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© 2016 Pearson Education, Inc. PowerPoint® Lectures created by Edward J. Zalisko for Campbell Essential Biology, Sixth Edition, and Campbell Essential Biology with Physiology, Fifth Edition – Eric J. Simon, Jean L. Dickey, Kelly A. Hogan, and Jane B. Reece The Body’s Defenses
© 2016 Pearson Education, Inc. An Overview of the Immune System • The immune system is your body’s defense against infectious disease. • The human immune system is a collection of organs, tissues, and cells • together perform the vital function of safeguarding the body from a constant barrage of pathogens, disease-causing agents like viruses and bacteria.
© 2016 Pearson Education, Inc. Figure 24.1 OVERVIEW OF THE IMMUNE SYSTEM Innate Immunity (always deployed) Adaptive Immunity (activated by exposure to specific pathogens) Third line of defense: Internal adaptive defenses • Lymphocytes B cell T cell • Antibodies Lymph node The Lymphatic System (involved in internal innate immunity and adaptive immunity) • Natural killer cells • Defensive proteins • Inflammatory response Invading microbe • Phagocytic cells Phagocytic cell First line of defense: External innate defenses • Skin • Secretions • Mucous membranes Colorized SEM Mucus- producing cells Cilia Second line of defense: Internal innate defenses
© 2016 Pearson Education, Inc. An Overview of the Immune System • The protection provided by your immune system consists of two parts. 1. Innate immunity doesn’t change much from the time you are born, and its components attack pathogens indiscriminately. 2. Adaptive immunity continually develops over your lifetime as it encounters and attacks specific pathogens. With its continual development, adaptive immunity ensures you will have better protection from a specific pathogen each
© 2016 Pearson Education, Inc. An Overview of the Immune System • Innate immunity includes both external and internal defenses, which are respectively considered the first and second lines of defense. • External innate defenses are on the frontline, preventing pathogens from getting deep inside the body. • Internal innate defenses lie in wait, confronting pathogens that make it past external defenses.
© 2016 Pearson Education, Inc. An Overview of the Immune System • Adaptive immunity, the third line of defense, is strictly internal, deploying when innate immunity defenses fail to ward off a pathogen. • Nearly all animals have innate immunity (the first and second lines of defense), but only vertebrates have adaptive immunity (the third line of defense).
© 2016 Pearson Education, Inc. An Overview of the Immune System • Innate and adaptive immunities—the immune system—interact with and rely on the other systems in the body, but particularly the lymphatic system. • The lymphatic system is a network of vessels, tissues, and organs where pathogens and cells involved in innate immunity and adaptive immunity interact with each other to carry out defensive actions.
© 2016 Pearson Education, Inc. Innate Immunity • Innate immunity protects the body when a pathogen first attempts to infect the body. • This protection is accomplished with two lines of defense. 1. External innate defenses keep the pathogen from entering the body and do so in a variety of ways. 2. Internal innate defenses are ready with immune cells and defensive proteins should a pathogen make it past the external innate defenses.
© 2016 Pearson Education, Inc. External Innate Defenses • External innate defenses form the frontline of your immune system because they prevent infection, as opposed to your body’s other defenses, which fight an infection after it occurs.
© 2016 Pearson Education, Inc. External Innate Defenses • Some barriers of external innate defenses block or filter out pathogens. • Intact skin forms a tough outer layer that most bacteria and viruses cannot penetrate. • Nostril hairs filter particles from the incoming air. • Ear wax traps pathogens before they can travel too far down the ear canal. • Organ systems that are open to the external environment are lined with cells that secrete mucus, a sticky fluid that traps bacteria, dust, and other particles.
© 2016 Pearson Education, Inc. Figure 24.2 (a) Skin forms a protective barrier. (b) Cilia on cells in the nasal cavity sweep mucus (blue) and trapped bacteria (yellow) out of the body. Colorized SEM Colorized SEM
© 2016 Pearson Education, Inc. Figure 24.2-1 (a) Skin forms a protective barrier. Colorized SEM
© 2016 Pearson Education, Inc. Figure 24.2-2 (b) Cilia on cells in the nasal cavity sweep mucus (blue) and trapped bacteria (yellow) out of the body. Colorized SEM
© 2016 Pearson Education, Inc. External Innate Defenses • External innate defenses also include chemical barriers in the form of antimicrobial secretions. • Sweat, saliva, and tears contain enzymes that disrupt bacterial cell walls. • The skin contains oils and acids that make it inhospitable to many microorganisms. • The cells of the stomach produce acid that kills most of the bacteria we swallow.
© 2016 Pearson Education, Inc. Internal Innate Defenses • The internal innate defenses depend on white blood cells and defensive proteins. • Two types of white blood cells contribute to your internal innate defenses. 1. Phagocytic cells (also called phagocytes) engulf foreign cells or molecules and debris from dead cells by phagocytosis, or “cellular eating.” 2. Natural killer (NK) cells recognize virus- infected and cancerous body cells.
© 2016 Pearson Education, Inc. Figure 5.18
© 2016 Pearson Education, Inc. Internal Innate Defenses • The inflammatory response often makes infected areas red, swollen, painful, and warm to the touch. • Injured cells of damaged tissues release chemicals that trigger various internal innate defenses. • One such chemical signal, histamine, causes nearby blood vessels to dilate (widen) and leak fluid into the wounded tissue, a process called swelling. • The excess fluid heals damaged tissue by diluting toxins in it, bringing it extra oxygen, and delivering platelets and clotting proteins to it that promote scabbing.
© 2016 Pearson Education, Inc. Figure 24.3 Skin surface Splinter Bacteria Chemical signals White blood cell Blood vessel Blood clot Swelling Phagocytic cells and fluid move into area Phagocytic cells Tissue injury; release of chemical signals such as histamine Dilation and increased leakiness of local blood vessels; migration of phagocytic cells to the area Phagocytic cells engulf bacteria and cell debris; tissue heals 3 2 1
© 2016 Pearson Education, Inc. Figure 24.3-1 Skin surface Splinter Bacteria Chemical signals White blood cell Blood vessel Tissue injury; release of chemical signals such as histamine 1
© 2016 Pearson Education, Inc. Figure 24.3-2 Blood clot Swelling Phagocytic cells and fluid move into area Dilation and increased leakiness of local blood vessels; migration of phagocytic cells to the area 2
© 2016 Pearson Education, Inc. Figure 24.3-3 Phagocytic cells Phagocytic cells engulf bacteria and cell debris; tissue heals 3
© 2016 Pearson Education, Inc. Internal Innate Defenses • The chemical signals also attract phagocytic cells, which engulf bacteria and the remains of body cells killed by bacteria or physical injury. • Damaged cells release chemical signals that increase blood flow to the damaged area, causing the wound to turn red and warm. • Anti-inflammatory drugs, such as ibuprofen, dampen the normal inflammatory response and help reduce swelling and fever.
© 2016 Pearson Education, Inc. Internal Innate Defenses • All the defenses you’ve learned about so far are called innate because innate defenses are already deployed in the body and at the ready without any preparation.
© 2016 Pearson Education, Inc. The Lymphatic System • The lymphatic system consists of • a branching network of vessels, • numerous lymph nodes, and • a few other organs, such as the spleen, appendix, and tonsils. • The lymphatic vessels carry fluid called lymph, which is similar to the interstitial fluid surrounding body cells.
© 2016 Pearson Education, Inc. The Lymphatic System • The two main functions of the lymphatic system are 1. to return tissue fluid to the circulatory system and 2. to fight infection.
© 2016 Pearson Education, Inc. Figure 24.4-1 Lymphatic vessels entering veins Tonsil Lymph nodes Thymus Spleen (a) The organs and vessels of the lymphatic system Appendix Lymphatic vessels
© 2016 Pearson Education, Inc. Circulatory Function • As blood travels through the circulatory system, fluid exits the blood through small gaps between the cells of the capillaries. This fluid then enters the interstitial space surrounding tissues. • Nutrients and wastes for all cells are exchanged in this interstitial fluid. • Most of this fluid reenters the blood and the circulatory system through capillaries, but some remains in the tissue. • This excess fluid flows into small lymphatic vessels.
© 2016 Pearson Education, Inc. Circulatory Function • Now called lymph, this fluid drains from the lymphatic vessels into larger and larger lymphatic vessels. • Eventually, lymph enters the circulatory system through two large lymphatic vessels that fuse with veins near the shoulders. If lymph doesn’t drain well from tissues, the tissue swells.
© 2016 Pearson Education, Inc. Figure 24.4-2 Arteriole Capillaries Venule Fluid re- entering capillaries Fluid exiting capillaries (b) Lymphatic vessels Fluid entering lymphatic vessel Lymph Lymphatic vessels
© 2016 Pearson Education, Inc. Immune Function • Because lymphatic vessels penetrate nearly every tissue, lymph can pick up pathogens from infection sites just about anywhere in the body. • As this fluid circulates, phagocytic cells inside lymphatic tissues and organs engulf the invaders. • Lymph nodes are key sites where particular white blood cells called lymphocytes multiply during times of infection.
© 2016 Pearson Education, Inc. Adaptive Immunity • Adaptive immunity depends on two types of lymphocytes that recognize and respond to specific invading pathogens. • Like all blood cells, lymphocytes originate from stem cells in the bone marrow. • B cells fully develop and become specialized in the bone marrow.
© 2016 Pearson Education, Inc. Adaptive Immunity • Immature T cells migrate via the blood to the thymus, a gland in the chest, where they mature and become specialized. • Both B cells and T cells eventually make their way to the lymph nodes and other lymphatic organs and wait to encounter an invader.
© 2016 Pearson Education, Inc. Adaptive Immunity • Antigens • are molecules that elicit a response from a lymphocyte, • are usually on the surfaces of viruses or foreign cells, and • also include toxins secreted from bacteria, molecules from mold spores, pollen, house dust, and molecules on cell surfaces of transplanted tissue. • Any given pathogen will have many different antigens on its surface.
© 2016 Pearson Education, Inc. Adaptive Immunity • Unlike innate immunity defenses, which are ready to fight pathogens at any time, the adaptive immunity defenses, specifically B cells and T cells, must be primed before they attack foreign molecules.
© 2016 Pearson Education, Inc. Step 1: Recognizing the Invaders • Protruding from the surface of B cells and T cells are antigen receptors that bind to an antigen. • Each cell has about 100,000 copies of an antigen receptor that detects only a single type of antigen. • One cell may recognize an antigen on the mumps virus, for instance, whereas another detects an antigen on a tetanus-causing bacterium.
© 2016 Pearson Education, Inc. Animation: Role of B Cells
© 2016 Pearson Education, Inc. Step 1: Recognizing the Invaders • Antigen receptors on B cells specialize in recognizing intact antigens that are on the surface of pathogens or circulating freely in body fluids. • The unique shape of the antigen and the complementary antigen receptor on the B cell results in a lock-and-key fit that activates the B cell. • In contrast, antigen receptors on T cells only recognize fragments of antigens, and the fragments must be displayed, or presented, on the surface of body cells by special proteins before T cells are activated.
© 2016 Pearson Education, Inc. Figure 24.5 ADAPTIVE IMMUNITY: RECOGNIZING INVADERS Antigen recognition by B cells Pathogen Antigen receptors Antigen recognition by T cells Pathogen Body cell T cell Antigen receptors B cell B cell Self protein Self protein displaying a foreign antigen fragment T cell antigen receptor binds to the self protein and a specific antigen fragment. Freely circulating antigens (such as toxins) B cell antigen receptor binds to a specific antigen. Antigens on the surface
© 2016 Pearson Education, Inc. Figure 24.5-1 Antigen recognition by B cells Pathogen Antigen receptors B cell B cell B cell antigen receptor binds to a specific antigen. Freely circulating antigens (such as toxins) Antigens on the surface
© 2016 Pearson Education, Inc. Figure 24.5-2 Antigen recognition by T cells Self protein Pathogen T cell antigen receptor binds to the self protein and a specific antigen fragment. Body cell T cell Antigen receptors Self protein displaying a foreign antigen fragment
© 2016 Pearson Education, Inc. Step 1: Recognizing the Invaders • The fragments of antigens that T cells recognize originate from pathogens that have entered a body cell. • A T cell bearing a receptor with specificity for this antigen fragment binds to both the antigen and self protein. • This three-part interaction among a self protein, an antigen fragment, and an antigen receptor is required for a T cell to function.
© 2016 Pearson Education, Inc. Step 1: Recognizing the Invaders • A small population of each kind of lymphocyte lies in wait in your body, ready to recognize and respond to a specific antigen.
© 2016 Pearson Education, Inc. Step 2: Cloning the Responders • How does the body marshal enough of the right kind of lymphocyte to fight a specific invading pathogen? • The key is a process called clonal selection. • At first, an antigen activates only a tiny number of lymphocytes with specific antigen receptors.
© 2016 Pearson Education, Inc. Figure 24.6-s1 1 Antigens on the surface of a pathogen B cells that recognize different antigens Antigen receptor on cell surface
© 2016 Pearson Education, Inc. Figure 24.6-s2 2 Antigens on the surface of a pathogen B cells that recognize different antigens Antigen receptor on cell surface 1
© 2016 Pearson Education, Inc. Figure 24.6-s3 2 3 Clone of effector B cells Antibodies Antigens on the surface of a pathogen B cells that recognize different antigens Antigen receptor on cell surface 1
© 2016 Pearson Education, Inc. Figure 24.6-s4 Antigens on the surface of a pathogen Antigen receptor on cell surface 2 Clone of effector B cells Antibodies 4 Clone of memory B cells B cells that recognize different antigens 3 1
© 2016 Pearson Education, Inc. Step 2: Cloning the Responders 1. Once a pathogen enters the body, antigens on its surface bind with a B cell that has complementary antigen receptors. Other lymphocytes without the appropriate binding sites are not affected. 2. The binding activates the B cell—it grows, divides, and develops further. This produces clones of B cells specialized for defending against the very antigen that triggered the response.
© 2016 Pearson Education, Inc. Step 2: Cloning the Responders 3. Some of the newly produced B cells are short- lived cells that have an immediate effect against the antigen and are therefore called effector cells. • In this example with clonal selection of B cells, the effector cells secrete huge quantities of antibodies, defensive proteins that bind antigens. • During the first response to an antigen, called the primary immune response, it takes several days for clonal selection to produce effector cells. The response peaks about two to three weeks after the first exposure and starts to decline.
© 2016 Pearson Education, Inc. Step 2: Cloning the Responders 4. Clonal selection produces memory cells that help fight subsequent exposures to a specific antigen. • Memory cells are long-lived cells found in the lymph nodes, ready to attack should a “known” antigen infect the body again. • If memory cells are exposed to a previously encountered antigen, they rapidly give rise to new effector cells and memory cells, a process known as the secondary immune response.
© 2016 Pearson Education, Inc. Step 2: Cloning the Responders • Thus, clonal selection produces • cells that will fight the first exposure to an antigen (effector cells) and • cells that will respond to future exposures (memory cells).
© 2016 Pearson Education, Inc. Step 3: Responding to Invaders • While the antibody response from B cells helps to eliminate pathogens in the blood and lymph, • cytotoxic T cells destroy pathogens within body cells and • helper T cells do not directly carry out attacks on pathogens but aid in stimulating both the B cells and the cytotoxic T cells in their responses.
© 2016 Pearson Education, Inc. The Helper T Cell Response • Each helper T cell • only recognizes a specific antigen fragment displayed on self proteins and • is only activated when particular white blood cell types “advertise” the antigen.
© 2016 Pearson Education, Inc. Figure 24.7 T cell receptor Clonal selection Cytotoxic T cell Activates other T cells and B cells Attack on infected cells Activated helper T cell Phagocytic cell Antigen fragment displayed on self protein B cell Secretion of antibodies
© 2016 Pearson Education, Inc. The Helper T Cell Response • Once activated, helper T cells give rise to a population of • effector helper T cells (which respond to infection by stimulating the activity of B cells and cytotoxic T cells) and • memory helper T cells through clonal selection.
© 2016 Pearson Education, Inc. Animation: Helper T Cells
© 2016 Pearson Education, Inc. Video: T Cell Receptors
© 2016 Pearson Education, Inc. The Helper T Cell Response • Because the helper T cell has a central role in adaptive immunity, the destruction of this cell type has devastating consequences. • The human immunodeficiency virus (HIV) infects helper T cells. • HIV infection causes helper T cell numbers to decline significantly. • If not treated, HIV infection results in acquired immune deficiency syndrome (AIDS). • Individuals with AIDS lack a completely functional immune system and die from exposure to other infectious agents.
© 2016 Pearson Education, Inc. Information Flow: The B Cell Response • The tip of each “Y” forms a region, an antigen- binding site, that will recognize and bind to a specific antigen in a lock-and-key structure. • Antibodies are secreted at a furious pace: One effector B cell can produce up to 2,000 antibodies per second.
© 2016 Pearson Education, Inc. Animation: Antibodies
© 2016 Pearson Education, Inc. Figure 24.8 Antigen on the surface of a pathogen Nucleus Effector B cell Antigens on the surface of pathogens Antigen on the surface of a pathogen Antibodies Antibody bound to antigens on the surface of pathogens Antigen- binding site of antibody Antigen- binding site
© 2016 Pearson Education, Inc. Figure 24.8-1 Nucleus Effector B cell Antigens on the surface of pathogens Antibodies Antibody bound to antigens on the surface of pathogens
© 2016 Pearson Education, Inc. Figure 24.8-2 Antigen on the surface of a pathogen Antigen- binding site of antibody Antigen on the surface of a pathogen Antibody bound to antigens on the surface of pathogens Antigen- binding site
© 2016 Pearson Education, Inc. Information Flow: The B Cell Response • Antibodies may serve as physical barriers that prevent pathogens from entering body cells. For example, antibodies block the viral attachment proteins necessary for entering and infecting a body cell.
© 2016 Pearson Education, Inc. Figure 24.9-1 Virus entering a body cell Antibodies preventing viral attachment and entry Viral attachment protein Body cell receptor Virus Virus Body cell Antibody Body cell (a) Antibodies block a virus from entering a body cell.
© 2016 Pearson Education, Inc. Information Flow: The B Cell Response • Antibodies also aid in pathogen destruction. The binding of antibodies to antigens on pathogens can also result in clumps that are easily engulfed and destroyed by circulating phagocytic cells.
© 2016 Pearson Education, Inc. Figure 24.9-2 Antibody Bacteria Antibody binding causes bacteria to clump. A clump of bacteria is easily engulfed by a phagocyte. Phagocyte (b) Antibodies enhance phagocytosis.
© 2016 Pearson Education, Inc. The Cytotoxic T Cell Response • The cytotoxic T cell response defends against pathogens that have entered body cells. • Cytotoxic T cells are the only T cells that actually kill infected cells. • They identify infected body cells because foreign antigen fragments are “advertised,” or bound to a self protein.
© 2016 Pearson Education, Inc. Figure 24.10 Proteins Foreign antigen Proteins Activated cytotoxic T cell Cytotoxic T cell binds to infected cell, becoming activated. Proteins that trigger cell death enter the infected cell. Infected cell dies. 1 2 3 Infected cell
© 2016 Pearson Education, Inc. The Cytotoxic T Cell Response • The cytotoxic T cell response does not always work in a person’s favor. • When an organ is transplanted from a donor into a recipient, the newly transplanted cells contain self proteins that do not match those on the recipient’s cells and the recipient’s cytotoxic T cells tag the transplanted cells as foreign and kill them, ultimately causing organ rejection.
© 2016 Pearson Education, Inc. The Cytotoxic T Cell Response • To minimize organ rejection, • doctors look for a donor (often a blood relative of the recipient) with self proteins that match the recipient’s as closely as possible and • drugs are administered to suppress the immune response. Organ recipients are often on immunosuppressants for life.
© 2016 Pearson Education, Inc. Animation: Cytotoxic T Cells
© 2016 Pearson Education, Inc. Step 4: Remembering Invaders • Memory cells can last decades in the lymph nodes, ready to be activated by a second exposure to the antigen. • If the antigen is encountered again, the secondary immune response will be • more rapid, • of greater magnitude, and • of longer duration than the primary immune response.
© 2016 Pearson Education, Inc. Figure 24.11 Second exposure to antigen Secondary immune response to antigen First exposure to antigen Primary immune response to antigen Antibodies Antibody concentration 0 7 14 21 28 35 42 49 56 Time (days)
© 2016 Pearson Education, Inc. Step 4: Remembering Invaders • Immunity is obtained after an infection, but it can also be achieved artificially by vaccination (also called immunization), in which the immune system is confronted with a vaccine composed of an inactive or otherwise harmless version of a pathogen. • Vaccination induces the primary immune response that produces memory cells. • When a person has been successfully vaccinated, the immune system responds quickly and effectively to the pathogen. • Such protection may last for life.
© 2016 Pearson Education, Inc. Step 4: Remembering Invaders • In the United States, most children receive a series of shots starting soon after birth. • The shots include vaccinations against • diphtheria/pertussis/tetanus (DPT), • polio, • hepatitis, • chicken pox, and • measles/mumps/rubella (MMR).

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bodys defence.pptxllllllllllllllllllllllllllllllllllll

  • 1.
    © 2016 PearsonEducation, Inc. PowerPoint® Lectures created by Edward J. Zalisko for Campbell Essential Biology, Sixth Edition, and Campbell Essential Biology with Physiology, Fifth Edition – Eric J. Simon, Jean L. Dickey, Kelly A. Hogan, and Jane B. Reece The Body’s Defenses
  • 2.
    © 2016 PearsonEducation, Inc. An Overview of the Immune System • The immune system is your body’s defense against infectious disease. • The human immune system is a collection of organs, tissues, and cells • together perform the vital function of safeguarding the body from a constant barrage of pathogens, disease-causing agents like viruses and bacteria.
  • 3.
    © 2016 PearsonEducation, Inc. Figure 24.1 OVERVIEW OF THE IMMUNE SYSTEM Innate Immunity (always deployed) Adaptive Immunity (activated by exposure to specific pathogens) Third line of defense: Internal adaptive defenses • Lymphocytes B cell T cell • Antibodies Lymph node The Lymphatic System (involved in internal innate immunity and adaptive immunity) • Natural killer cells • Defensive proteins • Inflammatory response Invading microbe • Phagocytic cells Phagocytic cell First line of defense: External innate defenses • Skin • Secretions • Mucous membranes Colorized SEM Mucus- producing cells Cilia Second line of defense: Internal innate defenses
  • 4.
    © 2016 PearsonEducation, Inc. An Overview of the Immune System • The protection provided by your immune system consists of two parts. 1. Innate immunity doesn’t change much from the time you are born, and its components attack pathogens indiscriminately. 2. Adaptive immunity continually develops over your lifetime as it encounters and attacks specific pathogens. With its continual development, adaptive immunity ensures you will have better protection from a specific pathogen each
  • 5.
    © 2016 PearsonEducation, Inc. An Overview of the Immune System • Innate immunity includes both external and internal defenses, which are respectively considered the first and second lines of defense. • External innate defenses are on the frontline, preventing pathogens from getting deep inside the body. • Internal innate defenses lie in wait, confronting pathogens that make it past external defenses.
  • 6.
    © 2016 PearsonEducation, Inc. An Overview of the Immune System • Adaptive immunity, the third line of defense, is strictly internal, deploying when innate immunity defenses fail to ward off a pathogen. • Nearly all animals have innate immunity (the first and second lines of defense), but only vertebrates have adaptive immunity (the third line of defense).
  • 7.
    © 2016 PearsonEducation, Inc. An Overview of the Immune System • Innate and adaptive immunities—the immune system—interact with and rely on the other systems in the body, but particularly the lymphatic system. • The lymphatic system is a network of vessels, tissues, and organs where pathogens and cells involved in innate immunity and adaptive immunity interact with each other to carry out defensive actions.
  • 8.
    © 2016 PearsonEducation, Inc. Innate Immunity • Innate immunity protects the body when a pathogen first attempts to infect the body. • This protection is accomplished with two lines of defense. 1. External innate defenses keep the pathogen from entering the body and do so in a variety of ways. 2. Internal innate defenses are ready with immune cells and defensive proteins should a pathogen make it past the external innate defenses.
  • 9.
    © 2016 PearsonEducation, Inc. External Innate Defenses • External innate defenses form the frontline of your immune system because they prevent infection, as opposed to your body’s other defenses, which fight an infection after it occurs.
  • 10.
    © 2016 PearsonEducation, Inc. External Innate Defenses • Some barriers of external innate defenses block or filter out pathogens. • Intact skin forms a tough outer layer that most bacteria and viruses cannot penetrate. • Nostril hairs filter particles from the incoming air. • Ear wax traps pathogens before they can travel too far down the ear canal. • Organ systems that are open to the external environment are lined with cells that secrete mucus, a sticky fluid that traps bacteria, dust, and other particles.
  • 11.
    © 2016 PearsonEducation, Inc. Figure 24.2 (a) Skin forms a protective barrier. (b) Cilia on cells in the nasal cavity sweep mucus (blue) and trapped bacteria (yellow) out of the body. Colorized SEM Colorized SEM
  • 12.
    © 2016 PearsonEducation, Inc. Figure 24.2-1 (a) Skin forms a protective barrier. Colorized SEM
  • 13.
    © 2016 PearsonEducation, Inc. Figure 24.2-2 (b) Cilia on cells in the nasal cavity sweep mucus (blue) and trapped bacteria (yellow) out of the body. Colorized SEM
  • 14.
    © 2016 PearsonEducation, Inc. External Innate Defenses • External innate defenses also include chemical barriers in the form of antimicrobial secretions. • Sweat, saliva, and tears contain enzymes that disrupt bacterial cell walls. • The skin contains oils and acids that make it inhospitable to many microorganisms. • The cells of the stomach produce acid that kills most of the bacteria we swallow.
  • 15.
    © 2016 PearsonEducation, Inc. Internal Innate Defenses • The internal innate defenses depend on white blood cells and defensive proteins. • Two types of white blood cells contribute to your internal innate defenses. 1. Phagocytic cells (also called phagocytes) engulf foreign cells or molecules and debris from dead cells by phagocytosis, or “cellular eating.” 2. Natural killer (NK) cells recognize virus- infected and cancerous body cells.
  • 16.
    © 2016 PearsonEducation, Inc. Figure 5.18
  • 17.
    © 2016 PearsonEducation, Inc. Internal Innate Defenses • The inflammatory response often makes infected areas red, swollen, painful, and warm to the touch. • Injured cells of damaged tissues release chemicals that trigger various internal innate defenses. • One such chemical signal, histamine, causes nearby blood vessels to dilate (widen) and leak fluid into the wounded tissue, a process called swelling. • The excess fluid heals damaged tissue by diluting toxins in it, bringing it extra oxygen, and delivering platelets and clotting proteins to it that promote scabbing.
  • 18.
    © 2016 PearsonEducation, Inc. Figure 24.3 Skin surface Splinter Bacteria Chemical signals White blood cell Blood vessel Blood clot Swelling Phagocytic cells and fluid move into area Phagocytic cells Tissue injury; release of chemical signals such as histamine Dilation and increased leakiness of local blood vessels; migration of phagocytic cells to the area Phagocytic cells engulf bacteria and cell debris; tissue heals 3 2 1
  • 19.
    © 2016 PearsonEducation, Inc. Figure 24.3-1 Skin surface Splinter Bacteria Chemical signals White blood cell Blood vessel Tissue injury; release of chemical signals such as histamine 1
  • 20.
    © 2016 PearsonEducation, Inc. Figure 24.3-2 Blood clot Swelling Phagocytic cells and fluid move into area Dilation and increased leakiness of local blood vessels; migration of phagocytic cells to the area 2
  • 21.
    © 2016 PearsonEducation, Inc. Figure 24.3-3 Phagocytic cells Phagocytic cells engulf bacteria and cell debris; tissue heals 3
  • 22.
    © 2016 PearsonEducation, Inc. Internal Innate Defenses • The chemical signals also attract phagocytic cells, which engulf bacteria and the remains of body cells killed by bacteria or physical injury. • Damaged cells release chemical signals that increase blood flow to the damaged area, causing the wound to turn red and warm. • Anti-inflammatory drugs, such as ibuprofen, dampen the normal inflammatory response and help reduce swelling and fever.
  • 23.
    © 2016 PearsonEducation, Inc. Internal Innate Defenses • All the defenses you’ve learned about so far are called innate because innate defenses are already deployed in the body and at the ready without any preparation.
  • 24.
    © 2016 PearsonEducation, Inc. The Lymphatic System • The lymphatic system consists of • a branching network of vessels, • numerous lymph nodes, and • a few other organs, such as the spleen, appendix, and tonsils. • The lymphatic vessels carry fluid called lymph, which is similar to the interstitial fluid surrounding body cells.
  • 25.
    © 2016 PearsonEducation, Inc. The Lymphatic System • The two main functions of the lymphatic system are 1. to return tissue fluid to the circulatory system and 2. to fight infection.
  • 26.
    © 2016 PearsonEducation, Inc. Figure 24.4-1 Lymphatic vessels entering veins Tonsil Lymph nodes Thymus Spleen (a) The organs and vessels of the lymphatic system Appendix Lymphatic vessels
  • 27.
    © 2016 PearsonEducation, Inc. Circulatory Function • As blood travels through the circulatory system, fluid exits the blood through small gaps between the cells of the capillaries. This fluid then enters the interstitial space surrounding tissues. • Nutrients and wastes for all cells are exchanged in this interstitial fluid. • Most of this fluid reenters the blood and the circulatory system through capillaries, but some remains in the tissue. • This excess fluid flows into small lymphatic vessels.
  • 28.
    © 2016 PearsonEducation, Inc. Circulatory Function • Now called lymph, this fluid drains from the lymphatic vessels into larger and larger lymphatic vessels. • Eventually, lymph enters the circulatory system through two large lymphatic vessels that fuse with veins near the shoulders. If lymph doesn’t drain well from tissues, the tissue swells.
  • 29.
    © 2016 PearsonEducation, Inc. Figure 24.4-2 Arteriole Capillaries Venule Fluid re- entering capillaries Fluid exiting capillaries (b) Lymphatic vessels Fluid entering lymphatic vessel Lymph Lymphatic vessels
  • 30.
    © 2016 PearsonEducation, Inc. Immune Function • Because lymphatic vessels penetrate nearly every tissue, lymph can pick up pathogens from infection sites just about anywhere in the body. • As this fluid circulates, phagocytic cells inside lymphatic tissues and organs engulf the invaders. • Lymph nodes are key sites where particular white blood cells called lymphocytes multiply during times of infection.
  • 31.
    © 2016 PearsonEducation, Inc. Adaptive Immunity • Adaptive immunity depends on two types of lymphocytes that recognize and respond to specific invading pathogens. • Like all blood cells, lymphocytes originate from stem cells in the bone marrow. • B cells fully develop and become specialized in the bone marrow.
  • 32.
    © 2016 PearsonEducation, Inc. Adaptive Immunity • Immature T cells migrate via the blood to the thymus, a gland in the chest, where they mature and become specialized. • Both B cells and T cells eventually make their way to the lymph nodes and other lymphatic organs and wait to encounter an invader.
  • 33.
    © 2016 PearsonEducation, Inc. Adaptive Immunity • Antigens • are molecules that elicit a response from a lymphocyte, • are usually on the surfaces of viruses or foreign cells, and • also include toxins secreted from bacteria, molecules from mold spores, pollen, house dust, and molecules on cell surfaces of transplanted tissue. • Any given pathogen will have many different antigens on its surface.
  • 34.
    © 2016 PearsonEducation, Inc. Adaptive Immunity • Unlike innate immunity defenses, which are ready to fight pathogens at any time, the adaptive immunity defenses, specifically B cells and T cells, must be primed before they attack foreign molecules.
  • 35.
    © 2016 PearsonEducation, Inc. Step 1: Recognizing the Invaders • Protruding from the surface of B cells and T cells are antigen receptors that bind to an antigen. • Each cell has about 100,000 copies of an antigen receptor that detects only a single type of antigen. • One cell may recognize an antigen on the mumps virus, for instance, whereas another detects an antigen on a tetanus-causing bacterium.
  • 36.
    © 2016 PearsonEducation, Inc. Animation: Role of B Cells
  • 37.
    © 2016 PearsonEducation, Inc. Step 1: Recognizing the Invaders • Antigen receptors on B cells specialize in recognizing intact antigens that are on the surface of pathogens or circulating freely in body fluids. • The unique shape of the antigen and the complementary antigen receptor on the B cell results in a lock-and-key fit that activates the B cell. • In contrast, antigen receptors on T cells only recognize fragments of antigens, and the fragments must be displayed, or presented, on the surface of body cells by special proteins before T cells are activated.
  • 38.
    © 2016 PearsonEducation, Inc. Figure 24.5 ADAPTIVE IMMUNITY: RECOGNIZING INVADERS Antigen recognition by B cells Pathogen Antigen receptors Antigen recognition by T cells Pathogen Body cell T cell Antigen receptors B cell B cell Self protein Self protein displaying a foreign antigen fragment T cell antigen receptor binds to the self protein and a specific antigen fragment. Freely circulating antigens (such as toxins) B cell antigen receptor binds to a specific antigen. Antigens on the surface
  • 39.
    © 2016 PearsonEducation, Inc. Figure 24.5-1 Antigen recognition by B cells Pathogen Antigen receptors B cell B cell B cell antigen receptor binds to a specific antigen. Freely circulating antigens (such as toxins) Antigens on the surface
  • 40.
    © 2016 PearsonEducation, Inc. Figure 24.5-2 Antigen recognition by T cells Self protein Pathogen T cell antigen receptor binds to the self protein and a specific antigen fragment. Body cell T cell Antigen receptors Self protein displaying a foreign antigen fragment
  • 41.
    © 2016 PearsonEducation, Inc. Step 1: Recognizing the Invaders • The fragments of antigens that T cells recognize originate from pathogens that have entered a body cell. • A T cell bearing a receptor with specificity for this antigen fragment binds to both the antigen and self protein. • This three-part interaction among a self protein, an antigen fragment, and an antigen receptor is required for a T cell to function.
  • 42.
    © 2016 PearsonEducation, Inc. Step 1: Recognizing the Invaders • A small population of each kind of lymphocyte lies in wait in your body, ready to recognize and respond to a specific antigen.
  • 43.
    © 2016 PearsonEducation, Inc. Step 2: Cloning the Responders • How does the body marshal enough of the right kind of lymphocyte to fight a specific invading pathogen? • The key is a process called clonal selection. • At first, an antigen activates only a tiny number of lymphocytes with specific antigen receptors.
  • 44.
    © 2016 PearsonEducation, Inc. Figure 24.6-s1 1 Antigens on the surface of a pathogen B cells that recognize different antigens Antigen receptor on cell surface
  • 45.
    © 2016 PearsonEducation, Inc. Figure 24.6-s2 2 Antigens on the surface of a pathogen B cells that recognize different antigens Antigen receptor on cell surface 1
  • 46.
    © 2016 PearsonEducation, Inc. Figure 24.6-s3 2 3 Clone of effector B cells Antibodies Antigens on the surface of a pathogen B cells that recognize different antigens Antigen receptor on cell surface 1
  • 47.
    © 2016 PearsonEducation, Inc. Figure 24.6-s4 Antigens on the surface of a pathogen Antigen receptor on cell surface 2 Clone of effector B cells Antibodies 4 Clone of memory B cells B cells that recognize different antigens 3 1
  • 48.
    © 2016 PearsonEducation, Inc. Step 2: Cloning the Responders 1. Once a pathogen enters the body, antigens on its surface bind with a B cell that has complementary antigen receptors. Other lymphocytes without the appropriate binding sites are not affected. 2. The binding activates the B cell—it grows, divides, and develops further. This produces clones of B cells specialized for defending against the very antigen that triggered the response.
  • 49.
    © 2016 PearsonEducation, Inc. Step 2: Cloning the Responders 3. Some of the newly produced B cells are short- lived cells that have an immediate effect against the antigen and are therefore called effector cells. • In this example with clonal selection of B cells, the effector cells secrete huge quantities of antibodies, defensive proteins that bind antigens. • During the first response to an antigen, called the primary immune response, it takes several days for clonal selection to produce effector cells. The response peaks about two to three weeks after the first exposure and starts to decline.
  • 50.
    © 2016 PearsonEducation, Inc. Step 2: Cloning the Responders 4. Clonal selection produces memory cells that help fight subsequent exposures to a specific antigen. • Memory cells are long-lived cells found in the lymph nodes, ready to attack should a “known” antigen infect the body again. • If memory cells are exposed to a previously encountered antigen, they rapidly give rise to new effector cells and memory cells, a process known as the secondary immune response.
  • 51.
    © 2016 PearsonEducation, Inc. Step 2: Cloning the Responders • Thus, clonal selection produces • cells that will fight the first exposure to an antigen (effector cells) and • cells that will respond to future exposures (memory cells).
  • 52.
    © 2016 PearsonEducation, Inc. Step 3: Responding to Invaders • While the antibody response from B cells helps to eliminate pathogens in the blood and lymph, • cytotoxic T cells destroy pathogens within body cells and • helper T cells do not directly carry out attacks on pathogens but aid in stimulating both the B cells and the cytotoxic T cells in their responses.
  • 53.
    © 2016 PearsonEducation, Inc. The Helper T Cell Response • Each helper T cell • only recognizes a specific antigen fragment displayed on self proteins and • is only activated when particular white blood cell types “advertise” the antigen.
  • 54.
    © 2016 PearsonEducation, Inc. Figure 24.7 T cell receptor Clonal selection Cytotoxic T cell Activates other T cells and B cells Attack on infected cells Activated helper T cell Phagocytic cell Antigen fragment displayed on self protein B cell Secretion of antibodies
  • 55.
    © 2016 PearsonEducation, Inc. The Helper T Cell Response • Once activated, helper T cells give rise to a population of • effector helper T cells (which respond to infection by stimulating the activity of B cells and cytotoxic T cells) and • memory helper T cells through clonal selection.
  • 56.
    © 2016 PearsonEducation, Inc. Animation: Helper T Cells
  • 57.
    © 2016 PearsonEducation, Inc. Video: T Cell Receptors
  • 58.
    © 2016 PearsonEducation, Inc. The Helper T Cell Response • Because the helper T cell has a central role in adaptive immunity, the destruction of this cell type has devastating consequences. • The human immunodeficiency virus (HIV) infects helper T cells. • HIV infection causes helper T cell numbers to decline significantly. • If not treated, HIV infection results in acquired immune deficiency syndrome (AIDS). • Individuals with AIDS lack a completely functional immune system and die from exposure to other infectious agents.
  • 59.
    © 2016 PearsonEducation, Inc. Information Flow: The B Cell Response • The tip of each “Y” forms a region, an antigen- binding site, that will recognize and bind to a specific antigen in a lock-and-key structure. • Antibodies are secreted at a furious pace: One effector B cell can produce up to 2,000 antibodies per second.
  • 60.
    © 2016 PearsonEducation, Inc. Animation: Antibodies
  • 61.
    © 2016 PearsonEducation, Inc. Figure 24.8 Antigen on the surface of a pathogen Nucleus Effector B cell Antigens on the surface of pathogens Antigen on the surface of a pathogen Antibodies Antibody bound to antigens on the surface of pathogens Antigen- binding site of antibody Antigen- binding site
  • 62.
    © 2016 PearsonEducation, Inc. Figure 24.8-1 Nucleus Effector B cell Antigens on the surface of pathogens Antibodies Antibody bound to antigens on the surface of pathogens
  • 63.
    © 2016 PearsonEducation, Inc. Figure 24.8-2 Antigen on the surface of a pathogen Antigen- binding site of antibody Antigen on the surface of a pathogen Antibody bound to antigens on the surface of pathogens Antigen- binding site
  • 64.
    © 2016 PearsonEducation, Inc. Information Flow: The B Cell Response • Antibodies may serve as physical barriers that prevent pathogens from entering body cells. For example, antibodies block the viral attachment proteins necessary for entering and infecting a body cell.
  • 65.
    © 2016 PearsonEducation, Inc. Figure 24.9-1 Virus entering a body cell Antibodies preventing viral attachment and entry Viral attachment protein Body cell receptor Virus Virus Body cell Antibody Body cell (a) Antibodies block a virus from entering a body cell.
  • 66.
    © 2016 PearsonEducation, Inc. Information Flow: The B Cell Response • Antibodies also aid in pathogen destruction. The binding of antibodies to antigens on pathogens can also result in clumps that are easily engulfed and destroyed by circulating phagocytic cells.
  • 67.
    © 2016 PearsonEducation, Inc. Figure 24.9-2 Antibody Bacteria Antibody binding causes bacteria to clump. A clump of bacteria is easily engulfed by a phagocyte. Phagocyte (b) Antibodies enhance phagocytosis.
  • 68.
    © 2016 PearsonEducation, Inc. The Cytotoxic T Cell Response • The cytotoxic T cell response defends against pathogens that have entered body cells. • Cytotoxic T cells are the only T cells that actually kill infected cells. • They identify infected body cells because foreign antigen fragments are “advertised,” or bound to a self protein.
  • 69.
    © 2016 PearsonEducation, Inc. Figure 24.10 Proteins Foreign antigen Proteins Activated cytotoxic T cell Cytotoxic T cell binds to infected cell, becoming activated. Proteins that trigger cell death enter the infected cell. Infected cell dies. 1 2 3 Infected cell
  • 70.
    © 2016 PearsonEducation, Inc. The Cytotoxic T Cell Response • The cytotoxic T cell response does not always work in a person’s favor. • When an organ is transplanted from a donor into a recipient, the newly transplanted cells contain self proteins that do not match those on the recipient’s cells and the recipient’s cytotoxic T cells tag the transplanted cells as foreign and kill them, ultimately causing organ rejection.
  • 71.
    © 2016 PearsonEducation, Inc. The Cytotoxic T Cell Response • To minimize organ rejection, • doctors look for a donor (often a blood relative of the recipient) with self proteins that match the recipient’s as closely as possible and • drugs are administered to suppress the immune response. Organ recipients are often on immunosuppressants for life.
  • 72.
    © 2016 PearsonEducation, Inc. Animation: Cytotoxic T Cells
  • 73.
    © 2016 PearsonEducation, Inc. Step 4: Remembering Invaders • Memory cells can last decades in the lymph nodes, ready to be activated by a second exposure to the antigen. • If the antigen is encountered again, the secondary immune response will be • more rapid, • of greater magnitude, and • of longer duration than the primary immune response.
  • 74.
    © 2016 PearsonEducation, Inc. Figure 24.11 Second exposure to antigen Secondary immune response to antigen First exposure to antigen Primary immune response to antigen Antibodies Antibody concentration 0 7 14 21 28 35 42 49 56 Time (days)
  • 75.
    © 2016 PearsonEducation, Inc. Step 4: Remembering Invaders • Immunity is obtained after an infection, but it can also be achieved artificially by vaccination (also called immunization), in which the immune system is confronted with a vaccine composed of an inactive or otherwise harmless version of a pathogen. • Vaccination induces the primary immune response that produces memory cells. • When a person has been successfully vaccinated, the immune system responds quickly and effectively to the pathogen. • Such protection may last for life.
  • 76.
    © 2016 PearsonEducation, Inc. Step 4: Remembering Invaders • In the United States, most children receive a series of shots starting soon after birth. • The shots include vaccinations against • diphtheria/pertussis/tetanus (DPT), • polio, • hepatitis, • chicken pox, and • measles/mumps/rubella (MMR).

Editor's Notes

  • #2 Student Misconceptions and Concerns 1. Depending on their backgrounds, students may not be aware of the lymphatic system. A quick review of its general structure and the movements and functions of lymph might be a helpful part of an introduction. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #3 Figure 24.1 Overview of the body’s defenses
  • #4 Student Misconceptions and Concerns 1. Depending on their backgrounds, students may not be aware of the lymphatic system. A quick review of its general structure and the movements and functions of lymph might be a helpful part of an introduction. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #5 Student Misconceptions and Concerns 1. Depending on their backgrounds, students may not be aware of the lymphatic system. A quick review of its general structure and the movements and functions of lymph might be a helpful part of an introduction. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #6 Student Misconceptions and Concerns 1. Depending on their backgrounds, students may not be aware of the lymphatic system. A quick review of its general structure and the movements and functions of lymph might be a helpful part of an introduction. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #7 Student Misconceptions and Concerns 1. Depending on their backgrounds, students may not be aware of the lymphatic system. A quick review of its general structure and the movements and functions of lymph might be a helpful part of an introduction. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #8 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #9 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #10 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #11 Figure 24.2 External innate defenses block or filter out pathogens
  • #12 Figure 24.2-1 External innate defenses block or filter out pathogens (part 1: skin)
  • #13 Figure 24.2-2 External innate defenses block or filter out pathogens (part 2: cilia and mucus)
  • #14 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #15 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #16 Figure 5.18 Endocytosis
  • #17 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #18 Figure 24.3 The inflammatory response
  • #19 Figure 24.3-1 The inflammatory response (part 1: release of chemical signals)
  • #20 Figure 24.3-2 The inflammatory response (part 2: migration of phagocytic cells)
  • #21 Figure 24.3-3 The inflammatory response (part 3: engulfing of bacteria)
  • #22 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #23 Student Misconceptions and Concerns 1. The concepts of innate and adaptive defenses are sometimes difficult distinctions for students new to the subject. Some analogies, such as the following, might help. Clothing can be considered a general defense against physical harm, excessive sunlight, and some minor chemical damage. Firefighters and their equipment often function like an adaptive defense, responding after a problem has arisen in an attempt to limit damage. Teaching Tips 1. The inflammatory response is a good topic to hook students into this chapter on immunology. The inflammatory response is a reaction that is immediately apparent, with characteristics that can cause alarm. Students are typically more interested in subjects that have obvious relevance and that address threats to their health. 2. In an interesting article on the effectiveness of common hygiene methods, “Hygiene of the Skin: When Is Clean Too Clean?” Elaine Larson reviews the relationship between skin hygiene and infection. It can be found at the CDC website at http://wwwnc.cdc.gov/eid/article/7/2/70-0225_article Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #24 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. During a medical examination, a physician might feel for tenderness in the throat and axillary (armpit) regions. Students are unlikely to appreciate the significance of this part of the exam. Such relevancy can add meaning to your class discussions and generate additional interest in the subject. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #25 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. During a medical examination, a physician might feel for tenderness in the throat and axillary (armpit) regions. Students are unlikely to appreciate the significance of this part of the exam. Such relevancy can add meaning to your class discussions and generate additional interest in the subject. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #26 Figure 24.4-1 The human lymphatic system (part 1: organs and vessels)
  • #27 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. During a medical examination, a physician might feel for tenderness in the throat and axillary (armpit) regions. Students are unlikely to appreciate the significance of this part of the exam. Such relevancy can add meaning to your class discussions and generate additional interest in the subject. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #28 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. During a medical examination, a physician might feel for tenderness in the throat and axillary (armpit) regions. Students are unlikely to appreciate the significance of this part of the exam. Such relevancy can add meaning to your class discussions and generate additional interest in the subject. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #29 Figure 24.4-2 The human lymphatic system (part 2: lymphatic vessels)
  • #30 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. During a medical examination, a physician might feel for tenderness in the throat and axillary (armpit) regions. Students are unlikely to appreciate the significance of this part of the exam. Such relevancy can add meaning to your class discussions and generate additional interest in the subject. Active Lecture Tips 1. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #31 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #32 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #33 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #34 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #35 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #37 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #38 Figure 24.5 Two ways antigens are recognized by the adaptive defenses
  • #39 Figure 24.5-1 Two ways antigens are recognized by the adaptive defenses (part 1: recognition by B cells)
  • #40 Figure 24.5-2 Two ways antigens are recognized by the adaptive defenses (part 2: recognition by T cells)
  • #41 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #42 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #43 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #44 Figure 24.6-s1 Clonal selection during the first exposure to an antigen (step 1)
  • #45 Figure 24.6-s2 Clonal selection during the first exposure to an antigen (step 2)
  • #46 Figure 24.6-s3 Clonal selection during the first exposure to an antigen (step 3)
  • #47 Figure 24.6-s4 Clonal selection during the first exposure to an antigen (step 4)
  • #48 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #49 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #50 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #51 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #52 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #53 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #54 Figure 24.7 The roles of an activated helper T cell
  • #55 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #58 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #59 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #61 Figure 24.8 The B cell response
  • #62 Figure 24.8-1 The B cell response (part 1: antibodies bind antigens)
  • #63 Figure 24.8-2 The B cell response (part 2: antigen binding site)
  • #64 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #65 Figure 24.9-1 The binding of antibodies to antigens blocks or helps to destroy an invader (part 1: antibodies block virus entry)
  • #66 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #67 Figure 24.9-2 The binding of antibodies to antigens blocks or helps to destroy an invader (part 2: antibodies enhance phagocytosis)
  • #68 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #69 Figure 24.10 The cytotoxic T cell response
  • #70 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #71 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #73 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #74 Figure 24.11 Antibody production during the two phases of the B cell response
  • #75 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
  • #76 Student Misconceptions and Concerns 1. For students with limited science backgrounds, this section of the chapter can be particularly difficult; for some, it is the most challenging part of the textbook. Students must have a solid knowledge of the properties of different cells and their interactions, and understand that repeated exposure to antigens generates new interactions. The challenge is similar to explaining a new sport to someone unfamiliar to the game. (Imagine explaining the rules and strategies of football or poker to someone who had never heard of them.) Instructors might consider slowing their pace and using learning aids such as reference lists of cell types and their functions, or diagrams that remind students of these cellular interactions. Teaching Tips 1. The authors suggest that the specific nature of the binding between an antigen and an antibody is like the relationship between a lock and a key. You might further this analogy by noting that the tremendous diversity of antibodies is like having a set of keys for virtually every possible type of lock. 2. Our own learning experiences provide an analogy to the greater swiftness and intensity of a secondary immune response. When first presented with a problem, we may struggle to determine how best to respond. However, with that first experience behind us, we expect to respond more quickly and effectively when we meet that challenge again. Although in each circumstance we benefit from a certain type of memory (experiential in one case, chemical in the other), their mechanisms are quite different. Consider noting these similarities and differences in your class discussion of primary and secondary immune responses. 3. The recognition by a helper T cell of a self protein and a foreign antigen in combination is like the two-key system used by banks to access safe-deposit boxes. 4. The Centers for Disease Control and Prevention has extensive information about AIDS and other public health threats at www.cdc.gov/hiv. Active Lecture Tips 1. Consider challenging your class to explain the adaptive advantages of the Y shape of an antibody. Why is an antibody not just a single heavy chain and light chain? (Many biologists think that the Y shape permits the binding together of two antigens or antigen-presenting surfaces, permitting a chain reaction or form of clumping.) 2. See the Activity The Immune System as the Body’s Militia on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 3. See the Activity Collecting Student Misconceptions About the Flu Vaccine on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. 4. See the Activity The Function of Antibodies and Complement Compared to Chocolate Chips on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.