pH and intro to carbon

We started class today with a reading quiz on 2-2. Students then did a quick lab activity where they needed to determine the pH of eight unknown substances.

The last 15 minutes of class were spent starting section 2-3. Students were given a guided notes sheet.
Homework for tonight: (due the next time your class meets) Read the rest of section 2-3 and take notes. YOU WILL HAVE A READING QUIZ.

On Friday a summary report (1 per group) is due. The summary report can be any of the following:

Make a Venn diagram and fill in the names or draw pictures of the items that were in each of the solutions in the correct section in the diagram and write the properties in the correct section. (See example below.)

Write a brief report about acids, bases, and neutrals in paragraph form and include examples from the testing lab.

Draw a concept map or word web comparing and contrasting acids and bases and add descriptive words and examples. (See example below.)

Create a narrative poem, song, or story about the acid, base and neutral solutions and describe their properties.

Your summary report must also include the answers to the following questions:
1. What is the pH of human blood?
2. What is the pH of stomach acid?
3. What are antacids and how do they work?

Bonus point opportunity: If you find the actual pH's of all 8 substances, you can earn a bonus on your summary report.

Reviewing Tests & Starting Chapter 2

Today we spent about 20 minutes reviewing the first test of the year. Afterwards we moved on to chapter 2: The Nature of Matter.

From now on I will do my best to have guided notes sheets for students to use in class. Hopefully this will help students to have more organized notes and enable them to study more effectively.

We watched this clip comparing ionic and covalent bonding.

We also watched a clip from the Discovery channel on Kennewick Man and the role that radioactive carbon dating played in discovering the age of this mysterious man.

Homework: Read section 2-2 (pages 40-43). Take notes that include the key concepts and vocabulary. You will have a reading quiz tomorrow.

Test Today & Grade Weighting Update

Today students had a test on Chapter 1. Next week we will be moving on to the basic chemistry for biology.

There has also been a change in the weighting of assignments. Tests are now worth 20% (instead of 30%) and classwork/participation is worth 10%.

H1N1 discussion

Yesterday and today students discussed the articles they found on H1N1. Students worked in small groups to present their articles and practice active note taking. After each group member shared, the class came together to share key points from the discussion groups. There were several terms (such as pandemic, epidemic, immunization and virus) that were mentioned in most articles. To help explain these concepts students watched animations and video clips to further their understanding.

Click here to see the video from Discovery Science to see just how far germs from a cough can travel.

Click here to see the animation from UK NHS on the importance of immunization as a way to stop the spread of disease.

Click here to see the life cycle of a virus from the Howard Hughes Medical Institute.

Below is the video clip we watched to explain the difference between a pandemic and an epidemic.


REMEMBER, YOU HAVE A TEST ON FRIDAY. SEE THE TOP SIDEBAR FOR DETAILS.

H1N1 Homework

Today in class we did the onion & cheek cell lab (see post below). For your next class period (G block is due Wednesday September 16th, F and D blocks this assignment is due Thursday September 17th), complete the following. Your assignment may either be typed or handwritten, however you may NOT email it to me.

1. Find an article on H1N1 (swine flu).
Places to look for articles include: Science Daily, TIME magazine, International Herald Tribune, and the BBC

2. Read it.

3. Write a summary IN YOUR OWN WORDS on the article.

4. Include a proper MLA citation for your article.
To cite a website write down the following information:

Author last name, author first name. "Title of the article." Name of the website. Year the article was published. Name of the organization. Date you read the article. The url for the website.

5. Be prepared to present your article to the class.

EXAMPLE FOR WHAT YOU NEED TO TURN IN.

Ms. Saxe
-- Period
15 September

Summary for

Swine Flu: To Panic Or Not -- That Is The Question

In an effort to clear up all the misinformation surrounding H1N1, Dr. Sutker, of Baylor University Medical Center, gave five overarching facts about swine flu. These facts included that swine flu IS treatable with Tamiflu and Relenza which one can get with a prescription. So far only 40 individuals in the U.S. have been diagnosed with swine flu, compared with 5-20% of the population that contracts influenza A/B each year. Lastly, "you can not get swine flu from eating pork products." In the second part of the article Dr. Sutker offered tips to prevent the spread of infection. These tips, such as frequent hand washing, covering your cough and seeing a doctor if you think you are infected, apply not only to swine flu but for all infectious diseases. Hopefully this information will clear up much of the panic about H1N1.

Citation: Baylor Health Care System. "Swine Flu: To Panic Or Not -- That Is The Question." ScienceDaily 30 April 2009. 15 September 2009 /releases/2009/04/090429144956.htm>.

Lab 1: Making Wet Mount Slides

You are to read the following procedure for homework today (Monday September 14). You will have a prelab quiz. You may use any notes you take HOWEVER, the notes must be in your handwriting. You do not need to print a copy of the lab.

Today we will make slides of 2 different types cells and look at them under the microscope:

1. Onion skin cells
2. Human cheek cells

Onion skin cells

1. Add 2 drops of iodine to the center of a glass slide. Be careful! Iodine can stain your clothes.

2. Take a small piece of onion. Use tweezers to peel off the skin from the underside (the rough, white side) of the onion. Throw the rest of the onion piece away.

3. Carefully lay the onion skin flat in the center of the slide on top of the iodine.

4. Add 2 drops of iodine to the top of the onion skin.

5. Stand a thin glass cover slip on its edge near the onion skin, next to the drop of iodine.

6. Slowly lower the other side of the cover slip until it covers the onion skin completely. If there are air bubbles, gently tap on the glass to “chase” them out.

7. Make sure the lowest power lens (the shortest lens) is in place over the stage and the microscope light is turned on. Place the slide onto the stage of the microscope.

8. Look through the eyepiece and turn the coarse focus knob (the largest knob) until an image comes into focus. It should look like a brick wall or like lizard skin.

9. Now use the fine focus knob (the smallest knob) to make the image as focused as possible.

10. In your lab notebook, draw a picture of what you see. Label the picture “Onion skin cells 40x”. Label as many parts of the cell as you can see.

11. Looking from the SIDE of the microscope, NOT through the eyepiece, rotate the lenses to the next highest powered lens (100x). If you need to, use the fine focus knob (the smallest knob) to get the image into focus. DO NOT USE THE LARGE KNOB!! You may see a small dot in the middle of each cell.

12. Again, looking from the SIDE of the microscope, rotate the lenses to the highest powered lens (400x). If you need to, use the fine focus knob (the smallest knob) to get the image into focus. You should see a dark blob in the middle of each cell.

13. In your lab notebook, draw a picture of what you see. Label the picture “Onion skin cells 400x”. Label as many parts of the cell as you can see.

14. Switch to the lowest power lens and THEN remove the slide. Set it aside for now.

Human Cheek Cells

1. Add one drop of methylene blue to the middle of a clean slide. Be careful! Methylene blue will stain your clothes and skin.

2. Use the flat side of a toothpick to gently scratch the inside of your cheek. DO NOT GOUGE YOUR CHEEK - you don’t need chunks of skin and definitely don’t want to draw blood.

3. Gently touch the toothpick to the drop of dye on the slide. Some of your cheek cells should drift off into the dye.

4. Throw the toothpick away.

5. Stand a thin glass cover slip on its edge near the drop of dye.

6. Slowly lower the other side of the cover slip until it covers the dye completely. Make sure there are no air bubbles.

7. Make sure the lowest power lens (the shortest lens) is in place over the stage. Place the slide onto the stage of the microscope.

8. Look through the eyepiece and turn the coarse focus knob (the largest knob) until an image comes into focus. It should look like scattered blobs. Move the slide around until a nice cluster of blobs moves into the center of your image.

9. Use the fine focus knob (the smallest knob) to make the image as focused as possible.

10. In your lab notebook, draw a picture of what you see. Label the picture “Human cheek cells 40x”. Label as many parts of the cell as you can see.

11. Looking from the SIDE of the microscope, NOT through the eyepiece, rotate the lenses to the 100x lens. If you need to, use the fine focus knob (the smallest knob) to get the image into focus.

12. Again, looking from the SIDE of the microscope, rotate the lenses to the 400x lens. If you need to, use the fine focus knob (the smallest knob) to get the image into focus.

13. In your lab notebook, draw a picture of what you see. Label the picture “Human cheek cells 400x”. Label as many parts of the cell as you can see.

Switch to the lowest power lens and THEN remove the slide.

Introduction to Microscope Work

Today students had an introduction to working with microscopes which included identifying the parts of the microscope, proper techniques and looking at a variety of slides. Students had the opportunity to look at:

Human blood
Human scalp with hair and sweat glands
Human lung
Frog skin
Large intestine from a mammal
Pollen from a Lily
Spirogyra (a freshwater algae)
Gills from a catshark
A cross section of stem from a Basswood tree.

HOMEWORK: READ THE PROCEDURE FOR LAB 1: MAKING WET MOUNT SLIDES (posted above).

You will have a pre-lab quiz on the procedure. You may use any notes that are in your own handwriting. You do NOT need to print a copy of the lab.

Graphing Practice

Today students practiced graphing and interpreting data. We started by interpreting a pie chart and line graph. Students then worked independently to create scatter plots on data.

Graphing Practice Problem

Water Temperature in oC	Number of developing clams
15	75
20	90
25	120
30	140
35	75
40	40
45	15
50	0

1. A clam farmer has been keeping records concerning the water temperature and the number of clams developing from fertilized eggs. The data is recorded above.
2. Make a line graph of the data.
3. What is the dependent variable?
4. What is the independent variable?
5. What is the optimum temperature for clam development?

For the tree problem click here
For the tadpole problem click here

These problems were adapted from the Desert Vista High School in Phoenix, AZ, USA.

There is no homework this weekend.

Controls & Variables

Today students practiced identifying controls and variables using practice problems. We also talked about themes in biology and levels of biological organization.

Homework: Read pages 24-28, take notes which include the key concepts and the vocabulary. Who knows...you might just have a reading quiz....

What is science

Today students identified what is and is not science as well as practiced making observations and hypotheses by working with stick insects.



Homework:
Read section 1-2 (pages 8-14).
Take notes and make sure to include the key concepts and definitions for the vocabulary words. Remember: vocabulary words are highlighted in yellow.

Please bring your text book to class on Thursday.

Welcome!

Hopefully you have overcome your initial confusion as to why you were asked "What sound does a raisin make?" This blog is a place where homework assignments, links and videos to help you learn and reminders about upcoming major assignments will be posted.

Today you received a syllabus and a textbook.

Tonight for HOMEWORK you need to review the syllabus and complete the BOOK TOUR.

Remember: No late homework is accepted. Start the year of right by completing this short assignment.

Below is the PowerPoint from class today. Depending on what we are doing, I may or may not post the PowerPoints here. You are expected to pay attention in class and take good notes!

Opening Day

View more presentations from ilanasaxe.

Previous Posts

The previous posts on this blog are from Bio V at St. Paul's School. This blog will now be used for General Biology at TASIS.

Double Fertilization

Angiosperms (flowering plants) undergo double fertilization. Click the picture below to be taken to the animation for the notes you took in class today. Click on the "animation" tab at the top. You may view it step-by-step or as a video. There is also narration available. You should review pages 634-635 in the book to complete the remaining two figures in the packet.

Review Quiz on Chapters 10-12

"Last night as I was studying for this quiz, I realized this is the earliest I've ever started studying for a final exam." ~ Student in A block.

That's right, that's EXACTLY what these quizzes are for. By the time the science division review session roles around (Monday evening June 1st) you really shouldn't have too many questions left.

Tomorrow you will have a review quiz on evolution (chapters 13-15)

Review Quizzes

The week of May 25th you will have a series of review quizzes. These quizzes WILL count towards your term grade, so make sure you study!

Monday: Quiz on Chapters 10, 11 (selected sections) and 12
Tuesday: Quiz on Chapters 13, 14, and 15
Wednesday/Thursday: Quiz on Chapters 20, 21, 23, and general aspects of reproduction
Friday: 20 minute block classes, any last questions.

Think Before You Print!

The packets for chapters 10, 11, part of 13, 14, 15, 20 and 23 are on blackboard. Please THINK before you print.

• In 2004 the United States used 8 million tons of office paper (3.2 billion reams). That’s the equivalent of 178 million trees!⁵
• The U.S. is by far the world’s largest producer and consumer of paper. Per capita U.S. paper consumption is over six times greater than the world average.⁶
• In the United States, we use enough office paper each year to build a 10-foot-high wall that’s 6,815 miles long. That’s more than the distance from New York to Tokyo!⁷
• ^{Need more guilt? Check out PrintGreener}

Chapter 31 wrap up and review

Today we are wrapping up chapter 31 and did some review on chapter 10 (DNA replication, transcription and translation). Tomorrow will be the optional quiz/test. IF YOU ARE GOING TO TAKE IT, YOU NEED TO TELL ME TODAY IN CLASS AND YOU WILL BE HELD ACCOUNTABLE FOR THIS ASSESSMENT.

So What's on the Final Exam?

Your test is on information from the following chapters.

There will be 60 multiple choice questions (1 point each) and 4 essays (10 points each).

Chapter 10 - DNA, transcription, translation, etc,

Chapter 11.1-11.6 and 11.15-11.6 - Gene regulation & oncogenes,trp operon, lac operon

Chapter 12 - DNA technology (we did this mostly through lab)
gel electrophoresis,
PCR,
cloning,
plasmids,
PGLO

Chapter 13 - Evolution with Populations (mechanisms of microevolution)

Chapter 14 - Origin of Species (speciation)

Chapter 15 - Macroevolution...sort of, more on Phylogenies & Systemics

Chapter 20 - Gross anatomy, structure & function, homeostasis

Chapter 21 - Digestion

Chapter 23 - Circulation

Chapter 27 - Basics of Human Reproduction female and male

Chapter 31 - Flower anatomy and Plant anatomy

There are also sections in the right sidebar for
Plants & plant anatomy
Human anatomy
Evolution
DNA Replication, Transcription & Translation
DNA technology

Live a longer life

This just in:

Over one-third of everyone in the northeastern end of Ikaria reaches age 90. They suffer 20% less cancer and half the rate of heart disease. And there’s virtually no dementia. In other words, they’re living the good years many of us are missing. Years we could possibly have by just adjusting a few simple habits. Want to know how to live longer? Click here.

Live longer and learn some geography, where's Ikaria? It's a Greek island, check out the map below.

Thanks to Beth S. and Maria D. for this information.

Chapter 31 Packet

You will be working on these questions and vocab in class this week. On Tuesday May 19th you will have a test on this Chapter 31 content. This will be your last regular test of the year!

Vocabulary for Chapter 31

monocots * petiole * meristem * endodermis * dicots * lateral roots * root system *

parenchyma cell * primary growth * shoot system * collenchyma cell * secondary growth *

vascular bundle * xylem * sclerenchyma cell * stomata * phloem * guard cells * taproot

root cap * transpiration * fibrous root * mesophyll * root hairs * stem * node * xylem * pith

vascular cambium * cork cambium * leaves * ground meristem * axillary bud * zone of elongation

periderm * terminal bud * zone of maturation * bark * epidermis * annuals * perennials

This time, YOU are going to make your own chapter 31 packet by answer the questions below and adding pictures. When you are done you will have a fabulous study guide. If you use sources from the web, you need to include the URL. For the sake of space, you do not need to cite pictures.

1. List the characteristics of an angiosperm.

2. Explain the differences between monocots and dicots.

3. Describe the importance of root systems and shoot systems to plants and explain how they work together. Include a picture.

4. Explain how taproot systems and fibrous root systems differ.

5. How are tubers and rhizomes related?

6. Distinguish between parenchyma and collenchyma cells with regards to structure and function. Include pictures for each type of cell.

7. Explain the importance of tracheids and vessel elements to plants

8. Distinguish between water-conducting cells and sieve-tube members with regards to structure and function.

9. Describe the functions of the dermal tissue system, vascular tissue system and ground tissue system.

10. Distinguish among annual, biennial, and perennial plants. Give an example for each type of plant.

11. Explain the importance of the zones of cell division, cell elongation, and cell differentiation in primary growth of roots.

12. Explain the importance of the endodermis to a plant.

13. Describe how "wood" forms due to secondary growth of stems.

14. Using a diagram, describe the basic structure of a root, a stem, and a leaf.

**These questions were adapted from Mrs. Cornell's Biology class.

Test Today

Today students took a test on the digestive system. There is no homework for tonight.

Happy Mother's Day!

Call your mom and wish her a Happy Mother's Day!

Chapter 21 (Digestion) Test Breakdown

Here it is folks, what you've been waiting for...

22 Multiple Choice (2 points each)

1 True false (2 points)

Short answer questions worth 26 points total

1 open response worth 25 points

1 "create your own question" worth 3 points.

Jeopardy Review

The Jeopardy PowerPoint for Chapter 21 (digestion) is posted on BlackBoard under course documents. Your test is on Monday and it will be a mix of multiple choice, labeling and short answer.

Lab: Daffodil Dissection

We are moving from human anatomy to plant anatomy. This week in lab we will be starting our (short) unit on plants and plant anatomy. This lab will begin with a short discussion on dichotomous keys. After that, students will dissect a daffodil and answer questions about the parts of a flower.





Daffodil Dissection

a. Safety

i. If using sharp scissors, only use when told; don’t wave them around. If using scalpel (very sharp), only use when told; make cuts carefully with blade down on the paper paper towel and fingers out of the way

b. Stem—use scissors to cut through the flower stem in various directions: across,

up, diagonal, and compare with each other. What do you see?

Cut Across	Cut Diagonal	Cut Up

c. Line up the stem slices on a paper paper towel.

i. What is the xylem used for?

ii. What is the phloem used for?

iii. The stem stores surplus food for growth during the season and overwinter to support new growth in the spring.

iv. Bulbs are modified stems and also store food for the plant.

d. Does your daffodil have sepals? (the outer ring of flower parts, usually green,

that protects the young flower bud) Circle YES or NO

i. In daffodils the sepals are fused to the outer flower petals.

ii. Do the outer petals look different than the inner ones? How?

iii. When sepals and petals look similar they are called tepals. Does your flower have tepals?

e. How many petals does your daffodil have?

Number of inner petals:

Number of outer petals:

i. Notice that the bottoms of the petals (or tepals) and the cup are fused together. This is called the flower tube.

ii. Use your fingers to pull off each petal or cut them off with your scissors.

iii. Line up the petals on your paper paper towel.

f. Use your scissors or fingers to cut down the sides of the cup and remove the cup.

i. What is the purpose of the flower petals and cup?

g. The reproductive part of the flower is what you have left.

i. Look at the stamen. Is this the male or female part of the flower?

1. How many stamens can you count? On a daffodil the stamens are all of the stalks except for the taller, different one in the center.

2. Stamens consist of two parts, what are these?

3. What do filaments do?

4. What do anthers do?

5. Draw and label one of the stamen of your daffodil.

6. How many stamens does your flower have?

7. Use your tweezers, scissors or fingers to remove the stamens on your flower. Try to leave the taller, center female part of the flower.

8. Touch the stamens and see if any pollen comes off and sticks to your finger. Why are stamens sticky?

9. Line up the stamens on your paper towel.

ii. Look at the female part—the pistil or carpel.

Draw the female part and label the following structures: Stigma, Style and Ovary.

a. Cut the female part open diagonally. What do you see?

Microscopes:

Either draw or describe what you see for each of the following parts of the plant. You will be graded on your descriptions.

Inside of the stem. Make sure to state if you are looking at an up, across or diagonal cut .

Outer Petal

Stamen

Pistal

Perfect flowers—have all the standard parts including male and female organs. Are

daffodils perfect flowers?

This lab was adapted from DaffodilUSA

Fad Diets Flyer

Choose a fad diet or supplement and research the following information creating a ONE page flyer:


1. How does it claim to work?

2. What are you supposed to eat?

3. Using the chart on page 443 what category does it fall into?

4. What are the risks associated with this diet (read 21.16 and 21.17 for more information on what nutrients your body needs).

5. Include at least one picture

6. You must cite at least 3 sources.

7. You can do this on a computer or by hand. Bring a hard copy to class on your assigned due date.

Due Dates: A block on Thursday, D block on Friday.
C block, we will go over this material on Friday and your Flyer will be due on Monday.

Digestion!

Today in class students read up on digestion (sections 21.4-21.11) and then started to create either a short PowerPoint, pamphlet or children's book on what happens to the food we eat.

Homework: A & D blocks: finish your ppt/book/pamphlet for homework.
C block: read sections 21.4-21.11 so that you can have the majority of class time to work on your digestion ppt/book/pamphlet

Need some inspiration? Flash back to your childhood with the Magic School Bus.

Test Today & Tomorrow for A and D blocks (Monday for C block)

Here's the breakdown of the test:

25 Multiple choice (2 points each)
15 labeling (2 points each)
4 short answer (10 points total)
1 open response (10 points)

Total Points: 100

Upcoming class schedule

In an effort to keep track of everything (especially with AP exams) here is a schedule for the next few weeks.

If you have an AP exam on a day that we have class YOU ARE RESPONSIBLE FOR MAKING UP THE MISSED WORK. I am happy to meet with you to go over what you missed. YOU ARE ALSO RESPONSIBLE FOR EMAILING ME AND LETTING ME KNOW WHICH CLASSES YOU WILL MISS.

4/29 Wednesday: A & D block "bonus" class will watch THE HUMAN FACE (parts 3 and 2 respectively).

4/30 Thursday:
Chapter 20 test (A block)

5/1 Friday:
Chapter 20 test (D block)
Finish chapter 20 (C block)

5/2 Saturday: no classes because of SATs

5/4 Monday:
Human Digestion 21.4-21.11 (A block)
Test on Chapter 20 (C block)
Human Digestion 21.4-21.11 (D block)

5/5 Tuesday
Human Digestion 21.4-21.11 (C block)
Diets, Digestive Adaptations & Nutrition (A block)
Diets, Digestive Adaptations & Nutrition (D block)

5/6 Wednesday: Lab
CLOSED TOED SHOES, WE WILL BE OUTSIDE.
Intro to plant parts and identification

5/7 Thursday
Fad Diets (A block)

5/8 Friday
Fad Diets (D block)
Diets, Digestive Adaptations & Nutrition (C block)

5/9 Saturday: Lab
A & D blocks
CLOSED TOED SHOES, WE WILL BE OUTSIDE.
Intro to plant parts and identification

5/11 Monday:
Test on Chapter 21 for all classes

5/12 Tuesday:
Start chapter 31: plants.

Digestion!

Today we started chapter 21 (Digestion) by learning about the two overall methods for how organisms obtain nutrients: ingestion and absorption. We spent most of the time talking about ingestion.

Here's a quick review:

Three categories for WHAT organisms eat: herbivore, omnivore, carnivore

Four categories for HOW organisms (that use ingestion) eat: suspension feeders, substrate feeders, fluid feeders and bulk feeders.

Watch the video below for a detailed explanation of what happens in digestion.


Homework: none

Sections 23.2-23.7

Today A and D blocks took notes on sections 23.2 through 23.7. In addition to taking notes, they saw pictures of open heart surgery and watched a video of open heart surgery.

Fetal Pig Dissection

Yesterday and today students conducted a dissection of a fetal pig. On Monday all classes began by making an incision along the pig's abdomen and opening up the rib cage by cutting on either side of the sternum. A & D blocks finished with their pigs by removing the digestive, excretory, respiratory and circulatory systems. Students looked at the organs using a dissecting scope. Some students elected to remove the brain of their pigs (Charlotte and Sam/Cammie's groups were very successful).

C block will finish with the dissection during lab tomorrow. There will be a pop-ish quiz on the dissection (identifying parts AND their functions).

Lab 13: Fetal Pig Dissection Prelab

This is due at the start of class for all blocks
on Monday April 13th.

Go this website for a series of pictures that walk you through the organs & organ functions of the fetal pig.

Look at each picture, move your mouse over the organs and click each time the pointer turns into a hand. Take HAND WRITTEN notes in your lab notebook for body part (what does the part do?). I have listed the slide numbers and all of the organs on each picture so that you don’t miss any

Picture 1: Intro picture, nothing identified

Picture 2: Stomach, pancreas, small intestine, large intestine

Picture 3: Heart (no description given) lungs, diaphragm, liver

Picture 4: The vessels (numbers 1-7)

Picture 5: Posterior vena cava, aorta, pulmonary artery

Chapter 20 Test

Today and tomorrow there is a test on chapter 20. Here is the breakdown of the test:

19 multiple choice questions (1 point each)
1 true false (1 point each)

50 labeling (1 point each)

2 short answer (10 points total)

the human FACE

On Wednesday and Saturday of the this week we are watching Part 1: Face to Face of the BBC documentary, the human FACE.

As students watch the film they will answer the following questions:

Why don’t crocodiles need multiple facial expressions?

How many facial expressions do humans create?

How many muscles are in the face?

Are the muscles attached to the bones of the face?

What is mobius syndrome and what are the symptoms?

Describe the surgery for mobius syndrome.

What really matters when couples argue?

What is the Darwin grief muscle?

What emotion is one of the greatest indicators of infections diseases?

What are the physiological symptoms arguing?

In what part of the brain is fear recognized?

What happens what John Clease sees the fear faces in the MRI?

What are the symptoms of Aspergers? What happens to the man’s brain when he is shown fear faces?

What can smiling in a single photograph indicate? How did college year book photos relate to happiness later in life?

What are the two muscles which are central to smiling?

What is facial expression so important in social groups? Why did it evolve?

What do secret service agents know about lying that nobody else does?

What is a micro-expression?

What culture teaches people to hide their facial expressions? What is the point?

What is Kismet and what was the point of building it?

Why doesn’t road rage happen to pedestrians?

What is the benefit of seeing people face to face?

What does laughter help you to do?

Does the body know the difference between forced laughter and genuine laughter?

C block disorders

C block researched the following disorders/conditions:

Lymphoma
Leukemia
Aneurysms
Peptic Ulcers
Thyroid disease
Osteoporosis
Histoplasmosis (disseminated)
Encephalocele

A block disorders

A Block post your disorders here.

D block Disorders

D Block researched the following disorders/conditions

Ebola Virus
Lymphoma
Tuberculosis
Turrets Syndrome
Congenital Adrenal Hyperplasia
Ovarian Cancer

Short Research on Disorders

In class assignment for Tuesday:

Working with a partner, you will research a disorder for one of the systems of the body. You will submit your write up as a comment on one of the posts above.

In your write up you should include:
The name of the disease/disorder
The system it affects
Symptoms
A summary of the disease
Who it affects
Treatments
A link to a picture for the disease
Citations for 3 sources for where you got your information.

PLEASE MAKE SURE THAT YOU WRITE THE INFORMATION IN YOUR OWN WORDS.

Class Tuesday

Tomorrow you will be doing research on a disorder of one of the body systems. Please bring a laptop to class if you have one, if you do not have a laptop please bring your text book.

Chapter 20 Test

What do you need to know for this test on Thursday (A block) or Friday (D and C blocks)?

You need to know....

* The hierarchy of animal structure (cellular --> organismal)
* 4 types of epithelial tissue and where each type can be found
* 6 types of connective tissue and what each is composed of
* 3 types of muscle tissue and where each is in the body
* Structure and function of neurons
* The 10 body systems, the overall function of each system and the major components of each system.
* The relationship between homeostasis and negative feedback loops
* These 20 bones and these 14 muscles/tendons

Bones you need to know for the test

These are the bones you need to know for the test. This is the same picture from the worksheet you have from the beginning of the unit.

1 cranium, skull

2 mandible

3 clavicle

4 sternum

5 humerus

6 rib

7 vertebra

8 INSTEAD OF PELVIS – use ilium

9 radius

10 ulna

11 carpals

12 metacarpals

13 phalanges

14 femur

15 patella

16 tibia

17 fibula

18 tarsals

19 metatarsals

20 phalanges

Muscles you need to know for the test

These are the muscles you need to know for the test. You should know the name of the muscle, where the muscle is located and if given a picture of an exercise what muscles would be used.

Homeostasis & Review

Today A & D blocks wrapped up chapter 20 with homeostasis and started a review, which they will finish tomorrow. C block completed the first half of chapter 20 (C block did the 2nd half of chapter 20, first).

Homework: If you didn't like the way your team performed in the review, I suggest studying before class tomorrow. The Jeopardy PowerPoint will be posted on the blackboard if you would like to download it on Wednesday after C block.

Sections 20.7-20.10

We keep moving along with the body systems. Yesterday and today we focused on:

20.7: Nervous tissue forms a communication network
20.8: Several tissues are organized to form an organ
20.9: The body is a cooperative of organ systems
*** While this section is only two pages, it is VERY dense.***
20.10: New imaging technology reveals the inner body

Homework for Monday: Read section 20.9 and be able to summarize the purpose/function of each of the body systems listed.

Lab 12: Fitness

What major muscle is this guy working?

a) legs
b) quads
c) Rectus femoris

By the end of this week's lab, you'll chose "C."

Homework from lab: Look up the scientific names for the muscle groups that you worked at each machine.