CHAPTER OVERVIEW: This chapter reviews in detail the major secretions of all of the endocrine glands. The target tissues, effects and regulation of each hormone is discussed. The importance of the hypothalamohypophyseal axis is explained.
OUTLINE (two or three fifty-min. lectures):
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Chapt. Object. |
Topic Outline, Chapter 18
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Figures & Tables |
Trnspcy. Acetates |
Trnspcy. Masters |
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1 |
I. Introduction |
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2 |
II. Pituitary Gland and Hypothalamus |
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Fig. 18.1, p.542; |
TA-223 |
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Fig. 18.2, p.543 |
TA-224 |
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4 |
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Fig. 18.3a, p.544 |
TA-225 |
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Fig. 18.4, p.545; Table 18.1, p.546 |
TA-226 |
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3 |
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Fig. 18.3b, p.544 |
TA-225 |
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Fig. 18.4, p.545; Predict Quest. 1 |
TA-226 |
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III. Hormones of the Pituitary Gland |
Table 18.2, p.546 |
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3, 5 |
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Fig. 18.5, p.547 |
TA-227 |
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Clinical Note, p.545 |
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4, 5 |
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Table 18.1, p.546 |
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Clinical Focus, p.549 |
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Fig. 18.6, p.548 |
TA-228 |
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Predict Quest. 2 |
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6 |
IV. Thyroid Gland |
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Fig. 18.7, p.550 |
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7 |
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Table 18.3, p.551 |
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Fig. 18.8, p.552 |
TA-229 |
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Table 18.4, p.553 |
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Fig. 18.9, p.554; Table 18.5, p.554; Predict Quest. 3 |
TA-230 |
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8 |
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V. Parathyroid Glands |
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Fig. 18.10, p.555 |
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9 |
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Table 18.3, p.551 |
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Fig. 18.11, p.556 |
TM-59 |
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10 |
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Table 18.6, p.557 |
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Predict Quest. 4, 5 |
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VI. Adrenal (Suprarenal) Glands |
Fig. 18.12a, p.557 |
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11 |
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Fig. 18.12b, p.557 |
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Fig. 18.12b, p.557 |
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Table 18.7, p.558 |
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12 |
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Fig. 18-13, p.582; Clinical Note, p.558 |
TA-231 |
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Table 18.7, p.558; Clinical Focus, p.560; Clinical Focus (Stress), p.568 |
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Predict Quest. 6 |
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Table 18.8, p.550 |
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12 |
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Fig. 18.14, p.561; Predict Quest. 7 |
TA-232 |
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13 |
VII. Pancreas |
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Fig. 18.15, p.562 |
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Table 18-10, p.586 |
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14 |
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Table 18.10 & Table 18.11, p.563 |
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Fig. 18-16, p.565; Predict Quest. 8, 9 Clinical Focus (Diabetes Mellitus), p.568 |
TM-60 |
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14 |
VIII. Hormonal Regulation of Nutrients |
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Fig. 18.17a, p.566 |
TA-233 |
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Fig. 18.17b, p.566 |
TA-233 |
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Fig. 18.18, p.567 |
TM-61 |
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Predict Quest. 10 |
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IX. Reproductive Hormones - Discussed in Chapter 28 |
Table 18.12, p. 569 |
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X. Hormones of the Pineal Body, Thymus Gland, and Others |
Table 18.13, p.569 |
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15 |
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Fig. 18.19, p.570 |
TA-234 |
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XI. Hormonelike Substances |
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XII. Systems Pathology |
Systems Interactions, p.572; Predict Quest. 11 |
IMPORTANT CONSIDERATIONS: The natural logical splits in this material occur after the hypothalamohypophyseal axis, and then between the cataloging of individual hormones and the overall body coordination of blood levels of important nutrients under varying conditions.
Much of the material in this chapter just has to be committed to memory. Class time may be best spent in providing students with the framework which allows them to see how having knowledge about the names and sources of hormones committed to memory might be useful. Getting students to predict the consequences of and analyze the symptoms of hyper- and hyposecretion may help them get a firm grasp on the ways (both general and specific) in which hormones regulate most body functions. As always, it is up to the instructor to determine the level of detail for which students will be held accountable. Relating the hormone products with the precise location of secretion and the body parameter or function being regulated should help students see the context in which hormonal regulation fits. Having students develop a thorough understanding of the types of functions regulated by hormones is of greater lasting value than being able to recite the list of hormones and targets from memory. Students should be encouraged to relate the specifics of particular hormone systems to the general control mechanisms discussed in the previous chapter and to role(s) of these hormones in the maintenance of homeostasis.
The hypothalamohypophyseal axis can be confusing to students, perhaps in part because there is a sequence of steps which must be remembered in order. When this is combined with a view that each body function is discrete, it is no wonder that many students get lost at the pituitary and the controls of its secretions. These hormones will all be referred to again when the control of each organ system is discussed with that organ system, but an understanding of these hormones now will mean that the subject will be review (rather than complete relearning) when the other organ systems are discussed (often in a later quarter or semester).
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