HBS 21-22-Period 5 Assignments
- Instructor
- Mrs. Krista Gale
- Term
- 2021-2022 School Year
- Department
- Science
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
2.4.2
1. Intro Notes
2. (not in PLTW): look up the role of rods and cones in vision. Where are they found and what do they do?
3. Read the article linked in PLTW step 1, and answer LJ questions a and b.
4. Complete ALL ELEVEN stations and fill out the student response sheet for each one. NOTE that station 11 has its own sheet (not part of the big packet you got originally).
5. CQ 1-3
2. (not in PLTW): look up the role of rods and cones in vision. Where are they found and what do they do?
3. Read the article linked in PLTW step 1, and answer LJ questions a and b.
4. Complete ALL ELEVEN stations and fill out the student response sheet for each one. NOTE that station 11 has its own sheet (not part of the big packet you got originally).
5. CQ 1-3
Due:
2.4.3
2.4.3 Instructions
1. Intro Notes (steps 2-4 will be the presentation, and steps 1 and 5+ goes in your notebook)
2. Your table will choose a picture to use for this project and each group member will research 2 (or 3) disorders to make a presentation. Look at the 8 problems listed in step 3 and divide them up so that all are covered in your group.
3. First, do some research on your vision disorders. What is happening or causing the problem? Is there a way to correct or repair? How common is it/who gets this disorder (in general)? Will it get worse most likely?
Note that you will NOT include all the info you found on your slide… just a FEW words. There should be more to say than what appears on the slide. If you really need to, you can add a second slide for your info BUT no sentences! Just bullets and bare bones text.
4. Use the Google slides I made. On each slide, there should be the original picture and your modified version, showing what a person with your assigned vision problem would see. There are many free filtering or editing programs you could use. If you get stuck, just let me know and I’ll show you some. Again, if you add a slide for more info, that’s fine. Use the common theme and font and be sure to keep it VERY brief!
At the end of the slides presentation, I put a blank slide which you can copy and use if you need to add anything.
5. We will be 'gallery walk' style presenting these presentations. Take notes on one of the disorders you didn't research yourself at each stop.
6. Answer NB question for step 12 and CQ 1-2.
1. Intro Notes (steps 2-4 will be the presentation, and steps 1 and 5+ goes in your notebook)
2. Your table will choose a picture to use for this project and each group member will research 2 (or 3) disorders to make a presentation. Look at the 8 problems listed in step 3 and divide them up so that all are covered in your group.
3. First, do some research on your vision disorders. What is happening or causing the problem? Is there a way to correct or repair? How common is it/who gets this disorder (in general)? Will it get worse most likely?
Note that you will NOT include all the info you found on your slide… just a FEW words. There should be more to say than what appears on the slide. If you really need to, you can add a second slide for your info BUT no sentences! Just bullets and bare bones text.
4. Use the Google slides I made. On each slide, there should be the original picture and your modified version, showing what a person with your assigned vision problem would see. There are many free filtering or editing programs you could use. If you get stuck, just let me know and I’ll show you some. Again, if you add a slide for more info, that’s fine. Use the common theme and font and be sure to keep it VERY brief!
At the end of the slides presentation, I put a blank slide which you can copy and use if you need to add anything.
5. We will be 'gallery walk' style presenting these presentations. Take notes on one of the disorders you didn't research yourself at each stop.
6. Answer NB question for step 12 and CQ 1-2.
Due:
2.4.1
Be aware that you will watch a video of a cow eye dissection in this lesson, as well as dissect a cow eye!
1. Intro notes
2. Labeled eye diagram from the beginning of the pltw lesson. You MAY NOT just use clipart here, but you can use the printed out version I have, or you can draw your own in your notebook.
3. Answer the RQ after the labeled eye. Next, watch the video of dissection (under eye dissection- exploratorium) You may wish to refer back to this as you do your dissection, since major parts are identified.
4. Answer the questions sprinkled throughout the steps as you work your way through the dissection (at 3, 4, 6, 7, 9, 10, 16, 17, 23, 25, 26 and 27) Double check that you did them all!
5. Clean up your station, including ALL tools, dissecting tray, and table. Throw out the eye and detritus. Finally, answer CQ 1-3.
1. Intro notes
2. Labeled eye diagram from the beginning of the pltw lesson. You MAY NOT just use clipart here, but you can use the printed out version I have, or you can draw your own in your notebook.
3. Answer the RQ after the labeled eye. Next, watch the video of dissection (under eye dissection- exploratorium) You may wish to refer back to this as you do your dissection, since major parts are identified.
4. Answer the questions sprinkled throughout the steps as you work your way through the dissection (at 3, 4, 6, 7, 9, 10, 16, 17, 23, 25, 26 and 27) Double check that you did them all!
5. Clean up your station, including ALL tools, dissecting tray, and table. Throw out the eye and detritus. Finally, answer CQ 1-3.
Due:
HW for today
Read the end of StE Jungle chapter (p 50-end) for quiz Wednesday, and return the case you were given with your diagnosis and reason (just 1.5 sentences!)
Due:
2.4.4
We are shortening this assignment so:
1. Intro Notes
2. Research the 6 basic tests given during a routine eye exam (#1).
Take notes on how each test is related to the structure and function of the human eye.
3. Skip down to the three types of eye professionals: an ophthalmologist, an optometrist, and an optician. Write a sentence or two to describe what each one does, and when you would see one versus another.
1. Intro Notes
2. Research the 6 basic tests given during a routine eye exam (#1).
Take notes on how each test is related to the structure and function of the human eye.
3. Skip down to the three types of eye professionals: an ophthalmologist, an optometrist, and an optician. Write a sentence or two to describe what each one does, and when you would see one versus another.
Due:
2.3.2
Keep in mind that this assignment is HIGHLY modified. Please, ONLY do what is listed below:
A. Print out your Canva endocrine gland concept map/infographic. Preferably, use the color printer
(although you will have to fight with it to get it to work!)
1. Take intro notes ONLY on the first paragraph of the lesson. Then, SKIP down to step 4 (in the PLTW lesson)
2. Use the three links in this step (#4) and/or your classmates’ work to answer the following: (make a chart with the info in a
and b, then just answer c and d).
a. List the 9 major endocrine glands.
b. For each one, list the main hormones they produce and what their main function(s) are
c. Name 3 other organs that produce hormones in the body, and tell what these hormones do
d. Describe the difference between an endocrine and an exocrine gland.
3. Why is the pituitary called the master gland? How does it control the activity of other glands?
(Note: you may have to do a little extra research to find the answer to some of these questions. Just answer what's written; you don't need to include lots of extra detail here)
3a. If your BGO from the last lesson does NOT already have the locations of all 8 glands, place them on your BGO now, and label them.
4. Research disorders of your endocrine gland (the one you were assigned in the last lesson). Choose one that seems interesting to you, but NOT so obscure as to be impossible to diagnose. Write a 2-3 paragraph patient case file for someone who has that disorder. In YOUR lab notebook, include the whole case with the diagnosis.
5. Then, print out everything EXCEPT the diagnosis on a separate paper (so that someone else can try to figure out what the disorder is!)
Finally, add a thyroid gland to your Maniken. The thyroid is located on the trachea, inferior to the Adam’s apple. The gland can be assembled in pink or red clay and takes the shape of a bow tie or a butterfly.
A. Print out your Canva endocrine gland concept map/infographic. Preferably, use the color printer
(although you will have to fight with it to get it to work!)
1. Take intro notes ONLY on the first paragraph of the lesson. Then, SKIP down to step 4 (in the PLTW lesson)
2. Use the three links in this step (#4) and/or your classmates’ work to answer the following: (make a chart with the info in a
and b, then just answer c and d).
a. List the 9 major endocrine glands.
b. For each one, list the main hormones they produce and what their main function(s) are
c. Name 3 other organs that produce hormones in the body, and tell what these hormones do
d. Describe the difference between an endocrine and an exocrine gland.
3. Why is the pituitary called the master gland? How does it control the activity of other glands?
(Note: you may have to do a little extra research to find the answer to some of these questions. Just answer what's written; you don't need to include lots of extra detail here)
3a. If your BGO from the last lesson does NOT already have the locations of all 8 glands, place them on your BGO now, and label them.
4. Research disorders of your endocrine gland (the one you were assigned in the last lesson). Choose one that seems interesting to you, but NOT so obscure as to be impossible to diagnose. Write a 2-3 paragraph patient case file for someone who has that disorder. In YOUR lab notebook, include the whole case with the diagnosis.
5. Then, print out everything EXCEPT the diagnosis on a separate paper (so that someone else can try to figure out what the disorder is!)
Finally, add a thyroid gland to your Maniken. The thyroid is located on the trachea, inferior to the Adam’s apple. The gland can be assembled in pink or red clay and takes the shape of a bow tie or a butterfly.
Due:
2.3.1
*This assignment also has edpuzzles to complete (graded separately). I recommend doing those after your notes, but before you make concept maps.*
1. Intro Notes: this time, make sure to define these terms from the intro: Endocrine System, hormones, glands, endocrine glands, and exocrine glands
2. Take BRIEF notes on the first two links.
3. Complete the concept map (Step #4 in pltw, parts a-b) *Note that you will be assigned a specific gland to center your concept map around. Use Canva (canva.com) to make an infographic or other concept map about your gland. Use all the words required in step 4, as well as information that is specific to the gland you were assigned.
(Info about your gland should INCLUDE: major fxn(s) of the gland, main hormone(s) it produces, and any other important fact(s) you think belong in a basic discussion of this gland)
4. Research and write 2-3 sentences about the role of insulin and glucagon in blood sugar regulation.
5. Make your own version of the feedback loop shown in step 8 in pltw. **NOTE: you will need to understand this well enough
to fill it in on your final! PLEASE do not just copy a graphic from the internet!**
6. Label a BGO as shown in step 9, but answering the prompts in step #10. Just do step 10 parts a-d (because you've already done step e!)
7. CQ 1-2
1. Intro Notes: this time, make sure to define these terms from the intro: Endocrine System, hormones, glands, endocrine glands, and exocrine glands
2. Take BRIEF notes on the first two links.
3. Complete the concept map (Step #4 in pltw, parts a-b) *Note that you will be assigned a specific gland to center your concept map around. Use Canva (canva.com) to make an infographic or other concept map about your gland. Use all the words required in step 4, as well as information that is specific to the gland you were assigned.
(Info about your gland should INCLUDE: major fxn(s) of the gland, main hormone(s) it produces, and any other important fact(s) you think belong in a basic discussion of this gland)
4. Research and write 2-3 sentences about the role of insulin and glucagon in blood sugar regulation.
5. Make your own version of the feedback loop shown in step 8 in pltw. **NOTE: you will need to understand this well enough
to fill it in on your final! PLEASE do not just copy a graphic from the internet!**
6. Label a BGO as shown in step 9, but answering the prompts in step #10. Just do step 10 parts a-d (because you've already done step e!)
7. CQ 1-2
Due:
Study for Quiz! (on 2.2)
Don't forget to study for your quiz that is this FRIDAY 11/19
More info on the stream if you've forgotten what's covered.
More info on the stream if you've forgotten what's covered.
Due:
2.2.5b
For this project, you will work in groups to complete a case presentation. Your group can be 2-3 people.
1. Read all 6 patient presentations from #1. Choose a scenario you (and your group) would like to investigate. Research and find out what is most likely wrong with this patient. Check with me to make sure you are on the right track.
2. IMPORTANT! You will make up a DIFFERENT scenario/patient that also suffers from this disease/condition. List that person's name, info, symptoms etc. (should be at least somewhat different).
3. Follow the steps in 2-9 to research and make a presentation explaining your patient, symptoms, prognosis, etc.
4. Take notes for your own presentation/scenario
5. Take notes on other scenarios. You will be responsible for the basics of each disease discussed!
Use the Google sheet below to sign up for the case you'd like to present. PLEASE sign up as a group, including any members, at the same time. I have also included details about the presentation in the google doc below
1. Read all 6 patient presentations from #1. Choose a scenario you (and your group) would like to investigate. Research and find out what is most likely wrong with this patient. Check with me to make sure you are on the right track.
2. IMPORTANT! You will make up a DIFFERENT scenario/patient that also suffers from this disease/condition. List that person's name, info, symptoms etc. (should be at least somewhat different).
3. Follow the steps in 2-9 to research and make a presentation explaining your patient, symptoms, prognosis, etc.
4. Take notes for your own presentation/scenario
5. Take notes on other scenarios. You will be responsible for the basics of each disease discussed!
Use the Google sheet below to sign up for the case you'd like to present. PLEASE sign up as a group, including any members, at the same time. I have also included details about the presentation in the google doc below
Due:
2.2.3
1. Intro Notes- there's a lot here! Include all vocab
2. Create data tables. (just before #1) You will use these tables to collect experimental data.
3. Connect and set up the sensors. Launch the logger pro application on the school computer.
Change Rate to 100 samples/s and End Collection to 30 s. Follow the directions in pltw to set up tabs, etc. Collect voluntary muscle activation data.
Name and save the file when instructed to do so (save to your Google drive). Determine the time elapsed between striking the table surface with the reflex hammer and the contraction of the quadriceps muscle. Record the values in Data Table 1
4. Gather data about the reflex response to a stimulus.
(Each person in the group will take turns being subject and tester).Name and save the file when instructed to do so. (save to your Google drive) Record data in Data Table 2.Compare the reaction times for voluntary versus involuntary activation of the quadriceps muscle.
5. Answer lab notebook questions (#16).
6. Research and answer questions as directed in #17 (including the drawing, a, b, etc)
7. Also answer RQ at #17
8. CQ 1-2
9. If you wish, complete the optional extension here (after #17 but before conclusion questions)
2. Create data tables. (just before #1) You will use these tables to collect experimental data.
3. Connect and set up the sensors. Launch the logger pro application on the school computer.
Change Rate to 100 samples/s and End Collection to 30 s. Follow the directions in pltw to set up tabs, etc. Collect voluntary muscle activation data.
Name and save the file when instructed to do so (save to your Google drive). Determine the time elapsed between striking the table surface with the reflex hammer and the contraction of the quadriceps muscle. Record the values in Data Table 1
4. Gather data about the reflex response to a stimulus.
(Each person in the group will take turns being subject and tester).Name and save the file when instructed to do so. (save to your Google drive) Record data in Data Table 2.Compare the reaction times for voluntary versus involuntary activation of the quadriceps muscle.
5. Answer lab notebook questions (#16).
6. Research and answer questions as directed in #17 (including the drawing, a, b, etc)
7. Also answer RQ at #17
8. CQ 1-2
9. If you wish, complete the optional extension here (after #17 but before conclusion questions)
Due:
2.2.5a
NOTE that the majority of this assignment's points will be from your case presentations.
However, here, please SKIP Intro notes (this time) and turn in:
1. Definition of neurologist
2. The career journal portion of this assignment (from step #10 in pltw). Answer that step here, as written, (which means you will have to include how this person might help your patient!) but then DON'T include most of this in your presentation.
3. CQ 1-2
However, here, please SKIP Intro notes (this time) and turn in:
1. Definition of neurologist
2. The career journal portion of this assignment (from step #10 in pltw). Answer that step here, as written, (which means you will have to include how this person might help your patient!) but then DON'T include most of this in your presentation.
3. CQ 1-2
Due:
2.2.4
1. Intro Notes- there is a medium amount here so please don't just put one or two sentences!
2. Fastball rxn time game- you must record your time for 10 trials. It will not save for you, so make a data chart for yourself! Calculate your mean rxn time and circle your best score. (#1) (I have included the links below in case the links in PLTW don't work for you, BUT keep in mind you may have to use one of the class' computers to do these activities)
3. Answer RQ (#1)
4. Complete the four tasks as directed. Don't forget to write down your data! Follow the instructions in steps #2-5 AND answer all the lab notebook questions/steps.
5. RQs (#6)
6. Enter your mean times into the spreadsheet attached to this assignment. (#7)
7. Answer lab notebook questions and RQ for #8.
8. CQ 1 and 3 only!
2. Fastball rxn time game- you must record your time for 10 trials. It will not save for you, so make a data chart for yourself! Calculate your mean rxn time and circle your best score. (#1) (I have included the links below in case the links in PLTW don't work for you, BUT keep in mind you may have to use one of the class' computers to do these activities)
3. Answer RQ (#1)
4. Complete the four tasks as directed. Don't forget to write down your data! Follow the instructions in steps #2-5 AND answer all the lab notebook questions/steps.
5. RQs (#6)
6. Enter your mean times into the spreadsheet attached to this assignment. (#7)
7. Answer lab notebook questions and RQ for #8.
8. CQ 1 and 3 only!
Due:
StE Reading Quiz!
Please make sure to read the first half (up to p 50) of the Jungle chapter (Ch 1) of StE before class on Thursday. Reading Quiz in class!
Due:
2.2.2
1. Intro Notes
2. Watch video in step 2 and answer questions from SRS (answer questions right on the SRS/draw right on it)
3. Brief NOTES on neurotransmitter activity and second 'Secret to Signals' video clip (#4-5)
4. Answer/do what's asked in 5a & b (paragraph and drawing)
5. 5 Trivia Questions (with answers!)
6. RQ (#7)
7. CQ 1-2
(*Please note that I want you to do the WHOLE SRS.... it's just that it was listed as steps 2 and 3 in PLTW. Please do ALL of the questions on the SRS!*)
2. Watch video in step 2 and answer questions from SRS (answer questions right on the SRS/draw right on it)
3. Brief NOTES on neurotransmitter activity and second 'Secret to Signals' video clip (#4-5)
4. Answer/do what's asked in 5a & b (paragraph and drawing)
5. 5 Trivia Questions (with answers!)
6. RQ (#7)
7. CQ 1-2
(*Please note that I want you to do the WHOLE SRS.... it's just that it was listed as steps 2 and 3 in PLTW. Please do ALL of the questions on the SRS!*)
Due:
STUDY FOR 2.1 QUIZ
Reminder- QUIZ Friday!! Please study. (see stream for some details)
Due:
2.2.1b
***Although you may do research and work with a partner here, you must choose a different specific stimulus (from step 1 a-e below) and turn in your own work!***
1. You will follow the basic directions from just before #17 through the end of the lesson. First, choose a DIFFERENT SCENARIO (NOT the one in the lesson)- here are your options:
a. you step on a LEGO in the middle of the night
b. someone comes up behind you and scares you by yelling 'boo!'
c. a friend says they're not feeling well and then starts coughing right in front of you
d. you are playing dodgeball and a ball is coming right for your face.
e. a bee flies in through your window and you are nervous that it's going to land on you.
2. Use the rest of the instructions from #17 (steps a-d! Don't omit any!) to make a flow chart of what happens in your body in response to your stimulus.
3. Answer the RQ in #18
4. CQ 1-2
1. You will follow the basic directions from just before #17 through the end of the lesson. First, choose a DIFFERENT SCENARIO (NOT the one in the lesson)- here are your options:
a. you step on a LEGO in the middle of the night
b. someone comes up behind you and scares you by yelling 'boo!'
c. a friend says they're not feeling well and then starts coughing right in front of you
d. you are playing dodgeball and a ball is coming right for your face.
e. a bee flies in through your window and you are nervous that it's going to land on you.
2. Use the rest of the instructions from #17 (steps a-d! Don't omit any!) to make a flow chart of what happens in your body in response to your stimulus.
3. Answer the RQ in #18
4. CQ 1-2
Due:
2.2.1a
1. Intro Notes
2. Research structure and fxn of the three main types of neurons (#1)... check all sources, and take good notes
3. Neuron poster! Specifically:
- divide poster paper or large blank paper into 3 sections (hot dog length line first, use one half for motor neuron. Then divide the other half into two sections)
- draw/model a motor neuron on the large half. USE AT LEAST SOME 3D ELEMENTS here! (not just a flat drawing!)
- in one smaller section, draw sensory neuron; in the other, draw an interneuron/association neuron.
- label all 10 parts listed in #6 on your poster/large paper
-on the poster, write the main fxns of each type of neuron (as listed in #11, 13, and 15... does NOT have to be in a text box, but DOES have to appear in the section with each type)
4. List functions of all parts from #6 (the parts you labeled) in your lab journal.
5. Answer lab journal questions from #16: a, b and RQs (both)
6. Answer CQ 1-2
2. Research structure and fxn of the three main types of neurons (#1)... check all sources, and take good notes
3. Neuron poster! Specifically:
- divide poster paper or large blank paper into 3 sections (hot dog length line first, use one half for motor neuron. Then divide the other half into two sections)
- draw/model a motor neuron on the large half. USE AT LEAST SOME 3D ELEMENTS here! (not just a flat drawing!)
- in one smaller section, draw sensory neuron; in the other, draw an interneuron/association neuron.
- label all 10 parts listed in #6 on your poster/large paper
-on the poster, write the main fxns of each type of neuron (as listed in #11, 13, and 15... does NOT have to be in a text box, but DOES have to appear in the section with each type)
4. List functions of all parts from #6 (the parts you labeled) in your lab journal.
5. Answer lab journal questions from #16: a, b and RQs (both)
6. Answer CQ 1-2
Due:
2.1.3c- brain map (on swim cap!)
Please try to finish this project this week in class. IF you finish early, you may move on to 224 but I recommend taking your time and doing a good job on your brain cap first!
9. (Use 2.1.3 Map-A-Brain- NOT the dissection one- to complete this assignment).
If you have extra time, steps 8-10 are an interesting extension of this material.
Finally, draw your actual brain map on the swim cap. (will be graded separately). Make sure to include all the things on your chart/table!
9. (Use 2.1.3 Map-A-Brain- NOT the dissection one- to complete this assignment).
If you have extra time, steps 8-10 are an interesting extension of this material.
Finally, draw your actual brain map on the swim cap. (will be graded separately). Make sure to include all the things on your chart/table!
Due:
2.1.3b
Follow the steps listed below to complete the dissection of the sheep brain. In the instructions you will find terms in italics. These are the structures you should identify and mark using a flag in the tissue at the correct location. Use your research from Activity 2.1.2, the websites listed in step 5, as well as the completed brain on your Maniken as a resource.
4. Sketch the exterior of the sheep brain. Label the parts listed: (and do the tape flags!)
-brain stem.
-cerebellum
-cerebrum.
-right and left frontal lobes
-right and left parietal lobes
-right and left occipital lobes
-right and left temporal lobes.
5. Sketch the bottom view of the brain (once you turn it over). Label (if you can find):
-olfactory bulbs
-optic nerves
-optic chiasm
6. Cut along the longitudinal fissure.
Gently cut and separate the two hemispheres of the brain. Continue cutting the cerebellum and brain stem so you have two similar halves.
Sketch the internal view of the brain cross-section you just made. Label (and use tape flags to show):
-corpus callosum
-thalamus
-hypothalamus
-brain stem
-cerebellum
-frontal lobe
-parietal lobe
-temporal lobe
-occipital lobe.
See if you can identify any other parts of the limbic system.
7. Look up 'arbor vitae'. What does this mean? Why is it called that? Where is it? (Sketch).
8. CQ #1 only.
4. Sketch the exterior of the sheep brain. Label the parts listed: (and do the tape flags!)
-brain stem.
-cerebellum
-cerebrum.
-right and left frontal lobes
-right and left parietal lobes
-right and left occipital lobes
-right and left temporal lobes.
5. Sketch the bottom view of the brain (once you turn it over). Label (if you can find):
-olfactory bulbs
-optic nerves
-optic chiasm
6. Cut along the longitudinal fissure.
Gently cut and separate the two hemispheres of the brain. Continue cutting the cerebellum and brain stem so you have two similar halves.
Sketch the internal view of the brain cross-section you just made. Label (and use tape flags to show):
-corpus callosum
-thalamus
-hypothalamus
-brain stem
-cerebellum
-frontal lobe
-parietal lobe
-temporal lobe
-occipital lobe.
See if you can identify any other parts of the limbic system.
7. Look up 'arbor vitae'. What does this mean? Why is it called that? Where is it? (Sketch).
8. CQ #1 only.
Due:
2.1.3a
1. Intro Notes
2. Watch one (or both) videos describing the story of Phineas Gage (links below), and read one of the articles listed under #1 to find out about what happened to this man. Take BRIEF notes (one-two paragraphs). Answer the RQ here.(#1)
Next- you will complete the chart you started in the last lesson (points to be awarded there). (Steps 2-4)
**Note that you will have to add more regions. As a hint, I am listing them below:
-hypothalamus
-amygdala
-hippocampus
-olfactory bulbs
-pineal gland
-limbic system
-Wernicke's area
-Broca's area
-medulla oblongata
** We will be going over the entire chart to make sure you are correct in your research at the end of today's class or the beginning of next class**
3. Answer lab notebook question at #4b.
2. Watch one (or both) videos describing the story of Phineas Gage (links below), and read one of the articles listed under #1 to find out about what happened to this man. Take BRIEF notes (one-two paragraphs). Answer the RQ here.(#1)
Next- you will complete the chart you started in the last lesson (points to be awarded there). (Steps 2-4)
**Note that you will have to add more regions. As a hint, I am listing them below:
-hypothalamus
-amygdala
-hippocampus
-olfactory bulbs
-pineal gland
-limbic system
-Wernicke's area
-Broca's area
-medulla oblongata
** We will be going over the entire chart to make sure you are correct in your research at the end of today's class or the beginning of next class**
3. Answer lab notebook question at #4b.
Due:
2.1.2b (I am also giving points for the entire chart here)
8. Make the chart as directed in step 48 (under lab notebook). NOTE that you will be leaving extra columns as directed in pltw!!
(You can see what the chart will include in 2.1.3, steps #2-4).
*You may make this table in google docs, BUT you must be able to print it out for your notebook check.
9. Begin your research as directed in step 48. You will continue in the next lesson.
10. CQ 1-2
(You can see what the chart will include in 2.1.3, steps #2-4).
*You may make this table in google docs, BUT you must be able to print it out for your notebook check.
9. Begin your research as directed in step 48. You will continue in the next lesson.
10. CQ 1-2
Due:
2.1.2a
1. Intro notes -include defs of CNS, PNS
3. BGO CNS/PNS (#2) (on the same BGO, you'll put brain parts)
4. Define gyri and sulci (step #7) and include your answers to the questions at the end of step #9 and #11 here.
5. Define: motor cortex, sensory cortex, and central sulcus (from steps #12 and 18)
6. List and define the three parts of the brain stem (step #32)
7. Answer Lab Notebook questions (#47)
Check that your build is complete and looks at least somewhat like the picture at #47!
3. BGO CNS/PNS (#2) (on the same BGO, you'll put brain parts)
4. Define gyri and sulci (step #7) and include your answers to the questions at the end of step #9 and #11 here.
5. Define: motor cortex, sensory cortex, and central sulcus (from steps #12 and 18)
6. List and define the three parts of the brain stem (step #32)
7. Answer Lab Notebook questions (#47)
Check that your build is complete and looks at least somewhat like the picture at #47!
Due:
STUDY FOR UNIT ONE EXAM
Your unit 1 test is Tuesday, Sept 28.
I posted a study guide on the stream, but basically it's just all the things we have learned so far.
Remember that although spelling does not count, there are no word banks!!
I posted a study guide on the stream, but basically it's just all the things we have learned so far.
Remember that although spelling does not count, there are no word banks!!
Due:
1.3.1b
5. Read over all the procedures for the lab we did (steps 2-7, 11, 14-22). Explain BRIEFLY why we did what we did in each section (I just listed them in 3 different sections)
6. LABELED gel diagram (#17). Make sure to include what you put in each well, and sketch your results on the gel also. Be as accurate as you can be.
7. Answer the lab journal question #22b and the RQ after step 22.
8. Sum up the findings we have from the forensic anthropology findings you had earlier and the DNA results. Which missing person did you find? (If any!) Explain how you know. This should be a good size paragraph (rather than a page-long case report).
9. CQ 1-3
6. LABELED gel diagram (#17). Make sure to include what you put in each well, and sketch your results on the gel also. Be as accurate as you can be.
7. Answer the lab journal question #22b and the RQ after step 22.
8. Sum up the findings we have from the forensic anthropology findings you had earlier and the DNA results. Which missing person did you find? (If any!) Explain how you know. This should be a good size paragraph (rather than a page-long case report).
9. CQ 1-3
Due:
1.3.3 Project and presentation rubric
**Make sure you look at guidelines found in 1.3.3 overall- just remember you are marketing your tech, rather than solving just one problem**
-Presentations should be 6-10 minutes long.
-DO NOT just read your presentation to the class.
-You may pre-record if you want, but must take questions live in any case.
-Presentations should be 6-10 minutes long.
-DO NOT just read your presentation to the class.
-You may pre-record if you want, but must take questions live in any case.
Due:
1.3.1a
1. Intro Notes (more here than usual!!)
2. (For now, we are skipping down to #8 in PLTW)...Use the links in steps 9-10 to answer the Student Response Sheet. *this is really important info, please ask questions if you are stuck or unsure!!*
3. Take notes on the 'care and use of micropipetters' resource. (1-2 paragraphs- be sure to include 'rules' for use).
4. (from the resource)... explain the importance (and compare/contrast) accuracy and precision.
2. (For now, we are skipping down to #8 in PLTW)...Use the links in steps 9-10 to answer the Student Response Sheet. *this is really important info, please ask questions if you are stuck or unsure!!*
3. Take notes on the 'care and use of micropipetters' resource. (1-2 paragraphs- be sure to include 'rules' for use).
4. (from the resource)... explain the importance (and compare/contrast) accuracy and precision.
Due:
1.3.2
1. Read Locard's Lab interview with forensic anthropologist Dr. Anna Williams
Write a reflection about Forensic Anthropology, answering the questions listed (#3) Refer also to your own experience in Project 1.2.3.
2. Complete a mini- DNA Analyst career journal. *see NOTE under step 4 to help your search!*
Create a mock interview (with answers!!) with someone in this field as directed in step 4. Please use two colors so it's easy to follow. Research to give good answers (don't just make stuff up).
Due:
*1.2.4 BONUS*
If you have time (and curiosity), use the class data to derive your own formula for height using the tibia.
-Follow PLTW steps #21-23 to derive your formula. You will need a piece of graph paper... if you don't have one, I can supply it.
*Remember that you are going to do EITHER males or females, not both! (don't combine them)*
-Test out your equation by following steps #24-26.
*Remember not to use the same people you used to create your formula!*
(For step 26 in pltw,, find at least one other group/person who tried to make his/her own formula)
-Follow PLTW steps #21-23 to derive your formula. You will need a piece of graph paper... if you don't have one, I can supply it.
*Remember that you are going to do EITHER males or females, not both! (don't combine them)*
-Test out your equation by following steps #24-26.
*Remember not to use the same people you used to create your formula!*
(For step 26 in pltw,, find at least one other group/person who tried to make his/her own formula)
Due:
1.2.3b
To finish up-
5. Complete step 8 in PLTW. (Discuss w/ larger group) Answer RQ AND lab journal questions at the end of #8
6. Also answer RQ at the end of #9 (but, omit the comparison w/ teacher data, since I am not providing it at this step yet).
7. CQ 1-3
5. Complete step 8 in PLTW. (Discuss w/ larger group) Answer RQ AND lab journal questions at the end of #8
6. Also answer RQ at the end of #9 (but, omit the comparison w/ teacher data, since I am not providing it at this step yet).
7. CQ 1-3
Due:
1.2.4
1. Intro Notes
2. Review the Unit Conversions resource to prepare for the calculations you will perform within this activity. Measure your height in cm. Repeat this measurement for your partner. Note both in your notebook
3. Measure the Maximum length of your femur (MLF) = ___ cm. Also note info for your partner throughout this activity!
4. Use the equation given to estimate your height. (#5)
5. Note the difference between your actual height and your estimate.(if the real # is within your range, your answer here is 0!)
6. Repeat these steps for the humerus (#7-10)
7. Repeat these steps for the radius (#11-14)
8. Answer lab journal questions after #14
9. Now try to use the equation in #15 using your MLF. (If you are multi-ethnic, maybe average the two ranges?) Compare your differences.
10. Repeat that last step with your humerus, using the equation in #17. Compare your differences.
11. Answer the LJQ after #18
**Be sure to add your MLT data to the class chart, even if you choose NOT to do the bonus section**
12.CQ 1-3
2. Review the Unit Conversions resource to prepare for the calculations you will perform within this activity. Measure your height in cm. Repeat this measurement for your partner. Note both in your notebook
3. Measure the Maximum length of your femur (MLF) = ___ cm. Also note info for your partner throughout this activity!
4. Use the equation given to estimate your height. (#5)
5. Note the difference between your actual height and your estimate.(if the real # is within your range, your answer here is 0!)
6. Repeat these steps for the humerus (#7-10)
7. Repeat these steps for the radius (#11-14)
8. Answer lab journal questions after #14
9. Now try to use the equation in #15 using your MLF. (If you are multi-ethnic, maybe average the two ranges?) Compare your differences.
10. Repeat that last step with your humerus, using the equation in #17. Compare your differences.
11. Answer the LJQ after #18
**Be sure to add your MLT data to the class chart, even if you choose NOT to do the bonus section**
12.CQ 1-3
Due:
1.2.3
1. Intro Notes
2. Visit the website Visible Proofs: Forensic Views of the Body by the National Library of Medicine. (#1)
-In the section “Learning from Bones”, complete the visual comparison activities to determine the sex and ethnic origin of the skulls.
*Take notes on the bone landmarks you used in your analysis.
3. Complete step 1 b & c in your notebook (end by defining forensic anthro)
4. Complete steps 3-7 in PLTW on your data sheet you received. If you are waiting, measure the pictures as instructed in step #5d. Also, mark the things you are measuring (for example, ischium) on your diagram (rather than your Maniken).
2. Visit the website Visible Proofs: Forensic Views of the Body by the National Library of Medicine. (#1)
-In the section “Learning from Bones”, complete the visual comparison activities to determine the sex and ethnic origin of the skulls.
*Take notes on the bone landmarks you used in your analysis.
3. Complete step 1 b & c in your notebook (end by defining forensic anthro)
4. Complete steps 3-7 in PLTW on your data sheet you received. If you are waiting, measure the pictures as instructed in step #5d. Also, mark the things you are measuring (for example, ischium) on your diagram (rather than your Maniken).
Due:
1.2.2
*Before you begin here, make sure you go back over 1.2.1 to check that you completed all the parts of that assignment! (concept map, labeling, reflection and conclusion questions!)*
1. Intro Notes
2. Label the bones on your Skeletal BGO (step #2 in pltw)... if needed, use the references in step #1 on pltw to look up bone locations.
-check with your partner and table partners to make sure you all have the same answers. Ask questions as needed!
-do review questions online (#4)
3. Complete the skeletal system scavenger hunt (#5)... HOWEVER, instead of drawing as directed on your maniken, draw the required items ON YOUR SKELETAL BGO.
4. CQ 1-2
*Be practicing for bones quiz. You will need to know bones labeled, plus # and relative locations of bones of the spine (lumbar vs. thoracic for example) and axial vs appendicular skeleton.*
1. Intro Notes
2. Label the bones on your Skeletal BGO (step #2 in pltw)... if needed, use the references in step #1 on pltw to look up bone locations.
-check with your partner and table partners to make sure you all have the same answers. Ask questions as needed!
-do review questions online (#4)
3. Complete the skeletal system scavenger hunt (#5)... HOWEVER, instead of drawing as directed on your maniken, draw the required items ON YOUR SKELETAL BGO.
4. CQ 1-2
*Be practicing for bones quiz. You will need to know bones labeled, plus # and relative locations of bones of the spine (lumbar vs. thoracic for example) and axial vs appendicular skeleton.*
Due:
1.2.1b
3 Notes from the gallery walk on the other 3 tissue types
4 Concept map on tissue types (follow the instructions in PLTW #2)- don't forget to include images and extra terms mentioned at the end. You may use a program and print it out, OR draw your concept map by hand (but then, you must draw or paste on images).
**Complete this step for HW, for now, move on to sketches and Maniken build**
5 Sketches of microscopic images of tissue types (Google these) (#4)
6 RQ (Reflection Question) (just after step 5 in pltw)
7 Skull bones labeled on skull diagram (#7)
-COMPLETE THE FACIAL BUILD HERE (see the attached google slides, and follow along as we do this in class)
8 Head/face muscles labeled on skull diagram.(#8)
9 RQ after #11.
10 CQ 1-3
4 Concept map on tissue types (follow the instructions in PLTW #2)- don't forget to include images and extra terms mentioned at the end. You may use a program and print it out, OR draw your concept map by hand (but then, you must draw or paste on images).
**Complete this step for HW, for now, move on to sketches and Maniken build**
5 Sketches of microscopic images of tissue types (Google these) (#4)
6 RQ (Reflection Question) (just after step 5 in pltw)
7 Skull bones labeled on skull diagram (#7)
-COMPLETE THE FACIAL BUILD HERE (see the attached google slides, and follow along as we do this in class)
8 Head/face muscles labeled on skull diagram.(#8)
9 RQ after #11.
10 CQ 1-3
Due:
1.2.1a
1 Intro Notes- Identity and Tissue Basics (include def of tissue)
2 Notes from your research on the tissue type you (and partner) were assigned (modified step 1 in PLTW)
***stopping here for today... so... for HW, just upload a pic of your notes in your notebook. ***
3 Notes from the gallery walk on the other 3 tissue types
4 Concept map on tissue types (follow the instructions in PLTW #2)- don't forget to include images and extra terms mentioned at the end. You may use a program and print it out, OR draw your concept map by hand (but then, you must draw or paste on images).
5 Sketches of microscopic images of tissue types (#4)
2 Notes from your research on the tissue type you (and partner) were assigned (modified step 1 in PLTW)
***stopping here for today... so... for HW, just upload a pic of your notes in your notebook. ***
3 Notes from the gallery walk on the other 3 tissue types
4 Concept map on tissue types (follow the instructions in PLTW #2)- don't forget to include images and extra terms mentioned at the end. You may use a program and print it out, OR draw your concept map by hand (but then, you must draw or paste on images).
5 Sketches of microscopic images of tissue types (#4)
Due:
1.1.2b
Ok, so by now you should have completed PLTW steps #1-6 for this activity (1.1.2). Next-
4. Define all the terms found in pltw step 7. (If you already know what it is, feel free to just write in what you know. In any case, use your own words!)
-Practice by 'flagging' your Maniken with all the terms, placed correctly. (#8)
5. Label your two-sided BGO with all the terms. (#9) Put a little note for any you didn't already know that might help you remember what they are.
-Do the timed drill for practice (BOTH partners!!)
6. Answer conclusion questions 1-2.
Study for your regional terms quiz!!
** You should be using your spiral-bound notebook now! If you need help getting one of those, please see me ASAP **
4. Define all the terms found in pltw step 7. (If you already know what it is, feel free to just write in what you know. In any case, use your own words!)
-Practice by 'flagging' your Maniken with all the terms, placed correctly. (#8)
5. Label your two-sided BGO with all the terms. (#9) Put a little note for any you didn't already know that might help you remember what they are.
-Do the timed drill for practice (BOTH partners!!)
6. Answer conclusion questions 1-2.
Study for your regional terms quiz!!
** You should be using your spiral-bound notebook now! If you need help getting one of those, please see me ASAP **
Due:
1.1.2a
** Points awarded here for clean manikens**
1. Intro Notes
2. Directional terms definitions (from step #1 in the lesson)
3. Directional Terms sentences
-Don't forget to prep for your (short!) directional terms quiz NEXT CLASS
1. Intro Notes
2. Directional terms definitions (from step #1 in the lesson)
3. Directional Terms sentences
-Don't forget to prep for your (short!) directional terms quiz NEXT CLASS