Endocrinology - Biology 319 - Lecture



Endocrinology - Biology 319 - Lecture

|Fall 2008 |MWF 10:00-11:00 | S-2-065 |

|Dr. Kenneth Campbell |M – 3 - 322 |W 11:00 – 1:00 |

| |Syllabus | |

|Date |Day |Topic |Suggested Reading |

|These lectures introduce basic information about endocrine systems and their components. |

|09/03 |W |Chemical Communication Systems |P 1 |G 1 |R |

|09/05 |F |Hormones & Receptors I |P 1 |G 1,2  |R |

|09/08 |M |Hormones & Receptors II |P 1 |G 1,2 |R |

|09/10 |W |Transduction & Effectors I |P 1 |G 1,2 |R |

|09/12 |F |Transduction & Effectors II |P 1 |G 1,2 |R |

|We move to examine how hormones produce their actions in target cells, the biochemical and cell physiological events that make up the several mechanisms|

|of hormone action.  We also consider how these events interact with the basic controls on cell division and growth and how these events may become |

|disrupted in cancer. |

|09/15 |M |Hormone Mechanisms I: cAMP, PIPs & Ca++ |P 1,2,6 |G 1,2 |R |

|09/17 |W |Hormone Mechanisms II: RAS, Steroid Mechanisms, et al. |P 1,2,8,9 |G 1,2 |R |

|09/19 |F |Open – No Class |-- |-- |R |

|09/22 |M |Open – No Class |-- |-- |R |

|09/24 |W |Oncogenes, Products & Cell Cycles I |P 1 |G 1,2,22,23 |R |

|09/26 |F |Oncogenes, Products & Cell Cycles II |P 1 |G 1,2,22,23 |R |

|09/29 |M |EXAM 1 |-- |-- |-- |

|The anatomical sources and targets of hormones are discussed and a few of the approaches for evaluating the qualtitative and quantitative properties of |

|hormones are covered. |

|10/01 |W |Anatomical Organization |P 2,4-10 |G 1,5,6,10,13,14 |R |

|10/03 |F  |Measurement Methodology |-- |G 4 |R |

|Peptide and protein hormones are introduced in more detail including major sites of production of releasing and inhibiting factors controlling the |

|anterior pituitary cells, the products of those cells, and the feedback loops involved. |

|10/06 |M |Peptide and Protein Production |P 1 |G 1 |R |

|10/08 |W |Hypothalamic Hormones |P 1,5 |G 1,5,6 |R |

|10/10 |F |LH, FSH, TSH & hCG |P 1,5,6,8-10 |G 1,5,6 |R |

|10/13 |M |COLUMBUS DAY HOLIDAY |-- |-- |-- |

|10/15 |W |GH, PRL, hPL & IGFs: I |P 1,5,10 |G 1,2,5-7 |R |

|10/17 |F |GH, PRL, hPL & IGFs: II |P 1,5,10 |G 1,2,5-7 |R |

|10/20 |M |POMC & ACTH |P 1,5,7 |G 1,5,10,11 |R |

|Consideration now moves to the physiological and biochemical events involved in synthesis and control of the formation of steroids, the best known of |

|the small lipophilic hormones that play key roles in regulation of central metabolism, growth, and immune function (adrenal fasiculata and reticularis |

|steroids), salt and water balance and blood pressure control (adrenal glomerulosa steroids), and gonadal functions including gametogenesis and the |

|control of pregnancy and birth. |

|10/22 |W |Lipoproteins and Steroid Synthesis |P 1,3,7-10 |G 1,10,11,13,14,20 |R |

|10/24 |F |Steroid Control Systems |P 1,3,7-10 |G 1,10,11,13,14,20 |R |

|10/27 |M |EXAM II |-- |-- |-- |

|Coverage now moves to investigation of the critical role of the endocrine system in maintenance and regulation of the reproductive tract in both the |

|male and the female. Gamete production is examined with emphasis on both the similarities and the differences that exist between the mammalian sexes.  |

|Consequences of these comparisons and contrasts should be considered.  The endocrinology of pregnancy is covered along with major developmental |

|milestones such as fertilization, implantation, major organ formation, sex determination, and birth. The segment concludes with the endocrine controls |

|allowing support of the newborn (lactation) and development to the stage allowing reproduction (puberty). |

|10/29 |W |Meiosis and Gametogenesis |P 8,9 |G 13,14 |R |

|10/31 |F |Testicular Physiology & Spermatogenesis |P 8 |G 13 |R |

|11/03 |M |Ovarian Physiology & Oogenesis |P 9 |G 14 |R |

|11/05 |W |The Female Cycle |P 9 |G 14 |R |

|11/07 |F |Fertilization & Nidation |P 10 |G 13-15,17 |R |

|11/10 |M |Maternal-Feto-Placental Unit |P 10 |G 17 |R |

|11/12 |W |Pregnancy & Pregnancy Loss |P 10 |G 17 |R |

|11/14 |F |Sex Determination |P 8 |G 13-15 |R |

|11/17 |M |Parturition |P 10 |G 17 |R |

|11/19 |W |Breast Physiology & Lactation |P 10 |G 17 |R |

|11/21 |F |Puberty |P 8,9 |G 7,16 |R |

|11/24 |M |EXAM III |-- |-- |-- |

|We now turn to consideration of other key endocrine control systems.  The role of the thyroid and the hormones formed in it in the processes of central |

|metabolism and development is covered first.  The cell anatomy of the thyroid, its regulation by pituitary hormones, and the cellular physiology/ |

|biochemistry involved in thyroid hormones is covered. |

|11/26 |W |Thyroid Hormones & Function I |P 1,5,6 |G 1,8 |R |

|11/28 |F |THANKSGIVING HOLIDAY |-- |-- |-- |

|12/01 |M |Thyroid Hormones & Function II |P 1,5,6 |G 1,8 |R |

|Next the endocrine pancreas is discussed along with its influence on central glucose metabolism.  In addition, we will examine the more diffuse |

|regulation of appetite involving several hypothalamic factors and the adipose and stomach derived protein and peptide hormones. |

|12/03 |W |Insulin, Glucagon & Diabetes |P 2,3; K&B |G 18,19,21 |K |

|12/05 |F |Leptin and Appetite Control |P 2,3; K&B |G 18-21 |K |

|Salt and water balance along with blood pressure control involving hormones and hormonally controlled enzymes from the adrenal cortex and the kidney |

|glomerulus complex, respectively, are discussed.  Peptide hormones from the heart atrium are introduced as counterbalances that help maintain |

|homeostasis in this important system. |

|12/08 |M |Renin, Angiotensin, Aldosterone & ANF |P 5,7 |G 10,11 |R |

|We close with a discussion of the hormonal controls involved in maintaining calcium ion balance in blood and the associated impacts on calcium uptake |

|from the gut, reuptake from the urine, and storage or retrieval from bone.  Protein hormones from the parathyroid and thyroid glands are covered as well|

|as the biochemistry of synthesis and actions of the sterol-derived, small hormone calcitriol.  The cell anatomy and physiological changes in bone that |

|occur in response to these hormones are discussed. |

|12/10 |W |CT, PTH & Vitamin D, Bone Metabolism |P 4 |G 9 |R |

|12/12 |F |Course Wrap-up |-- |-- |-- |

|*Text chapters or readings: G = Gardner & Shoback, Porterfield & White, R = Readings; K = Kolata. |

Notes:

Grading:

1. Exams: 3 exams and a final; total of 500 pts. (Final = 200 pts., Highest 2 exams = 225 pts., Lowest exam = 75 pts. No exams are disregarded. No makeup exams. Exams are 70%-80% objective, 20%-30% essay.  The grade for a project (described below) may be substituted for the grade for the lowest exam.  All computations leading to the final grade will remain the same except for this possible substitution.

2. A project is not required but may be substituted for the lowest in-class exam score.  Projects must take the following form.  They will be submitted electronically as web-compatible, HTML, documents that describe a hormone that is not on the list of hormones to be studied this term and has not been described in prior years by other students.  The choice should be cleared with the instructor before proceeding as no duplications among students for this year (or previous years) will be allowed.  The hormone description should be detailed and should indicate: 1) the cellular source of the hormone; 2) its chemical nature; 3) its chemical structure; 4) its cellular target; 5) its physiological action; 6) its biochemical mode of action; 7) the physiological means by which it is controlled; 8) if it is not a protein, its synthetic path; 9) the timing of its action(s) with respect to developmental stage or temporal fluctuation; and, 10) its taxanomic representation and/or variation across species, including a listing of the hormone(s) most similar to it.  The information should be supported by a bibliography in a uniform, formal format with full citation of authors, article titles, journal or book source including volume numbers, publisher and city of publication (for books), editors (for books), and full page citation.  If hyperlinks are included, they must be active and should be cited in the bibliography as: author (or web master), date, complete URL including page, if numbers are used.  If figures or diagrams are adopted from another source, they must be modified and attributed to the original source as "after xxx" or "modified from xxx," or they can be linked as hyperlinks. These projects may become parts of the Endocrinology Web site and must abide by rules for copyright.  Hormones covered during the term include:

β-endorphin γ-lipotropin 1α,25-Dihydroxyvitamin D3 Acetylcholine ACTH Activin AGRP Aldosterone

Androstenedione ANF (atrial natriuretic factor) Angiotensin II Bradykinin Calcitonin CART Cortisol Corticosterone

Cortisone CRH DHEA DHEAS Deoxycorticosterone Dihydrotestosterone Dopamine EGF

Epinephrine Estradiol Estrone Estriol FSH GABA GH Ghrelin

GHRH Glucagon hCG hCS/hPL IGF-I IGF-II IL-1 IL-2

IL-10 Inhibin Insulin Leptin LH LHRH MIH/MIF/MIS/AMH MSH

NGF Norepinephrine NPY Oxytocin Pancreatic polypeptide PDGF Progesterone Prolactin

Prostaglandin E1 Prostaglandin E2 Prostaglandin F2α PTH Relaxin Serotonin Somatostatin T3

T4 Testosterone TRH TSH Vasopressin

 

Hormones that were subjects of previous reports and should not be repeated this year are:

β-EGF abscisic acid adipokinetic hormone adiponectin adrenomedullin

amphiregulin amylin atriopeptin (ANP) BNP, brain natriuretic peptide brain-derived neurotrophic factor, BDNF

bombesin CCK, cholecystokinin ecdysterone enteroglucagon erythropoietin

FGF, fibroblast growth factor FMFR-amide gastric intestinal protein, GIP gastrin II gibberellic acid, GA

gonadotropin inhibitory factor, GnIH IL-4, interleukin-4 IL-7, lymphopoietin-1 incretin jasmonic acid

juvenile hormone, JH LIF, leukocyte inhibitory factor melatonin motilin neuroregulin-1

noggin obestatin octopamine orexin osteocalcin

platelet-derived growth factor, PDGF prostacyclin protein YY, PYY(3-36) prothoracic hormone, PTTH secretin

substance P thrombopoietin thromboxane A-2 thymosine thymulin

ubiquitin (ubiquitous immunopoietic polypeptide) vascular endothelial growth factor, VEGF

  Projects ideas are due November 3, finished projects are due December 3.

Texts and Readings:

The assigned texts are:

1. Greenspan’s Basic & Clinical Endocrinology, 8th Edition

By: Gardner & Shoback .

ISBN-13: 978-0071440110

Copyright: 2007

Product Line: Lange/McGraw-Hill Medical

~$40.00 (available in the UMB Bookstore).

2. Dictionary of Medical Terms: For the Nonmedical Person, 5th Edition

By: Mikel A. Rothenbery . Charles F. Chapman

ISBN-13: 978-0764134630

Copyright: 2006

Product Line: Barron's Educational Series

~$10.00 (available in the UMB Bookstore)

The recommended readings are:

The Biological Basis of Cancer, 2nd Edition

By: McKinnell, et al.

ISBN-13: 978-0521606332

Copyright: 2006

Product Line: Cambridge University Press

~$30 (available in the UMB Bookstore).

Rethinking Thin: The New Science of Weight Loss -- and the Myths and Realities of Dieting

By: Gina Kolata .

ISBN: 978-0-374-10398-9

Copyright: 2007

Product Line: Farrar, Straus and Giroux

~$24 (available in the UMB Bookstore).

Other recommended backup references include Laycock and Wise, Endocrinology: Key Questions Answered (November 1997), Crash Course: Endocrine and Reproductive Systems, 2nd Ed, by Stephan Sanders & Madeleine Debuse, ISBN: 0-7234-3245-7, Copyright: 2003, Mosby/Elsevier Science Limited,  or Textbook of Endocrine Physiology, 5th Edition by James E. Griffin & Sergio R. Ojeda, ISBN: 0-19-516566-7, Copyright: 2004, Oxford University Press, Inc.  Greenspan's Basic and Clinical Endocrinology, Gardner & Shoback, 7th Ed, ISBN: 0071440119, Copyright: 2006, McGraw-Hill/Appleton & Lange, was used two years ago; Endocrine Physiology, 3rd Edition by Porterfield & White, ISBN-13: 978-0323036665, Copyright 2007, Mosby, was used last year. The new and older versions are comprehensive and clinical in approach – we will not cover everything and you should concentrate on the nonclinical portions of assigned chapters.  The Cancer book provides an excellent description of current understanding of the cellular and molecular biology underlying cancer as well as the concepts that best describe this process. Kacsoh, Endocrine Physiology, Neal, Basic Endocrinology: An Interactive Approach, Norman and Litwack, Hormones, Greenspan and Baxter, Basic & Clinical Endocrinology, Griffin and Ojeda, Textbook of Endocrine Physiology, Hadley, Endocrinology, and Goodman, Basic Medical Endocrinology, Hormonal Chaos: The Scientific and Social Origins of the Environmental Endocrine Hypothesis, Krimsky and Goldman, and Middlesex, Eugenides have all been used in past offerings of this course.  There is no perfect text for this course, most have coverage gaps or contain too little or too much material to fit into a one semester course.  The recent editions of the other texts just mentioned are reasonable alternates to the assigned texts if you have difficulty obtaining those listed.  Do not attempt to go through the course without a text and do not try to substitute a main text older than a 2003 publication.  If you choose among the texts listed you should have a suitable reference.  All should be available either new or used in local technical bookstores or from or other major booksellers. You only need the texts listed to serve as references during the course. 

Rethinking Thin is a relatively short book that covers endocrine topics related to the physiological control of body mass and to pancreatic function from an alternative perspective.  It is well-written with some historical flavor.  The book is included to enrich our discussions late in the term and to provide the basis for extra credit questions on Exam III and the Final.

Text readings are meant as a guide. Portions of chapters will be skipped or used at other times.  There is a list of Readings for references in another area of this Website; unfortunately these have become dated over the years even if they originally were my sources for lecture material. Due to copyright restrictions and the costs for copyright permissions, these are no longer held on reserve in the library.  Journals such as Science and Nature should be examined weekly for pertinent articles. It is also advisable to become familiar with the contents of other primary research journals such as Endocrinology, Biochemistry, Cell etc. Some volumes of Endocrine Reviews, Trends in Endocrinology & Metabolism, and Trends in Cell Biology are in the library. I will doubtless learn from what you've read!

Course Aims:

Endocrinology attempts to achieve the following general and specific objectives:

General --

1. To become more self reliant in acquiring and applying any new knowledge, scientific or otherwise, and less tied to traditional forms and sources such as "the classroom" and "the textbook."

2. To learn to integrate information from multiple levels of organization from chemical through inter-organismal in explaining physiological phenomena.

3. To learn how endocrine systems are important in each person's life, especially via the reproductive process from gametogenesis and the process of sex determination through the process of puberty and senescence.

Specific --

4. To begin to understand intercellular chemical communication.

5. To learn several specific examples of complex intercellular communication within higher organisms, especially mammals.

6. To acquire the background knowledge, understanding of basic feedback controls, and use of diagnostic testing to approach and resolve real world problems.

Course WebSite:

Much of Endocrinology at UMB is on the Web. We are also using many computerized versions of instructional figures and graphics in the classroom. Although we've tried to anticipate and work out many of the problems in computerizing this material, we expect we will continue to encounter some broken linkages so long as we connect to some materials via the Internet. The course URL at includes course and lab information like syllabi, a bibliography of readings, as many classroom notes and illustrations as possible, a link to the instructor's e-mail, and suggested links to other potentially interesting sites.  Your help and comments are solicited to allow us to upgrade and improve this site over the term. Tell us what's good and bad, what works, what doesn't. Thank you now for your input.

Academic Regulations:

All student performance and conduct in this class will be governed by University policies and regulations as given in the current Undergraduate Catalog and as posted at .  These include policies on attendance, conduct in the classroom, and plagiarism.  If you are not already familiar with these policies please read them so misunderstandings and problems are minimized.

Feedback:

In order for me to be a good instructor I need your help. If you have questions during lectures ask them; if I am going too fast, slow me down; if you have personal difficulties with the way I treat you or the subject in class, make an appointment to see me. Failure of students to ask questions results in lectures that are too didactic and that have gaps that may be apparent to other students (who usually have related questions) but not to the instructor. Since I have taught this course 23 times and do research in this area, some information that is routine for me is new to many in the lecture hall. Exactly what is new varies from class to class and student to student, I can only make educated guesses as to what information is redundant and what is not. I have also found that lecturing more rapidly is more effective at holding people's attention than is lecturing in a slow monotone. Copies of my lecture figures help to keep people listening to what I'm saying rather than acting as class stenographers. With respect to problems: the subject matter of this course includes many bodily functions including reproduction; by training and research area I am a biochemist and reproductive endocrinologist. Since human studies provide some of the best information in this area of physiology, it is virtually impossible to teach this material without some discussion of human procreation. Unfortunately, some individuals find inclusion of this material offensive or draw subjective inferences from what are meant as objective lectures. If such topics form an insurmountable obstacle for you, you would be best advised to discuss the problem with me and/or to take an alternative course. A failure to discuss problems, of any sort related to the course, with the instructor prevents both identification of that problem and its resolution. Continuation of such situations impedes the student's ability to learn and achieve and leads to negative comments on Student Evaluation Forms that are unfair to the instructor. Let's resolve problems early. Thank you for your cooperation, and good luck with the course.

Disabilities:

If you have a disability and feel you will need accommodations in order to complete course requirements, please contact the Ross Center for Disability Services (M-1-401) at (617) 287-7430.

No Class -- September 19 & 22:

Dr. Campbell has a travel commitment during September 18-22 and will be unavailable for lectures or questions on those two days. Please spend some time going over the posted materials and reference information concerning intracellular hormonal transduction mechanisms and endocrine connections with cancer.  The PowerPoint presentations for those lectures are posted to the course Illustrations page. 

Return to Site Directory or Endocrinology Lecture.

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© 2008 Kenneth L. Campbell

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