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etition is good, especially in different contexts. good students, you are accustomed to mastering “the syllabus. least in this course, you can’t. The syllabus is an illusion, s not truly exist. is important to learn the basics, the “party line.” re is no party line; it keeps changing. Immunology Course-General Principles
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1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Jan 03, 2016

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Page 1: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

1. Repetition is good, especially in different contexts.

2. As good students, you are accustomed to mastering “the syllabus.”At least in this course, you can’t. The syllabus is an illusion, itdoes not truly exist.

3. It is important to learn the basics, the “party line.”

4. There is no party line; it keeps changing.

Immunology Course-General Principles

Page 2: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

“Do I know the material?”

Simple test to determine whether you have mastered the material:

If you can explain the underlying concepts to the naïve (but motivated)student, you’re heading in the right direction. Therefore: learn whatquestions to ask.

Page 3: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Immunology--The Whirlwind Tour

Page 4: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Time Course of thePrimary Immune Response

Innate immunity

Acquired immunity

Page 5: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Ontogeny of the Acquired Immune System

Step 1. Lymphocytes develop in the bone marrow and thymus

Step 2. Naïve lymphocytes circulate in the blood and lymph

Step 3. The primary immune response occurs in the lymph nodesand spleen

Step 4. Lymphocytes exit the lymph nodes and spleenand become effector lymphocytes--they produce antibody (B cells) or become competent to kill (CD8+ T cells)

Page 6: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Stages in the Development of a Primary Immune Response

Step 1. The immune repertoire develops Lymphocytes develop early in life in the 1° lymphoid organs (bone marrow and thymus) and are competent to respond to a broad array of antigens. This process is first stochastic in nature and then becomes regulated by the MHC through positive and negative selection.

Page 7: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Ig Maturation

Page 8: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Antibodies: Secreted or Transmembrane (BCR)

TCR: Transmembrane

Antibody (Ig) and TCR are the Only Genes that Undergo Somatic Cell Recombination

Page 9: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Journey of a B Cell

Page 10: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Ordered TCR gene rearrangement and TCR expression

Ordered expression of surface molecules:CD2CD4 and CD8CD3 and the TCR

Thymocyte Education: Selection of the T cell repertoireNegative SelectionPositive Selection

What Happens in the Thymus?

Page 11: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Thymic Development

Periphery

Bone marrow

“Educated, but naïve”

Page 12: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

What Happens During aPrimary Immune Response?

Page 13: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

The Primary Immune Response--Input (APCs) and Output

(Lymphocytes et al.)

Page 14: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Three Types of APCs

Page 15: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

The Itinerant Dendritic Cell

Page 16: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Functional Anatomy of a Lymph Node

Ag-loadedAPC Naïve

T-cell

Effector orMemory T-cell

Page 17: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

The Clonal Selection Theory

Naïve state

Ag encounter

Clonal expansion

Page 18: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Functions of MHC I and II

Page 19: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

N

1

2

Structure of Peptide-binding Class I MHC Domains

Page 20: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Contact Between the TCR and MHC/peptide:

Not All Peptides are Created Equal

Page 21: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Contact Between the TCR and MHC/peptide:

Not All MHC Molecules are Created Equal

Polymorphisms

Page 22: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

The “Fit” Between MHC Moleculesand Peptide Defines MHC

Restriction

Polymorphisms within the MHC account forthe variability of the immune response between individuals

Page 23: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

AntigenRecognition

T Cell Receptor for Antigen (TCR):One TCR is Specific for One Antigen

T cellActivation

Page 24: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

1. Bound antigen is internalizedand presented to T cells.

2. Bound antigen triggers signals in the B cell to proliferate anddifferentiate.

The B Cell Receptor for Antigen (BCR)

Two Major Functions:

Page 25: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

The “Immunologic Synapse”

Page 26: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

The Two-Signal Theory of T-cell Activation

APC = Antigen-presenting cellsTCR = T-cell receptor for antigenDC = Dendritic cellCD80 = Co-stimulatory receptor

2 1 1 2

No responseNo response

or AnergyActivation

Page 27: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

V

C C

V

peptide

CD3

TCRCD4

MHC II

V

C C

V

CD3

TCR

MHC I

CD8

(1) Interacts with MHC class II expressing cells (APCs)

(2) Helps B cells to synthesize antibody(3) Induces and activates macrophages(4) Secretes cytokines

(1) Interacts with MHC class I-expressing cells (all nucleated cells)

(2) Kill MHC class I-expressing target cells(3) Secretes cytokines

CD4+ T cell CD8+ T cell

peptide

Two Major Functional T Cell Subsets

LckLck

APC APC

Page 28: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

CD4+ T Cells Activate Macrophages and B cells

Page 29: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

CD8+ CTLs Kill Viral-infected Cells

Page 30: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

B cells CD8 CD4

Ab production Cytotoxicity Cytotoxicity Help to B cellsAg presentation IFN- secretion Help to CD8 T cells

Cytokine secretion Macrophages activationInnate

immunity

T cells

Major Lymphocyte Subsets in Peripheral Blood and Selected Effector Functions

Page 31: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

ImmunityImmunity Tolerance Tolerance

AutommunityAutommunity ImmunodeficiencyImmunodeficiency

Activation Suppression

Regulation of the Immune Response:

a Conceptual View

Page 32: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Systemic Lupus Erythematosis (SLE): AnAutoimmune Disease

Page 33: 1. Repetition is good, especially in different contexts. 2. As good students, you are accustomed to mastering “the syllabus.” At least in this course,

Clinical Manifestations of Rheumatoid Arthritis