Immunology
Time: MWF, 50 minute lecture
Place: TBA
Contact
Information
Instructor: Dr.
Prerequisites
Cell Biology and one other upper level Biology course
Course Objectives
By the end of this course, each student should be able to:
1. Describe the steps of a basic immune response
2. Describe potential routes of infection in the body
3. Understand how the immune system adapts to recognize any pathogen it encounters
4. Understand how the immune system regulates itself, and the consequences of immune
dysregulation
5. Explain immune processes in relationship to specific diseases covered in class
6. Locate, read and have basic understanding of scientific journal articles
Grading
Test #1: 10%
Test #2: 15%
Test #3: 15%
In-class case studies and paper discussion: 20%
Paper Discussion Project: 15%
Cumulative Final: 25%
Test and Project Deadlines
Dates for tests and projects are given in advance in this syllabus. Tests may be postponed during the semester at the instructor’s discretion. However, sufficient notice of a week or more in advance will be given if test dates must be altered. In certain (extreme) circumstances, a student may take a test other than the date indicated. These circumstances include death of an immediate family member and illness requiring a doctor’s care, and will be decided on an individual basis by the instructor. Unacceptable circumstances include social or sporting events, and tests in other classes. Please notify the instructor as early as possible if you have a conflict with a test date. Written confirmation of the test date conflict from a doctor or the dean will be requested. Make-up testing will occur before the original test date whenever possible. Failure follow these procedures will result in a grade of ‘0.’
Those students diagnosed with special testing needs must
provide written confirmation by the
Project deadlines are firm.
Projects will not be accepted after their indicated deadlines, so plan
accordingly. No exceptions. All projects are due at the beginning of
class on the appointed day. Late projects will receive a grade of ‘0.’
Cheating, Plagiarism
and the Honor Code
Students are expected to adhere to the rules of conduct as
described in the
Plagiarism can be a difficult topic to define. Please review this website (http://www.bio.davidson.edu/dept/plagiarism.html) about the appropriate ways to paraphrase and quote sources. References should be use whenever possible. They are to be inserted in numerical order at the end of the appropriate sentence, and all numbered references should be listed at the end of the assignment. This format can be found in any article from the journal Science. Citations should be formatted as follows:
Scientific journal: Authors (Date). Title of article. Journal Title Volume (issue): page numbers. Specifically:
J. Doe, J. Smith and B. Jones (2004). A very important scientific article. Journal of Important Stuff 1(2): 1-5.
Reference book: Title. Author. Edition number, year published. Page numbers. Specifically:
The Greatest Reference Book of Fascinating Scientific Facts. John Doe. Fourth edition, 2004. Pages 1-5.
Online reference: Title. Web address. Date last updated. Specifically: John’s Science website. www.johnscience.com. May 2004.
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Lecture # |
Title |
Key topics |
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1 |
Course Overview |
Syllabus, paper discussion project |
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2 |
“Hands On” immune response overview |
overview |
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Part One: Waging War to Stay Healthy—Anatomy
of an Immediate Immune Response |
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3 |
Starting with a solid base |
Natural physiological barriers, structure and placement of immune tissues |
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4 |
Fortification: landmines and fences |
Immediate subcellular defenses: complement, lectins |
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5 |
Fortification: sentries |
Neutrophils, macrophages, eosinophils, basophils, natural killer (NK) cells |
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6 |
Detecting the enemy: cellular receptors |
Toll-like receptors, PAMPs |
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7 |
Hostile territory: inflammation |
Hallmarks of inflammation and cytokines |
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8 |
Reality check: case study #1 |
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TEST |
Test
#1 |
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Part Two: Waging War to Stay Healthy--Calling
for help |
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10 |
Rallying the troops: communication and transport |
Chemokines, adhesion molecules, extravasation |
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11 |
Capturing hostages: antigen processing |
antigen presenting cells, engulfment and breaking down of antigens |
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12 |
Getting to know you: friend or foe? |
Major histocompatibility complex (MHC) I and II, self vs. non-self |
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13 |
System-wide call to arms |
Loading antigen onto MHC |
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14 |
Alternate methods of communication |
Non-peptide antigens, CD1, cross-presentation |
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15 |
Reality check: paper discussion (in
class) |
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TEST |
Test
#2 |
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Part Three: Waging War to Stay Healthy--bringing
in the reserves |
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17 |
Training for all potential enemies: TCR gene rearrangement |
VDJ recombination |
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18 |
Cracking the code: TCR/MHC interactions |
T cell activation, coreceptors |
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19 |
Notifying the troops: CD4 T cells |
Th1 and Th2 responses |
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20 |
Reality check: case study #3 (in class) |
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21 |
Special Forces: CD8 T cells |
CTL, granules |
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22 |
Bringing in the cavalry: B cells |
B1 cells, B2 cells, plasma cells, immunoglobulin structure |
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23 |
B cells in action |
Antibodies, Class switching |
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24 |
Victory! Now what? |
Homeostasis and Immune memory |
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25 |
Reality check: case study #2 |
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TEST |
Test
#3 |
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Paper discussion project: journal article
and outline due by class #27! |
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Part Four: Variations on a Theme--immune
responses via different routes of infection |
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27 |
Blood exposure: plague |
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28 |
Pulmonary exposure: tuberculosis |
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29 |
Mucosal exposure: HIV |
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30 |
Gastrointestinal exposure: food poisoning |
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Part Five: Too Much of a Good
Thing—immune system dysfunction |
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31 |
Immune system regulation |
CTLA4, nonresponsiveness, apoptosis |
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32 |
Autoimmunity: diabetes |
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33 |
Allergy/asthma and hypersensitivity |
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Part Six: the power for good and
evil—immune system manipulation |
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34 |
Vaccines |
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35 |
Transplantation |
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36 |
Biowarfare |
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Paper discussion project due by beginning
of last class! |
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FINAL |
Cumulative
final |
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