Name _________________________________ Block ________ Date: ___________________PACKET #2

Unit 3: Body Systems – Part 2: Cell Communication (Topic 3 and 4)

Reading: Text chapters 26, 28 Objectives: Upon completion of this unit, you should be able to:

Topic 3: Endocrine system (Chapters 26)

10. Discuss the role of endocrine system and how it functions. (26.1).

11. Describe the two main signaling mechanisms that hormones use to affect target cells (26.2).

12. Explain the function and origin of each of the following hormones: insulin, glucagon, calcitonin, and parathyroid hormone. (21.8, 26.6 – 26.8, 26.4)

Topic 4: Nervous system (Chapter 28)

13. Distinguish between sensory organs and motor organs (effector). (28.1)

14. Distinguish between the peripheral and central nervous systems. In your answer describe how they work together during a reflex arc. (28.1)

15. Describe the cells of the nervous system (neurons). (28.2)

16. Generally Describe how impulses are transmitted (action potentials) in neurons (28.3)

17. List the events that occur at the synapse, including the role of neurotransmitters. (28.6).

18. Compare and contrast the nervous system and endocrine system (class notes).

Unit 2 (Cell Communication) Key Terms

Hormones

Target Cell

Endocrine glands

Hypothalamus

Pituitary gland

Insulin – glucagon

Calcitonin – Parathyroid hormone

Positive feedback

Negative feedback

Sensory neuron

Motor neuron

Interneuron

Dendrites

Axon

Synaptic terminal

Synapse

Sensory organ

Motor organ (effector)

Reflex arc

Central nervous system

Brain

Cerebrum

Cerebellum

Brain Stem

Spinal cord

Peripheral nervous system

Autonomic nervous system

Somatic nervous system

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Objective 10: Discuss the role of endocrine system and how it functions. (26.1). ___________________________________________________________________________________

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Figure 1: Glands of the Endocrine System

Figure 2: Hormone released from an endocrine gland (exocytosis), entered bloodstream, and bound to a receptor on a target cell

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Objective 11: Describe the two main signaling mechanisms (peptides and steroids) that hormones use to affect target cells (26.2). ________________________________________________________________

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Negative feedback: ___________________________________________________________________

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Positive feedback: ____________________________________________________________________

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Figure 3: Homeostasis and Blood Sugar Level

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Figure 4: Homeostasis and Blood Calcium Level

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Objective 12: Explain the function and origin of each of the following hormones: insulin, glucagon, calcitonin, parathyroid hormone. (21.8, 26.6 – 26.8, 26.4)

Name of Hormone

Where produced? Protein or steroid?

What organ(s) or cell types respond?

What is the function of the hormone?

What is/are the mechanism(s) of the hormone

Insulin Pancreas; Protein -Liver-Muscles-Normal body cells

To lower blood glucose levels

Stimulates liver and muscles to store glucose molecules as glycogen (dehydration synthesis); stimulates body cells to uptake glucose to be used in cellular respiration

Glucagon

Calcitonin

PTH (Parathyroid hormone)

Endocrine System Practice Questions

To understand how the pancreas controls blood sugar, you need to remember only two things: (1) the pancreas makes two hormones, insulin and glucagon, and (2) diabetics have high blood sugar, so many of them take insulin. Given these two facts, you can figure everything else out: If diabetics have to take insulin, insulin must make blood sugar go down. It must make cells take sugar out of the blood and use it or store it. That means glucagon must make blood sugar go up, by causing cells to get it out of storage and put it into the blood. Finally, an increase in blood sugar must trigger insulin secretion (to make sugar go down), so a drop in blood sugar must trigger insulin secretion (to make blood sugar go up).

To review control of blood sugar level, choose either the word increase(s) or decrease(s) to complete statements #1-13.

1. Eating a meal rich in carbohydrates immediately causes blood glucose to ______________.

2. When blood glucose ______________, the pancreas secretes more insulin.

3. Insulin causes body cells to ______________ their uptake and use of glucose.

4. Insulin also causes glycogen formation by the liver to ______________.

5. Insulin therefore causes blood glucose to ______________.

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6. Between meals, blood glucose levels tend to ______________.

7. When blood glucose _____________, the pancreas secretes more glucagon.

8. Glucagon causes blood glucose to ______________.

9. Glucagon ______________ breakdown of glycogen in the liver and release of glucose to the blood.

10. As blood glucose rises toward the set point, secretion of glucagon ______________.

11. In type 1 diabetes, blood sugar ______________ because the body is unable to produce insulin.

12. In type 2 diabetes, there is a ______________ in a cells’ ability to respond to insulin.

13. Hypoglycemia results from an excess of insulin, which causes a sudden ______________ in blood glucose.

14. You are a doctor and a patient comes into your office with lots of glucose in his urine sample. You diagnose him with Type I Diabetes. Explain why people with untreated Diabetes have large amounts of glucose in their bloodstream and urine.

15. Despite consuming plenty of calcium, one of your patients continues to have a deficiency of calcium in her bloodstream. In order to try to figure out why this is happening, what questions would you want to ask your patient and/or what lab tests would you request? Provide a rationale for each question or lab test.

Topic 4: Nervous System

Objective 13: Distinguish between sensory organs and motor organs. (28.1) (28.1)

Objective 14: Distinguish between the peripheral and central nervous systems. In your answer describe how they work together during a reflex arc. (28.1)

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Figure 1: Types of Neurons_____________________________________________________

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Figure 2: Reflex Arc

Objective 15: Describe the cells of the nervous system (neurons). (28.2)

Figure 4: Two Neurons

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A B C

DEF

G

+ brain (feel pain)

Objective 16: Generally describe how impulses are transmitted (action potentials) in neurons (28.3

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Objective 17: List the events that occur at the synapse including the role of neurotransmitters (28.6).

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Objective 18: Compare and contrast the nervous system and endocrine system (class notes).

(IN CLASS) Nervous System Endocrine System

Mode of action

Speed of action

Duration of action

Specificity

Neurobiology practice questions:

1. What is the role of the cerebellum? What is the role of the cerebrum?

2. You see the largest spider you have ever seen and you think that it might be poisonous. In response, you dart across the room (away from the spider, of course) at lightning speed. Draw a picture that shows what’s happening here. Incorporate the following terms into your picture: sensory neuron, interneuron, motor neuron, spinal cord, brain, central nervous system, peripheral nervous system, effector, and receptor.

3. A patient arrives in your office with no feeling in her finger. Provide and defend two different hypotheses that could explain why she has no feeling.

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Communication Practice Questions:

1. In order to contract the roles of the endocrine and nervous systems in controlling body activities, check the statements that apply to each system. (Note: Some statements apply to both.)

Endocrine Nervousa. A system of internal communication ________ ________b. Function involves electrical signals ________ ________c. Function involves chemical signals ________ ________d. Signals carried by neurons ________ ________e. Signals carried by body fluids ________ ________f. Signals carried by blood ________ ________g. Rapid messages ________ ________h. Slower messages ________ ________i. Split-second responses ________ ________j. Longer-lasting responses ________ ________k. Widespread effects ________ ________l. More pinpoint, localized effects ________ ________

2. How does our study of cell traffic (diffusion, active transport, etc…) relate to both the endocrine and nervous systems? Provide three specific examples – at least one from each system.

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