1. Introduce the chapter by listing the systems that guide animal actions, and by emphasizing that all these systems operate under the guidance of the control and communication systems.

2. Show Figure 41.1 and explain the difference between sensor cells and effector cells.

3. Finish by explaining the integration of the nervous, hormonal, and immune systems in general.

1. Define the terms hormone, secretin, and target cells.

2. Discuss hormone specificity and explain that it is a molecular level interaction.

3. List the four hormone categories.

1. Define glucose as "blood sugar," and show a diagram of its chemical structure, while explaining how it is used and transformed in the body.

2. Explain the insulin and glucagon negative feedback system.

3. Show Figure 41.2 in discussing insulin and glucagon.

4. Define exocrine and endocrine glands and show Figure 41.3 to explain that the islets of Langerhans are endocrine regions.

5. Discuss diabetes and hypoglycemia and current techniques for treating and managing these diseases. Ask students to explain why diabetic persons have problems with eyesight and blood flow in their extremities. Mention the fact that one type of diabetes can be acquired after years of certain dietary habits.

1. Show Figure 41.5 and define a signal ligand.

2. Define a reaction cascade and use Figure 41.6 to illustrate the glucagon cascade.

3. Distinguish catalytic, channel-linked, and lipid-soluble hormone receptors, giving examples for each.

1. Show Figure 41.7 and Table 41.1 and discuss endocrine, synaptic, and paracrine communication.

2. Figure 41.8 illustrates that endocrine glands are located throughout the body.

3. Mention prostaglandins as an example of a local chemical mediator, and briefly cover their use in managing pregnancy and labor in animals.

1. Show Figure 41.9 and distinguish the CNS and the PNS.

2. Define afferent (sensory) neurons and efferent (motor) neurons and give an example of their use (e.g. prick your finger with a pin and let the class watch your spontaneous reaction as you explain which neurons were involved).

3. Distinguish the ANS from the somatic nervous system and give or demonstrate examples of how each is used.

4. Show Figure 41.9 and review the parts of the nervous system.

1. Cover the basic operation of the nervous system with regard to signals that are received, transduced, and sent as responses.

2. Show Figure 41.10 and discuss nerve cell anatomy.

3. Show Figure 41.12 when discussing synaptic clefts.

4. There are several computer animations that illustrate synaptic chemistry and action potential generation and propagation in axons. Obtain these to show or for class use as tutorials.

1. Show Figure 41.13 and discuss the reflex arc as a general nervous system function.

1. Discuss membrane potential generally and make sure students understand that it is an electrochemical phenomenon.

2. There are software applications that simulate giant squid axon experiments; these modeling programs help students visualize and understand a process that is difficult to directly observe in vitro.

1. Discuss the concept of a threshold with regard to action potentials.

2. Cover voltage-gated channels and explain the positive feedback loop of the Hodgkin cycle (Figure 41.16).

1. Show Figure 41.17 and define nerve impulse.

1. Discuss the various types of nerve cells and their apparent functions.

2. Mention some of the nervous system disorders that result from damage to the myelin sheath (such a disorder is a myelitis) and have students research these topics.

1. Show Figure 41.20 and review the functions of axons, dendrites, and soma, while relating these functions to their structures.

2. Distinguish between inhibitory and excitatory neurons and give examples.

3. Show Figure 41.22 and discuss collateral inhibition.

1. Show Figures 42.10 and 41.24 and review the anatomy of the brain centers related to these topics.

2. Show Figures 41.25 and 41.26 and discuss the thyroid hormone control system.

1. Show Figure 41.27 and review the parasympathetic division of the ANS.

2. Contrast with this the sympathetic division of the ANS.

3. Ask students to provide examples of activities controlled by both these divisions of the ANS.

4. Distinguish between adrenergic and cholinergic neurons; show Figure 41.28.