Lecture 1.1 Vocabulary Flashcards

Lecture 1.1: Objectives

  • List and discuss the characteristics (properties) of living systems.

  • List in order of complexity the levels of biological organization.

  • Describe, in your own words, how organ systems work together and give examples based on in-class discussions.

Pre-module Learning Objectives

  • 1. List the chemical abbreviations for the principal elements of physiological interest.

  • 2. Define cation & anion, and give 3 representative examples of each.

  • 3. Discuss the defining characteristics of covalent (polar vs. non-polar), ionic, and hydrogen bonds.

  • 4. Define pH and explain what is meant by ‘concentration’ of hydrogen ions (or any other solute).

  • 5. Define the term ‘buffer’ with respect to pH and explain how a buffer limits the change in pH of a solution upon addition of acid or base.

  • 6. List and describe the principal structural elements of the classes of organic compounds.

  • 7. Define the terms primary, secondary, and tertiary structure with respect to the structure of a protein.

  • 8. Given a volume of solvent and the numbers of moles of solute dissolved in it, calculate the molar concentration of the resulting solution.

  • 9. Define the terms chromosome, gene, codon, transcription, translation, exon, intron & splicing.

  • List the four nucleotides involved in DNA and those involved in RNA. Discuss the organization of these nucleotides in the structure of nucleic acid.

  • Compare and contrast the characteristics and functional significance of transcription and translation.

  • Describe the principal characteristics/functions of the following list of cell structures: cytoskeleton (microtubules and microfilaments); mitochondria; nucleus; smooth and rough endoplasmic reticulum; Golgi apparatus; lysosomes and peroxisomes. Identify each of these elements in a schematic representation of a typical cell.

  • List in chronological order the four phases of mitosis. Discuss the position of mitosis within the overall cell cycle.

Anatomy vs Physiology

  • Anatomy: study of structure

  • Physiology: study of function

  • Key perspective: Structure without function is empty; Function without structure is without mechanism

Characteristics of Living Systems

  • 1) Metabolism

  • 2) Responsiveness

  • 3) Movement

  • 4) Growth and Differentiation

  • 5) Reproduction

  • Organism categories (for context):

    • a) bacteria

    • b) archaea

    • c) protist

    • d) fungus

    • e) plant

    • f) animal

  • Catabolism vs Anabolism (subcategories of metabolism):

    • Catabolism: breakdown of larger molecules into smaller ones — creates energy for vital processes

    • Anabolism: construction of larger molecules from smaller ones — synthesizes materials necessary for life (e.g., amino acids → proteins)

    • Metabolism: sum of all chemical processes in the body; generally described as a balance between catabolic and anabolic reactions

    • Note: Example mentioned for anabolism—anabolic steroids used to promote muscle growth

Levels of Biological Organization

  • Chemical Level: atoms and molecules (e.g., atoms such as C, H, O, N, P; molecules like DNA)

  • Cellular Level: smallest living unit; e.g., smooth muscle cell

  • Tissue Level: groups of cells and surrounding materials that perform a common function; e.g., smooth muscle tissue; epithelial tissue; connective tissue

  • Organ Level: structure composed of two or more tissue types performing a specific function; e.g., stomach, liver, pancreas, etc.

  • Organ System Level: collection of related organs with a common function (an organ can belong to more than one system)

  • Organismal Level: a living individual

  • Note: The diagram highlights progression from atoms → molecules → macromolecules → organelles → cells → tissues → organs → organ systems → organism

Hierarchy Details and Examples

  • Chemical Level → Cellular Level → Tissue Level → Organ Level → Organ System Level → Organismal Level

  • Example pathway (illustrative): Digestive components include mouth, pharynx, esophagus, stomach, small intestine, large intestine, liver, pancreas, gallbladder, salivary glands

  • Some text indicates that an organ can be part of one or more organ systems

Diagrammatic Representation of Levels (as described in slides)

  • Atoms (e.g., C, H, O, N, P)

  • Molecule (e.g., DNA)

  • Macromolecule

  • Organelle

  • Cell (e.g., smooth muscle cell)

  • Tissue (e.g., smooth muscle tissue; epithelial tissue)

  • Organ (e.g., stomach, liver, pancreas)

  • Organ System (e.g., Digestive System)

  • Organism

Scenario: A Scenario for Homeostasis and Dehydration

  • Jillian’s jog up Tumamoc Hill: realizes water bottle left in car, begins to experience dehydration

  • Dehydration described as fluid loss from the body

Dehydration Discussion (in-class activity)

  • 1) Explain Jillian’s fluid loss: why it occurs and where the fluid is going

  • 2) Identify the organ responsible for excretion of fluid and the organ system involved (more than one answer may be correct)

  • 3) Anhidrosis: definition (inability to sweat normally) and predicted consequences for cooling the body; example: sweat glands in the integumentary system

Dehydration Reflections (independent work)

  • 1) Name three common signs of dehydration and state which organ system is responsible for each

  • 2) Predict how each sign helps re-establish homeostasis, considering what happens when you drink water

Suggested Learning Activities (PSIO 201)

  • At the end of each set of slides, suggested activities to solidify understanding

  • Activities help rework/reorganize material for recall and understanding

  • Activities may not cover all objectives; suggested to attempt from memory first, then compare with slides

Suggested Learning Activities for Lecture 1.1

  • Draw a flow chart of the levels of organization using a different body system (example used: digestive system)

  • Consider a regular homeostasis challenge (e.g., avoiding dehydration in desert) and list required responses

  • Map responses to the responsible organ systems via a flow chart or explain concepts to a classmate

Quick Reference: Key Concepts and Formulas

  • Molarity (pre-module objective):

    • Definition: the number of moles of solute per liter of solution

    • Formula: M = \frac{n}{V}

    • Where: n = moles of solute, V = volume of solution in liters

  • Nucleotides (DNA vs RNA):

    • DNA: Adenine (A), Thymine (T), Cytosine (C), Guanine (G)

    • RNA: Adenine (A), Uracil (U), Cytosine (C), Guanine (G)

  • Protein structure terminology:

    • Primary structure: linear sequence of amino acids

    • Secondary structure: local folding (alpha helices, beta sheets) stabilized by hydrogen bonds

    • Tertiary structure: three-dimensional shape of a single polypeptide

  • Bond types (pre-module):

    • Covalent bonds: polar vs non-polar covalent bonds

    • Ionic bonds

    • Hydrogen bonds

  • Buffer concept: maintains pH by neutralizing added acids or bases to limit pH change

  • Principal elements of physiological interest (chemical abbreviations):

    • Common examples include H, C, N, O, P, S, Na, K, Ca, Mg, Cl, Fe

  • Key organ systems and components referenced: cytoskeleton (microtubules and microfilaments); mitochondria; nucleus; smooth and rough endoplasmic reticulum; Golgi apparatus; lysosomes and peroxisomes; integumentary system (skin/sweat glands)

  • Cell and tissue types highlighted in Level diagrams: smooth muscle cell; smooth muscle tissue; epithelial tissue; connective tissue; digestive system components (liver, gallbladder, pancreas, stomach, intestines); salivary glands

  • Core idea: Anatomy (structure) + Physiology (function) = understanding how the body’s parts work together to maintain homeostasis