Transcript Slide 1

Zzzzzzzz World:
The World of Sleep
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Zzzzzzzz World:
The World of Sleep
• Brought to you by:
– Positively Aging® and
M.O.R.E. Curriculum
Programs
– University of Texas Health
Science Center at San
Antonio
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Sleep: What is it?
“The natural periodic
suspension of
consciousness during
which the powers of
the body are
restored.”
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
MedlinePlus Medical Dictionary
Sleep: What is it?
• Sleep-wake cycle varies in
relation to age and gender
– Newborns sleep as much as
20 hours/day
– Children sleep 8-14
hours/day
– Elderly sleep 6.5 hours/day
– Women past age 35 sleep
more than men
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Taber’s Cyclopedic
Medical Dictionary Edition 19
NREM
Sleep
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
(Figure modified with permission from “Ontogenetic
Development of Human Sleep-Dream Cycle”,
by H.P. Roffwarg, J.N. Muzio, and W.C. Dement, 1966,
Science, 152, p. 608. Copyright © 1966 by the AAAS.)
Sleep: What is it?
• Stages of sleep have
been defined in terms of
– Depth
– EEG (plot of brain wave activity)
– Physiologic characteristics
– Anatomic level
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Stedman’s Medical
Dictionary 27th Edition
Some Measurements Taken
During Sleep Studies
http://science.education.nih.gov/supplements/nih3/sleep/guide/info-sleep.htm
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Sleep Stages
Modified w/ permission from Dr. Eric Chudler Neuroscience for Kids
http://faculty.washington.edu/chudler/sleep.html
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Physiological Changes During
NREM and REM Sleep
Physiological
Process
During NREM
During REM
Brain activity
(Nervous System)
Decreases from
wakefulness
Increases in motor
and sensory areas
Heart Rate
(Circulatory
System)
Slows from
wakefulness
Increases and
varies compared
with NREM
Blood Pressure
(Circulatory
System)
Decreases from
wakefulness
Increases up to
30% & varies from
NREM
Blood flow to brain
(Circulatory
System)
No change from
wakefulness in
most regions
Increases by 50%
- 200%, varies
with brain region
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Physiological Changes During
NREM and REM Sleep
Physiological
Process
During NREM
During REM
Breathing Rate
(Respiratory System)
Decreases from
wakefulness
Increases & varies
from NREM
Breathing
Airway resistance
(Respiratory System)
Increases from
wakefulness
Increases & varies
from wakefulness
Body Temperature
Lower set point than
wakefulness;
shivering starts at
lower temperature
than when awake
Not regulated, no
shivering or sweating;
body temperature
drifts toward that of
surroundings
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
Physiological Changes During
NREM and REM Sleep
Physiological
Process
During NREM
Hormone Secretion
(Endocrine System)
Several sleepdependent hormones
released
Several sleepdependent hormones
released
Urine Concentration
(Excretory System)
Increases from
wakefulness
Increases from
wakefulness
Digestive Acid
Production
(Digestive System)
Decreases in normal
digestive systems
Decreases in normal
digestive systems
Swallowing
(Digestive System)
Decreases
Decreases
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
During REM
Body Temperature During
Circadian Sleep/Wake Cycle
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
http://www.antenna.nl/lithium/englishweb/images/cir_temp2.gif
WAVE CHARACTERISTICS
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs
This work is supported by funding
from the following sources:
•
Science Education Partnership Awards
(National Center for Research Resources, National Institute for Dental and Craniofacial Research,
National Institute on Aging)
–
–
•
•
•
R25-RR-12369
R25-RR-08549
Minority K-12 Initiative for Teachers and Students Grant
R25-HL-075777 (National Heart, Lung, and Blood Institute)
MO1-RR-01346 for the Frederic C. Bartter General Clinical
Research Center.
The Positively Aging© and M.O.R.E. curriculum programs
are administered through the Frederic C. Bartter General
Clinical Research Center and the Department of
Medicine. For further information, please contact Michael
Lichtenstein, M.D. at [email protected].
2004 © University of Texas Health Science Center at San Antonio
Positively Aging® & M.O.R.E. Curriculum Programs