How thyroid function influences cellular respiration rate.

 

1. Describe the cellular mechanism by which thyroid function influences cellular respiration rate. What happens
in a respiring cell when hypothyroid conditions occur? What about hyperthyroid conditions? How do the authors
intend to improve understanding of thyroid hormones and their effect on cellular respiration?
2. Without becoming mired in the mathematics involved, discuss the methodological approaches employed by
the authors. How did they estimate respiration rate in hepatocytes? (What’s a hepatocyte?) How did they
estimate ATP content? What did the authors use radioactive isotopes for in the study? What did they use
electron microscopy for?
3. The authors use the arcane notation ‘ΔΨm’ to refer to mitochondrial membrane potential, which is displayed
on the y-axis of nearly every graph presented. Briefly summarize the authors’ findings with regard to
mitochondrial membrane potential in rats of varying thyroid function. How do the differences translate to other
aspects of respiratory function at the cellular level?
4. A goal of this course is to improve your technical literacy in biology. Indicate how information presented in
class (via lecture, lab, or textbook) contributed to your comprehension of the assigned article.

 

 

Sample Solution

art and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999).

Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropriate play with their peers (McGee et al., 1999). Hart and Risley (1975) discussed that peers in a naturalistic setting can also provide the instruction. This could not only aid the advancement of verbal skills with autistic children, but it could also promote social interaction.

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