Questions on Epithelium lecture

Q. I wanted to inquire as to whether you will have histology slides or pictures on the exams.  If so, I want to ensure that I can identify pseudostratified columnar epithelium.  If we see epithelium that looks columnar and looks stratified will it always be pseuostratified?  Is there stratified columnar epithelium or only pseudostratified for the columnar cells?  Or will you present a picture where we can always see that the cells touch the basement membrane?

A. Our exams won’t contain histologic images. But it’s a good idea to get the concepts straight, though, like you are – because our exam questions often refer to histologic findings.

There is both stratified and pseudostratified columnar epithelium – and as you mentioned, in stratified epithelium only the bottom layer of cells touches the basement membrane, but in pseudostratified epithelium, every cell touches it.

This is a perfect example of something that I think would be fair game for an exam question (in text format) – but unfair for a photo on an exam (because stratified and pseudostratified can look very similar!). So to test you on this concept, I might ask something like: “Which of the following characteristics is true of pseudostratified epithelium?” And the correct answer would be: “Every cell touches the basement membrane.”

Q. I just had a quick question regarding one of the 5 glandular epithelia cells that we discussed in lecture today. With Ion transporting cells, the figure (to me) shows sodium being absorbed. Do these cells end up working in both directions, by transporting another ion out of the apical end of the cell?

A. Yes! Usually there are ions going in both directions – for some reason, this diagram just shows sodium entering the cell. Often, the movement of ions requires ATP-dependent pumps – so that’s why there are so many mitochondria in these cells.

Q. We talked about how the basement membrane can be highlighted using the PAS stain, is that because it contains sugars in the perlecan layer of the lamina densa in the basal lamina? I know in past lectures that was one of the characteristics of PAS staining, so I wanted to double check!

A. Yes! That is a big part of it (and it is really the only sugary thing we talked about in the basement membrane!). There are also some additional sugar-containing substances in the reticular lamina – but I didn’t want to make you start memorizing all of them. In addition, basement membranes in different parts of the body may have additional components (the basement membrane in the glomerulus of the kidney, for example, is insane).

But back to your question: yes – the perlecan that we talked about in the lamina densa would stain nice and magenta with the PAS stain because it’s a proteoglycan, and therefore has nice sugar residues.

Q. In lecture we talked about apical structures such as microvilli and cilia. It says that cilia are inserted into basal bodies, what are those? They aren’t part of the basal lamina even though it has the word basal correct? I am a bit confused because they are apical structures.

A. Great question! The term basal means “bottom” – and we throw it around a lot! In “basal bodies” basal refers to the bottom of the cilium! So basal bodies are little structures at the bottom (base) of each cilium. Basal bodies are the places where axonemes (the central structures of cilia) start growing; they also serve as anchoring structures for the completed axonemes.

So yes: they are apical structures, and have nothing to do with the basal lamina.

Question about the 9 + 2 arrangement of the axoneme

Q. Why are the 2 central microtubules not a pair but the 9 pairs on the outside are considered pairs (instead of 18 microtubules) in the cilia? Is that because they are of a different type?

A. Thank you for bringing this up! It is confusing that we call this a “9+2” arrangement when it looks like there are 9 pairs of microtubules around the outside, and one pair of microtubules in the middle! Seems like it should be either “9+1” or “18+2.” There’s a good explanation, though. Here’s a diagram of an axoneme – we’ll talk about the “2” part and the “9” part separately below.

The “2” part of the axoneme
The two microtubules in the center of the axoneme are totally separate from each other. So they can be considered to be 2 separate, independent units.

The “9” part of the axoneme
The 18 microtubules around the outside are bound together, two at a time – so they can be thought of as 9 separate, independent units.

It turns out that in each of these 9 units, one of the microtubules is incomplete. If you look at the microtubules circled in red, you can kind of see that the top one looks round, and the bottom one looks like it’s not quite round, and has sort of just latched on to the top one. The bottom one is actually not a fully-formed microtubule (if you pulled the two apart, the top one would be round, and the bottom one would look like a C-shaped structure). So we really shouldn’t even call these guys “pairs” since they don’t consist of two fully-formed microtubules. The official name is “doublet” – and that is a little better than “pair,” I guess.

Quick note about summary videos

You may have noticed that there are a bunch of summary videos covering our lectures (they’re on the videos page of our website). I like these because sometimes it can be useful to have a short (or super short) little run through of a lecture just to remind you about the main points.

However, I want to point out that there is some content in these videos that we will not be going through this year in the associated lectures. This is because I made these videos a few years ago, and every year, I try to improve my lectures (which often means cutting stuff out!). And while I wish I could say that I could make a new series of summary videos each year, I just know that’s promising something I probably can’t fit into my schedule.

So I want to make absolutely sure that you know that you are NOT responsible for anything in these videos that we did not cover in class! For example, the embryology summary videos contain stuff about the pharyngeal arches, which we didn’t cover this year. I cut that stuff out of our embryology lecture because we now have a separate lecture on the pharyngeal arches in Oral Histology – so there’s no need to go through that content now.

Bottom line: you’re ONLY responsible for learning the stuff we cover in class. I won’t test you on anything that isn’t in our lectures.

Welcome to General Histology!

I’m so excited to meet all of you and start our General Histology course tomorrow. Here’s a little information about our class.

Obviously, you’ve made it to our website, GeneralHistology.com. This is where all of our course stuff will reside. Here’s a quick summary of what this website contains:

  • Our Home page is where I’ll post anything related to the course (student questions, schedule changes, stuff I run across that’s related to what we’re talking about in class, etc.). I’ll send the class an email each time I post something on this page so you don’t have to worry about checking it all the time. I like keeping everything here because it keeps all of our stuff in one place.
  • The About page has the basic information you’ll want to know about our course. You can also download our course syllabus here, which is very long and boring but has all the official school policies in it.
  • Our class schedule is listed on the Schedule page. You’ll also find the PowerPoint slides for each lecture here, as well as the lecture recordings (I’ll post these as soon as they’re available – usually they’re ready the same day as the lecture).
  • There are a bunch of optional resources that you might find useful, including Summary Videos of each lecture, Crosswords, Kahoots (little quizzes you can take to test yourself), and Other Resources like helpful YouTube videos, etc.

The only thing not on this website is grades; these will be posted on Canvas.

Can’t wait to meet all of you!