graded potentials

(noun)

Graded potentials vary in size and arise from the summation of the individual actions of ligand-gated ion channel proteins, and decrease over time and space.

Related Terms

Examples of graded potentials in the following topics:

  • Postsynaptic Potentials and Their Integration at the Synapse

    • Postsynaptic potentials are excitatory or inhibitory changes in the graded membrane potential in the postsynaptic terminal of a chemical synapse.
    • Postsynaptic potentials are changes in the membrane potential of the postsynaptic terminal of a chemical synapse.
    • Postsynaptic potentials are graded potentials and should not be confused with action potentials, although their function is to initiate or inhibit action potentials.
    • This is an excitatory postsynaptic potential (EPSP) as it brings the neuron's potential closer to its firing threshold (about -50mV).
    • This is an inhibitory postsynaptic potential (IPSP).

  • Membrane Potentials as Signals

    • In neurons, a sufficiently large depolarization can evoke an action potential in which the membrane potential changes rapidly.
    • Membrane potential (also transmembrane potential or membrane voltage) is the difference in electrical potential between the interior and the exterior of a biological cell.
    • The membrane potential has two basic functions.
    • The changes in membrane potential can be small or larger (graded potentials) depending on how many ion channels are activated and what type they are.
    • The action potential is a clear example of how changes in membrane potential can act as a signal.

  • Transduction and Perception

    • The change in electrical potential that is produced is called the receptor potential.
    • How is sensory input, such as pressure on the skin, changed to a receptor potential?
    • In the nervous system, a positive change of a neuron's electrical potential (also called the membrane potential), depolarizes the neuron.
    • Receptor potentials are graded potentials: the magnitude of these graded (receptor) potentials varies with the strength of the stimulus.
    • If the magnitude of depolarization is sufficient (that is, if membrane potential reaches a threshold), the neuron will fire an action potential.

  • Grading Students

    • Grading is an important part of teaching.
    • And grades help teachers, too.
    • Specifically, they help teachers identify potentially problematic moments in their instruction.
    • In these cases of grading papers it is imperative, both as a matter of equity and efficiency, for teachers to develop grading rubrics.
    • Grading rubrics can be shared with students.

  • Ratings

    • The credit rating is a financial indicator to potential investors of debt securities, such as bonds.
    • These are bonds that are rated below investment grade by the credit rating agencies.
    • The threshold between investment-grade and speculative-grade ratings has important market implications for issuers' borrowing costs.
    • The risks associated with investment-grade bonds (or investment-grade corporate debt) are considered significantly higher than those associated with first-class government bonds.
    • The difference between rates for first-class government bonds and investment-grade bonds is called "investment-grade spread. " The range of this spread is an indicator of the market's belief in the stability of the economy.

  • Bond Rating System

    • It is analogous to credit ratings for individuals.The credit rating is a financial indicator to potential investors of debt securities, such as bonds.
    • Bond ratings below BBB-/Baa are considered to be not investment grade and are colloquially called "junk bonds. "
    • The threshold between investment-grade and speculative-grade ratings has important market implications for issuers' borrowing costs.
    • The risks associated with investment-grade bonds (or investment-grade corporate debt) are considered significantly higher than those associated with first-class government bonds.
    • Bond ratings below BBB-/Baa are considered to be not investment grade and are colloquially called "junk bonds

  • Systems of Numbers: Evolving from K, 1st to Second Grade

    • The following is a graphic representation of all the types of numbers that are existent in the K-12 curriculum grade-band.
    • Is this a change from the the first two grades?
    • How does this relate to the operations that students are learning in 2nd Grade?
    • Here is a sample realization chart for number through 2nd Grade:
    • Do we add any new numbers in 2nd Grade?

  • Prostate Disorders

    • The common prostate disorders are: prostatitis, benign prostatic hyperplasia, high-grade intraepithelial neoplasia, and prostate cancer.
    • The most common prostate disorders are: prostatitis, benign prostatic hyperplasia, high-grade intraepithelial neoplasia, and prostate cancer.
    • High-grade prostatic intraepithelial neoplasia, abbreviated HGPIN, is an abnormality of prostatic glands and believed to precede the development of prostate adenocarcinoma (the most common form of prostate cancer).
    • Other symptoms can potentially develop during later stages of the disease.

  • Credit Ratings

    • The credit rating of a corporation is a financial indicator to potential investors of debt securities, such as bonds.
    • The threshold between investment-grade and speculative-grade ratings has important market implications for issuers' borrowing costs.
    • The risks associated with investment-grade bonds (or investment-grade corporate debt) are considered significantly higher than those associated with first-class government bonds.
    • The difference between rates for first-class government bonds and investment-grade bonds is called investment-grade spread.
    • The higher these investment-grade spreads (or risk premiums) are, the weaker the economy is considered.

  • Types of Operations: Evolving from K, 1st, 2nd, and 3rd Grade

    • Mining Down: How can we utilize the standards to create what a realization for operations on number sets would be for a 3rd grader compared to the realizations possible from the first three grades?
    • The following is an list of questions that will help you build your evolving realization for the 3rd Grade curriculum relevant to operations:
    • What types of operations are expected of the 3rd Grade curriculum?
    • How does this relate to the numbers that students are learning in 3rd Grade?
    • What number sets are we operating on in the elementary curriculum up to and including 3rd grade?