gross anatomy is the study of relatively large structures that are usually visible with the unaided eye: microscopic anatomy. Physiology is the study of how the body normally functions (i. e. in the non-diseased state). Firstly, how parts of the body work (i. e. their physiology) are intimately related to their structure (i. e. their anatomy) Provides a language that allows you to talk to other medical professionals and scientists (anywhere in the world). Learning about how your body works is fun: what are the six characteristics of living organisms, metabolism all the chemical processes that occur in the human body. Can be due to an increase in: number of cells, size of cells, amount of surrounding material. Functions protection from environmental hazards, temperature control: skeletal system components bones, joints and associated cartilage.

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Related Questions

2260 A&P 1 Lecture - Unit 1

Beware! ANYTHING within the assigned readings or discussed in lecture is fair game whether it is part of this list or not!!

What is the study of Anatomy? Provide an example of an anatomical study.

What is the study of Physiology? Provide an example of a physiological study.

List the characteristics of living things and briefly discuss them.

List the levels of organization from smallest to largest. Provide a specific example for each level.

Compare/Contrast sections and planes.

What are the distinguishing characteristics of the anatomical position?

Practice placing a section through a location in the body and then determine what structures would be made visible by that section in that location. For example if a coronal (frontal) section were made in the thoracic region (would be able to see both lungs, the heart, depending on the exact location of the cut, maybe the esophagus and /or the trachea)

Practice the directional terms using them to describe the locational relationship between two body regions (use the technical terms for those body regions, (i.e. if the original post used __ is superior to blank, the opposite would be ___ is inferior to __).

Distinguish between the nine abdominal regions and four quadrants and indicate what major organ(s) would be found deep to that region or quadrant.

Why is it important to study the language of anatomy and physiology if one is going into the medical field?

Define homeostasis. What thing (or things) in our body maintains homeostasis? And what regulates those "things"?

What is the likely result if homeostasis is not maintained?

13. What are the components of feedback mechanisms? What is the function of each component?

14. Discuss negative feedback mechanisms. Give a specific example of one.

Discuss positive feedback mechanisms. Give a specific example of one.

Discuss the levels of organization, list the various levels and provide a specific example of each level.

What is matter?

What are elements? What are the four most common elements of the human body?

Distinguish between atoms, and molecules. Provide an example of each.

What information is provided by the molecular formula? For example what can be said of the formula C6H12O6, the molecular formula for glucose?

Briefly distinguish between organic and inorganic molecules. Recall that MY preferred defining quality differs from what the text says!

Consider/review the important inorganic molecules discussed in chp 2 and describe their importance in the human body.

Distinguish between acids and bases. Which of these will have relatively more free H+ ions?

What is the pH range of an acid? Of a base? What would be the pH value of a solution where the number of H+ ions = OH- ions?

What are the states of acidosis and alkalosis with reference to blood pH values?

Consider/review the important organic molecules discussed in chp 2 and describe their general importance in the human body.

Distinguish between solvent and solute.

Discuss the term osmolarity.

Consider/review the four types of lipids and discuss their individual function in the human body. Lipids are not composed of monomers but they do have “building blocks”, what are these building blocks?

What are the "building blocks" or monomers (looking for a group or class name) of a carbohydrate polymer? Name the five (5) types of carbohydrate monomers.

When two of these carbohydrate monomers are bonded together what "class" of carbohydrate is formed? What are the types of this "class"? What is the source (food) for each of these?

When three or more of these monomers are bonded together they form which "class" of carbohydrate? Which one of these stores excess carbs in animals (mainly in the liver)? Which one stores excess carbs in plants? And which one is indigestible by the human gut, but is important because it provides "bulk" in the form of fiber and helps keep fecal matter moving in the intestines?

What is the monomer of nucleic acids?

Briefly describe deoxyribonucleic acid including its general function.

Briefly describe ribonucleic acid including its general function.

What are the monomers of proteins? What kind of bond holds the monomers together?

Distinguish between oligopeptides and polypeptides.

Choose TWO general functions of proteins based on the globular vs fibrous classification of proteins, the class of protein that performs that function and a specific example for each.

What events or environments denature a protein? What has happened if a protein is denatured? What happens to its function if it is denatured?

What class of organic molecules are enzymes and what do they do in the body? How do they do their function? In other words, what is their mechanism of action/what do they change to do their job?

What are enzyme co-factors and what is their role in enzyme action?

How are enzymes regulated?

The human body is truly remarkable and is designed tofunction effectively. Organs are important structures composed ofdifferent tissues that facilitate specific functions within thebody. Organs function as part of an integrated group of structuresknown as organ systems. These organ systems form the organizationalunits that are responsible for crucial processes necessary forsustaining life.

Examples of organ systems include but are not limitedto the cardiovascular system, the digestive system, themusculoskeletal system, the nervous system, the excretory system,the endocrine system and the respiratory system. Even organ systemsdo not function alone. These systems work together, interactingwith other organs in a functional network that keeps the body inbalance. (Look up the term homeostasis in your text.) When homeostasis orthe normal functioning of organ systems is disrupted, disease maydevelop causing injury to the body, or even death. In thisassignment, you will explore organ systems, as well as associateddiseases or malfunctions.

Assignment details:

Take a look at the following casestudies that detail an outcome associated with a disease/organmalfunction. Select onestudy to investigate further for yourassignment.

Critically evaluate the information provided andcorrelate it with the organ systems that are affected in thescenario. Use the information that you have gathered to answer theassignment questions that follow the case study. For assistancewith your assignment, please use your text, the AIU Library, Webresources, and course materials.

Case Study 1:

Atherosclerosis isnarrowing of arteries caused by the accumulation of fatty depositson the arterial walls.

On June 22, 2002 the St. Louis Cardinals werepreparing for their upcoming baseball game against the Chicagocubs. Concern arose when their prized pitcher, 33-year old DarrylKile did not show up for practice. Soon after, he was found stillin his hotel room where he had suddenly died in his sleep (New YorkTimes, 2002). It was discovered that the cause of death was relatedto three of his coronary arteries being 80-90% blocked as a resultof atherosclerosis (New York Times, 2002), which ultimately causedhim to undergo a heart attack.

Answer the following assignmentquestions:

  1. Why would atherosclerosis result in a heart attack?Provide a brief explanation based on how the heart functions.
  2. How are arteries different from veins andcapillaries? Describe the functions of both arteries andveins.
  3. Vertebrates and some invertebrates have a closedcirculatory system. Explain the advantage of having a closedcirculatory system over an open circulatory system?
  4. Briefly explain how the lymphatic system isassociated with the circulatory system?
  5. Describe one disease that affects the lymphaticvessels similarly to the way that atherosclerosis affects thearteries?

Case Study 2:

Cigarette smoking remainsthe leading preventable cause of death in the United States,causing an estimated 438,000 deaths - or about 1 out of every 5 -each year (National Cancer Institute, 2008).

Mr. Amos is now 57 years old and has been smoking forthe past 30 years of his life. A recent doctor's visit reveals thatMr. Amos has stage 3 lung cancer, characterized by his symptoms ofnagging chest pain, fatigue, coughing up blood, substantial weightloss, and increased carbon dioxide levels in his blood. The doctorinformed Mr. Amos that had he quit his smoking habit several yearsago, he would have reduced his risk for developing lung cancerlater in life. Mr. Amos immediately begins treatment for the lungcancer that has metastasized to his lymph nodes.

Answer the following assignmentquestions:

  1. What main components in cigarettes affect therespiratory system? Explain their effects on specific organs, cellsand/or processes in the respiratory system.
  2. There are alternate mechanisms of transportingcarbon dioxide (CO2) and oxygen (O2 ) in the blood. Explain howsmoking might lead to increased levels of carbon dioxide in theblood.
  3. Can smoking affect other organ systems of the body?Give specific examples and briefly explain your answer.
  4. How can you correlate cellular respiration with therespiratory system?
  5. Does smokeless tobacco present a reduced risk forlung cancer and other smoking associated diseases? Provide evidencefor your answer.

Case Study 3:

Gigantism is abnormallylarge growth during childhood caused by excess growth hormonesecreted by the anterior pituitary gland.

Robert Wadlow, born on February 22, 1918, weighed anormal eight pounds, six ounces. However, by the time Robertreached the age of six months old, he weighed 30 pounds (Hamilton,1993). Within only a year, his weight rose to 62 pounds, more thandouble the normal weight of a baby at 18 months. Aside from hisweight, Robert continued to grow at an astounding rate, reachingsix feet, two inches and 195 pounds by the time he was eight yearsold. Robert's unique size was attributed to an over activepituitary gland, which produced much higher than normal levels ofgrowth hormone. At the time of his death in July 1940 at the age of22, Robert had reached a height of 8 feet 11.1 inches and weighed485 pounds (Hamilton, 1993).

Answer the following assignmentquestions:

  1. How does growth hormone regulate various bodyfunctions in adults, and what could cause the excess secretion ofgrowth hormone?
  2. Discuss the relationship between growth hormone andinsulin, and are there complications associated with theirinteraction?
  3. Why is gigantism usually more difficult to treatthan dwarfism?
  4. Give examples of two other hormones secreted by thepituitary, and briefly describe how they specifically affect otherorgan systems of the body?
  5. Some athletes have resorted to the illegal use ofanabolic steroids to increase strength and muscle size. How areanabolic steroids different from growth hormone? Briefly explainyour answer.

References

Hamilton, S. (1993). Looking backand up: At Robert Pershing Wadlow, the gentle giant. Alton,IL: Alton Museum of History and Art.

National Cancer Institute. (2008). Tobacco statistics snapshot. Retrieved fromhttp://www.cancer.gov/cancertopics/tobacco/statisticssnapshot#0_references

The New York Times. (2002, July 17). Baseball: Coroner verifies the cause of Kile's death asnatural. Retrieved fromhttp://www.nytimes.com/2002/07/17/sports/baseball-coroner-verifies-the-cause-of-kile-s-death-as-natural.html?ref=darryl_kile

What is one type of information that can be gathered by archeologists who are studying dental caries (cavities) of ancient populations?

The types of tools used for planting/harvesting grains
How many children the person had
How many conflicts they have been part of
The time of year the person died

The type of plants they may have been consuming

--------------

What is the difference between genetically-modified and transgenic crops?

Transgenic crops are a type of genetically-modified crops, in which scientists have inserted genes from another species.
Transgenic crops are illegal, while genetically-modified crops are not.
Genetically-modified crops are produced using modern techniques, while transgenic crops are produced through classical breeding.
They are the same.

Genetically-modified crops are a type of transgenic crop specifically bred for high yield.

---------------

Vavilov hypothesized that in a crop plant's area of origin we should expect:

Lower genetic diversity than in areas outside of the plant's area of origin.
Greater genetic diversity than in areas outside of the plant's area of origin.
Greater diversity for trans-domesticated species, but lower diversity for species domesticated in their area of origin.
Greater herbivore damage because of increased genetic diversity.

Lower diversity for trans-domesticated species, but greater diversity for species domesticated in their area of origin.

-----------

In what way did Harlan’s theory give rise to Diamond’s theory?

It recognized that agricultural societies were healthier and better fed than hunter-gatherer societies.

It recognized agriculture might have developed by different mechanisms in different parts of the world.
It is a basic case of scientific plagiarism - Diamonds theory is identical to Harlans theory.

It recognized the reason agriculture did not develop in certain parts of the world was because people lacked the intelligence or skill.

Both make the assumption that hunter-gatherers were (and still are) superior to agriculturists.

-----------

What is the difference between classically bred varieties and landraces?

Landraces are grown in dry conditions; classically bred crops are wetland species
Landraces cannot be harvested using domesticated animals; classically bred crops can be harvested using domesticated animals.

Landraces are often (though not always) developed by unintentional processes; classically bred crops are developed by intentionally breeding for desired traits using modern techniques
Landraces are not edible by humans; classical bred crops can be eaten

Landraces have no means of seed dispersal; classically bred crops can readily disperse their seeds

----------------

The inability of plants to move makes it difficult for them to:

Defend themselves.
Disperse seeds.
Create oxygen.

Disperse seeds, defend themselves, and create oxygen.

Disperse seeds and defend themselves.

------------

Norman Borlaug won the 1970 Nobel Peace Prize for:

Producing the first transgenic plant.
His discovery that plant secondary metabolites play a role in defending plants from insects and diseases.
His work to create improved, high yield crop varieties that helped to prevent starvation.
Creating the FlavrSavr tomato.

His discovery of the area of origin for maize.

----------------

If a plant can grow well all by itself in the wild, yet still retains desirable agronomic traits, the plant is ____________________.

---------------

In discussing the origin of agriculture, the term demographic stress refers to:

A higher incidence of religious practice in societies following the transition from hunting and gathering to agriculture.
Lower productivity of un-cultivated plants due to late-Pleistocene cooling.
Hobbes's assertion that hunter-gatherer groups did not posses the knowledge or skills to develop agriculture.

The situation where human populations are greater than the carrying capacity of the environment.

That the stresses on pre-domesticated plant species led to the development of traits that result in the "domestication syndrome”

------------------

The repeated domestication of grasses (i.e., cereals) and legumes across the globe is likely because:

Human populations were often starving, and needed an additional food source
Only grasses, not legumes, were repeatedly domesticated
Both contain almost all of the amino acids our bodies need to build proteins.
Early technologies allowed early agriculturalists the ability to communicate with each other over long distances to discuss what plants were best for domestication.

Both already possessed all of the traits needed for domestication

-----------------------

Which of the following best demonstrates evolution?

A houseplant is moved to a sunnier location and it starts to grow more vigorously.
Your pet walks to the door when it hears your car in the driveway.
A giraffe with a longer neck survives a drought year, while one with a shorter neck does not.
Over time, a gene for disease resistance becomes more frequent in a population of plants.

A crop has a higher yield after fertilizer is added.

--------------------------

Which of the following types of agriculture can be practiced in an urban setting?

Community gardens
Alternative farms (crickets, caterpillars, other arthropods)
All of these types of agriculture can be practiced in an urban setting
Vertical farms

CSA farms

----------------------------

______________________ compounds are produced by plants, but are not necessary for the plant's immediate survival. However, they often help protect plants from being eaten.

-----------------------------

Brussel sprouts, cabbage, broccoli and cauliflower are all different varieties of the same species, Brassica oleracea. This group of plants demonstrates that crop breeding can lead to:

High within variety and low between variety diversity
Low within variety and high between variety diversity
Low within variety diversity
High between variety diversity
High within variety and high between variety diversity