Chapter 16: Synaptic Plasticity

Test Bank

Type: multiple choice question

Title: Chapter 16 - Question 01

1. Which matches the progressive increase in the amplitude of the postsynaptic potential following a brief train of stimuli applied to the presynaptic nerve?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe the four types of short-term changes in synaptic efficacy and compare how their time courses vary.

Bloom’s Level: 2. Understanding

a. Synaptic facilitation

b. Depression

c. Long-term potentiation

d. Refractory period

e. Long-term depression

Type: multiple choice question

Title: Chapter 16 - Question 02

2. Which describes an increased amplitude postsynaptic response that lasts for milliseconds?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe the four types of short-term changes in synaptic efficacy and compare how their time courses vary.

Bloom’s Level: 2. Understanding

a. Facilitation

b. Depression

c. Post-tetanic potentiation

d. Long-term potentiation

e. Long-term depression

Type: multiple choice question

Title: Chapter 16 - Question 03

3. Which describes an increased amplitude postsynaptic response that lasts for hours?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe the four types of short-term changes in synaptic efficacy and compare how their time courses vary.

Bloom’s Level: 2. Understanding

a. Facilitation

b. Depression

c. Post-tetanic potentiation

d. Long-term potentiation

e. Long-term depression

Type: multiple choice question

Title: Chapter 16 - Question 04

4. Which describes an increased amplitude postsynaptic response that lasts for minutes?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe the four types of short-term changes in synaptic efficacy and compare how their time courses vary.

Bloom’s Level: 2. Understanding

a. Facilitation

b. Depression

c. Post-tetanic potentiation

d. Long-term potentiation

e. Long-term depression

Type: multiple choice question

Title: Chapter 16 - Question 05

5. Which describes a decreased amplitude postsynaptic response that lasts for hours?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe the four types of short-term changes in synaptic efficacy and compare how their time courses vary.

Bloom’s Level: 2. Understanding

a. Facilitation

b. Depression

c. Post-tetanic potentiation

d. Long-term potentiation

e. Long-term depression

Type: multiple choice question

Title: Chapter 16 - Question 06

6. What is the difference between post-tetanic potentiation (PTP) and augmentation?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Distinguish between post-tetanic potentiation (PTP) and augmentation.

Bloom’s Level: 2. Understanding

a. PTP lasts for minutes while augmentation lasts only for seconds.

b. Augmentation is an increase in the postsynaptic response amplitude while PTP is a reduced response.

c. Augmentation is a reduction in the postsynaptic response amplitude while PTP is an increased response.

d. PTP relates to current changes while augmentation leads to voltage changes.

e. PTP is a short-term change of synaptic strength while augmentation can last for hours.

Type: multiple choice question

Title: Chapter 16 - Question 07

7. If the frog neuromuscular junction preparation was bathed in high calcium and curare was used, what type of postsynaptic response would you expect?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how intracellular calcium contributes to short-term synaptic changes.

Bloom’s Level: 3. Applying

a. The response amplitudes would be increased.

b. The response amplitudes would be reduced.

c. The response amplitude would be normal.

d. The responses would occur in a bursting pattern.

e. There would be no response.

Type: multiple choice question

Title: Chapter 16 - Question 08

8. Which is likely a consequence of increased calcium influx through individual calcium channels?

Feedback: Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how increased intracellular calcium acts to modulate calcium channel function.

Bloom’s Level: 2. Understanding

a. Depression

b. Facilitation

c. PTP

d. LTP

e. LTD

Type: multiple choice question

Title: Chapter 16 - Question 09

9. Which best describes long-term potentiation?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. A persistent decrease in synaptic efficacy that lasts hours

b. A persistent increase in synaptic efficacy that lasts seconds

c. A persistent decrease in synaptic efficacy that lasts seconds

d. A persistent increase in synaptic efficacy that lasts hours

e. A change in the number of synaptic vesicles available for release

Type: multiple choice question

Title: Chapter 16 - Question 10

10. Which stimulus situations would lead to a form of LTP with a decay over 120 minutes and 80% potentiation that persists after two hours?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. A conditioning train of one pulse

b. A conditioning train of four pulses

c. A conditioning train of eight pulses

d. A single pulse every twenty seconds.

e. A single pulse every two seconds.

Type: multiple choice question

Title: Chapter 16 - Question 11

11. Which occurs at the first few postnatal days of development?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. Very few AMPA receptors are found on the postsynaptic element.

b. Very few NMDA receptors are found on the postsynaptic element.

c. Synapses have equal numbers of AMPA and NMDA receptors.

d. No NMDA or AMPA receptors are found.

e. No silent synapses are found.

Type: multiple choice question

Title: Chapter 16 - Question 12

12. Which is thought to be the result of the activation of silent synapses?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. Post-tetanic potentiation

b. Long-term depression

c. Inhibitory postsynaptic potentials

d. Postsynaptic expression of LTP

e. Miniature excitatory postsynaptic potentials

Type: multiple choice question

Title: Chapter 16 - Question 13

13. Synapses following short lasting LTP return to the resting state over time because of

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. constitutive recycling of AMPA receptors into and out of the postsynaptic membrane.

b. addition of AMPA receptors.

c. loss of NMDA receptors.

d. decreased sensitivity of NMDA receptors.

e. decreased probability of glutamate release.

Type: multiple choice question

Title: Chapter 16 - Question 14

14. What evidence has shown support for presynaptic LTP from recordings of rat hippocampal slice?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. A decrease in mean current (EPSC) recorded from postsynaptic located electrode following conditioning train of pulses given

b. The mean current of quantum increased following conditioning train of pulses given

c. A decrease in the number of failures following conditioning train of pulses given

d. The mean current of quantum decreased following conditioning train of pulses given

e. No postsynaptic responses recorded following conditioning train of pulses given

Type: multiple choice question

Title: Chapter 16 - Question 15

15. You complete an experiment with fluorescent dye that binds to lipid membrane of synaptic vesicles. You find synaptic vesicle release is enhanced significantly during LTP. What do you conclude?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. Postsynaptic mechanism for LTP is supported.

b. The experiment does not support either pre- or postsynaptic mechanism for LTP.

c. Heterosynaptic LTP is supported.

d. Associative LTD is supported.

e. Presynaptic mechanism for LTP is supported

Type: multiple choice question

Title: Chapter 16 - Question 16

16. What is associated with the third long-lasting component of LTP?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. It depends on stopping gene transcription.

b. It depends primarily on calcium on calcium entry to soma.

c. There is increased calcium in the postsynaptic area.

d. There is decreased calcium in the presynaptic area.

e. There is increased calcium in the presynaptic area.

Type: multiple choice question

Title: Chapter 16 - Question 17

17. Eric Kandell showed that repeated tactile stimulation of the siphon or mantle in Aplysia is associated with

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. augmentation at an identified synapse.

b. sensitization at an identified synapse.

c. potentiation at an identified synapse.

d. facilitation at an identified synapse.

e. depression at an identified synapse.

Type: multiple choice question

Title: Chapter 16 - Question 18

18. In Schaffer collaterals, homosynaptic LTD is blocked by

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. AMPA antagonists.

b. mGluR antagonists.

c. alpha- bungarotoxin.

d. NMDA antagonists.

e. curare.

Type: multiple choice question

Title: Chapter 16 - Question 19

19. In the cerebellum, homosynaptic LTD is involved with

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 1. Remembering

a. AMPA receptors.

b. NMDA receptors.

c. GABA receptors.

d. mGlu receptors.

e. cholinergic receptors.

Type: multiple choice question

Title: Chapter 16 - Question 20

20. Parallel fibers in the cerebellum use which type of receptors?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 1. Remembering

a. mGluR and AMPA R

b. mGluR and NMDA R

c. NMDA only

d. NMDA and AMPA R

e. Glycine

Type: multiple choice question

Title: Chapter 16 - Question 21

21. Which is generally found in both LTD and LTP?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. A dependence on NMDA receptors.

b. A dependence on postsynaptic concentration of calcium.

c. A dependence on mGLuR.

d. A dependence on glycine binding.

e. A dependence on GABA binding.

Type: multiple choice question

Title: Chapter 16 - Question 22

22. Which represents the method of calcium entry in cerebellar Purkinje cells?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. NMDA R

b. AMPA R

c. Voltage sensitive calcium channels

d. NMDA & AMPA R

e. Ryanodine R

Type: multiple choice question

Title: Chapter 16 - Question 23

23. Which is involved in LTD expression?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

a. An increase in postsynaptic sensitivity to applied glutamate.

b. An increased miniature excitatory postsynaptic potentials.

c. A reduction in postsynaptic sensitivity to applied glutamate.

d. An increased probability of neurotransmitter release.

e. A depletion of synaptic vesicles.

Type: multiple choice question

Title: Chapter 16 - Question 24

24. How does calcium enter the postsynaptic area in regard to the expression of LTP?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 2. Understanding

a. Voltage gated calcium channels

b. Calcium leak channels

c. AMPA receptor channels

d. GABA receptor channels

e. Via the NMDA receptor channel

Type: multiple choice question

Title: Chapter 16 - Question 25

25. Which is needed for NMDA receptor channels to allow calcium to enter?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 2. Understanding

a. Magnesium must be located in the pore of the channel.

b. The postsynaptic membrane needs to be depolarized.

c. Glutamate needs to be released.

d. Glutamate needs to be released and he postsynaptic membrane needs to be depolarized.

e. Glycine needs to be released.

Type: multiple choice question

Title: Chapter 16 - Question 26

26. Which scenario would lead to selectively blocking short-lasting LTP?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 2. Understanding

a. Block of IP₃ receptors

b. Block of ryanodine receptors

c. Block of voltage gated calcium channels

d. Block of voltage gated potassium channels

e. Block of voltage gated sodium channels

Type: multiple choice question

Title: Chapter 16 - Question 27

27. Which is the location of the ryanodine receptors involved in short lasting LTP?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 2. Understanding

a. Postsynaptic membrane

b. Presynaptic membrane

c. Endoplasmic reticulum

d. Nucleus

e. Nissl bodies

Type: multiple choice question

Title: Chapter 16 - Question 28

28. NMDA channels are unusual in that at resting membrane potential they are blocked by

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 1. Remembering

a. gate inactivation.

g. gate closure.

c. magnesium ion blocking the channel from the extracellular side.

d. cesium ion blocking the channel.

e. glycine.

Type: multiple choice question

Title: Chapter 16 - Question 29

29. Calcium calmodulin-dependent protein kinase II (CaMKII) is necessary for LTP because

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 2. Understanding

a. once activated by calcium, it can auto-phosphorylate and activate itself after calcium concentration lowers.

b. once activated, it leads to the insertion of NMDA receptors to the postsynaptic membrane.

c. once activated, it leads to the removal of AMPA receptors to the postsynaptic membrane.

d. once activated, it leads to gene expression.

e. it is necessary for glutamate binding to the NMDA receptor.

Type: multiple choice question

Title: Chapter 16 - Question 30

30. Which of the following is preferentially activated at low calcium concentrations?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 1. Remembering

a. CaMKII

b. Protein phosphatase 2B

c. Calmodulin

d. NMDA receptors

e. Transcriptase

Type: multiple choice question

Title: Chapter 16 - Question 31

31. The Hebbian rule states that

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the possible role of LTP in learning and memory.

Bloom’s Level: 1. Remembering

a. increases in synaptic strength should occur only when the postsynaptic element is repetitively stimulated.

b. increases in synaptic strength should occur when the presynaptic and postsynaptic elements are coactive.

c. decreases in synaptic strength should occur when the presynaptic and postsynaptic elements are coactive.

d. increases in synaptic strength should occur only when the presynaptic element is repetitively stimulated.

e. increases in synaptic strength should occur when the presynaptic and postsynaptic elements are not coactive.

Type: multiple choice question

Title: Chapter 16 - Question 32

32. Which is not a similarity between spatial learning and LTP?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the possible role of LTP in learning and memory.

Bloom’s Level: 2. Understanding

a. Both are blocked by antagonists of NMDA R.

b. Both are blocked by antagonists of mGlu R.

c. Both are blocked by inhibitors of CaMKII.

d. Both can be enhanced by activation of NMDA R.

e. Both are enhanced if GABA agonists are released.

Type: multiple choice question

Title: Chapter 16 - Question 33

33. Which is likely involved in aversive (or fear) conditioning?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the possible role of LTP in learning and memory.

Bloom’s Level: 2. Understanding

a. LTP in the amygdala

b. LTP in the cerebellum

c. LTP in the hippocampus

d. LTD in the cerebellum

e. iLTD in the hippocampus

Type: multiple choice question

Title: Chapter 16 - Question 34

34. Which has been shown to occur when rats trained to associate foot shock with an auditory tone exhibit an exaggerated auditory startle reflex?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the possible role of LTP in learning and memory.

Bloom’s Level: 2. Understanding

a. Cells in the cerebellum show an LTP like increase in their synaptic response.

b. Cells in the amygdala show an LTP like increase in their synaptic response.

c. Cells in the hippocampus show an LTD like increase in their synaptic response.

d. iLTD occurs.

e. Post-tetanic potentiation occurs.

Type: multiple choice question

Title: Chapter 16 - Question 35

35. Which best describes what has been found with habituation in Aplysia in relation to LTD?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the possible role of LTP in learning and memory.

Bloom’s Level: 2. Understanding

a. Only presynaptic mechanisms are responsible.

b. Only postsynaptic mechanisms are responsible.

c. Only NMDA receptors are involved.

d. Only depletion of synaptic vesicles is involved.

e. Pre- and postsynaptic mechanisms are responsible.

Type: multiple choice question

Title: Chapter 16 - Question 36

36. Which tends to elicit associative LTP in the hippocampus?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Explain what associative LTP is.

Bloom’s Level: 2. Understanding

a. A 100 Hz tetanic stimulation applied to electrode site 1 along with a smaller stimulation at a second electrode site 2.

b. A 100 Hz tetanic stimulation applied to electrode site 2 along with a smaller stimulation at a second electrode site 1.

c. A 100 Hz tetanic stimulation is delivered simultaneously at site 1 and II’s electrodes together.

d. A 100 Hz tetanic stimulation is delivered one second apart at site 1 and II’s electrodes.

e. A 100 Hz tetanic stimulation applied to one electrode site.

Type: multiple choice question

Title: Chapter 16 - Question 37

37. Which best describes the term used when low frequency pulses delivered at the presynaptic area give rise to a response of depression at that synapse but no other?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between heterosynaptic LTD and homosynaptic LTD.

Bloom’s Level: 2. Understanding

a. Homosynaptic LTD

b. Heterosynaptic LTD

c. Associative LTD

d. Cerebellar LTD

e. Presynaptic LTP

Type: multiple choice question

Title: Chapter 16 - Question 38

38. Which best describes the term used when high frequency pulses delivered at the presynaptic area give rise to a response of potentiation at that synapse but depression at other synapses nearby?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between heterosynaptic LTD and homosynaptic LTD.

Bloom’s Level: 2. Understanding

a. Homosynaptic LTD

b. Heterosynaptic LTD

c. Associative LTD

d. Cerebellar LTD

e. Presynaptic LTP

Type: multiple choice question

Title: Chapter 16 - Question 39

39. Which best describes the term used when coordinated low frequency pulses delivered at two presynaptic areas give rise to depression at one of the synapses, but no response at other synapses nearby?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between heterosynaptic LTD and homosynaptic LTD.

Bloom’s Level: 2. Understanding

a. Homosynaptic LTD

b. Heterosynaptic LTD

c. Associative LTD

d. Cerebellar LTD

e. Presynaptic LTP

Type: multiple choice question

Title: Chapter 16 - Question 40

40. Which does not occur?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 2. Understanding

a. LTP that is NMDA R dependent in the hippocampus.

b. Long-term changes in transmission at inhibitory synapses.

c. LTD that is NMDA R dependent in the cerebellum.

d. LTP dependent on increase in AMPA R number.

e. LTD dependent on increase in AMPA R number.

Type: multiple choice question

Title: Chapter 16 - Question 41

41. Which best describes process that modulates GABAergic synapses?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 2. Understanding

a. LTP

b. Depletion of synaptic vesicles

c. Post-tetanic potentiation

d. Depolarization induced suppression of inhibition (DSI)

e. Augmentation

Type: multiple choice question

Title: Chapter 16 - Question 42

42. Which best explains depolarization induced suppression of inhibition (DSI) at GABAergic synapses?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 2. Understanding

a. Activation of NMDA R

b. Activation of cannabinoid receptor

c. Activation of AMPA R

d. Activation of serotoninergic receptor

e. De-activation of NMDA R.

Type: multiple choice question

Title: Chapter 16 - Question 43

43. The binding of an endocannabinoid receptor on an inhibitory presynaptic terminal leads to a(n)

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 2. Understanding

a. insertion of additional AMPA receptors and increased GABA released.

b. decrease in calcium entry and decreased glutamate released.

c. decrease in calcium entry and decreased GABA released.

d. increased in calcium entry via NMDA R.

e. release of nitrous oxide.

Type: multiple choice question

Title: Chapter 16 - Question 44

44. Which mediates iLTD?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 2. Understanding

a. Activation of NMDA R

b. Activation of AMPA R

c. Activation of cannabinoid receptor

d. Activation of serotoninergic receptor

e. De-activation of NMDA R

Type: multiple choice question

Title: Chapter 16 - Question 45

45. Which process is affected by blockage protein synthesis?

Feedback: Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 2. Understanding

a. Short phases of LTP

b. Post-tetanic potentiation

c. Facilitation

d. Augmentation

e. Induction of iLTD

Type: essay/short answer question

Title: Chapter 16 - Question 46

46. You find that during a train of pulses there is an initial increase in amplitude but there is no increase in amplitude after the second response and later with a test pulse the response is smaller in amplitude. How can you best explain this response?

Feedback: Facilitation and depression can interact at intermediate levels of release of neurotransmitter. The initial facilitation is overridden by depression.

Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how facilitation and depression can interact at intermediate levels of release.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 47

47. Many studies done on synaptic plasticity are carried out in the frog neuromuscular junction bathed in a low calcium solution. Why?

Feedback: Maintain the initial quantum content of the potentials to be low (less than 10).

Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how intracellular calcium contributes to short-term synaptic changes.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 48

48. Explain how facilitation and potentiation at a frog neuromuscular junction is generally thought to involve an increased release probability.

Feedback: The fractional release of neurotransmitter is dependent on the amount of calcium that enters the terminal through the voltage gated calcium channels This leads to an increase in available calcium, which leads to a increase in release probability.

Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how intracellular calcium contributes to short-term synaptic changes.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 49

49. Devise an experiment to determine if calcium accumulation is involved in facilitation.

Feedback: Use of buffers that chelate calcium can be used to show that when calcium concentration is buffered and not free if this is associated with a decrease or absence of facilitation.

Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how intracellular calcium contributes to short-term synaptic changes.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 16 - Question 50

50. Describe experimental evidence that supported the idea that increased intracellular calcium acts to modulate calcium channel function.

Feedback: Researchers have studied the effects of mutations of Ca_v 2.1 channels on facilitation and depression in a cholinergic synapse. These channels can be expressed in cultured cells. Synapses with mutations near the C terminus showed amino acids are altered/changed and facilitation and depression are nearly abolished. The authors concluded that changes in calcium channel conductance during facilitation and depression are mediated by confirmation changed in then channel.

Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how increased intracellular calcium acts to modulate calcium channel function.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 51

51. Describe why it is likely that details of the mechanism of short-term plasticity like depression and facilitation may be more variable than already shown.

Feedback: Many of the experiments examining changes in calcium channel currents were done at the calyx of Held synapses which has Ca_v 2.1 channels with P/Q-type currents. However other synapses have Ca_v 2.2 channels with N-type currents which might have different properties.

Subhead: Short-Term Changes in Signaling

Learning Objective: Describe how increased intracellular calcium acts to modulate calcium channel function.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 52

52. Describe the work of Bliss and Lomo in 1973 at glutamatergic synapse in the hippocampal formation and their major conclusions.

Feedback: Showed that high frequency stimulation to cells in the dentate gyrus produced an increase in the amplitude of EPSPs that lasted hours or even for days.

Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 16 - Question 53

53. Following a high frequency train of pulses delivered at the presynaptic area of

hippocampal cultured cells you find that there is an increase in mean EPSP amplitude and a decrease in synaptic failures compared to control values when no high frequency train of pulses was delivered. What would you conclude in terms of the site of the mechanism for the change?

Feedback: Changes could be located at the presynaptic area which is supported due to the decrease in synaptic failures suggesting a decline in neurotransmitter release. However, it could also be postsynaptic. There could be involved silent synapses where NMDA receptors only are located and no AMPA receptors which would make it a silent synapse.

Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 54

54. What appears to be the best explanation presently, given what we know, as to why calcium accumulation produces LTP in some circumstances and LTD in other circumstances?

Feedback: A large increase in calcium tends to produce LTP while a smaller change leads to LTD

Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 55

55. Describe the differences in mechanisms between short lasting (hours) and longer

lasting LTP.

Feedback: Short lasting works by calcium entering NMDA channels binding to calmodulin and then activation CaMKII which can then autophosphorylate and stay activated even after calcium levels reduce. The CaMKII facilitates AMPA insertion to the postsynaptic membrane. In the case of longer lasting LTP (days), biochemical pathways link increased calcium to gene transcription. This is sometimes through adenylate cyclase which leads to phosphorylation of the cAMP response element binding protein (CREB). CREB is a transcription factor that signals specific gene transcription to start.

Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 56

56. Describe some of the key advantages to using the hippocampus to study long-term potentiation.

Feedback: Orderly arrangement of cells and input pathways enables recording electrodes to be inserted in in vivo preparation and placed near known cell types. Also electrodes can be placed nearby to stimulate inputs. The hippocampus has been shown by a number of experimental results to be involved in memory.

Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 57

57. Describe an experimental way to examine the role of AMPA receptors play to assisting NMDA receptors. What would you expect to find?

Feedback: AMPA receptor subunits can be tagged with Green Fluorescent Protein and expressed in the hippocampal CA1 pyramidal cells. Imaging studies can locate the receptor location at rest and then compared to after stimulation. After stimulation tagged receptors are expected to be found delivered to the extrasynaptic membrane regions on dendritic shafts.

Subhead: Long-Term Changes in Signaling

Learning Objective: Distinguish between long-term potentiation (LTP) and long-term depression (LTD).

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 - Question 58

58. Describe how shorter lasting LTP (hours) occurs even when calcium levels decrease in the postsynaptic cell?

Feedback: A calcium calmodulin kinase II once activated can autophosphorylate and stay active and after calcium levels drop

Subhead: Long-Term Changes in Signaling

Learning Objective: Discuss the role of calcium in the production of LTP and LTD.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 16 – Question 59

59. Describe an experiment that would show the existence of associative LTP.

Feedback: Stimulate site II only, then tetanic stimulation at site I only, then tetanic stimulation at site II only, then combined tetanus at sites I and II. Associative LTP will be seen if combined tetanus stimulation at sites I and II leads to potentiation.

Subhead: Long-Term Changes in Signaling

Learning Objective: Explain what associative LTP is.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 16 - Question 60

60. Which of the following areas can undergo iLTD?

Feedback: CA1 pyramidal cells

Subhead: Long-Term Changes in Signaling

Learning Objective: Describe how LTD at inhibitory synapses is mediated.

Bloom’s Level: 1. Remembering