Okay, so Monday the 25th is review...journal requirements, etc. and Chapter 11...the first two concept checks on pages 416 and 424, then, on the same assignment, find a rule of three for the layers of an artery, the layers of the heart, and the structure of a valve...
On Tuesday the 26th, we'll start with some actual experiments on the heart to see how we all respond to tiny changes in our environment. So will your heart respond to one hand being warmer than the other, will heart rate change if your face is exposed to the cold, will breathing in certain ways affect how your heart works?
On Wednesday, the 27th, we'll finish that lab up and compare it to our homeostasis handout, from way back and figure out whether or not that confusing piece of literature is factual or not...We'll also examine the mechanics and actual taking of Blood Pressure.
On Thursday, the 28th, we'll keep moving forward with our blood pressure studies and figure out a theoretical way of recording blood pressure without using the stethoscope, then we'll start our Elvis Lab and be a consultant for the king of rocknroll's return.
On Friday, the 1st of March, we'll kiss February goodbye and continue our lab work with Elvis, really important that we get this started well.
Tuesday, February 26, 2013
Sunday, February 24, 2013
Excellent work this week everyone, you tackled the reading, the notes and the heart dissection with enthusiasm and did very well overall. If you missed either Thursday or Friday, please be advised that you should make up for lost points by either demonstrating Harvey's law on a member of your family and providing some sort of verification for that or you should do a couple homeostasis graphs for structures of the week.
Also wanted to post the numerous extra credit things you could do if you were so inclined, which is kind of important since 6 week grades are due this week...
...Draw a diagram of the heart, by simply looking at an upside down diagram of the internal structure of the heart.
...Demonstrate Harvey's experiment with veins on a family member...
...Draw a homeostasis graph and label where a fast heart rate would go (tachycardia), where a slow heart rate would go (bradycardia) and where the sympathetic nervous system stimulation would be and where parasympathetic nervous system stimulation would be.
...Write a paragraph that uses at least 5 words that come from roots that we've featured so far this semester, oh and the paragraph has to be about human anatomy and something we've studied this semester.
Remember, above is extra credit, it doesn't get counted unless all your work is in, so don't get too focused on the extra's, but remember they are there after you've done your best on the daily work.
Also wanted to post the numerous extra credit things you could do if you were so inclined, which is kind of important since 6 week grades are due this week...
...Draw a diagram of the heart, by simply looking at an upside down diagram of the internal structure of the heart.
...Demonstrate Harvey's experiment with veins on a family member...
...Draw a homeostasis graph and label where a fast heart rate would go (tachycardia), where a slow heart rate would go (bradycardia) and where the sympathetic nervous system stimulation would be and where parasympathetic nervous system stimulation would be.
...Write a paragraph that uses at least 5 words that come from roots that we've featured so far this semester, oh and the paragraph has to be about human anatomy and something we've studied this semester.
Remember, above is extra credit, it doesn't get counted unless all your work is in, so don't get too focused on the extra's, but remember they are there after you've done your best on the daily work.
Monday, February 11, 2013
Okay, so functional assessment week...it's just forty questions, but I know it's intimidating, so here's some hints. One...check your notes against someone elses, obviously this helps to eliminate doubts about anything you may have missed, next look at how your classmate's write stuff down, is your notebook in need of some organizing, if so, get going - the best way to study any material is to rewrite material.
Next, review the material and ask yourself questions...look through chapter 13, look through the homeostasis handout and read some of the material with questions in mind...if you see a diagram showing the five features that must be maintained for each cell, think to yourself, how is someone going to ask me about this diagram and what can I do, right now, to remember it.
More to come on how to study this stuff, but if you can answer the question implied above, and explain how you're going to remember it, write it down on a sheet of paper and turn it in for extra credit.
Next, review the material and ask yourself questions...look through chapter 13, look through the homeostasis handout and read some of the material with questions in mind...if you see a diagram showing the five features that must be maintained for each cell, think to yourself, how is someone going to ask me about this diagram and what can I do, right now, to remember it.
More to come on how to study this stuff, but if you can answer the question implied above, and explain how you're going to remember it, write it down on a sheet of paper and turn it in for extra credit.
Wednesday, January 16, 2013
New Semester
Welcome, if you found this page, you were paying attention in class, nice work, I'm even more proud to know you. Okay, so here goes: The important things to keep in mind this semester is the fact that every day builds upon the next, so if you miss a day, it's important to do at least one of these two things:
1. check this page OR
2. check with a classmate that you know pays attention...don't ask someone who always leaves out details.
If you can do that and if you take advantage of the fact that I'm here before school, during lunch, and after school, I am sure that you'll be successful in this class.
Here are the goals for this class this semester and if ever you mention which goal a particular assignment is addressing by including an additional sentence on that assignment saying something to the essence of "Hey Mr. Bartsch, I noticed this assignment aligns with the goal of learning homeostasis." Well then, I would just have to reward that level of insight with additional points now wouldn't I? Okay, here are the goals.
1. Students will develop and demonstrate an understanding about the processes and feedback loops involved with homeostasis.
2. Students will be able to critically evaluate current scientific practices and research.
3. Students will be able to identify major components of each body system.
4. Students will be able to evaluate the health of each individual body system and understand the medical implications of when a particular system isn't functioning properly.
5. Students will demonstrate an understanding of how each and every system communicates with other systems and how such communication leads to the maintenance of health.
6. Students will understand and evaluate the effects of stress, both mental and physical, upon health and homeostasis.
7. Students will display insight regarding human physical limits
1. check this page OR
2. check with a classmate that you know pays attention...don't ask someone who always leaves out details.
If you can do that and if you take advantage of the fact that I'm here before school, during lunch, and after school, I am sure that you'll be successful in this class.
Here are the goals for this class this semester and if ever you mention which goal a particular assignment is addressing by including an additional sentence on that assignment saying something to the essence of "Hey Mr. Bartsch, I noticed this assignment aligns with the goal of learning homeostasis." Well then, I would just have to reward that level of insight with additional points now wouldn't I? Okay, here are the goals.
1. Students will develop and demonstrate an understanding about the processes and feedback loops involved with homeostasis.
2. Students will be able to critically evaluate current scientific practices and research.
3. Students will be able to identify major components of each body system.
4. Students will be able to evaluate the health of each individual body system and understand the medical implications of when a particular system isn't functioning properly.
5. Students will demonstrate an understanding of how each and every system communicates with other systems and how such communication leads to the maintenance of health.
6. Students will understand and evaluate the effects of stress, both mental and physical, upon health and homeostasis.
7. Students will display insight regarding human physical limits
Monday, December 17, 2012
Okay, so I recovered from surgery and sent you all spinning along this nervous system lab work coupled with your work on Wolff's and numerous chapter assignments, so here's the deal...let's slow it down a bit and ease into the holiday break. We will be starting some work with vision and finishing the work with the nervous system, so it's important that you continue to document your findings from the labwork, but your individual test will simply be a review of your notebook, while your group test will be an open note affair that we'll begin Thursday and end on Friday...with our soiree. I think you'll enjoy it overall.
For those of you that keep track of due dates, you'll see that you and probably everybody else you know missed the deadline to add your "procedure" or "method" to your blossoming Wolff's Law Project, make sure you add it at some point prior to January 3rd, and we'll call it good....The guidelines to writing a good "method/procedure" are as follows...
a. as simply as possible, outline the steps someone would need to take to replicate your project.
b. to 'replicate' I mean repeat. A person should be able to read your method page and then gather the required materials and actually do the experiment.
c. include how your measures are taken, and even include pictures or drawings if written descriptions can't communicate the work as well.
Apologies for speeding things up so much, but keep after it, this will all come together at the end, for now, take a deep breath, enjoy the season, and remember to get after those scientists, structures, and movements of the week.
For those of you that keep track of due dates, you'll see that you and probably everybody else you know missed the deadline to add your "procedure" or "method" to your blossoming Wolff's Law Project, make sure you add it at some point prior to January 3rd, and we'll call it good....The guidelines to writing a good "method/procedure" are as follows...
a. as simply as possible, outline the steps someone would need to take to replicate your project.
b. to 'replicate' I mean repeat. A person should be able to read your method page and then gather the required materials and actually do the experiment.
c. include how your measures are taken, and even include pictures or drawings if written descriptions can't communicate the work as well.
Apologies for speeding things up so much, but keep after it, this will all come together at the end, for now, take a deep breath, enjoy the season, and remember to get after those scientists, structures, and movements of the week.
Monday, December 3, 2012
Okay, you're well on your way to understanding this great big structure called the brain...Hopefully, by now, you know where the Frontal, Parietal, Temporal, and Occipital lobes are, along with the following other brain structures: thalamus, hypothalamus, pons, medulla, cerebellum, amygdala, hippocampus, corpus callosum, olfactory bulb, and perhaps a couple others...Now, though, you're in the library and wondering what you need to do today...so here it is...
1. The introduction to your project is due on Friday...it needs to be typed and either printed, or shared with bartschd@billingsschools.org, that's me. Follow the steps below to complete this:
a. Look up an original research article using the library data bases, base your selection on a key word related to your project...ex. hand-eye coordination, motor skills, muscle hypertrophy, mental concentration, frontal lobe, learning, etc. I'll help you with these if you are at a loss.
b. Once you've found an article with a related keyword, read the introduction, then cite the article by writing the Journal name, the authors, the date, volume, etc. The introduction to a scientific study has key parts to it, you should be able to identify them as follows...the first part usually defines whatever is being studied in five to seven sentences and explain the practicality of what is being studied (you will just write about Wolff's Law and how it affects you, and all the tissues in your body (not just bone))...the second part recognizes that other research has been done on the subject and summarizes the results of that research (you'll just summarize, using real numbers from class, what data you have already gathered that proves Wolff's Law...use stuff in your notebook)...the third paragraph introduces your study and why it's valuable and what important insight might be gained from your study, it can even include what you hope to find as a result of your study...
c. Re-read the introduction you just read from the article, upload the article to your google account so you can reference it in the future...notice how words like "I" and "you" are never used, do your best to mimic the style of writing in the article, be precise and say only what you really need to say, but don't leave out what a reader would need to know in order to understand what Wolff's law is and how your study relates to it.
2. Research who Phineas Gage was by finding both a book and an article from one of the databases (remember to cite both...just cite them in your notebook)
...find out the following about Phineas: when he lived, his occupation, his injury specifics (seriously, get very specific...location, etc) and why he is important to the study of the brain.
3. Next, using your text book and Chapters 5, 6, 7 or 8...find one of the CSI studies from the six chapters (you choose) and find a real journal article that addresses the condition that the CSI features and write a one paragraph summary of that condition, cite both your book and the article appropriately. Email to me by Friday, December 7...
4. Purely for extra credit, look up a part of the brain on one of the database pages, any part and put the word "lesion" behind it...example "frontal lobe lesion" and find 5 to 10 effects of such an occurrance, cite the article, list the effects, and BOOOM! (just like atp), there's some extra credit.
1. The introduction to your project is due on Friday...it needs to be typed and either printed, or shared with bartschd@billingsschools.org, that's me. Follow the steps below to complete this:
a. Look up an original research article using the library data bases, base your selection on a key word related to your project...ex. hand-eye coordination, motor skills, muscle hypertrophy, mental concentration, frontal lobe, learning, etc. I'll help you with these if you are at a loss.
b. Once you've found an article with a related keyword, read the introduction, then cite the article by writing the Journal name, the authors, the date, volume, etc. The introduction to a scientific study has key parts to it, you should be able to identify them as follows...the first part usually defines whatever is being studied in five to seven sentences and explain the practicality of what is being studied (you will just write about Wolff's Law and how it affects you, and all the tissues in your body (not just bone))...the second part recognizes that other research has been done on the subject and summarizes the results of that research (you'll just summarize, using real numbers from class, what data you have already gathered that proves Wolff's Law...use stuff in your notebook)...the third paragraph introduces your study and why it's valuable and what important insight might be gained from your study, it can even include what you hope to find as a result of your study...
c. Re-read the introduction you just read from the article, upload the article to your google account so you can reference it in the future...notice how words like "I" and "you" are never used, do your best to mimic the style of writing in the article, be precise and say only what you really need to say, but don't leave out what a reader would need to know in order to understand what Wolff's law is and how your study relates to it.
2. Research who Phineas Gage was by finding both a book and an article from one of the databases (remember to cite both...just cite them in your notebook)
...find out the following about Phineas: when he lived, his occupation, his injury specifics (seriously, get very specific...location, etc) and why he is important to the study of the brain.
3. Next, using your text book and Chapters 5, 6, 7 or 8...find one of the CSI studies from the six chapters (you choose) and find a real journal article that addresses the condition that the CSI features and write a one paragraph summary of that condition, cite both your book and the article appropriately. Email to me by Friday, December 7...
4. Purely for extra credit, look up a part of the brain on one of the database pages, any part and put the word "lesion" behind it...example "frontal lobe lesion" and find 5 to 10 effects of such an occurrance, cite the article, list the effects, and BOOOM! (just like atp), there's some extra credit.
Tuesday, November 27, 2012
The notes from Monday are posted on the calendar page, at the bottom, titled muscle work. I'm working on getting better at posting this stuff, hope this helps as you study for the test tomorrow...also, if you're studying for the test tomorrow, here's a couple examples of test questions...wow, smart move to check out this stuff huh?
1. The elbow when
flexed by the biceps is what type of lever
a. first class b.
second class c. third class
2. Which muscles
below originate or start on the sternum.
a. sternocleidomastoid b. biceps brachii c.
latissimus dorsi d. pectoralis major e. a and d
3. Which muscles
originate on the scapula
a. biceps brachii b. biceps femoris c. triceps
femoris d. trapezius e. a and c
4. Which muscles
do flexion?
a. biceps brachii b. triceps brachii c. rectus
abdominis d. deltoid e. all but “b”
5. Which muscle is
named for its shape?
a. deltoid b. rectus femoris c. trapezius d.
transverses abdominis e. a and c.
6. Which muscle
opposes the lateral rectus of the eye?
a. superior rectus b.
inferior oblique c. inferior rectus d. medial rectus
7. If a muscle is
a flexor and is located on the anterior side of the body, which side of the
body would its antagonist be found on…
a. lateral b.
posterior c. medial d. distal
8. If a muscle’s
main action was medial rotation, what would its antagonist do?
a. flexion b.
extension c. supination d. lateral rotation
9. What is an
antagonist of the deltoid?
a. pectoralis
major b. biceps brachii c. triceps
brachi d. latissimus dorsi e. a
and d.
10. What is the
insertion point for both the gluteus maximus and the iliopsoas?
a. femur b.
pelvis c. tibia d. humerus
11. What do we
call a muscle contraction involving the shortening of a muscle?
a. isometric,
concentric b. isotonic, eccentric c. isometric, eccentric d.
isotonic, concentric
12. When you push
against something that doesn’t move, what type of contraction is taking place?
a. isotonic b.
isokinetic c. isometric
13. If the abductors
of the body are primarily located on the lateral surface of the body, where
would we find the adductors of the body.
A. on the anterior surface B.
on the medial surface C. Proximal
14. What two
muscles below have origins that include the spinal column…
a. trapezius,
pectoralis major b. latissimus dorsi, iliopsoas c.
trapezius, sternocleidomastoid
15. Which two
muscles insert on the humerus
a. pectoralis
major, trapezius b. latissimus dorsi, deltoid b.
biceps brachii, deltoid
16. Which muscle
below is named for both fiber direction and location.
a. rectus
abdominis b. rectus femoris c. lateral rectus d. all choices
17. Because muscle
responds to stimuli, like the e-stim machine, it has this feature
a. elasticity b.
extensibility c. contractility d. excitability
18. Which muscle
is named for both its size and its action
a. gluteus maximus b.
biceps brachii c. adductor longus d. flexor carpi
19. What muscle
inserts on the radius and ulna
a. biceps femoris b.
biceps brachii c. deltoid d. trapezius
20. Which muscle
opposes the movement of plantarflexion
a. gastrocnemius b.
quadriceps c. tibialis anterior d. hamstring
Sunday, November 25, 2012
Hey, welcome back from Thanksgiving vacation, hope it went well and that maybe you got some extra credit in the process...some things to watch out for and to be excited about in the coming days. We'll be finishing up working on muscles this week and hopefully give you some good experience regarding not only understanding how muscles work, but how the process of science works so you can have an excellent experience for your Wolff's law projects....
A timeline of sorts for you: This week finish muscle...test on Wednesday, take home portion of the test is due on Friday.
Thursday...begin the nervous system...of course we'll be drawing a bit and doing a lot of clinical type tests ranging from sensory and reflex testing to memory and cognitive tests as well. The vocab is going to get steep, so we won't be doing the usual concept check questions, we'll be delving pretty deep into memorization and reading strategies...so get to class.
Next week...continue with your questions, learn how to test reflexes, do some sensory testing of people who live at home, learn about the placebo effect as well as the law of initial values, and hey, let's dissect a brain or two.
A timeline of sorts for you: This week finish muscle...test on Wednesday, take home portion of the test is due on Friday.
Thursday...begin the nervous system...of course we'll be drawing a bit and doing a lot of clinical type tests ranging from sensory and reflex testing to memory and cognitive tests as well. The vocab is going to get steep, so we won't be doing the usual concept check questions, we'll be delving pretty deep into memorization and reading strategies...so get to class.
Next week...continue with your questions, learn how to test reflexes, do some sensory testing of people who live at home, learn about the placebo effect as well as the law of initial values, and hey, let's dissect a brain or two.
Wednesday, November 14, 2012
Lever example
Here is how to solve a lever problem, particularly a second class level like the one you use in your ankle when you plantar flex and stand on your tippy toes. Just follow the steps in the video below...
Tuesday, November 13, 2012
Okay, crazy couple of weeks since the last post, important assignments to note and stuff you should have done because Friday, November 15 is the last day of the six weeks grading period...
The Midterm and its retake, very important.
Chapter 6 concept checks - we spend less time in this chapter, but use the material for the rest of the semester, so it's good if you could have these in by Wednesday, November 13.
Stay up to date on your structures of the week (or scientists or movements, or all of them), any extra you do go to help your grade.
Wolff's law project...by Thursday, we hope to have you committed to your project so you can truly begin to gather data for this...more to come soon...if you read this, draw pictures of the three types of lever on a sheet of paper and give an example of each as found in the human body for 10 extra points. Take care.
The Midterm and its retake, very important.
Chapter 6 concept checks - we spend less time in this chapter, but use the material for the rest of the semester, so it's good if you could have these in by Wednesday, November 13.
Stay up to date on your structures of the week (or scientists or movements, or all of them), any extra you do go to help your grade.
Wolff's law project...by Thursday, we hope to have you committed to your project so you can truly begin to gather data for this...more to come soon...if you read this, draw pictures of the three types of lever on a sheet of paper and give an example of each as found in the human body for 10 extra points. Take care.
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