A 56-year-old man with a history of diabetes mellitus and alcoholism presents after having eaten no food and taken no insulin for the last 3 days. He reports drinking “lots” of alcohol. The patient presents with low blood pressure, abnormally high resting heart rate, and an abnormally elevated rate of ventilation (36 breaths/minute). He smells strongly of acetone and is dehydrated. Clinical findings are consistent with left lower lobe pneumonia. Results of ABG testing are: PO2 = 68 mm Hg, PCO2 = 17 mm Hg, HCO3- = 6 mEq/L, and pH = 7.30.

1. What is the acid-base disturbance?
2. Is he attempting to compensate? Explain your answer.
3. What would his acid-base profile be if his respiratory rate were 14 breaths/minute?

Jillian is a 55 lb., 6-year-old female who fell into a fresh water lake while duck hunting with her father. Jillian was unaccounted for 15-20 minutes until her body was found floating face down in the water. She was immediately pulled out and basic life support was started. Upon arrival at the hospital, his ABG results were as follows: pH = 6.90; PO2 = 49 mmHg; PCO2 = 54 mmHg; and HCO3- = 24 mEq/L.

1. What is Jillian’s acid-base disturbance?

2. What is the specific cause of his acid-base disturbance? Explain your answer.

What steps are taken by the pig in digesting lipids to allow hydrophobic lipids to be digested in the aqueous luminal environment?

Please briefly discuss each of these topics

1. Describe the filtration membrane, its three parts and their characteristics.

2. Describe the pressures that promote and oppose glomerular filtration.

3. What is GFR? Discuss the three mechanisms that regulate /influence glomerular filtration rate.

4. Discuss tubular reabsorption in the proximal convoluted tubule. What is the importance of sodium reabsorption as far as reabsorption of other solutes is concerned?

5. What are the substances that are secreted during the process of tubular secretion?

1. ADH regulation of fluid volume and osmolarity of body fluids. What other hormones influence fluid regulation?

2.The carbonic acid – bicarbonate buffer systems role in maintaining pH.

3.The role of the respiratory system in maintaining pH by by exhaling carbon dioxide.

4. How the kidney maintains pH by the excretion of H+, and reabsorption of bicarbonate ions, (taking into account the different parts of nephron where this occurs).

5. Compare and contrast the various types of respiratory and metabolic acid- base imbalances.

Describe the differences between a ramp and a stage/step exercise test to exhaustion. What are the pros and cons for each??

This week take a single regular sheet of paper (or the tablet equivalent) and draw a line down the middle (length or width it doesn't matter).

On the left of the divide: Draw a picture of a lipid bilayer and somewhere in the bilayer draw a model for a protein transporter that can transport NEGATIVELY charged ions from HIGH concentration (top) to LOW concentration (bottom). Represent respective ion concentrations. Try to represent what kinds of functional groups you expect to see on the inside and outside of the protein.

On the right of the divide: Draw a picture of a lipid bilayer and somewhere in the bilayer draw a model for a protein transporter that can transport POSITIVELY charged ions from LOW concentration (top) to HIGH concentration (bottom). Represent respective ion concentrations. Try to represent what kinds of functional groups you expect to see on the inside and outside of the protein.

Next: Draw an ion trying to cross the membrane unassisted by the transporter - one for each side of the page.

Next: Below the drawing on the LEFT, draw a reaction coordinate diagram representing the movement of the ion from high to low concentration unassisted by the protein. On that same reaction coordinate diagram also draw a trace for the transport of the ion through the protein. Label both traces as "unassisted" and "catalyzed". Feel free to identify different ∆G values that are relevant to telling the story of the ion transport.

Next: Below the drawing on the RIGHT, draw a reaction coordinate diagram representing the movement of the ion from high to low concentration unassisted by the protein. On that same reaction coordinate diagram also draw a trace for the transport of the ion through the protein. Label both traces as "unassisted" and "catalyzed". Feel free to identify different ∆G values that are relevant to telling the story of the ion transport.

Use this as a study tool and try to figure out how many learning goals are incorporated in or relevant to this one drawing.

Take a picture of your drawing and submit it before the deadline.

By the time 14-year-old Jake got home from school he was sick enough for his mom to notice. He seemed shaky and confused. He was sweaty even though it was cool fall weather. “Jake let’s get you a glass of juice right away,” his mother said in a calm manner. She was very familiar with the symptoms. Jake was diagnosed with diabetes at age 6. His mother was very familiar with monitoring his insulin, eating, and exercise. Now that Jake was in middle school he was taking on more of his own monitoring, but he seemed to mess up often.

“Yeah, I know I shouldn’t have waited so long to eat,” Jake muttered once he was feeling better. “Mom, you just don’t understand. I don’t want to be different than the other kids!” Jake’s mom was on the phone with the school nurse before he could finish his sentence.

Jake needed to inject himself with insulin 3 times a day. He knew what would happen if his blood glucose got too high or if he didn’t eat regularly and it got too low. But when he was on a field trip he hated to go to the chaperone and say that he needed to eat something immediately. And he hated going to the nurse every day to do his injections. Even worse, if he didn’t report to the nurse between fourth and fifth period the nurse would come to the classroom to get him and pull him out of class.

Jake was tired of having this disease, sick of shots and angry that he could not sleep in or skip a meal like the other kids. He made a face as his mother was on the phone with the nurse and slammed the door on his way out to find his friend Joe.

1. What can Jake do to make his friends understand his condition?
2. Are there other treatment options for Jake?

By the time 14-year-old Jake got home from school he was sick enough for his mom to notice. He seemed shaky and confused. He was sweaty even though it was cool fall weather. “Jake let’s get you a glass of juice right away,” his mother said in a calm manner. She was very familiar with the symptoms. Jake was diagnosed with diabetes at age 6. His mother was very familiar with monitoring his insulin, eating, and exercise. Now that Jake was in middle school he was taking on more of his own monitoring, but he seemed to mess up often.

“Yeah, I know I shouldn’t have waited so long to eat,” Jake muttered once he was feeling better. “Mom, you just don’t understand. I don’t want to be different than the other kids!” Jake’s mom was on the phone with the school nurse before he could finish his sentence.

Jake needed to inject himself with insulin 3 times a day. He knew what would happen if his blood glucose got too high or if he didn’t eat regularly and it got too low. But when he was on a field trip he hated to go to the chaperone and say that he needed to eat something immediately. And he hated going to the nurse every day to do his injections. Even worse, if he didn’t report to the nurse between fourth and fifth period the nurse would come to the classroom to get him and pull him out of class.

Jake was tired of having this disease, sick of shots and angry that he could not sleep in or skip a meal like the other kids. He made a face as his mother was on the phone with the nurse and slammed the door on his way out to find his friend Joe.

1. Why do you think Jake is not more conscious and responsible for his self-care?
2. Do you think Jake’s classmates talk about him or does he just think that they do?

Both neurons and cardiac muscle cells have action potentials. Discuss at least two ways in which neural and cardiac action potentials, and the way they spread between cells, are different.Both neurons and cardiac muscle cells have action potentials. Discuss at least two ways in which neural and cardiac action potentials, and the way they spread between cells, are different.

1. Many different molecules need to pass in and out of a cell across the cell membrane and from the outside of the body to the inside. Some of these molecules are hydrophobic and some are hydrophilic. Define these two terms and explain why they differ in their ability to pass through cell membranes. What part of a cell membrane makes it so tricky for some molecules to get through? How do these two types of molecules pass through cell membranes?

Define the term ‘goitrogen’ and provide two mechanisms by which a goiter can be formed. List two consequences of hypothyroidism in an animal.

Question 21

An andrenergic ligand bonds to Beta 2 receptors on smooth muscle of bronchioles. Through the action of the intracellular second messenger cAMP protein kinase is activated which phosphorylates and inactivates MLCK. How does this impact bronchiole diameter?

P-MLCK can't phosphorylate myosin light chains in myosin heads, causing bronchodilation

P-MLCK will activate myosin heads to form crossbridges, resulting in bronchdilation

P-MLCK activates ATPase on myosin heads causing bronchoconstriction

Question 22

Which myofilament in smooth muscle makes up the Dark Bands in skeletal muscle?

Only actin

Myosin and overlapping actin

Only myosin

Question 23

About _________ percentage of energy (ATP) consumed by skeletal muscle is used by myosin ATPase on myosin heads for contraction.

30

50

99.9

70