*Email change: firstname.lastname@example.org
11/29 In Class: today was a full day. Students began by taking their Mod 7B quiz then we started Module 8. Module 8 is on the Central Nervous System (CNS) and covers the brain and spinal cord. Due to time constraints, we will only cover the brain in class. I encourage each of you to read thru the info on the spinal cord as it is fascinating! We went over the anatomy of the brain, its protective layer, the functional areas, and went over each section, what it is responsible for, what it is linked to, etc. Even though we only went through p 253, it was a lot of info.
Again, we had some great discussion and questions!
Bonus opportunity–I will attach the Phineas Gage video and article. Students may watch the video(s), read the article, and write a two paragraph summary of the info. This info directly pertains to our discussion today of the Limbic system and frontal lobe functions.
Hwk–follow the agenda. Study for FE!!!
In Class: we finished up module 7 by talking about neuron-neuron synapses, reviewing the AP, and talking about excitatory vs inhibitory synapses. We went over the answers to the AP handout from last week that utilized the PhET simulation, too.
I handed out the FE study guide and essay questions and we discussed the notecard and essay questions in more depth. Students are encouraged select the two questions they want to answer, do the research in the book and notes, and write their answers. I have offered to review their answers and make suggestions before the exam so that they study and prepare as much as possible.
Students performed Exp 7.1 in class, as well. It was scheduled for last week but we did not have time for it in class.
Hwk is to follow the agenda, write their lab report, and study for Mod 7B quiz. Next week is Thanksgiving Break, too.
Have a wonderful Thanksgiving!
11/8 In Class: students took quiz 7A and then we went over action potentials. I went over each term and then we drew the AP’s on the given handout. Lastly, students watched as I went through an online action potential simulation. I have sent the link via email so that students can fill out the handout I sent home (not on the agenda, this was added in class). Hwk is to follow the agenda–no quiz next week.
11/1 In Class: We began Module 7 on the nervous system. We watched a short video clip that previewed the info, then we went through notes using the PPT. We also watched a couple of short videos at the end on damaged neurons and regaining possible function. Students also turned in their Sarcomere projects. Ms. Kim sent progress reports for the second six weeks which ended last week.
For those that came to tutorial early to take the bonus muscle quiz–Ms. Kim graded them and awarded points based on the number of correct.
For the Sarcomere project–if you received a low score, please take a little time and resubmit an improved sarcomere (following the rubric).
Hwk is to follow the agenda. The video links are in the PPT or on the agenda if you want to rewatch them.
10/25 In Class: Students took their Muscle Quiz in class then we performed an exploratory dissection of a frog. The intent was to look at different parts of the systems we have studied so far: skeletal system, muscular system, and connective tissue (ligaments and tendons). Students skinned the frog to expose its back, abdomen, and legs. They were to identify the different muscles based on their handout and then follow the belly of the muscle to the tendon and bones. They were also to look at the joints and try to find ligaments.
Hwk–follow the agenda. Sarcomeres are due!!!
BONUS: Students may earn a maximum of 10 bonus points on Tuesday by taking a different form of the muscle quiz. This quiz will be diagrams of the entire human body not just individual muscles. The points are proportional to the number of correct answers. Each student that takes the bonus quiz will get 2 bonus points no matter what. Students may start the quiz at 8 am and it must be finished by 8:30 am when class starts. Quizzes will not be started after 8:15 am. If you intend to take the bonus quiz, please email to text me so that I can print enough quizzes.
Samples to study would be:
Mod 6 Study Guide diagrams
P 178 diagram
p 177 diagram of head muscles
p 174 diagram of superficial skeletal muscles
10/18 In Class: students began by taking the Mod 5 quiz (over the first few pages of the module) and turning in their coloring pages. Then, we went over the neuromuscular junction–terminology, structures, muscle contraction from the brain thru relaxation, and the chemicals involved. We discussed what a motor unit is and what threshold means. We did not discuss everything in the module so students will have to dig out some info on their own. I handed out three notes sheets that we completed together to use as study aids.
We also watched a video segment on the neuromuscular junction. I will include links to that video and one other below so that students can use the videos to help them review this complicated process.
We reviewed for the muscle test again. Students did not do well.
Luke was right—I was supposed to send home quiz 5B. I am linking it to this email. If you are at Tutorial tomorrow, Ms. Kim or I can get you a copy of the quiz.
Hwk–follow the agenda. The muscle test is next week and almost no one today would’ve passed it if the test had been taken today. Sarcomere is due in 2 weeks. If the frogs come in, we will dissect next week. Dress appropriately.
10/11 In Class–today was a BIG day in terms of new and very difficult content. We started by reviewing the muscles they are to memorize then began Mod 5. We covered all of the material up to the section on Neuromuscular junction (nerves and muscles). We went over:
- functions of muscular system (slide says 3, but has 4)
- 4 characteristics of muscles
- three types of muscle tissue
- anatomy of a muscle from the point of attachment on the bone–tendons–belly of muscle–fascicles–fibers–myofibrils–myofilaments–to the sarcomere
- discussed the muscle fiber organelles and where to find them
- discussed the myofibrils in detail
- discussed the tissue that surrounds the muscle, fascicles, fiber
- filled in a worksheet to be used as a study aid
- discussed the ‘Build a Sarcomere’ project
Sarcomere project–you will receive an email with the rubric, hopefully today. It is due in 2 weeks, on the day of the Muscle Test.
I attached video links below. One is a Quizlet I found to help you learn the parts of the sarcomere.
Hwk–follow the agenda, study the muscles, work on sarcomere.
10/4 In Class–students turned in their coloring pages and took the first exam over module 1 – 4. After that, we began a discussion of Mod 6. We went thru the info at the beginning of the module then went over the muscles students need to know and some of the functions of those muscles.
There are 640 muscles, each with at least one function if not more. Students see me one day per week…so I don’t think it is reasonable to expect them to know all of the muscles or all of the functions. I picked out about 45 muscles for them to memorize and talked about functions for some of them. The muscle test is a lot harder than the bone test so that is why we started with module 6 today instead of mod 5. I suggest that you use the same strategy for the muscles that we used for the bones–make sticky notes, practice, practice, practice. Color code the muscle cards using the handout I sent earlier today.
I attached the PPT’s for Mod 5 and Mod 6 as well as the word bank for the muscle test.
Hwk–follow the agenda.
9/27 In Class: students took their bone test in class, we talked about the muscles test in a month or so and then we reviewed for the first exam. The first exam covers modules 1 – 4 and will have no diagrams. Students are allowed to come early on Tuesday if they want to start the test early–8 am at the earliest. The test is 54 (I think) multiple choice questions. We will start the next module after the exam, so be prepared have about 1 hr – 1 hr 15 minutes to take the test.
Hwk–follow the agenda.
9/20 In Class–we went over all of Mod 4 on the skeletal system. This was a continuation of the end of Mod 3. We discussed the histology of bones (matrix, bone cells), joints, bone growth, bone remodeling, bone repair, hormones affecting bones, types of bone breaks. We watched a dissection of a long bone from a cow, a video segment on Andre the Giant (relates to his medical condition), and a short video segment over bones fractures and new growth.
Students took their Quiz 3B in class, turned in CP 41, and turned in their article summary on albinism.
Students will take their bone test next week in class. Each student should have his/her own stack of sticky notes with a bone labeled per sheet. Students will earn a 0 grade on the test if they do not bring their sticky notes.
The first exam is in two weeks. This test is during class and will cover Modules 1 – 4. We will review for the exam next week after the bone test.
Hwk–follow the agenda. I am attaching the virtual microscope lab to this email.
9/13 In Class–students turned in coloring sheets and their lab from last week then took Quiz 3A. After that, we went thru the high points of the bone PPT. We went over each bone that students are to memorize, filled in a study sheet (missing the head bones) and stood up to do an interactive bone activity to help learn the bones. Lastly, we watched a couple of short video clips of skeletons dancing. Hwk–follow the agenda.
Honors students–please send me your tutoring dates so that I can post them on the page for the rest of the class. Choose one day (Tuesday or a Thursday, 8:00 – 8:25 am) per month through December. Also, remember to email me to request articles for the article summaries. You must complete two article summaries and two video summaries this semester.
9/6 In Class–today was a full day! Students took quiz 2b then we began Mod 3. We went over the integumentary system–the functions, the layers, specialized cells. We discussed a skin condition called albinism and watched a video clip from Amnesty International about the problems facing individuals with this condition. I am linking the article students need to read and several video clips. Students should read the article and watch at least one of the clips.
We did perform Exp 3.1 and 3.2 (microscope labs)–if you did not complete the lab, please plan to finish it either Thursday before or after Tutorial or Tuesday before Tutorial.
Hwk–follow the agenda. Study for Quiz 3A (3 main layers and what is in each, basic functions, label the diagram of a skin cell; what are nails/hair made of, know the parts of a skin cell, what they might secrete, the function; You do not have to know the individual layers of epidermis for this quiz–this is not a deep quiz).
8/30 In Class–finished Mod 2 notes, took Quiz 2B, performed Exp in book on glandular tissue.
Hwk–follow the agenda. Study for quiz next week over the PPT content from today.
8/23 In Class: students took their Quiz 1B, turned in their coloring books and article summary, and then took notes over the first part of Mod 2 on epithelial tissues. There is a lot of info in this module. When studying, remember to study the type of tissue, its function and location in the body. Students need to know each of the types of tissue discussed today (simple and stratified squamous, cuboidal, and columnar plus the extra types mentioned in the book and the two types of glands, and three types of exocrine glands). It is a lot of info.
Hwk–follow the agenda. Type your lab conclusion–make sure you follow the sample.
8/16 In Class–we went over the PPT: discussed the organization of a cell, organization and function of the plasma membrane, cellular transport and protein synthesis. We did not review mitosis, so students will need to review the phases in their books. I also went over what was on the quiz for next week (no cellular organelles). We finished by completing a protein synthesis activity.
I attached the PPT for module 2 to the email. I suggested today that students print the PPT out, hole punch it, and place in their binders. Then, when we begin Mod 2 next week they can take notes on the print outs (highlight the things we talk about, add impt info, etc). If they try taking notes this way, they don’t have to try to write down everything I say in class. They should modify the PPT before printing to make it black and white to save ink.
Hwk–follow the agenda.
8/9 Great first day! Followed the agenda in class, hwk is to follow the agenda at home. I am posting links below as mentioned in class.
“This is our advanced biology course. Combined with Exploring Creation with Biology, it gives the student the equivalent of a university biology course. In other words, these two courses together cover the entire “advanced placement” (AP) curriculum. In order to take this course, the student MUST have completed a first-year biology course AND a first-year chemistry course. It covers both the anatomy and the physiology of the human body’s 11 organ systems in detail.” Apologia website (We do not require a completed chemistry course.)
Organization is very important and students are required to keep a notebook with sections for notes, book work, quizzes/tests, and worksheets. Students should bring their textbook, student notebook, coloring book, binder, colored pencils and pencils to every class.
Two weeks will be spent covering most modules. There is a tremendous amount of information per module—vocabulary, structure, functions, etc. Students will need to spend time studying every day. Weekly work will include reading, questions from the textbook, coloring pages, some worksheets (possibly) and studying for quizzes and tests. Students will complete at least two small projects i.e. building a sarcomere. In addition to normal course work, students could read articles or watch video and write summaries.
Students should plan on at least two quizzes per module. Quizzes normally cover the previous week’s lesson, vocabulary, and diagrams. Tests are administered after modules 1 – 4, 5 – 8, 9 – 12, and 13 – 16. The fall final exam will cover 5 – 8 in-depth and possibly have important material from 1 – 4. The spring exam will cover material from 13 – 16 plus possibly important material from 9 – 12. Tests will be taken in class.
Lab experience is a vital component of anatomy and physiology. Students will spend time performing microscope labs and doing dissections. At this level, most dissections will be done alone. The only dissections that will be done in a group setting will be the fetal pig or rabbit, frog and brain. Due to cost and size, the pig will be dissected in groups of two. Lab reports and/or summaries will be required for all labs.
This course will have an honors component. This honors component will be different from the Chemistry honors component.
If you have any questions, please email the instructor at: email@example.com
Lezlie Haynes Calvin and Hobbes by Bill Watterson–my favorite comic strip of all time!