Chapter 12

Host Defenses I: Overview and Nonspecific Defenses

The interconnecting network of host protection against microbial invasion is organized

into three lines of defense. The first line of defense consists of physical and chemical
barricades associated with the skin and mucous membranes. The second line
encompasses all the nonspecific cells and chemicals found in the tissues and blood.

The immune system operates as a surveillance system that discriminates between the
host’s self-identity markers and the nonself-identity markers of foreign cells. The
immune system is a complex collection of fluids and cells that penetrate every organ,
tissue space, fluid compartment, and vascular network of the body. The four major
subdivisions of this system are the reticuloendothelial system (RES), the extracellular
fluid (ECF), the lymphatic system, and the blood vascular system.

The RES, or reticuloendothelial system, is a network of connective tissue fibers

inhabited by macrophages ready to attack and ingest microbes that have managed to
bypass the first line of defense. The ECF, or extracellular fluid, compartment surrounds
all tissue cells and is penetrated by both blood and lymph vessels, which bring all
components of the second and third lines of defense to attack infectious microbes.
The lymphatic system has three functions: (1) it returns tissue fluid to general
circulation; (2) it carries away excess fluid in inflamed tissues; and (3) it concentrates
and processes foreign invaders and initiates the specific immune response. Important
sites of lymphoid tissues are lymph nodes, spleen, thymus, tonsils, and gut-associated
lymphoid tissue (GALT).

The blood contains both specific and nonspecific defenses. Nonspecific cellular
defenses include the granulocytes, macrophages, and dendritic cells. The two major
components of the specific immune response are the T lymphocytes, which provide
specific cell-mediated immunity, and the B lymphocytes, which produce specific
antibody-mediated immunity.

Nonspecific immune reactions are generalized responses to invasion, regardless of the

type. These include phagocytosis, inflammation, fever, and an array of antimicrobial
proteins. Phagocytosis is accomplished by macrophages along with neutrophils and a
few other cell types. The four symptoms of inflammation are rubor (redness), calor
(heat), tumor (swelling), and dolor (pain). Loss of function often accompanies these.
Fever is another component of nonspecific immunity. It is caused by both endogenous
and exogenous pyrogens. Fever increases the rapidity of the host immune responses
and reduces the viability of many microbial invaders. There are four main types of
antimicrobial proteins: the complement system, interferons, iron-binding proteins, and
antimicrobial peptides.

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Pre-Class Activities Associated with Chapter 12
Below are suggested activities to assign before covering the material of Chapter 12 in
class. The activities are designed to provide opportunities for students to engage with
the topics prior to class. Some activities also have students preparing materials that will
enable students to teach one another in class.

1. Assign Learning Objective 2 and 3.

2. Have students write a summary of Figure 12.1.

3. Have students define such terms as “innate”, “specific”, “nonspecific” and

“acquired” in relation to the immune system.

4. Ask students to explain Figure 12.4 in their own words.

5. Ask students to explain the lymphatic system and its role in host defenses.

6. Assign Learning Objective 9.

7. Have students outline the process of fever formation and some of the possible
benefits of fevers.

8. Have students create a visual aid that outlines the steps of phagocytosis.

9. Have students create a visual aid that outlines the steps of inflammation.

10. Have students create visual aids that demonstrate the roles of interferon and
complement.

Activities Associated with Learning Objectives for Chapter 12

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Lecture Suggestions and Guidelines for Section 12.1
1. Figure 12.1 is an outstanding summary of the host defenses.
2. Figure 12.2 and 12.3 provide references for understanding the first line of
defense. The role of microbiota in the first line of defense should also be
discussed.

In-Class Activities for Section 12.1

1. Bring in a basic image of the human body. Have students label all areas
associated with the first line of defense.
2. Think of situations in which the first line of defense is compromised and what this
means for an individual.

Additional Research Issues for Section 12.1

1. Severe burn victims are often at risk for infection. Research the approaches used
to prevent infection in this population.

Critical Thinking Issues for Section 12.1

1. We sometimes think of microorganisms as being harmful to humans. How is it
then that the normal biota is being discussed as having a role in the first line of
defense?

Lecture Suggestions and Guidelines for Section 12.2

1. It is helpful to review Figure 12.1 again to give students an overview of how these
systems fit within the context of host defenses.
2. Figures 12.5 and 12.6 help students visualize components of this system.
3. It is important the students understand the different white blood cell types, how
they are classified and their respective roles is in immunity. Figure 12.7 provides
an excellent overview, including basic functions.

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In-Class Activities for Section 12.2
1. As a class create a chart to organize and describe white blood cell types and
their functions.
2. As a class, discuss the consequences if one or more of the white blood cell types
failed to develop. How would this affect the immune response?
3. Bring in an example of a differential white blood cell count and ask the class to
analyze the results.
4. Find a video or animation describing self vs. non-self and the response of the
immune system.

Additional Research Issues for Section 12.2

1. Research antimicrobial peptides and how these may be developed into
therapeutic agents.
2. Research chemical signals and other means by which microbes prevent or
lessen the attack by immune cells.

Critical Thinking Issues for Section 12.2

1. Figure 12.1 divides the immune system into 3 lines of defense. Examining what
you have learned so far, should these lines of defense be viewed as separate?
Explain your reasoning.

Lecture Suggestions and Guidelines for Section 12.3

1. The processes associated with immunity- phagocytosis, inflammation, and the
various roles of antimicrobial proteins must be discussed in detail. It is helpful to
refer to the figures which outline these step by step, such as Tables 12.1 and
12.3.
2. Table 12.2 is helpful to give students some idea of the chemical signaling
involved in the immune system. It may help to remind students that the textbook
chapters are simply an overview of this incredibly complex topic. Entire classes
can be taken that center on immunology alone.
3. Discuss the role of fevers. It may be interesting to talk about how fevers are
classified.
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 4. Figures 12.11 and 12.12 can help students begin to understand some roles of
antimicrobial proteins. The point should be made that these proteins continue to
be discovered and understood.

In-Class Activities for Section 12.3

1. As a class, create a chart listing the features of nonspecific immunity and the
cells involved in each process.
2. Create model of a phagocyte destroying a foreign cell.
3. Find videos or animations outlining the steps of phagocytosis. Do the same for
inflammation.
4. Bring in appropriate images of inflammation or have students describe their own
experience with inflammation.
5. Using Table 12.2 as a guide, create a visual aid as a class showing the chemical
signals of immunity and the cells which produce and respond to these signals.
6. Bring in examples of how fevers present with specific diseases. Discuss
strategies to lower fevers and if this is always appropriate.

Additional Research Issues for Section 12.3

1. Research the role of interferon in disease treatment.
2. Research antimicrobial peptides and their potential for therapeutic use.

Critical Thinking Issues for Section 12.3

1. Inflammation is an important response in the immune system. Why then are
some individuals prescribed anti-inflammatories? Isn’t inflammation a “good”
thing?

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