Wk10 Vocabulary: Endocrine glands and signaling

E1: a source is not a target

Endocrine glands release hormones into blood. Circulation distributes them widely; it does not guarantee the same exposure at every cell. A target cell has a receptor that can bind that hormone. The cell's signaling machinery also helps determine the response.

The gland is the source of the signal. A distant tissue may be a target, not another source of that hormone. Receptors may be on a cell surface or inside a cell. Reaching a tissue does not mean every cell there responds in the same way.

For both warmups, name one gland and a role from E2/E3, then explain why broad blood transport does not cause one identical response everywhere. Do not infer a hair follicle lacks insulin receptors just because its response differs from a muscle cell.

E2: head and neck gland notes

Pituitary: near the base of the brain, connected to the hypothalamus. Its anterior part makes and releases growth hormone, GH, and thyroid-stimulating hormone, TSH. GH supports growth-related processes; TSH stimulates the thyroid. These are examples, not its complete hormone list.

Thyroid: in the front of the neck, with lobes on either side of the windpipe. It makes T4, called thyroxine, and T3, called triiodothyronine. These hormones influence energy use in many tissues. TSH comes from the anterior pituitary, not from the thyroid.

For your map, use pituitary - GH, with TSH as a second example, and thyroid - T4/T3. A gland can produce several hormones; primary hormone here means a representative taught example, not its only hormone.

E3: abdominal gland notes

Pancreas: across the upper abdomen behind the stomach. Its islet beta cells secrete insulin; its alpha cells secrete glucagon. These cells are the sources. Liver and muscle are examples of tissues affected by insulin; they are not the source of pancreatic insulin.

Adrenal glands: a pair near the upper ends of the kidneys. The outer cortex secretes cortisol, which helps regulate metabolism and stress responses. The inner medulla releases epinephrine, also called adrenaline, during stress responses. The adrenal gland is not the kidney itself.

For your map, use pancreas - insulin/glucagon and adrenal glands - cortisol from cortex or epinephrine from medulla. Label both adrenal positions as the same gland type. Four gland types, not five different types, complete this map.

G1: supplied body diagram and matching input

V1-endocrine-outline.svg is the original annotation sheet. It is a front-view teaching cutaway, not a scan or a scale drawing. The person's right is on the viewer's left. Internal structures are enlarged; depth and exact size are simplified.

Text equivalent: A marks the pituitary at the base of the brain. B marks the thyroid at the front of the neck. C marks both adrenals near the kidney tops. D marks the pancreas in the upper abdomen; it lies behind the stomach, which is omitted. Gray kidney landmarks are not endocrine targets to label for this task.

Add the gland name and at least one correct hormone to each blank A-D area. Use E2/E3 to check your choices. If the SVG is missing from the delivered page, report that missing diagram input; do not call a list alone a completed body diagram.

Original matching practice: match 1 anterior pituitary, 2 thyroid, 3 pancreatic beta cells and 4 adrenal cortex to A cortisol, B GH, C insulin and D T4/T3. Check after trying: confirm each pair against the gland and hormone statements in E2 and E3. This practice does not submit or finish the assigned myPLTW matching items.

E4: feedback and the thyroid extension

A negative-feedback loop opposes a change and helps keep internal conditions in a workable range. In thyroid regulation, hypothalamus and pituitary signals help regulate thyroid output; circulating thyroid hormone feeds back on that control. This is regulation, not the gland aiming hormone at one body part.

For the extension, compare the pituitary-thyroid pair and contrast hypothyroidism with hyperthyroidism. Hypo means below; hyper means above. Hypothyroidism means too little thyroid hormone for the body's needs. Hyperthyroidism means an overactive thyroid making too much.

NIDDK describes cold intolerance and fatigue with hypothyroidism, and heat intolerance or sweating with hyperthyroidism. Higher thyroid activity can increase energy use, but people with hyperthyroidism may also feel tired. More hormone does not guarantee more usable energy or a better mood.

Predict those general patterns using the hormone level and prefix, not a measured fever or a diagnosis of a person. Symptoms vary and overlap with other conditions. The sources explicitly state that symptoms alone cannot establish either diagnosis.

P1: full product and authentic work

Take notes on all four gland types. Define hormone, target cell and receptor in your own words. In pair-work, compare definitions; if working alone, compare yours with E1 and mark the solo route. Explain in one sentence why exposure and response differ.

During minutes 45-60, complete every assigned gland-and-hormone match in Activity 2.2.1 The Endocrine System on myPLTW. Obtain the actual screens and teacher stopping point. If the official matching task is unavailable, use G1 practice and ask the teacher for that task. Do not assume yesterday's introduction is complete.

Your product is the annotated four-gland body diagram plus the three definitions. Add one question about a gland still confusing you. Submit through the confirmed section route and retain a screenshot or note of actual official completion on the weekly tracker.

Absent or interrupted: use these guided notes, attempt the actual matching when available, finish the diagram and write the lingering question. Local practice does not replace the official task. No homework is due before this class.

March 26 is no school. Check the actual assignment deadline.

The week retains a feedback-loop organizer, hormone feedback model, blood-glucose CER and later experimental design. Its absence route needs the actual teacher-posted data/model packet. March 24 needs the assigned cards/tokens, body diagram and glucose tracking sheet for meal and fasting runs. None of those model results is supplied here.

The weekend item remains Submit reflex evidence in Exit Tickets. The March 22 consent exit and any unresolved introductory activity remain separate. Ask for missing inputs; no new recording, classmate reply or treatment task is added.

Both warmups

Name a gland and one role, then explain why wide hormone transport does not make every cell respond alike.

Use E1-E3 and M1; name the receptor as the biological lock.

Four-gland notes and definitions

Record the location, example hormone and role for pituitary, thyroid, pancreas and adrenal glands; define hormone, target cell and receptor in your own words.

Use E2/E3. Compare definitions with a partner or label solo comparison. Do not confuse hormone source with target.

Actual matching and local practice

Attempt all assigned myPLTW gland-and-hormone matches in the 45-60 minute window; use G1 practice if access is missing.

Describe only what you checked and ask for anything you need. G1 includes a check method for local review and is not official completion.

Annotate the body diagram

Label A-D on V1 with the four gland types and at least one taught hormone each; include the three definitions with your diagram.

Use the location text in G1 and E2/E3. The paired adrenals count as one type. A list alone does not meet the diagram task.

Response check and thyroid extension

Explain in one sentence how source, blood and receptor connect; explain why different tissue responses do not prove absence of a receptor.

For extension, contrast hypo/hyperthyroidism for the pituitary-thyroid pair using E4, including temperature tolerance, energy use and the diagnosis limit.

Question and submission check

Write one lingering gland question, share it and submit the annotated diagram with definitions through your section route.

Retain actual official completion evidence for the tracker or list the missing screens. Keep weekly model and data tasks separate.