V. Pat Lombardi, Teaching Fall 2001 thru Fall 2011

Term Course Title Labs/Discussions Students Students Mentored→Fall 2001 BI 121 Intro Human Physiology 8 191

BI 401 Research 1 Sandy WongBI 402 Superv College Teaching 2 Catherine Cotton, Shannon CurnutteBI 409 Practicum 3 Nicole Feigion, Megan Firth, Myron Peng

Winter 2002 BI 358 Investig Medic Physiol 2 42BI 409 Practicum 2 Misha Kassel, Marc Rothgery

Spring 2002 BI 405 Reading 1 Mark MashitaBI 407 Sem Biology Peer Adv 6 Dawn Clippinger, Akiko Ikkaki, Sara Maser, C'Rel Mc Allister, Monika Parsons, Marc RothgeryBI 409 Practicum 7 Ari Devine, Denis Huebner, Stefanie Miller, Tova Moore, Michael Mullins, Lynnelle Smith, Julia Thorkildson

Summer 2002 BI 121 Intro Human Physiology 2 40BI 401 Research 1 Christopher BartelBI 409 Practicum 1 Rebekah RemillardOINT 488 Overseas Intern 1 Jeremy Arnold

Fall 2002 BI 121 Intro Human Physiology 8 191BI 402 Superv College Teaching 1 Omar QutubBI 409 Practicum 6 Michelle Chin, Sally Dominick, Jonah Lee, Michael Mullins, Breanne Pacheco, Erin Schneider

Winter 2003 BI 358 Investig Medic Physiol 2 50BI 399 Spec St Medical Phys 1 Roy Van CleefBI 402 Superv College Teaching 1 Kevin BlaineBI 409 Practicum 4 Linda Kha, Corrie Linn, Breanne Pacheco, Kristin Parker

Spring 2003 BI 199 Special Studies 1 Kimberly BeesonBI 401 Research 1 Lynnelle SmithBI 407 Sem Biology Peer Adv 3 Bronwyn Corry, Gina Drew, Juliette MooreBI 409 Practicum 7 Payum Afzali, Emily Bertani, Andrea Hummert, Sariantra Kali, Jennifer Olson, Omar Qutub, Marc Rothgery

Summer 2003 BI 121 Intro Human Physiology 2 45BI 401 Research 2 Sophie Davis, Jeremy Tesar, BI 409 Practicum 3 Rebecca Anderson, Adam DeMarzo, Kristin ParkerOINT 488 Overseas Intern 2 Jennifer Chaffin, Andrew Dow

Fall 2003 BI 121 Intro Human Physiology 8 190BI 409 Prac Volunteers in Med 2 Whitney Beebe, Kevin HaffnerOINT 488 Overseas Intern 3 Ryoko Takahashi, Rebekah Dickman, Cole Southworth-Thomas

Winter 2004 BI 358 Investig Medic Physiol 2 45BI 409 Prac Volunteers in Med 4 My Cao, Tara Donahue, Anna Hall, Grace WangBI 409 Practicum 4 Kelly Andrews, Tara Donahue, Joleah Lamb, Gabriel LeMayBI 602 Superv College Teaching 1 Katrina Murray

Spring 2004 BI 199 Sp St Nutrition 23BI 401 Research 1 Kerry O'ConnellBI 406 Field Studies 1 Kerry O'ConnellBI 409 Prac Volunteers in Med 6 Virginia Ammon, My Cao, Sharla Dale Houck, Andrew Strickland, Christopher Trinh, Jonathan WiebeBI 409 Practicum 5 Sandra Brown, Allison Gosling, Kristin Herring, Melissa Leary, Kelly PattersonOINT 488 Overseas Intern 1 Kevin Johnson

V. Pat Lombardi, Teaching Fall 2001 thru Fall 2011

Term Course Title Labs/Discussions Students Students Mentored→

Summer 2004 BI 121 Intro Human Physiology 3 54BI 401 Research 1 Parisa JavedaniBI 409 Practicum 5 My Cao, Eric Eisenman, Parisa Javedani, Damion Meany, Ryan VogeOINT 488 Overseas Intern 1 Annamieka Hopps

Fall 2004 BI 121 Intro Human Physiology 8 191BI 199 Spec St Adv BI 121 5BI 409 Prac Volunteers in Med 1 Deepesh PatelBI 409 Practicum 2 Aaron Nepple, Kristina Schnabel

Winter 2005 BI 358 Investig Medic Physiol 2 48BI 401 Research 1 Benedetta BolognesiBI 403 Thesis 1 Megan KuhnBI 409 Prac Volunteers in Med 2 Kyung Kim, Chelsea PiperBI 409 Practicum 10 Valerie Carlberg, Jennifer Chiem, Chelsea Falk, Parisa Javedani, Joleah Lamb, Matthew Miller, Kristina Schnabel, Terry Siriphatnaboon, Andrew Strickland, James Welch

BI 602 Superv College Teaching 1 Katrina MurrayOINT 488 Overseas Intern 3 Arista Hickman, Kathryn Moreland, Sophia Snyder

Spring 2005 BI 199 Sp St Nutrition 23BI 409 Prac Volunteers in Med 4 Asmeret Kiflezghi, Sarah Mixon, Paige Pfunder, Christopher TrinhBI 409 Practicum 5 Sara Childers, Annamieka Hopps, Parisa Javedani, Chelsea Piper, Kristina Schnabel

Summer 2005 BI 121 Intro Human Physiology 3 53BI 401 Research 3 Valerie Carlberg, Kevin Carroll, Parisa JavedaniBI 409 Practicum 4 Kevin Carroll, Charles Colip, Parisa Javedani, Chelsea PiperOINT 488 Overseas Intern 2 Matthew Miller, Daniel Selvig

Fall 2005 BI 121 Intro Human Physiology 8 190BI 402 Superv College Teaching 2 Judy-Ann Garcia, Adam ViolanteBI 403 Thesis 1 Tana Jo BrynBI 409 Prac Volunteers in Med 3 Flynne Miner, Sarah Mixon, Chelsea PiperBI 409 Practicum 1 William FosterOINT 488 Overseas Intern 1 Monica Brown

Winter 2006 BI 358 Investig Medic Physiol 2 46BI 409 Prac Volunteers in Med 3 Flynne Miner, Dimple Patel, Chelsea PiperBI 409 Practicum 2 Graeme Davis, Linden LeeBI 602 Superv College Teaching 1 James NealOINT 488 Overseas Intern 1 Monica Brown

Spring 2006 BI 199 Sp St Nutrition 21BI 402 Superv College Teaching 1 Roslyn OverstakeBI 409 Prac Volunteers in Med 1 Rachel MillsapBI 409 Practicum 1 Colleen Coffin

Summer 2006 BI 121 Intro Human Physiology 3 39BI 401 Research 1 Haley PetersonBI 402 Superv College Teaching 1 Elizabeth AllenBI 409 Practicum 2 Callan Janowiec, Yunah LeeOINT 488 Overseas Intern 1 Suraj Yalamuri

V. Pat Lombardi, Teaching Fall 2001 thru Fall 2011

Term Course Title Labs/Discussions Students Students Mentored→

Fall 2006 BI 121 Intro Human Physiology 8 173BI 199 Spec St College Connect 20

Winter 2007 BI 358 Investig Medic Physiol 2 48BI 401 Research 1 Eva FarahBI 406 Field Studies 1 Eva FarahBI 409 Prac Volunteers in Med 1 Kellee CowmanBI 409 Practicum 2 Eva Farah, Sean WattersBI 602 Superv College Teaching 1 Jennifer Finley

Spring 2007 BI 199 Sp St Anat/Weight Trng 23BI 401 Research 2 Jessika Ava, Carrie HoppeBI 406 Field Studies 1 Jessika AvaBI 409 Prac Volunteers in Med 2 Stefan Buetow, Kellee CowmanBI 409 Practicum 2 Carrie Hoppe, Emily SenffHC 441H Top Fetal Structures 24OINT 488 Overseas Intern 1 Lauren PrincePEW 211 Weight Training I 11

Summer 2007 BI 121 Intro Human Physiology 3 47BI 401 Research 8 Jill Bennett, Joseph Cote, Abigail De Young, Daniel Friedman, Sarah Namugenyi, Haley Peterson, Hannah Wilson, Jacques ZaneveldBI 406 Field Studies 1 Abigail De YoungBI 409 Practicum 2 Lee Anthony, Marissa DuncanOINT 488 Overseas Intern 1 Ross Anderson

Fall 2007 BI 121 Intro Human Physiology 8 190BI 401 Research 1 William WilsonBI 402 Superv College Teaching 1 Stacia KozachenkoBI 409 Prac Volunteers in Med 4 Lee Anthony, Kellee Cowman, Ricky Nelson, Nolan PriedigkeitBI 602 Superv College Teaching 1 Kimberly Lum

Winter 2008 BI 358 Investig Medic Physiol 2 47BI 405 Reading 1 Alexander KahnBI 409 Prac Volunteers in Med 1 Kellee CowmanBI 409 Practicum 4 Joshua Floyd, Michelle Gundelach, Alexander Kahn, Charlotte MillerBI 602 Superv College Teaching 1 Crystal DaveyOINT 488 Overseas Intern 2 Stefanie Doo, Rachel Smith

Spring 2008 BI 199 Sp St Anat/Weight Trng 20BI 409 Prac Volunteers in Med 3 Damoun Aliyazdi, Alysha Bennett, Kellee CowmanBI 409 Practicum 3 Joshua Floyd, Allison Hardy, Steven McNamaraHC 441H Top Fetal Structures 25

Summer 2008 BI 121 Intro Human Physiology 3 38

Fall 2008 BI 121 Intro Human Physiology 8 166BI 402 Superv College Teaching 1 Kara BeasleyBI 409 Prac Volunteers in Med 1 Lauren McCauleyBI 409 Practicum 1 Allison KunerthOINT 488 Overseas Intern 2 Jennifer Snarskis, Jennifer Sullivan

V. Pat Lombardi, Teaching Fall 2001 thru Fall 2011

Term Course Title Labs/Discussions Students Students Mentored→

Winter 2009 BI 358 Investig Medic Physiol 2 51BI 401 Research 1 Athanasios PapailiouBI 402 Superv College Teaching 1 Ingara JamesBI 409 Prac Volunteers in Med 1 Rachel ShumateBI 409 Practicum 2 Ingara James, Tali McNeilOINT 488 Overseas Intern 1 Curtis Petersen

Spring 2009 BI 199 Sp St Anat/Weight Trng 23BI 406 Field Studies 1 Justin StegallBI 409 Prac Volunteers in Med 2 Lee Anthony, Kathryn SharmanBI 409 Practicum 1 Sarah Walter

Summer 2009 BI 121 Intro Human Physiology 2 42BI 401 Research 2 Robert McNulty, Amy MillerBI 406 Field Studies 1 Amy MillerBI 409 Practicum 3 Bryan Gehm, Loren Noll, Birgen SteinmannHPHY 313 Human Physiology I 65OINT 488 Overseas Intern 1 Shinai Grzebielski

Fall 2009 BI 121 Intro Human Physiology 8 163BI 402 Superv College TeachingBI 409 Prac Volunteers in Med 1 Michelle DeeBI 409 Practicum 1 Emily HarperBI 602 Superv College Teaching 2 Sara Nienaber, Jon RunyeonOINT 488 Overseas Intern 1 Reid Harrison

Winter 2010 BI 358 Investig Medic Physiol 2 46BI 409 Prac Volunteers in Med 1 Laurel PayneBI 409 Practicum 2 Thomas Long, Sarah StreitBI 602 Superv College Teaching 1 Jon RunyeonOINT 488 Overseas Intern 1 Marie Strader

Spring 2010 BI 199 Sp St Anat/Weight Trng 24BI 402 Superv College Teaching 1 Rachel HeckBI 409 Prac Volunteers in Med 1 Andrew MossmanBI 409 Practicum 3 Monica Egner, Rachel Heck, Celsa Tonelli

Summer 2010 BI 121 Intro Human Physiology 2 42BI 401 Research 5 Leah Mancino, Andrew McKay, Robert McNulty, William Montagne, Matthew MurrayBI 401 Res Human Proteins 1 Matthew MurrayBI 401 Res Marsh Periwinkle 1 Robert McNultyBI 409 Practicum 4 Trevor Feldman, Sarah Gaughn, Andrew McKay, Hillary MoatzOINT 488 Overseas Intern 2 Anna Brice, Ann Oluloro

V. Pat Lombardi, Teaching Fall 2001 thru Fall 2011

Term Course Title Labs/Discussions Students Students Mentored→Fall 2010 BI 121 Intro Human Physiology 8 183

Winter 2011 BI 358 Investig Medic Physiol 3 57BI 409 Prac Volunteers in Med 3 Colin Bourdin, Ka Wai Cheung, Ari TallenBI 409 Practicum 1 Evan SprauerBI 602 Superv College Teaching 1 Julia Ridgeway

Spring 2011 BI 199 Sp St Anat/Weight Trng 21BI 401 Res CV Physiology 1 Monica LuttrellBI 402 Superv College Teaching 1 Sabrina BowlingBI 409 Prac Volunteers in Med 7 Rohan Borkar, Colin Bourdin, Sabrina Bowling, Ka Wai Cheung, Sheetal Krishnakumar, Hillary Moatz, Ari TallenBI 409 Practicum 4 Sabrina Bowling, Eva Ceder, Molly Cheek, Michael Schott

Summer 2011 BI 121 Intro Human Physiology 2 44BI 401 Research 2 Madison DeLong, Lia HeifetzBI 402 Superv College Teaching 1 Jailynn HarkeBI 406 Field Studies 1 Madison DeLongBI 409 Practicum 2 Lia Heifetz, Emily HudsonOINT 488 Overseas Intern 2 Julia Banchero, Shannon Reiser

Fall 2011 BI 121 Intro Human Physiology 8 181BI 199 Sp St Nutrition Concep 20BI 409 Prac Volunteers in Med 3 Clarissa Camarillo, Sheetal Krishnakumar, Machya PecoraroBI 602 Superv College Teaching 2 Ariel Royall, Dave Youngentob

Students % Total21 lecture courses @ 100-level with 113 lab sections BI 121 2453 68.812 experimental courses @ 100-level BI 199 224 6.310 lecture courses @ 300-level with 21 disc/lab sections BI 358 480 13.51 experimental course @ 300-level BI 399 1 0.020 research courses @ 400-level BI 401 37 1.013 teaching courses @ 400-level BI 402 14 0.42 thesis courses @ 400-level BI 403 2 0.12 reading courses @ 400-level BI 405 2 0.17 field studies courses @ 400-level BI 406 7 0.22 seminar courses @ 400-level BI 407 9 0.358 practicum courses @ 400-level BI 409 168 4.710 teaching courses @ 600-level BI 602 12 0.320 international internship courses @ 400-level OINT 488 30 0.82 Clark Honors College lecture+lab courses @ 400-level HC 441H 49 1.41 lecture course @ 300-level outside department HPHY 313 65 1.81 physical activity course @ 200-level outside department PEW 211 11 0.3

From fall 2001 - fall 2011 Total courses = 182 Total students = 3564 100.0

Graduate Teaching Fellows, Undergraduate Teaching Assistants & Biology Advising Center Peer Advisors

Fall 2001 through Fall 2011 V. Pat Lombardi

BI 121, Introduction to Human Physiology Graduate Teaching Fellows Marisa Connell, Fall 2007 Katelyn Dufour, Fall 2010 Richard Jovelin, Fall 2004 Kimberly Lum, Fall 2007 Sara Nienaber, Fall 2010, Fall 2009 Melissa Olson, Fall 2006, Fall 2004 Melissa Randel, Fall 2011 Ariel Royall, Fall 2011 Jon Runyeon, Fall 2009 Hao Song, Fall 2008 Lisa Turnbull, Fall 2006, Fall 2008 Dave Youngentob, Fall 2011 Undergraduate Teaching Assistants Kersten Barnhart, Summer 2006, Fall 2006 Melissa Barker, Summer 2005, Fall 2005 Julie Beasley, Fall 2003 Kara Beasley, Summer 2008, Fall 2008 Autumn Bernal, Fall 2002 Cathie Cotton, Fall 2001 Jeremiah Crank, Fall 2001 Sabrina Dake, Fall 2005 Johanna Hagenbrock, Fall 2002 Katera Hopkins, Fall 2003 Will L’Hommedieu, Summer 2011 Stacie Kozachenko, Summer 2007, Fall 2007 Monica Luttrell, Summer 2010 Juliette Moore, Summer 2004, Fall 2004, Summer 2003, Fall 2003 Paige Pfunder, Fall 2004 Sophia Snyder, Summer 2004, Fall 2004 Omar Qutub, Fall 2002 Julia Thorkildson, Summer 2002 BI 358, Investigations in Medical Physiology Graduate Teaching Fellows Katy Baden (Murray), Winter 2005, Winter 2004 Mark Compton, Winter 2009 Crystal Davey, Winter 2008 Jennifer Jeffress, Winter 2007 JT Neal, Winter 2006 Julia Ridgeway, Winter 2011 Jon Runyeon, Winter 2010

Undergraduate Teaching Assistants Autumn Bernal, Winter 2004, Winter 2003 Cathie Cotton, Winter 2002 Jeremiah Crank, Winter 2002 Biology Advising Center Peer Advisors Chad Adamson, 2011-present Khuloud Al-Anezi, 2001-2002 Kara Beasley, 2007-2008 Megan Britton, 2004-2006 Justine Brown, 2004-2006 Summer Bryan, 2001-2002 Dawn Clippinger, 2002-2003 Allison Coit, 2005-2007 Bronwyn Corry, 2001-2002 Malia Cramer, 2005-2008 Sabrina Dake, 2004-2005 Gina Drew, 2003-2004 Trevor Feldman, 2010-present Tsegazeab Gessese, 2009-2010 Brittney Griggs, 2008-2010 Nick Hayman, 2011-present Emily Hollern, 2009-2010 Akiko Ikkai, 2002-2003 Jennifer Johnson, 2002-2003 Haley Kum, 2010-2011 Will L’Hommedieu, 2009-2011 Sol Lowe-Cowan, 2011-present Melanie Marine, 2007-2008 Sara Maser, 2001-2002 C’Rel McAllister, 2002-2003 Shannon McDowell, 2008-2009 Jessica McGrath, 2010-2011 Juliette Moore, 2003-2004 Sarah Bwabye Namugenji, 2008 Yen Nguyen, 2001-2002 Molly O’Connor, 2010-present Jeanie Pacewic, 2001-2002 Monika Parsons, 2005-2006 Kate Robertson, 2009-2010 Marc Rothgery, 2002-2003 Jake Sweeney, 2007-2009 Julia Thorkildson, 2002-2003 Alison Uyemura, 2006-2008 Sofia Veloz, 2001-2002 Grace Wang, 2005 Alexa Westerbeck, 2011-present Christina Wickman, 2009-2011

Primary Courses, 2001 to present V. Pat Lombardi

BI 358 Investigations in Medical Physiology was designed originally between 1993 and 2000 to bridge the gap between textbook knowledge (Guyton’s & Hall’s Textbook of Medical Physiology) and practical applications in clinical medicine and research. The course is analogous to an updated, term-long conference in diverse areas of medical physiology and research. Each year since its inception, it has dynamically evolved because it relies upon the expertise and availability of a variety of local, regional, and nationally recognized researchers and physicians screened by way of student feedback. Background medical physiology lectures are brought to life during subsequent expert subspecialty presentations and coordinated by using a body systems approach. Over 30 guests have participated including an addiction medicine specialist, a kidney dialysis machine inventor, a liver transplant center director, an endocrinology journal editor, a cardiovascular institute medical director, a pediatric infectious diseases department chair, a bone metabolism and remodeling expert, a pain management specialist, an allergy and asthma clinical investigator, a regional hospital medical and research administrator, a cataract and glaucoma eye surgery expert, a founder of a women’s care fertility clinic, and a holistic naturopathic physician. Lectures are followed by lively discussions and current event topics guided by a moderator. Requirements include attendance in lectures and discussions (verified daily), weekly quizzes, written feedback on guest lecturers, research paper in any medical specialty area at any level of organization, oral PowerPoint presentation, and feedback and scoring on peer presentations. BI 121 Introduction to Human Physiology was designed for non-science majors and evolved from a course entitled the Human Circulatory System taught by Professor John Postlethwait in the 1980s. The goal of the course is to provide students with a lifelong working vocabulary and knowledge of the structure and function of the human body to foster understanding of current basic science and lay literature and to promote clarity of communication with medical professionals and scientists. Though this is a large lecture class (175-225 students per term), lab sections are limited to 24 students to make them more personal. Every effort is made to make lectures and labs up-to-date, exciting, individually interactive, and applicable to daily life. Labs are synchronized with lecture topics and designed to expand upon the material in some practical way. Topics include: (1) histology or microscopic study of tissues emphasizing levels of organization, (2) anatomy and physiology stressing structure-function relationships, (3) nutritional analyses using newly updated private software and US government public websites; and personal assessments of (4) heart rate and blood pressure with cardiovascular disease risk analysis, (5) blood typing and blood glucose, and (6) pulmonary function. Much personal data is obtained that provides motivation for further study often resulting in a positive impact on health and disease risk. For example, many students have quit smoking based on a lecture dedicated to the Great American Smoke-Out and Oregon’s Tobacco-Free Campus 2012 initiative. Requirements incorporate attendance and participation (monitored daily) in lectures and laboratories; and successful completion of a lab notebook with written activities, a midterm including short-answer questions, and a multiple-choice final exam.

Sample Freshman Seminars

V. Pat Lombardi

BI 199 Nutrition Concepts & Controversies is a course taught through a 1st Year Programs grant limited to a maximum of 23 students. The primary goals are to provide the analytical and scientific tools needed to separate fact from fiction and to identify and debunk nutrition quackery. In order to evaluate claims and controversies, students use the scientific method, peer-reviewed research and newsletters, and guidelines prepared by nationally-accredited health care and research organizations. The newest recommendations established by the US Department of Agriculture, the American Heart Association, the American Institute for Cancer Research, Health Canada, and American College of Sports Medicine are presented so that students are urged to make incremental changes in their daily food and exercise choices to minimize disease risk and enhance quality of life. The text for the course is Frances Sizer's and Eleanor Whitney's Nutrition: Concepts & Controversies, 12th edition (2011). Small group and class discussions examine controversial issues such as: Are nutrition guidelines biased? Who should take supplements? What does organic really mean? Do diets work? What about low-carbohydrate diets? What does recent research say about the best nutritional approach for improving the quality and quantity of life? The course includes electronic media presentations, controversy discussions, group and individual activities, and nutritional analyses. Students analyze food labels, the prices of unique categories of foods through data collection and shopping tours, and the nutritional value of their favorite foods and recipes. They read approximately 75-100 pages per week, complete mystery nutrition quizzes, investigate nutrition claims, make a formal class presentation, and prepare a written research paper on a controversy of their choice. Open participation is encouraged and small groups are resorted to promote questions and discussion and to support and engage the entire class. BI 199 Anatomy, Physiology & Weight Training is a course limited to a maximum of 23 students and is team-taught with Professor Janice Radcliffe by way of a 1st Year Programs grant. It links together resources in three departments: Biology, Human Physiology and Physical Education. Thanks to Professors Sierra Dawson and Jon Runyeon, we are able to access the Human Anatomy Lab. This seminar attempts to maximize applications of basic and applied sciences in exercise and lab settings and includes exercise technique discussions, hands-on exercise sessions, structure-function lectures, and cadaver lab activities. The goals are to promote: (1) safe and effective weight training techniques, (2) a life-time interest in weight training as one means of enhancing multiple components of health-related fitness, (3) an understanding of the anatomical and physiological basis underlying human movement, and (4) a lifelong respect for the intricacies and diversities of human body structures and functions. Students read 15-20 pages per week, participate in a variety of exercise and lab activities and discussions, develop and present a thematic poster presentation; and make written, review -type suggestions for revising an exercise text, book chapter or article of their choice. They are required to attend lectures and lab observations, to participate in all activities, to develop a thematic poster presentation, and to grade objectively their peers’ presentations. The relaxed, spontaneous, discussion format is designed to encourage students to participate freely.

The University of Oregon’s Biology Advising Center in 73 Klamath Hall is open 10 am to 3 pm, Monday through Friday, during the regular academic year. A partial walk-in schedule is maintained from June through August. The Center houses the primary resource group serving Biology majors and minors, Marine Biology majors, domestic and international transfer students, National Student Exchange undergraduates, post-baccalaureates, and prospective students with an interest in the sciences and pre-medicine. Since the year 2000, the Biology Department has offered five emphasis areas including Ecology and Evolution; Human Biology; Marine Biology; Molecular, Cellular and Developmental Biology; and Neuroscience and Behavior. In 2004, Marine Biology was established as a unique major. From fall 2000 to fall 2011, the total number of Biology and Marine Biology majors nearly doubled (1.98-fold increase, from 623 to 1235 undergraduates). http://biology.uoregon.edu/people/Lombardi/Advancement/MARBBITOTAL1999F-2011F.pdf The most recent data from 2011 indicates that Marine Biology majors make up close 10% of the total number of undergraduates served by the Biology Advising Center (117 of 1235 total Biology and Marine Biology majors or 9.5%). Services provided by the Biology Advising Center include group orientation presentations and recruitment sessions, one-on-one advising, transfer course evaluations, pre-requisite and course eligibility checks, domestic and international internship sponsorships, research lab placements, graduation clearances, emphasis areas and honors verifications, and departmental and general advising referrals. Additionally, the Advising Center staff plans, coordinates, and conducts the yearly departmental graduation ceremony. A one-half time administrative assistant, who doubles as a curriculum assistant, and a team of six to eight peer advisors aide in providing services. Recently, the hiring of a one-half time faculty advisor who serves as a Transfer Evaluation Specialist and staff advisor has helped immeasurably in serving the needs of our new students.

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011MARB 0 0 0 0 0 5 39 60 94 117 137 119 117BI 623 623 686 739 836 819 801 758 791 840 984 1024 1118TOTAL 623 623 686 739 836 824 840 818 885 957 1121 1143 1235

0

200

400

600

800

1000

1200

1400

1999

2001

2003

2005

2007

2009

2011

MARBBITOTAL

Never be so narrow as to lose sight of the big picture – words that resonate deeply within my soul over three decades after my mentor and advisor, Dr. Eugene Evonuk presented a lecture on homeostasis. From 1967-1984, Dr. Evonuk was Professor and Director of the Laboratory of Applied Physiology at Oregon. I feel more than blessed to have been one of his doctoral students. Just after I completed my degree, I assumed his role in an emergency position teaching graduate physiology – when he died of a sudden heart attack a few days after returning from a trip with the People to People Medical Education Delegation to China. Dr. Evonuk was a walking medical dictionary – a demanding teacher with an infectious curiosity and love for nature and life. Though he was trained in cardiovascular and environmental physiology at Iowa College of Medicine, he was a master physiologist in dozens of areas at multiple levels of organization. He could converse fluently with virtually any scientist – physicists, biochemists and medical professionals – in any area of research or clinical practice, yet he did so with an unusual sense of awe and humility. You must take risks, push the envelope, and fail first in order to learn! Seek to integrate knowledge from all walks of life. Dr. Evonuk’s fascination with every facet of the living world propelled him to explore it to the extremes. He was an inordinate risk-taker who tracked wolves in Alaska and survived his sea plane crashing three times. Graduate students were initiated with plane rides and trips to the Vets’ Club! His many adventures and subtle humor provided tantalizing material for his colorful physiology lectures. Dr. Evonuk mentored us with incredible enthusiasm, remarkable wisdom and dedication, but most of all with selfless devotion and love. Each of us sought to emulate Dr. Evonuk because he was our true life hero. We could accomplish anything when he was by our side! Together with my mother, Jean Van Landingham; father, Nicholas Lombardi; and close mentor and colleague, Milt Davis; there is no one on this earth who has made more of a profound impact on my life than Dr. Evonuk. My goal in teaching has been quite simple –predestined by early educational experiences – to pass on to others what was instilled in me by superlative role models. From 1984 to1985, I taught graduate physiology courses with labs at Oregon and directed the Applied Physiology Lab. In 1985, when Professor John Postlethwait was planning a sabbatical, I was approached by then Biology Department Chair, Roderick Capaldi, about teaching introductory human physiology. A year earlier, Dr. Capaldi graciously had offered to let me use his lab equipment to help study the enzyme lactate dehydrogenase. I have been teaching for the Biology Department since Dr. Capaldi first opened the door for me. I have taught many lecture and laboratory courses, but primarily introductory human physiology, medical physiology, and occasionally special interest freshman seminars through 1st yr program grants. Dr. Evonuk stressed that in order to improve in teaching, it was crucial to conduct research and work directly with students in the lab. OK, good, good – you put it on paper! Now, learn by doing! Whether lecture, lab or research project, I have tried to work together with students to be as interactive and creative as possible in making textbook knowledge and the most current research come alive through practical application in daily life. Though my official job descriptions have been for teaching and advising, I have sought to conduct research and to attend yearly national and international meetings striving to become a more well-informed teacher. What is most exciting and fulfilling to me is to share immediately what I have learned in the hope of making some small difference. The beauty of my unique job has been that I have received infinitely more than I have given, because I have learned something new and exciting in a variety of fields each and every day. For over 25 yr, it has been my overwhelming joy, deep privilege and honor to work directly with several thousand students and colleagues at the University of Oregon, and members of the Eugene community – a time that remarkably has been seamless with my incredible experiences with Dr. Evonuk. I hope in some small way that I have passed on the many gifts instilled in me – enthusiasm, infectious curiosity, a deep love for learning, an awe of nature – and that I may continue to be blessed for many years to come with the opportunity to engage in the remarkable study of life.

Thesis Committees Chair or Co-Chair: James Harold Frederickson, MS Dietary-induced magnesium deficiency and exercise in the animal model, June 1986. Dennis Robert Taaffe, MS In-Lieu-Of Thesis Alcohol intoxication and perceived exertion, June 1986. Marc Kaltenhauser, MS Twenty-four-hour blood pressure and coronary risk in alcoholics undergoing detoxification, June 1995. Sarah Marie Hollopeter, BS, Robert D. Clark Honors College Thesis The changing face of osteporosis, June 1998. Adam Mougey, BS, Robert D. Clark Honors College Thesis The ergogenic aids androstenedione, chromium picolinate and creatine monohydrate : performance enhancement in strength training, June 2000. Larissa Helen Unruh, International Baccalaureate Project South Eugene International High School Hemorrhagic fever virus, June 2003. Lynnelle Kimberly Smith, BS, Robert D. Clark Honors College Thesis Emotional responses to stressful situations: different emotions mediate performance on working memory tasks, June 2003. Tara Michelle Donahue, BS, Robert D. Clark Honors College Thesis Health-related consequences of childhood obesity, April 2005. Megan Nicole Kuhn, BS, Robert D. Clark Honors College Thesis Immunotherapy vaccine strategies for cancer treatment, June 2005. Tana Jo Bryn, BS, Robert D. Clark Honors College Thesis Analysis of current migraine treatments: intersections of pharmacologic and non-pharmacologic, acute and preventative methods of care, June 2006. Kersten Taylor Barnhart, BS, Robert D. Clark Honors College Thesis Treatment analysis for immune thrombocytopenia purpura, June 2007. Marcus Scott Myers, BS, Robert D. Clark Honors College Thesis The congenital heart defect coarctation of the aorta, candidate gene analysis, and directions for diagnosis in utero, June 2008.

Committee Member: Janice Louise Lettunich, MS The University of Oregon Community Health Improvement Program : effect of training on cardiorespiratory fitness, body composition, serum lipids, and glucose in middle-aged females, June 1985. Christine Snow-Harter, PhD The effects of back exercise on bone metabolism in early postmenopausal women, June1985. Diane Marie Tracy, PhD The safety and training effects of rowing compared to cycling: measured by EKG, cardiovascular parameters, and muscular endurance in male cardiac rehabilitation participant, June 1985. Jack Likwornik, PhD Correlates of personality, belief, health, health habit, and demographic factors to program attendance in a cardiac rehabilitation program, June 1986. Michel Claude Biedermann, PhD Correlation between muscle relaxation and sarcoplasmic reticulum Ca2+-ATPase during fatigue: an in situ model, September 1992. Bruce James Graham, PhD Skeletal muscle metabolic response to exercise in chronic fatigue syndrome determined by in vivo 31P-NMR spectroscopy, June 1993. Shawn O Dell Henry, PhD The effect of increased muscle temperature on sarcoplasmic reticulum calcium-ATPase function: an in situ rat model, June 1995. John Joseph Mc Carthy, PhD Phosphorylation kinetics of the sarcoplasmic reticulum calcium-ATPase following exercise, June 1995. Belinda Ruth Beck, PhD The relationship of streaming potential magnitude to strain and periosteal modeling, June 1996. Stasinos Stavrianeas, MS The effect of muscle ischemia on sarcoplasmic reticulum Ca²⁺-ATPase function : an in situ rat

model, September 1995. Brian Lynn Caster, PhD The effects of height and post-landing movement task on lower extremity landing biomechanics, June 1996.

Stasinos Stavrianeas, PhD Sarcoplasmic reticulum function and glycogen depletion patterns in the rat diaphragm following prolonged exercise, June 1998. John Andrew Mercer, PhD Effects of fatigue on shock attenuation during running, June1999. Jennifer Ann Hess, PhD High-intensity strength training to enhance balance in frail older adults, June 2004. Linden On Quinn Lee, BS, Robert D. Clark Honors College Thesis Shoulder muscle recruitment patterns during isometric contractions of increasing intensity, June 2007. Brenna Meaghan Lynn, PhD Postexercise hemodynamics: interactions of sex, training status, and fluid regulation, June 2008. Sean Roach, PhD Rocky Mountain University of Health Professions Myofascial trigger points in the hip as contributing factor in patellofemoral pain, December 2009.

LAB TIME ALL PRINTED NAME KEY Last, First BI 121 University of Oregon Introduction to Human Physiology Department of Biology Fall 2011 Midterm Examination – Version 3.4 Part I. This section contains 5 short-answer questions worth 4 points each for a total of 20 points. Answer each question directly and concisely using as few words as possible. Be clear in labeling. If you are confused about the wording of a question, please see the friendly proctors in your room. Best of luck! Have fun!!

...That’s the whole idea--I Physiology!! 1. Where does the citric acid or tricarboxylic acid cycle take place? (+1) Does this chemical reaction cycle directly

produce much ATP energy? (+1) What is citric acid cycle’s chief function? (+2) Where (precise location)? MITOCHONDRIAL (+ 0.5) MATRIX (+ 0.5) Much ATP energy (yes/no)? NO (+ 1.0) Chief function (very few words)? HARVEST/COLLECT/PRODUCE/CULL/DELIVER (+ 1.0) 2e-s OR

PAIRS OF ELECTRONS (+ 1.0) FOR/TO ELECTRON TRANSPORT CHAIN (ETC) 2. For the transfer RNA anti-codon AUU, what is the corresponding messenger RNA codon (+1) and the

corresponding DNA code word (+1)? What do these triplets of bases stand for/represent? (+2) DNA code word mRNA codon tRNA anti-codon ATT (+ 1.0) UAA (+ 1.0) AUU The triplets of bases represent: AMINO ACIDS/BUILDING BLOCKS OF PROTEINS (+ 2.0) [ALT., + 1.0 IF ONLY PROTEIN INDICATED.] 3. Which of the six nutrients essential for life can be used to derive energy in the form of adenosine triphosphate

(ATP)? (+3) Which of these energy nutrients can be used by mitochondrial powerhouses to produce ATP? (+1) Energy nutrients? CARBOHYDRATES (+ 1.0), FATS (+ 1.0), PROTEINS (+ 1.0) [So – 2.0 if only carbohydrates listed.] Which of the above used by mitochondria? ALL THREE/ALL OF THEM/CARBOHYDRATE 1st, FAT 2nd ,

PROTEIN VERY LITTLE/MINIMALLY (+ 1.0) [+ 0.5 IF ONLY CARBOHYDRATE OR 1 EN LISTED.] 4. Blood pressure is the force exerted by the blood on large systemic arteries. In the space below, draw a figure 8-

loop representing the human cardiovascular system. Draw & label two sets of capillaries. Where in the loop is the heart? [Note this in your sketch.] (+1) What does the lower part of the loop represent? (+1) In typical measurements in the doctor’s office, where within the loop is blood pressure being estimated? [Make an X to indicate the exact spot.] (+1) What is the optimal blood pressure in millimeters of mercury (mm Hg) relative to cardiovascular risk? (+1)

FIGURE-8 DRAWING w/♥ @ CENTER (+ 1.0) SYSTEMIC/PERIPHERAL CIRCUIT (+ 1.0) X OR ARROW W/LABEL TO INDICATE LARGE SYSTEMIC ARTERIES (+ 1.0) < 120/80 MM HG [BOTH MUST BE SATISFIED < 120 SYSTOLIC & < 80 DIASTOLIC ] (+ 1.0) 5. What is a polymer? (+1) What is a monomer? (+1) How is hydrolysis related to polymers and monomers? (+2) Polymer? MANY/REPEATING STRUCTURAL UNITS OR MANY PARTS/COMPONENTS (+ 1.0) [ALT: A MACROMOLECULE,…] Monomer? ONE PART/ONE STRUCTURAL UNIT/SINGLE COMPONENT (+ 1.0) How is hydrolysis related (very few words)? HYDROLYSIS OF DIGESTION (ADDING THE ELEMENTS

OF WATER TO SPLIT THINGS APART) CONVERTS POLYMERS INTO MONOMERS (+ 2.0) [LINKS POLYMERS & MONOMERS IS OK, JUST ABOVE THRESHOLD FOR POINT VALUE.]

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Part II: This section contains 40 multiple-choice questions, each worth 2 points for a total of 80 points. Circle the letter corresponding to the correct answer on this test. With a number 2 pencil, fill in the circle corresponding to the correct letter on your U of O Score Form. Feel free to show your work or thought processes on this test, but do not make notes/stray marks on the scantron. Verify that you’ve entered your name and ID# on the scantron. Remember that only one answer is correct & no partial credit will be given. Best of luck! vpl 1. Cells are progressively organized into a. organs, systems, tissues, and finally, the whole body. b. systems, tissues, organs, and finally, the whole body. c. organs, systems, tissues, and finally, the whole body. d. tissues, organs, systems, and finally, the whole body. e. None of the above. 2. How do plasma and interstitium differ? What do they have in common? a. Plasma is extracellular fluid, whereas interstitium is intracellular fluid; both are within blood, the fluid part of the

cardiovascular system. b. Plasma is within the cardiovascular system, whereas interstitium is not, but rather is in tissue spaces; both are

extracellular fluid, and mingle at the level of the capillary. c. Plasma and interstitium are identical; they are synonyms for the straw-colored fluid part of blood. d. Plasma is cytoplasm without organelles, whereas interstitium is extracellular fluid. e. None of the above. 3. What are the 4 Cs for the 4 primary tissue types? Nerve , muscle , epithelial , and connective . a. contracts, conducts, covers, connects c. contracts, covers, conducts, connects e. None of these. b. connects, covers, contracts, conducts d. conducts, contracts, covers, connects 4. Which of the following converts energy so that the homeostatic model’s Controller can evaluate input? a. Δ or corrective change b. effector c. output d. receptor e. feedback loop 5. Which of the following about negative feedback loops are correct? A negative feedback loop ___ a. involves amplification of an original input. b. includes a corrective change that reinforces the original input. c. ultimately must be turned off by a positive feedback loop. d. example includes oxytocin & contraction of the uterus during childbirth. e. None of the above is correct. 6. List in the correct order, the sequence of steps that occur to maintain blood pressure, when a human subject

moves from a seated to a standing position. 1. heart rate increases, blood vessels constrict 4. blood pools in the lower body 7. blood pressure falls 2. baroreceptors detect change in pressure 5. output is sent to heart & vessels 8. blood pressure rises 3. mechanical pressure translated to nerve signal 6. CV control center compares w/set point 9. corrective change a. 1,3,5,7,9,2,4,6,8 b. 2,4,5,7,9,8,1,3,6 c. 3,2,1,5,6,4,8,7,9 d. 4,7,2,3,6,5,1,9,8 e. 5,7,9,8,1,2,3,4,6 7. Which of the following describes the general flow of information within the cell?

From to to . a. DNA, protein, RNA b. RNA, protein, DNA c. Protein, DNA, RNA d. DNA, RNA, protein e. RNA, DNA, protein

8. Why is it important to have organelles and in general, cell compartments?

a. To create an assembly of free ribosomes that produces lipids for cell membrane construction. b. So that incompatible reactions can take place simultaneously. c. It is not important. This is really a false-partitioning of structures which are highly interrelated. d. To separate mitochondrial anaerobic metabolism from cytosolic aerobic metabolism. e. None of the above are correct.

9. Which of the following are thought to act like intracellular freight trucks, ferrying either RNA and/or ribosomes, and have been implicated in cancer cell resistance to chemotherapy? Are they true organelles?

a. peroxisomes, yes b. mitochondria, no c. lysosomes, yes d. Golgi complex, yes e. vaults, no

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10. Which of the following detoxifies by way of oxidative enzymes and neutralizes hydrogen peroxide with catalase? a.ribosomes b. peroxisomes c. glycogen inclusions d.mitochondria e.lysosomes

11. The rough endoplasmic reticulum a. is studded with ribosomes. b. synthesizes proteins for export from the cell or for use in construction of new cellular membrane. c. is thought to be continuous with the smooth endoplasmic reticulum. d. All of the above are correct. e. None of the above is correct.

12. How is it that human body cells contain mitochondria derived solely from our mothers? a. This is not true. Our body cells contain mitochondria derived from both parents. b. Sperm mitochondria enter the egg but are tagged for destruction by the protein ubiquitin. c. Sperm mitochondria never enter the egg, but are used for sperm propulsion, then discarded. d. Sperm mitochondria enter the egg and evolve into precursor/primordial egg mitochondria. 13. Which of the following activities relies most heavily upon the immediate, ATP-PC energy system? a. marathon run b. cross-country skiing c. jumping rope for 10 min d. 100-m sprint e. boxing 14. What is a gene and where are genes located within the cell? a. an RNA molecule that is a copy of a section of DNA, nucleus & cytosol b. a section/stretch of DNA that’s a recipe for making a protein, nucleus & mitochondria c. the subunit of a ribosome for making proteins, cytoplasm & endoplasmic reticulum d. All of the above are correct. e. None of the above is correct. 15. Which of the following are single-stranded molecules with nucleotide building blocks? a. DNA b. glycogen c. mRNA d. rRNA e. Both c. & d. 16. In translation, what role does tRNA play?

a. It provides the energy needed to link amino acids together to make a protein at the ribosome. b. It helps connect the small and large ribosomal subunits to make a functional ribosome. c. It picks up a specific cytosolic amino acid and delivers it to the ribosome for making proteins. d. Along with proteins makes up the large subunit of the ribosome or workbench of protein synthesis.

e. None of the above is correct.

17. What are the micronutrients, that is, are required in only minute amounts? a. triglycerides b. glycerol & mineral colloids c. carbohydrates & proteins d. vitamins & minerals e. None of these 18. What major changes were made to the 1992 USDA Food Pyramid to create the 2005 Food Guidance System?

a. Increased emphasis on daily exercise & reduced kcal intake. b. 9-A-Day rather than 5-A-Day servings of vegetables & fruits. c. At least ½ of daily servings of grains, whole grain. d. Emphasis on good fats, eg Ω-3 fish, walnuts, rather than saturated or trans fat sources. e. All of the above were changes made to create the new 2005 Food Guidance System.

19. Which of the following categories should be minimized in order to promote gradual weight loss & percentage body fat reduction?

a. Fats b. alcohols c. proteins d. carbohydrates e. a. & b. because of their high calorie density

20. According to a study by Zuti and Golding in 1976, what is the best way to maintain or increase muscle mass,

and to lose %body fat and body weight? a. consistent aerobic exercise b. eating < 800 kcal/day c. eliminating dessert d. herbal supplements e. None of these 21. The gut is not digested by the proteolytic enzymes it makes because it produces _____. a. inactive precursors b. mucus c. actually, it is digested over time d. a. & b. are both correct e. None of these 22. What are the primary end-products of fat/triglyceride digestion? a. glucose b. amino acids c. fatty acids & glycerol d. ethanol e. None of these

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23. Which of the following is one of the major causes of ulcers? a. stress b. spicy foods c. smoking d. Helicobacter pylori e. None of these

24. Where does chemical digestion of protein begin? a. mouth b. esophagus c. stomach d. small intestine e. large intestine

25. Which of the following secretions are released directly into the blood, NOT into the gut lumen? a. mucus b. enzymes c. water & bicarbonate d. hormones e. All of these 26. Which of the following concentrates and stores bile? a. liver b. gall bladder c. small intestine d. large intestine e. None of these

27. Why is the pancreas unique? It

a. is the retirement center for red blood cells. b. produces exocrine digestive enzymes and endocrine hormones. c. makes enzymes specific for digesting all 3 energy nutrients. d. begins the enzymatic digestion of carbohydrate. e. Both b. and c. above are correct.

28. Why is it important to have a parallel rather than series systemic circulation? a. so that each organ receives a fresh blood supply rather than used blood from proximal organs. b. to ensure that there is a gradient of acid-base or pH balance along the distal path of the circulation. c. so that blind-ended lymphatic vessels can trap run-off from the cardiovascular system when capillaries are injured. d. to ensure that there is a gradient of oxygen concentration from large arteries, to small arteries to capillaries. e. None of the above is correct.

29. What is the normal direction of blood flow through the cardiac or heart circulation? a. veins to atria to ventricles to arteries to capillaries to veins b. atria to arteries to ventricles to veins to capillaries to atria c. arteries to veins to atria to ventricles to capillaries to arteries d. capillaries to arteries to veins to ventricles to atria to capillaries e. None of the above is correct

30. Clinically healthy, human heart valves ensure blood flow that is: a. unidirectional b. from veins to arteries c. from capillaries to arterioles d. from lymphatics to veins 31. Pretend like you’re a red blood cell or an erythrocyte within the inferior vena cava. List in order, the valves

you would see traveling through the heart. a. pulmonary, aortic, mitral, tricuspid b. aortic, bicuspid, right AV, pulmonary c. bicuspid, left AV, pulmonary, aortic d. tricuspid, pulmonary, bicuspid, aortic e. pulmonary, aortic, right AV, left AV 32. Elephantiasis from the mosquito-borne parasitic filaria worm is due to blockage of _____. a. cardiovascular capillaries b. pulmonary arteries c. systemic veins d. lymph nodes & vessels

33. The top value of a systemic blood pressure measurement is due to pressure generated by a. contraction of the right atrium d. contraction of skeletal muscles b. contraction of the left ventricle e. None of these. c. relaxation of the left ventricle 34. Which of the following factors may alter heart rate and blood pressure? a. arousal state (awake, drowsy, asleep, unconscious...) b. bladder and/or bowel distention (if more than semi-filled, then BP higher) c. menstrual phase (follicular, ovulatory, luteal) d. smoking status (# & time) e. All of the above.

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35. In an EKG/electrocardiogram, what does the QRS complex represent? The wave of depolarization travelling

through the ______. a. primer pumps b. power pumps c. SA node d. inter-atrial pathway e. AV node

36. Exchange of nutrients, wastes, and gases occurs within which blood vessels which are no more than a few cell diameters away from all body cells? a. venules b. arteries c. capillaries d. arterioles e. veins

37. Which of the following are primary modifiable risk factors for the development of cardiovascular diseases? a. cigarette smoking b. hypertension c. high fats in the blood d. lack of exercise e. All of these 38. A TIA or transient ischemic attack is

a. an acute myocardial infarction. b. a mini-stroke or prelude to a major stroke. c. associated with angina or chest pain just prior to a heart attack. d. a form of peripheral vascular disease. e. None of the above.

39. Atherosclerosis

a. is a gruel-like, cholesterol-containing plaque that develops within walls of arteries. b. may develop in the coronary arteries which surround the heart and lead to a heart attack. c. may develop in the arteries of the brain and lead to a stroke. d. All of the above are correct. e. None of the above is correct.

40. Which of the following oils/fats are the best for heart and vessel health?

a. Coconut, palm, and palm kernel; that is, superb, tropical vegetable oils which are also cheap. b. Hazelnut, avocado, peanut, olive and canola oils which are high in mono-unsaturated fat. c. Organic butter from a dairy animal which has ingested a whole grain diet without pesticides. d. Animal fats including saturated fats obtained from the marble of a T-bone steak. e. Crisco

** Please look over your test to make sure that you've answered each question. When you're absolutely certain that you're finished, place this test face down in a pile on the table at the front of the room. Place your UO Score forms/scantrons in a unique pile nearby, again facing down. Thanks for being quiet as you're leaving so that the concentration of others is not disrupted. Remember that we have a lecture on Thursday, but no labs as we’re taking a break due to midterms. Thanks sincerely.

Ariel, Dave, Melissa, Holly & Pat

-I: -II:

-Total: Midterm Score:

BI 358, FUN QUIZ #2 ...I GI Medical Physiology & Nutrition Forever! 1. Draw a simple sketch to illustrate the gastrointestinal (GI/gut) doughnut

analogy. Label the GI lumen (+1) and body (+1). Add an accessory organ of digestion to your diagram (+1), and note specifically the orientation of this organ (+1) relative to the GI lumen and body.

See Slide 30, Lecture 4. +1 Lumen label for doughnut hole. +1 Body label for doughnut dough/body. +1 Accessory organ within body or dough. +1 Accessory organ duct connected to lumen.

[NB: +0.5 total for reasonable attempt at diagram with labels, but incorrect details.] 2. What is hydrolysis? (+1) What molecules are needed for hydrolysis of

digestion to take place? (+3) See Slides 10 & 12, Lecture 5. +1 adding (elements of) water/H2O to (chemical bonds to) split apart/dissolve +1 energy nutrients (+0.5 for specific eg only, ie, 1 or 2 of carbohydrate, fat, protein) +1 enzyme/biological catalyst (specific to energy nutrient) +1 water/H2O 3. How is it that the stomach itself contains smooth muscle protein layers, yet it

secretes a proteolytic/ protein-digesting enzyme and hydrochloric acid. Provide 2 reasons why the stomach does not get enzymatically digested? (+4)

See Slide 22-25, Lecture 5 + notes from chalkboard, Lecture 4. +2 inactive precursor/zymogen release/inactive pepsinogen turned on or converted to active

pepsin by hydrochloric acid well into lumen +2 mucus layer protects the gut from digestion and excoriation/corrosion 4. According to the new US guidelines published in 2011 (ChooseMyPlate.gov),

what % of daily grain intake should be whole grains? (+1) Give an example of a 1st ingredient listed within a bread product that indicates a whole-grain product? (+1) What types of vegetables should you emphasize? (+2) See Slides 60-61, Lecture 5

+1 50% or more OR ½ or more OR Make half your grains whole OR @ least 3 ounces… +1 whole wheat, cracked wheat, sprouted wheat… +2 For any two of: dark green or leafy green, red, orange, beans, peas, starchy, cruciferous,

or specific eg: spinach, kale, broccoli, green beans, carrots & sweet potatoes. 5. Why do the new US and American Heart Association guidelines suggest

eating fish twice per week? (+2) List at least one specific fish that should be avoided or consumed minimally. (+1) Why shun this fish? (+1)

+2 for any one of: high source of protein & low source of [saturated] fat, contains Ω-3 fats which benefit heart, contains Ω-3s which decrease arrhythmias/irregular heart beats, ↓triglycerides/ fats in blood, ↓blood pressure (slightly), ↓ atherosclerotic plaque formation, contains DHA &

EPA (esp. deep cold-water) which reduce inflammation, ↓ age-related macular degeneration. +1 for any one of: KISSTT, king mackerel, ice fish, sharks, skates, tile fish, tuna OR older, larger

predatory fish or marine mammals +1 mercury [content]. See Slides 6, 19-24, Lecture 6 and http://www.aha.org BONUS: What is ghrelin & what does it do?(+1) See G&H pp 845-9; Slides 3-6,Lecture 5 +1 for any of: a stomach hormone that increases feeding, an orexigenic hormone, a hormone released (by cells of fundus of) stomach (also released to small extent by small intestine), a hormone released in response to sleep-deprivation that promotes abdominal obesity, one of the brain-gut-skin peptides, produced by hypothalamus (arcuate nucleus), counterbalance hormone to leptin, hunger hormone, hormone involved in memory, hormone produce by fetal lungs,…

BI 358, FUN QUIZ #3

1. Pathogens and parasites cause < 2% of deaths in modern, industrialized countries, yet 70-80% of deaths in less developed countries. Provide two reasons for this striking difference. (+4)

+2 each for any two of: poor sanitation, contaminated water supply, contaminated food supply, malnutrition, existing infections, patchy inadequately-funded vaccinations, AIDs superimposed on all of these. May be others in unique words.

2. What are the two primary functions of the immune system?[According to Dr. Kraig.] (+4) +2 recognize self from non-self +2 remember it

Alt. +2 for any of: acts as protective barrier/prevents entrance of pathogens, recognizes pathogens, detects microbes, communicates to other parts of the immune network, recruit coordinated multi-pronged attack, suppress it (attack), destroys/neutralizes pathogens/combat toxic agents & infections, paves way for tissue repair, ...

3. Draw a rough sketch of an antibody molecule. Be sure to include major parts (+2). Provide an immunoglobulin class (+1) & briefly note a unique feature of the class you’ve picked(+1). +1 Y-shaped molecule +1 noting antigen binding ends/tips of Y or Fc & Fab or constant & variable regions +1 providing 1 of Ig classes G, A, M, E, or D +1 general function G = good released in 20 response; A = secretory, guards orifices,

secreted in breast milk, dimer, weighs down pathogens to carry out GI tract, important in passive immunity mother to child; M = pentamer, macroglobulin, released in 10 response, important in initial precipitation/ agglutination; E = monomer attached to mast cells, important in allergic reactions, D = dunno! dumb!, functions largely unknown. Alt. +1 see G&H.

4. Identify and list the general functions of three major types of T-cells. (+3) What do B-cells do when they are signaled by T-cell lymphokines/interleukins? (+1) NB: +½ for each ID, +½ for general function

+1 T-helper/T-/CD-4 cells, commander-in-chief of immune system/activate leukocytes +1 Suppressor T-cells, prevent run-away immune reaction/inhibit leukocytes +1 Cytotoxic T-cells, kill infected body cells/cancer cells +1 B-cells become plasma cells and produce anti-bodies (either of these fine) 5. Provide two ways that allergies can be treated. [Remember Dr.

Kraig’s 3-legged stool!] (+4) +2 ea for any two of: avoidance (of allergens, e.g., avoid cat/cat dander, avoid outdoors during high pollen counts), medications, inhalants, eyedrops, allergy shots/high-dose immunotherapy, air filters, encasements (e.g., plastic covers for pillows reduce dust mites, masks decrease pollen exposure),...several options here.

BONUS: Coombs & Gell, Type IV, cell-mediated hypersensitivity reaction to poison oak. Alt. Type IV delayed-hypersensitivity reaction.

...I Immunology! More so after the Quiz!