Monday, October 7, 2013

Nobel Prize: Vesicle Transport

The Nobel Assembly at Karolinska Institutet has today decided to award the 2013 Nobel Prize in Physiology or Medicine jointly to James E. Rothman, Randy W. Schekman and Thomas C. Südhof for their discoveries of machinery regulating vesicle traffic, a major transport system in our cells.

Those of you now teaching A&P 1 have probably recently covered the essential concepts vesicle transport and have perhaps already had the opportunity to apply them to specific functions of the body such as the release of acetylcholine at the neuromuscular junction.  Bringing up today's news gives us a great chance to underscore the importance of a topic that many students wonder, "why do we have to know this?"

Near the bottom of  this post, you'll find a link to a nice handout that you can distribute to your class (or link to from an email or webpage).  I've often added a question on my midterm exam covering that year's relevant Nobel Prize concept.

Summary

The 2013 Nobel Prize honors three scientists who have solved the mystery of how the cell organizes its transport system. Each cell is a factory that produces and exports molecules. For instance, insulin is manufactured and released into the blood and chemical signals called neurotransmitters are sent from one nerve cell to another. These molecules are transported around the cell in small packages called vesicles. The three Nobel Laureates have discovered the molecular principles that govern how this cargo is delivered to the right place at the right time in the cell.

Randy Schekman discovered a set of genes that were required for vesicle traffic. James Rothman  unravelled protein machinery that allows vesicles to fuse with their targets to permit transfer of cargo. Thomas Südhof revealed how signals instruct vesicles to release their cargo with precision.

Through their discoveries, Rothman, Schekman and Südhof have revealed the exquisitely precise control system for the transport and delivery of cellular cargo. Disturbances in this system have deleterious effects and contribute to conditions such as neurological diseases, diabetes, and immunological disorders.

How cargo is transported in the cell

In a large and busy port, systems are required to ensure that the correct cargo is shipped to the correct destination at the right time. The cell, with its different compartments called organelles, faces a similar problem: cells produce molecules such as hormones, neurotransmitters, cytokines and enzymes that have to be delivered to other places inside the cell, or exported out of the cell, at exactly the right moment. Timing and location are everything. Miniature bubble-like vesicles, surrounded by membranes, shuttle the cargo between organelles or fuse with the outer membrane of the cell and release their cargo to the outside. This is of major importance, as it triggers nerve activation in the case of transmitter substances, or controls metabolism in the case of hormones. How do these vesicles know where and when to deliver their cargo?

Traffic congestion reveals genetic controllers

Randy Schekman was fascinated by how the cell organizes its transport system and in the 1970s decided to study its genetic basis by using yeast as a model system. In a genetic screen, he identified yeast cells with defective transport machinery, giving rise to a situation resembling a poorly planned public transport system. Vesicles piled up in certain parts of the cell. He found that the cause of this congestion was genetic and went on to identify the mutated genes. Schekman identified three classes of genes that control different facets of the cell´s transport system, thereby providing new insights into the tightly regulated machinery that mediates vesicle transport in the cell.

Docking with precision

James Rothman was also intrigued by the nature of the cell´s transport system. When studying vesicle transport in mammalian cells in the 1980s and 1990s, Rothman discovered that a protein complex enables vesicles to dock and fuse with their target membranes. In the fusion process, proteins on the vesicles and target membranes bind to each other like the two sides of a zipper. The fact that there are many such proteins and that they bind only in specific combinations ensures that cargo is delivered to a precise location. The same principle operates inside the cell and when a vesicle binds to the cell´s outer membrane to release its contents.

It turned out that some of the genes Schekman had discovered in yeast coded for proteins corresponding to those Rothman identified in mammals, revealing an ancient evolutionary origin of the transport system. Collectively, they mapped critical components of the cell´s transport machinery.

Timing is everything

Thomas Südhof was interested in how nerve cells communicate with one another in the brain. The signalling molecules, neurotransmitters, are released from vesicles that fuse with the outer membrane of nerve cells by using the machinery discovered by Rothman and Schekman. But these vesicles are only allowed to release their contents when the nerve cell signals to its neighbours. How is this release controlled in such a precise manner? Calcium ions were known to be involved in this process and in the 1990s, Südhof searched for calcium sensitive proteins in nerve cells. He identified molecular machinery that responds to an influx of calcium ions and directs neighbour proteins rapidly to bind vesicles to the outer membrane of the nerve cell. The zipper opens up and signal substances are released. Südhof´s discovery explained how temporal precision is achieved and how vesicles´ contents can be released on command.

Vesicle transport gives insight into disease processes

The three Nobel Laureates have discovered a fundamental process in cell physiology. These discoveries have had a major impact on our understanding of how cargo is delivered with timing and precision within and outside the cell.  Vesicle transport and fusion operate, with the same general principles, in organisms as different as yeast and man. The system is critical for a variety of physiological processes in which vesicle fusion must be controlled, ranging from signalling in the brain to release of hormones and immune cytokines. Defective vesicle transport occurs in a variety of diseases including a number of neurological and immunological disorders, as well as in diabetes. Without this wonderfully precise organization, the cell would lapse into chaos.

About this year's Nobel laureates

James E. Rothman was born 1950 in Haverhill, Massachusetts, USA. He received his PhD from Harvard Medical School in 1976, was a postdoctoral fellow at Massachusetts Institute of Technology, and moved in 1978 to Stanford University in California, where he started his research on the vesicles of the cell. Rothman has also worked at Princeton University, Memorial Sloan-Kettering Cancer Institute and Columbia University. In 2008, he joined the faculty of Yale University in New Haven, Connecticut, USA, where he is currently Professor and Chairman in the Department of Cell Biology.

Randy W. Schekman was born 1948 in St Paul, Minnesota, USA, studied at the University of California in Los Angeles and at Stanford University, where he obtained his PhD in 1974 under the supervision of Arthur Kornberg (Nobel Prize 1959) and in the same department that Rothman joined a few years later. In 1976, Schekman joined the faculty of the University of California at Berkeley, where he is currently Professor in the Department of Molecular and Cell biology. Schekman is also an investigator of Howard Hughes Medical Institute.

Thomas C. Südhof was born in 1955 in Göttingen, Germany. He studied at the Georg-August-Universität in Göttingen, where he received an MD in 1982 and a Doctorate in neurochemistry the same year. In 1983, he moved to the University of Texas Southwestern Medical Center in Dallas, Texas, USA, as a postdoctoral fellow with Michael Brown and Joseph Goldstein (who shared the 1985 Nobel Prize in Physiology or Medicine). Südhof became an investigator of Howard Hughes Medical Institute in 1991 and was appointed Professor of Molecular and Cellular Physiology at Stanford University in 2008.



Want to know more?


Handout showing mechanisms for which this prize was awarded

  • Diagrams and brief description of the contributions of each Nobel laureate
  • my-ap.us/1cnPDhF


Machinery Regulating Vesical Traffic, A Major Transport System in our Cells

  • Nobelprize.org accessed 7 October 2013
  • [Nice summary of the scientific concepts involved.  An expanded version of the handout, with additional diagrams and explanations.]
  • my-ap.us/GDLiZR


Original Journal Articles

  • Seminal papers describing the original work of this year's Nobel Laureates
  • Novick P, Schekman R: Secretion and cell-surface growth are blocked in a temperature-sensitive mutant of Saccharomyces cerevisiae. Proc Natl Acad Sci USA 1979; 76:1858-1862.
  • Balch WE, Dunphy WG, Braell WA, Rothman JE: Reconstitution of the transport of protein between successive compartments of the Golgi measured by the coupled incorporation of N-acetylglucosamine. Cell 1984; 39:405-416.
  • Kaiser CA, Schekman R: Distinct sets of SEC genes govern transport vesicle formation and fusion early in the secretory pathway. Cell 1990; 61:723-733.
  • Perin MS, Fried VA, Mignery GA, Jahn R, Südhof TC: Phospholipid binding by a synaptic vesicle protein homologous to the regulatory region of protein kinase C. Nature 1990; 345:260-263.
  • Sollner T, Whiteheart W, Brunner M, Erdjument-Bromage H, Geromanos S, Tempst P, Rothman JE: SNAP receptor implicated in vesicle targeting and fusion. Nature 1993; 362:318-324.
  • Hata Y, Slaughter CA, Südhof TC: Synaptic vesicle fusion complex contains unc-18 homologue bound to syntaxin. Nature 1993; 366:347-351.

Related textbook content

  • Anatomy & Physiology 8th ed.  Chapter 3 (see p. 75, 82), Chapter 4 (see p. 99-100), and throughout book my-ap.us/QZTbK1
  • Essentials of Anatomy & Physiology Chapter 3 (see p. 52), Chapter 4 (see p. 69), and throughout book my-ap.us/SCfNlj  
  • The Human Body in Health and Disease 6th ed. Chapter 3 (see p. 49, 56) and throughout book my-ap.us/X71LJO 
  • Structure & Function of the Body 14th ed. Chapter 3 (see p. 48, 53) and throughout book http://my-ap.us/10s50MH


Portions of this post adapted from Nobel Prize news release

Monday, September 16, 2013

Teaching bones & bone features

I've found that one of the things that stand in the way of student success in learning the anatomy of the skeleton is that they don't know the underlying language.

If they already knew that a foramen is a hole and a condyle is a bump, then they could make short work of identifying and learning a long list of bones and bone features. And they'd have a better understanding of the concepts, plus an easier time remembering each structure for the long term.

We can't do anything about the fact that they just don't teach Latin as a required subject  in grade schools and high schools anymore.  But that doesn't mean there's nothing we can do to give them a head start on learning the skull!

For a long time, I've started out my students learning the general types of bone features before starting on the specific skeletal structures.  I find that they have a much easier time identifying structures because they have a better understanding of what the bone names mean.  They know they're looking for a hole when they get to the foramen ovale.  That oblong dark spot in the skull diagram or photo could be a bump, for all they know.

I use the list of general types of bone features found in my textbooks, lab manuals, and other publications (see list below).  I've also provided you with a downloadable version of this list you can link to in your course or distribute as a handout (see links below).

I've just uploaded two videos to my YouTube channel that help students get started this way.  You can link to the videos in an email, syllabus, or LMS; embed them in your course website or LMS; or embed them in a PowerPoint slide.  Or you could use the slides I used in the video to make your own video or live presentationperhaps even customize it for your course.  This links to all of these resources are below.

I'll be posting these videos on my study-tip blog for students, The A&P Student, soon.  If your students are not yet using this blog, you can distribute my FREE bookmarks to get them started.  See below for details.



Want to know more?

Bone Names Have Meaning - Part 1 - Get Started (video)
  • by Kevin Patton, Kevin's YouTube Channel,  uploaded September 2013
  • Video briefly explains the importance of knowing the meaning of bone names and how to get started doing that.  Includes link to list of bone features.
  • Link URL: youtu.be/heBjZIZP328
  • Embed code is available once you link to the above URL and click "Share"
Bone Names Have Meaning - Part 2 - Types of Bone Markings (video)
  • by Kevin Patton, Kevin's YouTube Channel, uploaded September 2013
  • Brief video runs through each of the major bone feature types, showing one or more examples. Includes link to list of bone features.
  • Link URL: youtu.be/NRR-t93jyFw
  • Embed code is available once you link to the above URL and click "Share"
Bone-Names-1-2 (PowerPoint slides)
  • by Kevin Patton, Lion Den Slide Collection,  September 2013
  • Download these animated slides I used to make the videos and use them in your recorded or live presentation.  The slide notes include the narration, which you could customize (or ignore).  You can use some or all of the slides.
  • To get the download password, fill out the form at lionden.com/slides-form.htm
Bone Names (web page)
  • by Kevin Patton, Lion Den Study Tips & Tools
  • Web page for students briefly outlining how to get started learning bone structures. The videos above are embedded in the page, so you could link to this page in your course instead of linking to the individual videos.  Links to related, downloadable lists. Part of the Field Guide to the Body.
  • lionden.com/tips-lab-anatomy-bone-names.htm
List of Bone Markings
Lion Den Slide Collection
  • by Kevin Patton, Lion Den Slide Collection
  • Download all kinds of  animated slides you can use in your own course to supplement your own slides and those provided with your textbook or school. Most slides are animated.
  • To get access to the whole collection, fill out the form at lionden.com/slides-form.htm
Free Bookmarks
  • Get packs of 50 bookmarks to distribute to students.  The bookmarks tell students how to access The A&P Student blog, which has a collection of study tips for A&P.
  • theapprofessor.org/free-bookmarks.html

Monday, August 19, 2013

Death spreads throughout body

C. elegans
In class discussions, we talk about what happens when the body dies.  And it's always a bit tricky when the discussion gets around to the idea that not every cell dies simultaneously.

And of course, that can lead to a discussion of how tissue death occurs, even in the case of necrosis that occurs as a result of ischemia or other damage. There are certainly many mechanisms involved—quite a few of which have yet to be clarified.

Recently, researchers have brought a step closer by mapping out some of these mechanisms.  In their report (cited below), they reveal that in the gut of the C. elegans worm, calcium ions flowing into cells cause the lysosomes to burst suddenly.  And we know what that means! Intracellular destruction leading to cell death.

What causes the calcium ions to rush into the cells? Gap-junction ion-channel proteins called innexins (analogous to connexins in humans) open up and allow calcium ions to flow into one cell then the next, producing a wave of destruction along the gut.

In interesting phenomenon is that esters of anthranilic acid (formed from the amino acid tryptophan) in the lysosomes not only produce acidosis in the cytosol, they also fluoresce brightly with a bluish glow during this process of cell death.

The video below shows an amazing anterior-to-posterior wave of fluorescent blue in C. elegans worms as this "wave of death" travels along the gut wall.



Okay, now here's the kicker.  By knocking out the innexin channels, the researchers were able to stop the wave of death!  Whoa!  A cure for . . . death?!

Not so fast.  This worked in a WORM, which is not as complex as a vertebrate like the human.  And it only worked in INJURED worms, not elderly worms dying of old age.  So it won't stave off death entirely—or unusually prolong life—but it could lead to treatments for preventing or reducing necrosis that occurs as a result of ischemia and other injuries.

This information—and that dramatic video—could be an interesting addition to your class.  It ties in why it's important to understand concepts such as:

  • ions
  • amino acids
  • ion flow into cells
  • gap-junction ion channels
  • lysosomes
  • cell death and organismal death
  • necrosis (and factors leading to necrosis)
  • use of animals in research
  • the intersection of basic science research and medical applications

Want to know more?


Anthranilate Fluorescence Marks a Calcium-Propagated Necrotic Wave That Promotes Organismal Death in C. elegans. 

  • Coburn C, et al.  PLoS Biology 11(7): e1001613. 2013. doi:10.1371/journal.pbio.1001613
  • The original research article.  Includes FREE images and PowerPoint slides you can use in your course.
  • my-ap.us/19SRjOG


Glowing, Glowing, Gone: Cell Fluorescence Casts Light on How Death Spreads Throughout Body

  • By Christopher Crockett. Scientific American online 2 August 2013
  • Brief, less technical, article explaining that researchers have identified a key molecular pathway for animal death that may provide clues for better managing traumatic injury and disease in humans.
  • my-ap.us/13MxJjs


Monday, August 5, 2013

Spelling IS important

In A&P, correct spelling could be a life-or-death issue.  Really.

The topic of correct spelling—and the consequences of incorrectly spelled terms—was brought to mind recently with the news story about a student on the TV game show Jeopardy! whose answer was disqualified because it was misspelled. A lot of folks were angry, as though the boy was cheated, but the producers calmly pointed out that it’s not an acceptable answer if it’s not spelled correctly.  Like Scrabble or Words with Friends, Jeopardy! is a game with rules, after all.

But the A&P course is not “just a game.”  It is the foundation for many health professions.  Professions where misspellings can be the basis for life-threatening medical errors

A few years ago, I called our attention to Doing our part to reduce medical errors by enforcing accuracy in our courses—including correct spelling of scientific and medical terms.

Here’s what I tell my own students:
“That's part of learning how to communicate accurately and professionally. For those of you going into patient care or managing patient records, accuracy can affect a person's life . . . so it's best to learn that lesson here and now—where no one's life is in danger.”
There really IS a difference between perineum and peritoneum.  Just two letters, and the whole meaning of a sentence or paragraph—or medical record—is changed. It may still make sense, even in context, but is now wrong.

Some of my students counter that current software platforms used in hospitals and clinics have safety features that autocorrect or call attention to potential errors.  That’s true—to some extent.  But just like the autocorrect features found in word processing software, they cannot be relied upon entirely. We really must know which term is which by its correct spelling.

Now’s a good time to think about how we are preparing our students for their profession.  I want my healthcare providers to get it right.  So let’s make that happen!


Friday, July 26, 2013

Virginia Johnson Masters, sex research pioneer, dead at 88

On Wednesday of this week, just a few miles from my home in Missouri, Virginia Johnson Masters passed away at age 88.

Most of you are aware of the pioneering work in human sexual physiology she and her late ex-husband, William Masters, undertook at Washington University in St. Louis during the mid-20th century.  I briefly underscored that work in several of my textbooks:
"The study of human reproduction, and especially sexual function, has many cultural implications. So it is no wonder that American researchers William Masters and Virginia Johnson encountered a great deal of controversy during their decades of pioneering work in the field of human sex and reproduction. They were the first to study human sexual physiology in the laboratory. William Masters was a gynecologist (physician specializing in women's health) and Virginia Johnson was a psychologist. In 1966, their book Human Sexual Response clearly explained the physiology of sex for the first time. Besides making discoveries in the physiology of human sex and reproduction, they also developed therapies for treating sex-related conditions, and they trained therapists from around the world. In addition to the broad fields of biology, medicine, psychology, and the behavioral sciences, the pioneering work of Masters and Johnson paved the way for advances in such diverse and specialized areas of knowledge as comparative neuroscience and social dynamics. Today, there are many opportunities to apply knowledge of reproductive science in a variety of professions."

You may also recall my previous article Masters of Sex, in which I related some of my experiences with Johnson's late ex-husband and collaborator, Bill Masters.

With the Showtime network about to debut their new miniseries Masters of Sex, in which the character of Virginia Johnson plays a pivotal role, students will likely be bringing their curiosity about Masters and Johnson's work to their A&P courses.


Want to know more?

Virginia Johnson, Widely Published Collaborator in Sex Research, Dies at 88
  • By MARGALIT FOX
  • The New York Times Published: July 25, 2013
  • Detailed obituary
  • my-ap.us/13jaA4r

Masters of Sex
  • by Kevin Patton
  • The A&P Professor May 12, 2009
  • Brief article about Masters, Johnson, the recent book about them (on which the Showtime series is based), and Masters's unforgettable presentation at the HAPS Conference in 1995
  • my-ap.us/18HBhYx

Masters of Sex
  • by Thomas Maier
  • Basic Books April 13, 2009 432 p.
  • An amazing book about Masters and Johnson's story.  HIGHLY recommended reading for all A&P teachers!
  • amzn.to/12sLRQb




Related textbook content

  • Anatomy & Physiology 8th ed.  Chapters 34 and 35 my-ap.us/QZTbK1
  • Essentials of Anatomy & Physiology Chapters 24 and 25 my-ap.us/SCfNlj  
  • The Human Body in Health and Disease 6th ed. Chapter 23 (see bio on p. 610-611) my-ap.us/X71LJO 
  • Structure & Function of the Body 14th ed. Chapter 23 (see bio on p. 459) http://my-ap.us/10s50MH




Sunday, May 26, 2013

Student success strategies at HAPS 2013

If you happen to be here in Las Vegas at the 2013 Human Anatomy and Physiology Society (HAPS) Conference, then you may want to check out my workshop on Tuesday morning:

105

Helping A&P Students Succeed: 
Using Supplemental Courses and Workshops to Reinforce Concepts and Promote Learning Skills

LAS 221
Kevin Patton and Suzanne Hembrough
St. Charles Community College, Cottleville, MO 

Do your A&P students struggle with the whole process of learning? Do they seem ill prepared in their study skills and their knowledge of basic principles of biology? Explore case studies in which optional student workshops and short supplemental courses provide underprepared and unskilled students with knowledge and skills that make them better able to succeed in the A&P course and beyond. You will also receive free resources to help your own students succeed.

Thursday, May 23, 2013

Acupuncture and connective tissue

A recent article in TheScientist proposes a novel theory about how acupuncture may produce some of its therapeutic effects.

It turns out that when an acupuncture needle is inserted into the connective tissue under the skin and twisted, the needle becomes wound with connective fibers in much the same way as noodles enwrap a fork as it twirls.  This pulls on fibroblasts and causes local changes that may be transmitted throughout a large area of connective tissue and possibly produce therapeutic effects.

ATP released from stretched fibroblasts may also contribute to a pain-relieving effect.

An interesting new direction for further study.  And a good little story to weave into a discussion of fibrous connective tissues in our A&P course to illustrate that "it's not just glue."

Want to know more?

The Science of Stretch
  • H.M. Langevin
  • TheScientist published online 1 May 2013
  • Article summarizing the context and results of the research.  Includes nice graphic showing stretched fibers wrapped around a needle.
  • http://my-ap.us/16VQK5X


Biomechanical response to acupuncture needling in humans
  • Helene M. Langevin
  • Journal of Applied Physiology December 1, 2001 vol. 91 no. 6 2471-2478
  • The original research article.
  • http://my-ap.us/121Rxkp

Monday, February 25, 2013

Blood viscosity

Blood viscosity is a concept that is important in understanding blood flow.  It is, after all, one of the factors that affects peripheral resistance to blood flow.

One major factor influencing blood viscosity is hematocrit.  You may be interested in using the analogy of ketchup outlined a few months ago in my article for students Blood viscosity and peripheral resistance at theAPstudent.org

Recently, researchers also looked at the viscosity of the blood plasma alone (without the formed elements).  They found that blood plasma has unique characteristics of flow found only in non-Newtonian fluids, becoming less viscous with increasing pressure.  Again, just like ketchup. Plasma, unlike plain water, exhibits both viscous and elastic behaviors.

Researchers found in recent experiments that this characteristic of plasma may promote swirling where blood vessels diameters change—both at the beginning and end of a narrowed segment.  Thus, this could have an effect on formation of clots at stenoses or where a stent has been placed.

So, as you may have suspected all along, blood is not only thicker than water—it's weirder than water.

Want to know more?

  • Blood viscosity and peripheral resistance
    • Kevin Patton
    • The A&P Student 12 September 2012
    • [Analogy of ketchup flow for students.  Includes video.]
    • my-ap.us/XuR596
  • Blood Is Thicker Than Water – And Blood Plasma Is, Too
    • Science Daily Feb. 18, 2013
    • [Brief, plain-language article outlining the recent research.]
    • my-ap.us/YpGhas
  • Rheology of human blood plasma: Viscoelastic versus Newtonian behavior.
    • M. Brust, et al.
    • Phys. Rev. Lett, 110, 078305 (2013) DOI: 10.1103/PhysRevLett.110.078305
    • [Original journal article.  See photos from the experiments below.]
    • my-ap.us/15HVkle



Recording from one of the "drop-experiments": If blood plasma is placed between two plates and then they pulled apart, high-speed cameras show in conjunction with high-resolution microscope objectives that strands and droplets form. This demonstrates that plasma is elastic and viscous and does not behave like water.
Photo: Christof Schaefer, Phys. Rev. Lett. 110, 2013, 078305th Copyright (2013) by the American Physical Society

Plasma turbulence affects the blood. In one experiment, the researchers had plasma flow through a microfluidic constriction as in vasoconstriction. They showed turbulence at the end of the contraction, but also - as seen here in the pictures - sticking to its beginning. This turbulence is caused by the viscoelastic properties of blood plasma.
Photo: Mathias chest, Phys. Rev. Lett. 110, 2013, 078305th Copyright (2013) by the American Physical Society


Monday, February 11, 2013

Finger wrinkles

You know that dramatically wrinkling that occurs when your fingers and and toes get wet?

The classic explanation has been that such wrinkling is caused by osmosis.  But if you think about it, why does it occur only on the palmar and plantar skin surfaces?  My face doesn’t wrinkle when it’s wet.  Well, OK, my face is always a bit wrinkled—wet or not.

Some scientists are now thinking that this is not an osmotic effect but, instead, a nervous response to wetness.  According to this latest theory, such a response helps us avoid slipping and injuring ourselves in wet conditions.  It would also improve our ability to make and use tools under a variety of conditions.

Want to know more?

  • Pruney digits help people get a grip: Wrinkling may have evolved as an adaptation to wet conditions
    • Tanya Lewis 
    • Science News Web edition: January 9, 2013 Print edition: February 9, 2013; Vol.183 #3 (p. 11) 
    • [Brief article explaining the recent development in plain English.]
    • my-ap.us/XwFvGn

  • Water-induced finger wrinkles improve handling of wet objects.
    • K. Kareklas et al.
    • Biology Letters. Published online January 8, 2012.
    • [Journal article outlined proposed theory.]
    • my-ap.us/WbV5K9

  • For ancient hominids, thumbs up on precision grip.
    • B. Bower  
    • Science News, Vol. 177, May 8, p. 15. 
    • [Brief related article on evolution of human grip.]
    • my-ap.us/11zYCYt

  • Fingerprints filter the vibrations fingers feel
    • L. Sanders.
    • Science News, Vol. 175, February 28, p. 10
    • [Brief related article on sensory function of human epidermal friction ridges.]
    • my-ap.us/YksrEP

Monday, January 28, 2013

Academic integrity in A&P

About a year ago, I posted a brief item in my blog The A&P Student about academic honesty.  It succinctly describes what "academic integrity" is and explains clearly why it's in a student's own best interest to cultivate and practice academic integrity.

One of the most important points this post makes is this:
Research shows that people who practice dishonesty become more dishonest over time. Yikes.  Apparently, it's so easy to get in the habit of cheating that it soon becomes part of who you are and what you always do!  Don't let that happen to you . . . it will only cause misery.
This is an especially important lesson for those going into either the health professions or medical research.

After reading in What the Best College Teachers Do that professors recognized as "master teachers" have all abandoned fretting over futile attempts at building elaborate layers of defense against cheating for a more effective strategy: developing a culture of integrity in the course.  The old "honor system" really does work in a context of reasonable precautions!

Part of my effort to put this approach into practice is to have my students read my blog posting Why be honest? near the beginning of each semester.  I announce this assignment while relating the recurring nightmare that I think most of us share:
In my dream, I wake from unconsciousness as I'm being wheeled into an emergency room, strapped to a gurney. A health professional (for me it's a nurse) is covering my face with a mask as she (sometimes it's a he) says, "hey Dr. Patton, remember me?  I was the one you flunked in A&P for cheating.  I'm here to take care of you now."  I try to break free, but the straps hold tight.  I try to shout out, but the mask prevents it.  I wake up in a cold sweat.
I explain that this could be any of us.  Or our family or friends.  And ask them all to join me in creating a culture of integrity in our course.

Consider putting a link to Why be honest? in your course material.  Perhaps even make it required reading.  For example, my friend Gary Heisermann includes a link and related question about the content in his first homework assignment, which reviews and emphasizes various important policies in his A&P course. I include it in each course syllabus.


Want to know more?
  • Why be honest?
    • Kevin Patton
    • The A&P Student 5 Jan 12
    • [Provide this link to your students in your syllabus or online course resources.]
    • my-ap.us/zHHd7H

  • What the Best College Teachers Do
    • Ken Bain
    • Harvard University Press April 30, 2004
    • [In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators. ]
    • amzn.to/YhiYnu

  • The "Truth" About Why We Lie, Cheat, And Steal
    • NPR staff
    • NPR.org 4 June 2012
    • [Interview with Dan Areily, author of The Honest Truth about Dishonesty, and current research on dishonesty.]
    • my-ap.us/YhjJwD

  • The (Honest) Truth About Dishonesty
    • Dan Ariely
    • Harper June 5, 2012
    • [The New York Times bestselling author of Predictably Irrational and The Upside of Irrationality returns with thought-provoking work to challenge our preconceptions about dishonesty and urge us to take an honest look at ourselves.]
    • amzn.to/UctZ5G


Image by Hariadhi


Monday, January 21, 2013

Start A&P 2 with a Final Exam

I always start my A&P 2 with a final exam. WHAT?! Yep, that's right. I start with a FINAL exam!

It's a version of the final exam that I give my A&P 1 students. I warn them in A&P 1 that they need to retain all these concepts . . . they'll surely see them again. Then when they return from their break to start A&P 2, WHAM! Right in the face.

I call this exam that starts off my A&P 2 course "Test Zero." It's before the first regular test of A&P 2, Test One, so that makes sense. But it does "count" toward their course grade. It's a randomized, online test that they can do up to three times (each attempt is a different version of the exam).

Test Zero reviews the entire A&P 1 course--including the hard parts. It helps them brush up on what I want them to know to be successful in their A&P 2 course. And later courses.

It's also another opportunity for them to practice. As we all know, if we don't use it, we'll lose it.

I've done this for many years now and it works wonderfully. I can really see a difference each time we encounter an "old" idea from A&P 1.

Want to know more?

  • Teaching as Testing.
    • Kevin Patton
    • The Electronic Professor 27 Feb 2009
    • [Article outlining my use of randomized online testing as a mechanism of needed practice. Includes links to a full video presentation.]
    • my-ap.us/p3rM6B


  • Practice. Practice. Practice.
    • Kevin Patton
    • Lion Tamers Guide to Teaching 3 December 2010
    • [Article on the role of practice in teaching and learning, using the analogy of taming lions.]
    • my-ap.us/WjNHLn




Monday, December 31, 2012

Rita Levi-Montalcini, growth factor pioneer

Yesterday, the scientific community lost another of its great people, Rita Levi-Montalcini.

In The Human Body in Health & Disease and Structure & Function of the Body, I wrote this about Levi-Montalcini:
Rita Levi-Montalcini had just finished a medical degree in her native Italy when in 1938 the Fascist government under Mussolini barred all “non-Aryans” from working in academic and professional careers. Being Jewish, Levi-Montalcini was forced to move to Belgium to work. But when Belgium was about to be invaded by the Nazis, she decided to return home to Italy and work in secret. Her home laboratory was very crude, but in it she made some important discoveries about how the nervous system develops during embryonic development. After World War II, she was invited to Washington University in St. Louis to work. There, she discovered the existence of nerve growth factor (NGF), for which she later won the 1986 Nobel Prize. Her discovery of a chemical that regulates the growth of new nerves during early brain development has led to many different paths of investigation. For example, by learning more about growth regulators we now know more about how the nervous system develops, as well as other tissues, organs, and systems of the body.
Note that I put in a little plug for my hometown of St. Louis, where we continue to be proud of this remarkable woman and her pioneering work.

As I said in a recent post about the passing of transplant pioneer Joseph Murray, I think the occasional story of a pioneer in the history of human science adds a lot to the A&P course.  Such stories give a human dimension to the pursuit of science and provide the context needed for students to understand how we know what we know.  Levi-Montalcini's story gives us the further opportunities to weave into our courses the themes of global collaboration among the scientific community as the role of women in science.

Want to know more?

  • Nobel Scientist Rita Levi-Montalcini Dies in Rome
  • Oldest Nobel winner Rita Levi-Montalcini dies at 103
  • Nobel Lecture by Rita Levi-Montalcini 
    • Media Player at Nobelprize.org
    • [Full video (in English) of Nobel lecture by Rita Levi-Montalcini in which she fully credits "good luck"; 57 minutes]
    • http://my-ap.us/Vf6sPz

  • Rita Levi-Montalcini Interview
    • Adam Smith, Editor-in-Chief of Nobelprize.org.
    • Nobel Interview, November 2008
    • [Video interview with Rita Levi-Montalcini, who talks about her daily work, why she had to make a laboratory in her bedroom to conduct research during World War II (3:06), the benefits of working in isolation (5:03), her post-war move to the United States (6:25), her work with Stanley Cohen and the discovery of nerve growth factor (7:15), the roles of intuition and chance in biological research (15:14), her current research (16:58), her advice to young scientists (17:41), and why this period of her life has been the best so far (28:10).]
    • http://my-ap.us/Ug6gA5

  • The Nobel Prize in Physiology or Medicine 1986 Press Release
    • Nobelprize.org
    • [Detailed news release that includes some simple diagrams that help illustrate the concepts involved.]
    • http://my-ap.us/ZPyacv
  • In Praise of Imperfection: My Life and Work
    • Rita Levi-Montalcini
    • Sloan Foundation Science Series, October 1989
    • [Her autobiography]
    • http://amzn.to/Wgjk7b


Related textbook content
  • Anatomy & Physiology 8th ed.  p. 409, 1111-1113, A&P Connect: The Nobel Legacy my-ap.us/QZTbK1
  • Essentials of Anatomy & Physiology p. 231-232, 241, 610-612 my-ap.us/SCfNlj  
  • The Human Body in Health and Disease 5th ed. p. 236-237, 644-645, 658 my-ap.us/fNN00N 
  • Structure & Function of the Body 14th ed. p. 168-169, 472-473 my-ap.us/X6QxqE


Photo: Presidenza della Repubblica Italiana

Monday, December 3, 2012

Help your students reduce test anxiety

Final exams are almost upon us. So last week, I posted an article on reducing test anxiety my blog The A&P Student

Recent research has revealed an easy and effective trick for reducing test anxiety.  Simply take about ten minutes before the start of your exam to have students journal their anxiety.

Research shows that if your students spend about ten minutes to write out (not just think about) their feelings at the moment, they’ll feel less anxious during the exam.  And because of that (the research shows) they will do better on the exam! 

On average, students that use this technique raise their grade and average of one whole letter grade.  So even if you think it’s silly—or a time waster—isn’t it worth trying?

Students in a research study reported that by writing out their feelings, they quickly got to a point of calm and confidence.  The writing somehow took the energy out of the anxiety and replaced nervousness with readiness. 

Don’t collect the writing, by the way.  Students must be confident that their writings are private for this to work.

Let me know if you try in your classroom and whether you were able to notice a difference.

Want to know more?

Read the story behind this trick:

Testing Anxiety: Researchers Find Solution To Help Students Cope
my-ap.us/TlD6Ba

And here’s the research behind the story:

Writing About Testing Worries Boosts Exam Performance in the Classroom
Gerardo Ramirez, Sian L. Beilock
Science 14 January 2011: Vol. 331 no. 6014 pp. 211-213 DOI: 10.1126/science.1199427
http://my-ap.us/XOQAJg

The related article from The A&P Student

Trick to reduce test anxiety
my-ap.us/Sl5T6j

Check out my advice on breathing to reduce test anxiety:

Don’t forget to breathe!
my-ap.us/dIdsS9

Some advice for A&P students on preparing well for exams:

Previous articles on exam strategies
my-ap.us/2CusmI

Brief video on preparing for exams
youtu.be/yrgNyDH3HrQ?hd=1

 

Photo by Josh Davis under CC license

Thursday, November 29, 2012

Olfactory white

Here’s an interesting tidbit of current sensory research that you can drop into a discussion in your A&P course.

You know how mixing different colors (wavelengths) of light produces a non-color mixture we know as white color?  The mixture of wavelengths make it hard to make out any single wavelength.

You know how mixing different sounds (frequencies) produces a bland hiss we usually call white noise?  The mixture of sounds makes it hard to make out any single sound. So many people use it to block out annoying noises.

Well, researchers in Israel have come up with mixtures of different odorants that produce a bland—almost indescribable—odor that makes it virtually impossible to make out any single odor.  They have nicknamed it white smell or olfactory white.

What good is that, you ask?  If white noise can suppress unwanted noise, then maybe we can use white smell to block out unwanted odors.

That would have some benefit, I suppose, when trapped on an elevator with folks returning from their cigarette break.  I could have used it back in the day when I was a zookeeper, I guess.  But I’m thinking the really critical applications will be for handlers of cadaver dogs and others who routinely encounter really sickening smells.

It didn’t take long after arriving for work at the Elephant House to get used to the odor—we all adapt to it after a few minutes.  But after a disaster, when searchers find one decaying corpse, then find fresh air, then find more putrefied remains, any previous adaptation to the odor will have worn off.  White smell could be very valuable indeed.

Go ahead and wear that annoying cologne—we’re ready for you!

Want to know more?
New smell discovered, and it smells like ... well, who knows?Stephanie Pappas  Live Science on NBCnews.com updated 11/19/2012 6:19:55 PM ET[Brief article in plain English summarizes the significance of the discovery]
my-ap.us/ShV1rw
Perceptual convergence of multi-component mixtures in olfaction implies an olfactory white Tali Weiss et al.
Proceedings of the National Academy of Sciences of the United States PNAS Published online before print November 19, 2012, doi: 10.1073/pnas.1208110109

[Original research article]
my-ap.us/S35bL9

Tuesday, November 27, 2012

Joseph Murray, transplant pioneer



Yesterday, the scientific community lost a true pioneer . . . Joseph Murray, who pioneered skin grafting and developed the first successful organ transplant.  In 1954, he transplanted a kidney from one adult twin to his identical sibling.  He continued to pioneer transplant techniques that have saved countless lives.

"In the twentieth century, Joseph Murray . . . noticed that skin he grafted onto burned soldiers he treated during World War II would eventually be rejected by the body. After the war, Murray tried to understand the body’s immune reactions to transplanted tissues and his work led to the first successful kidney transplants. His breakthroughs in transplanting kidneys not only earned him a Nobel Prize in 1990, it also paved the way for all the different types of tissue and organ transplantation that we see today."

93-year-old Joseph E. Murray suffered a stroke on Thanksgiving day and died yesterday in Boston.

I think the occasional story of a pioneer in the history of human science adds a lot to the A&P course.  Such stories give a human dimension to the pursuit of science and provide the context needed for students to understand how we know what we know.

Today we have a sad but important occasion to bring up the amazing accomplishments of Joseph E. Murray with our students.

Want to know more?
  • Joseph E. Murray, Transplant Doctor and Nobel Prize Winner, Dies at 93
    • By CORNELIA DEAN
    • The New York Times Published online: November 27, 2012
    • [Obituary of Murray]
    • my-ap.us/Tjwvn7
  • Hope, Innovation: Remembering A Transplant Pioneer
    • Renee Montagne
    • National Public Radio (NPR) Morning Edition Broadcast/published online November 27, 2012
    • [Renee Montagne talks with Dr. Atul Gawande about the life and work of Dr. Joseph E. Murray, who performed the first successful organ transplant in 1954. Murray died Monday at age 93.]
    • Text my-ap.us/SbAjZ3
    • Audio[4 min 15 sec] my-ap.us/QJLI5n
http://my-ap.us/QJLI5n
  • Interview with Joseph E. Murray
    • Nobel Web (nobelprize.org) Accessed 27 November 2012
    • [Interview with Joseph E. Murray by Sten Orrenius at the meeting of Nobel Laureates in Lindau, Germany, June 2000. Joseph Murray talks about what led him into research; developing transplantation medicine (2:38); and whether breakthroughs in clinical research are often ignored by the Nobel Prize Committee (13:10).]
    • my-ap.us/Y1v8Ro
  • Nobel Lecture by Joseph E. Murray
    • Nobel Web (nobelprize.org) Accessed 27 November 2012
    • [Joseph E. Murray held his Nobel Lecture on 8 December 1990, at Karolinska Institutet, Stockholm. He was presented by Professor Hans Wigzell of the Karolinska Institutet.]
    • my-ap.us/QomBDI

Related textbook content
  • Anatomy & Physiology 8th ed.  p. 754, 767, 772-773, 996, A&P Connect: The Nobel Legacy my-ap.us/QZTbK1
  • The Human Body in Health and Disease 5th ed. p. 94-95, 154 my-ap.us/fNN00N 


Monday, November 19, 2012

Brain injury in high-def with fiber tracking

U. PITTSBURGH (US) — New imaging technology will allow doctors to clearly see for the first time neural connections broken by traumatic brain injury.

Called High Definition Fiber Tracking [1], the technology shows injuries much like X-rays show a fractured bone, according to researchers from the University of Pittsburgh [2] in a report published online in the Journal of Neurosurgery [3].

In the report [4], the researchers describe the case of a 32-year-old man who wasn’t wearing a helmet when his all-terrain vehicle crashed. Initially, his CT scans showed bleeding and swelling on the right side of the brain, which controls left-sided body movement.





High definition fiber tracking reveals loss of fibers, or connections, on the injured right side (yellow) and the intact, undamaged left side (green). The patient was injured in an ATV accident and lost function in his left leg, arm, and hand. (Credit: Walt Schneider Laboratory)


High definition fiber-tracking map of a million brain fibers. (Credit: Walt Schneider Laboratory)
Straight from the Source


A week later, while the man was still in a coma, a conventional MRI scan showed brain bruising and swelling in the same area. When he awoke three weeks later, the man couldn’t move his left leg, arm and hand.

“There are about 1.7 million cases of TBI in the country each year, and all too often conventional scans show no injury or show improvement over time even though the patient continues to struggle,” says co-senior author and neurosurgeon David O. Okonkwo, associate professor in the neurological surgery department.

“Until now, we have had no objective way of identifying how the injury damaged the patient’s brain tissue, predicting how the patient would fare, or planning rehabilitation to maximize the recovery.”

HDFT might be able to provide those answers, says co-senior author Walter Schneider, professor of psychology, who led the team that developed the technology.

Data from sophisticated MRI scanners is processed through computer algorithms to reveal the wiring of the brain in vivid detail and to pinpoint breaks in the cables, called fiber tracts. Each tract contains millions of neuronal connections.

“In our experiments, HDFT has been able to identify disruptions in neural pathways with a clarity that no other method can see,” Schneider says. “With it, we can virtually dissect 40 major fiber tracts in the brain to find damaged areas and quantify the proportion of fibers lost relative to the uninjured side of the brain or to the brains of healthy individuals. Now, we can clearly see breaks and identify which parts of the brain have lost connections.”

HDFT scans of the study patient’s brain were performed four and 10 months after he was injured; he also had another scan performed with current state-of the-art diffusion tensor imaging (DTI), an imaging modality that collects data points from 51 directions, while HDFT is based on data from 257 directions. For the latter, the injury site was compared to the healthy side of his brain, as well as to HDFT brain scans from six healthy individuals.

Only the HDFT scan identified a lesion in a motor fiber pathway of the brain that correlated with the patient’s symptoms of left-sided weakness, including mostly intact fibers in the region controlling his left leg and extensive breaks in the region controlling his left hand. The patient eventually recovered movement in his left leg and arm by six months after the accident, but still could not use his wrist and fingers effectively 10 months later.

Memory loss, language problems, personality changes and other brain changes occur with TBI, which the researchers are exploring with HDFT in other research protocols.

University of Pittsburgh neurosurgeons also have used the technology to supplement conventional imaging, noted Robert Friedlander, professor and chair in the neurological surgery department, who was not involved with the study.

“I have used HDFT scans to map my approach to removing certain tumors and vascular abnormalities that lie in areas of the brain that cannot be reached without going through normal tissue,” he says.

“It shows me where significant functional pathways are relative to the lesion, so that I can make better decisions about which fiber tracts must be avoided and what might be an acceptable sacrifice to maintain the patient’s best quality of life after surgery.”

Okonkwo notes that the patient and his family were relieved to learn that there was evidence of brain damage to explain his ongoing difficulties. The team continues to evaluate and validate HDFT’s utility as a brain imaging tool, so it is not yet routinely available.

“We have been wowed by the detailed, meaningful images we can get with this technology,” Okonkwo says. “HDFT has the potential to be a game-changer in the way we handle TBI and other brain disorders.”

The study was funded by the Defense Advanced Research Projects Agency.

More news from the University of Pittsburgh: www.news.pitt.edu/ [5]

Article reprinted by CC license from Futurity.org: http://www.futurity.org
Posted By Anita Srikameswaran-Pittsburgh On March 2, 2012 @ 12:58 pm

URL to original article: http://www.futurity.org/top-stories/brain-injury-in-high-def-with-fiber-tracking/

URLs in this post:
[1] High Definition Fiber Tracking: http://schneiderlab.lrdc.pitt.edu/projects/tbi
[2] University of Pittsburgh: http://www.upmc.com/MediaRelations/NewsReleases/2012/Pages/High-Definition-Fiber-Tracking-Traumatic-Brain-Injury.aspx
[3] Journal of Neurosurgery: http://thejns.org/doi/abs/10.3171/2012.1.JNS111282?prevSearch=%255BFulltext%253A%2BOkonkwo%255D&searchHistoryKey=
[4] Read the original study: http://thejns.org/doi/abs/10.3171/2012.1.JNS111282?prevSearch=%255BFulltext%253A%2BOkonkwo%255D&searchHistoryKey=
[5] www.news.pitt.edu/: http://www.news.pitt.edu/

---------------------------------------------------------
Want to know more?




Related textbook content
  • The Human Body in Health and Disease 5th ed. p. 246-254 my-ap.us/fNN00N 



Monday, November 12, 2012

New life science journal eLife publishes first articles


Most journals that publish the "big news" in life science breakthroughs, such as Nature and Science, carry with them big price tags for accessing the information they contain.  Unless your institution subscribes, that leaves most A&P professors out of the loop on the information we need to update our courses.  More importantly, it leaves us out of the loop of information that helps us keep the excitement of science alive in our courses.

The Public Library of Science (PLoS) began publishing FREE online science journals a few years ago, and now a new MAJOR free online journal dedicated specifically to the life sciences and biomedicine has emerged.  See my-ap.us/SqSOJM for more information

First announced in summer 2011, eLife is a researcher-led initiative for the best in science and science communication. Backed by the Howard Hughes Medical Institute, the Max Planck Society, and the Wellcome Trust, the initiative’s first aim is to launch an open-access journal for outstanding advances in life science and biomedicine, which is also a platform for experimentation and showcasing innovation in research communication.

The eLife journal Web site is set for launch by the end of 2012, but the first collection of articles was released October 15 – listed at the eLife Web site with the full content available at the online archive of the U.S. National Library of Medicine, PubMed Central (PMC), and its mirror sites including UKPMC.

According to Randy Schekman, the journal’s Editor-in-chief, “We see no reason to delay the availability of these discoveries. Our editors have identified them as important, inspiring contributions of the high caliber expected for eLife. So, while the launch of our own journal Web site isn’t expected until December, we will best serve our authors, and science, by just getting them out there.”

eLife’s initial collection of content includes these topics that may be of interest to A&P professors:
  • A hormone involved in response to starvation that dramatically increases the lifespan of mice in which it is overexpressed, although further research into side effects is needed (Zhang et al.).  Information about this discovery will increase student interest in endocrine function, eh?

  • A critical signaling molecule involved in the interaction between a species of single-celled organisms and bacteria – an important advance in efforts to understand the evolution of multicellularity (Alegado et al.).  I often discuss the implications of the serial endosymbiosis theory in my teaching of cell biology— I think this new information may play into that whole scenario.

  • How cells cope with the stress of poorly folded proteins, and specifically how fission yeast deploys the same cellular machinery as other organisms but in an unusual and very different way (Kimmig et al.). I've mentioned the importance of understanding protein folding in A&P many times.

Links to the freely available full text for each article, plain-language summaries (the eLife digest), expert commentaries (Insights), and an editorial describing the motivations behind this move, are available at my-ap.us/U7OP25.  I think the eLife digest and the Insights are particularly useful for A&P professors and A&P students to use in expanding their understanding of human structure and function.

Want to know more?
For more information about eLife, visit my-ap.us/S5K9d3.
To sign up for free updates in the areas that interest you at my-ap.us/WToDyp

Content adapted from eLife press release 

Monday, November 5, 2012

New method to avoid mitochondrial disorders

A recent paper in Nature describes a new approach to avoiding inherited mitochondrial disorders.

Although identified as "germline gene therapy," in the title of the paper the method is a lot like cloning. The method calls for transferring a healthy nucleus out of an egg with mutant mitochondria, then transferring that nucleus to a healthy donor egg.

In this technique, scientists are not making a genetic copy of an individual as an cloning — but the technique is very similar. The whole idea of this is an interesting one to bring up in an A&P course when discussing the topic of mitochondrial inheritance. It not only emphasizes and clarifies the central idea of mitochondrial inheritance, it's also a good way to connect students to "what's going on right now" in the world of science. 

Among the links below I have included an article from Science News that does a great job of summarizing the new research and pointing out some of the ethical concerns that the method poses.

The article also contains a sidebar listing some of the mitochondrial diseases that might be avoided using the technique. That sidebar complements the coverage of mitochondrial inheritance found in my textbooks. 

Check out this video that demonstrates how the method is carried out in the lab.  You can use this video in your course!



Want to know more?
  • Cloning-like method targets mitochondrial diseases: providing healthy ‘power plants’ in donor eggs appears feasible in humans
    • Tina Hesman Saey Science News Web edition: October 24, 2012 Print edition: November 17, 2012; Vol.182 #10 (p. 5)
    • A great feature article that summarizes the discovery in plain English.  Might be the best place to point your students if they want more information.
    • my-ap.us/SEPeg5
  • Towards germline gene therapy of inherited mitochondrial diseases. 
    • M. Tachibana et al. Nature. Published online 24 Oct 2012 doi:10.1038/nature11647
    • Abstract of original journal article describing the method. Includes images.
    • my-ap.us/RwC2cf

Related articles
  • Embryo transfer technique could prevent maternally inherited diseases | Body & Brain | Science News my-ap.us/VjPGSR
  • Mitochondrial DNA replacement successful in Rhesus monkeys | Genes & Cells | Science News my-ap.us/VInDbs

Related textbook content
  • The Human Body in Health and Disease 5th ed. p. 45, 672, A-13 my-ap.us/fNN00N 
Here's a related image you can use in your course: my-ap.us/QZVNaH

Wednesday, October 10, 2012

G-protein coupled receptors


The Royal Swedish Academy of Sciences has decided to award the
Nobel Prize in Chemistry for 2012
to

Robert J. Lefkowitz
Howard Hughes Medical Institute and Duke University Medical Center, Durham, NC, USA

and

Brian K. Kobilka
Stanford University School of Medicine, Stanford, CA, USA

"for studies of G-protein–coupled receptors"


Smart receptors on cell surfaces

Your body is a fine-tuned system of interactions between billions of cells. Each cell has tiny receptors that enable it to sense its environment, so it can adapt to new situtations. Robert Lefkowitz and Brian Kobilka are awarded the 2012 Nobel Prize in Chemistry for groundbreaking discoveries that reveal the inner workings of an important family of such receptors: G-protein–coupled receptors (GPCRs).

For a long time, it remained a mystery how cells could sense their environment. Scientists knew that hormones such as adrenalin had powerful effects: increasing blood pressure and making the heart beat faster. They suspected that cell surfaces contained some kind of recipient for hormones. But what these receptors actually consisted of and how they worked remained obscured for most of the 20th Century.

Lefkowitz started to use radioactivity in 1968 in order to trace cells' receptors. He attached an iodine isotope to various hormones, and thanks to the radiation, he managed to unveil several receptors, among those a receptor for adrenalin: β-adrenergic receptor. His team of researchers extracted the receptor from its hiding place in the cell wall and gained an initial understanding of how it works.

The team achieved its next big step during the 1980s. The newly recruited Kobilka accepted the challenge to isolate the gene that codes for the β-adrenergic receptor from the gigantic human genome. His creative approach allowed him to attain his goal. When the researchers analyzed the gene, they discovered that the receptor was similar to one in the eye that captures light. They realized that there is a whole family of receptors that look alike and function in the same manner.

Today this family is referred to as G-protein–coupled receptors. About a thousand genes code for such receptors, for example, for light, flavour, odour, adrenalin, histamine, dopamine and serotonin. About half of all medications achieve their effect through G-protein–coupled receptors.

The studies by Lefkowitz and Kobilka are crucial for understanding how G-protein–coupled receptors function. Furthermore, in 2011, Kobilka achieved another break-through; he and his research team captured an image of the β-adrenergic receptor at the exact moment that it is activated by a hormone and sends a signal into the cell. This image is a molecular masterpiece--the result of decades of research.

Laureate's Links

Robert J. Lefkowitz, U.S. citizen. Born 1943 in New York, NY, USA. M.D. 1966 from Columbia University, New York, NY, USA.Investigator, Howard Hughes Medical Institute. James B. Duke Professor of Medicine, and Professor of Biochemistry, Duke University Medical Center, Durham, NC, USA.
lefkolab.org

Brian K. Kobilka, U.S. citizen. Born 1955 in Little Falls, MN, USA. M.D. 1981 from Yale University School of Medicine, New Haven, CT, USA. Professor of Medicine, and Professor of Molecular and Cellular Physiology, Stanford University School of Medicine, Stanford, CA, USA.
med.stanford.edu/kobilkalab

Want to know more?

Popular Information
[A great synopsis, entitled "Cells and Sensibility," written for general reader and nicely illustrated.  This would make a great handout or reading assignment for your A&P class.]
my-ap.us/SLShCF

Scientific Background
[A more technical treatment of the discovery, but still accessible to advanced A&P students as well as A&P professors.  Includes extensive references.  Illustrated.]
my-ap.us/PnK4Fz

Adapted from my-ap.us/TwmIyd

Monday, October 8, 2012

Reprogramming cells to be pluripotent


The Nobel Assembly at Karolinska Institutet has today decided to award

The Nobel Prize in Physiology or Medicine 2012
jointly to

John B. Gurdon and Shinya Yamanaka
for the discovery that mature cells can be reprogrammed to become pluripotent

Summary
The Nobel Prize recognizes two scientists who discovered that mature, specialised cells can be reprogrammed to become immature cells capable of developing into all tissues of the body. Their findings have revolutionised our understanding of how cells and organisms develop.

John B. Gurdon discovered in 1962 that the specialisation of cells is reversible. In a classic experiment, he replaced the immature cell nucleus in an egg cell of a frog with the nucleus from a mature intestinal cell. This modified egg cell developed into a normal tadpole. The DNA of the mature cell still had all the information needed to develop all cells in the frog.

Shinya Yamanaka discovered more than 40 years later, in 2006, how intact mature cells in mice could be reprogrammed to become immature stem cells. Surprisingly, by introducing only a few genes, he could reprogram mature cells to become pluripotent stem cells, i.e. immature cells that are able to develop into all types of cells in the body.

These groundbreaking discoveries have completely changed our view of the development and cellular specialisation. We now understand that the mature cell does not have to be confined forever to its specialised state. Textbooks have been rewritten and new research fields have been established. By reprogramming human cells, scientists have created new opportunities to study diseases and develop methods for diagnosis and therapy.

Life – a journey towards increasing specialisation

All of us developed from fertilized egg cells. During the first days after conception, the embryo consists of immature cells, each of which is capable of developing into all the cell types that form the adult organism. Such cells are called pluripotent stem cells. With further development of the embryo, these cells give rise to nerve cells, muscle cells, liver cells and all other cell types - each of them specialised to carry out a specific task in the adult body. This journey from immature to specialised cell was previously considered to be unidirectional. It was thought that the cell changes in such a way during maturation that it would no longer be possible for it to return to an immature, pluripotent stage.

Frogs jump backwards in development

John B. Gurdon challenged the dogma that the specialised cell is irreversibly committed to its fate. He hypothesised that its genome might still contain all the information needed to drive its development into all the different cell types of an organism. In 1962, he tested this hypothesis by replacing the cell nucleus of a frog's egg cell with a nucleus from a mature, specialised cell derived from the intestine of a tadpole. The egg developed into a fully functional, cloned tadpole and subsequent repeats of the experiment yielded adult frogs. The nucleus of the mature cell had not lost its capacity to drive development to a fully functional organism.

Gurdon's landmark discovery was initially met with scepticism but became accepted when it had been confirmed by other scientists. It initiated intense research and the technique was further developed, leading eventually to the cloning of mammals. Gurdon's research taught us that the nucleus of a mature, specialized cell can be returned to an immature, pluripotent state. But his experiment involved the removal of cell nuclei with pipettes followed by their introduction into other cells. Would it ever be possible to turn an intact cell back into a pluripotent stem cell?

A roundtrip journey – mature cells return to a stem cell state

Shinya Yamanaka was able to answer this question in a scientific breakthrough more than 40 years after Gurdon´s discovery. His research concerned embryonal stem cells, i.e. pluripotent stem cells that are isolated from the embryo and cultured in the laboratory. Such stem cells were initially isolated from mice by Martin Evans (Nobel Prize 2007) and Yamanaka tried to find the genes that kept them immature. When several of these genes had been identified, he tested whether any of them could reprogram mature cells to become pluripotent stem cells.

Yamanaka and his co-workers introduced these genes, in different combinations, into mature cells from connective tissue, fibroblasts, and examined the results under the microscope. They finally found a combination that worked, and the recipe was surprisingly simple. By introducing four genes together, they could reprogram their fibroblasts into immature stem cells!

The resulting induced pluripotent stem cells (iPS cells) could develop into mature cell types such as fibroblasts, nerve cells and gut cells. The discovery that intact, mature cells could be reprogrammed into pluripotent stem cells was published in 2006 and was immediately considered a major breakthrough.

From surprising discovery to medical use

The discoveries of Gurdon and Yamanaka have shown that specialised cells can turn back the developmental clock under certain circumstances. Although their genome undergoes modifications during development, these modifications are not irreversible. We have obtained a new view of the development of cells and organisms.

Research during recent years has shown that iPS cells can give rise to all the different cell types of the body. These discoveries have also provided new tools for scientists around the world and led to remarkable progress in many areas of medicine. iPS cells can also be prepared from human cells.

For instance, skin cells can be obtained from patients with various diseases, reprogrammed, and examined in the laboratory to determine how they differ from cells of healthy individuals. Such cells constitute invaluable tools for understanding disease mechanisms and so provide new opportunities to develop medical therapies.


Sir John B. Gurdon was born in 1933 in Dippenhall, UK. He received his Doctorate from the University of Oxford in 1960 and was a postdoctoral fellow at California Institute of Technology. He joined Cambridge University, UK, in 1972 and has served as Professor of Cell Biology and Master of Magdalene College. Gurdon is currently at the Gurdon Institute in Cambridge.

Shinya Yamanaka was born in Osaka, Japan in 1962. He obtained his MD in 1987 at Kobe University and trained as an orthopaedic surgeon before switching to basic research. Yamanaka received his PhD at Osaka City University in 1993, after which he worked at the Gladstone Institute in San Francisco and Nara Institute of Science and Technology in Japan. Yamanaka is currently Professor at Kyoto University and also affiliated with the Gladstone Institute.

Key publications:

Gurdon, J.B. (1962). The developmental capacity of nuclei taken from intestinal epithelium cells of feeding tadpoles. Journal of Embryology and Experimental Morphology 10:622-640.

Takahashi, K., Yamanaka, S. (2006). Induction of pluripotent stem cells from mouse embryonic and adult fibroblast cultures by defined factors. Cell 126:663-676.

Link to a FREE handout you can use in your A&P class: my-ap.us/UNtV9i

Want to know more? Try my-ap.us/TbNCWG


Adapted from my-ap.us/TlWoqC