*Email change: email@example.com
3/28 In Class–we finished the respiratory module by going over cellular respiration. This is a really difficult topic for students–lots of chemical names, chemical equations, locations to learn, names of steps, counting energy created or used up, etc. It is really not easy. I sent home a multiple choice quiz–this is open book and notes. Use it to help you learn the information (it will be on your final exam). Be prepared to write the names of the steps next week and their chemical reaction in class. Use the PPT–the last two slides (I think) have the info to memorize. Hwk–follow the agenda.
3/21 In Class: students turned in their lab from last week and we reviewed for Mod 13b quiz. Students then took the quiz (I gave them a word bank and bonus possibility) and we began Mod 14. Mod 14 is tough–it has a lot of anatomy info which we tried to cover in class today. We talked a little bit about physiology but just skimmed the surface. We watched some video segments on vocal cords (students got to see them working on a video–so cool!), a vocal cord polyp removal, and a procedure where a camera was inserted thru the nose, down the throat, pass the larynx, into the trachea, thru the bronchi and as far down as the scope could go to take a biopsy. It was amazing–and the poor guy was awake the whole time!
I attached the PPT and a separate notes sheet that is helpful.
Hwk–follow the agenda. Start working on your coloring pages. We did not have time for the lab today, so we will try to do that next week.
3/7 In Class: we reviewed Mod 13, looked at some images from an endoscopy and colonoscopy, and went over some of the PPT again. Then, students performed Exp 13.2. Lastly, we watched GI procedures on YouTube–an endoscopy and a colonoscopy. Hwk: follow the agenda. Study for Mod 13 quiz (multiple choice) when we return from spring break.
2/28 In Class: students turned in their test corrections then we went over more content from Mod 13. We made it thru the anatomy of the digestive system and discussed some of the functions. We watched several video clips to help understand the digestion of proteins and carbohydrates and the brush border enzymes. Lastly, students completed exp 13.1, I believe.
Hwk–follow the agenda. Study for Quiz 13A on matching terms next week.
2/21 In Class–students turned in work then took their Exam over Mod 9 – 12. Afterward, we began notes on Mod 13 over the Digestive System. Lastly, we watched a video on the Blue People of Kentucky who had a genetic disorder that affected their blood. Hwk–follow the agenda.
2/14 In Class–students took their path of blood quiz in class, turned in their take home quiz from last week, and turned in their CP’s. Then, we began the internal and external dissection of the sheep’s heart. I was so proud of this class–they did a great job! After the dissection and clean up, we went over what would be on the test next week. The test covers Mod 9 – 12 and is 60 MC questions with the diagram of a heart that will be labeled. The majority of the test covers Mod 9 and 11. I went over the specific topics from Mod 10 and 12. Mod 11, the eye, and the ear are the most heavily covered content on the test. Students are allowed to make a 3″ x 5″ notecard for use on the test, too.
Hwk–follow the agenda, study for the test.
2/7 In Class–students did a great job today! They turned in their work from the previous weeks then we reviewed (briefly) the formed elements and finished module 11. I walked them thru the path of blood on the whiteboard (we start at the aorta and go thru all of the blood vessels, the heart and lungs until we get back to the aorta) and discussed the path of blood as either oxygenated or deoxygenated and systemic or pulmonary circulation. We watched a short video segment on the SA node or what the heartbeat is and how it works. We also watched a short video clip on how the heart receives oxygen and nutrients. After going over the rest of the notes, we performed the blood typing lab. They all really did a great job. It is not an easy thing to prick your finger on purpose but it was a successful day. Most students seemed to be A+. Please compare your child’s results with their known blood type to see if they match (we did take all necessary safety precautions).
Next week we will dissect the sheep’s heart and then move onto a brief discussion of the lymphatic system. Students will take a quiz on the path of blood thru the body. They will be given a word bank. They should practice at home, starting and ending with the aorta.
Module 9 – 12 Exam will be in two weeks. Students will receive a notes sheet for the lymphatic system and we will review next week. They will have to label the internal and external structures of the heart on that test.
Hwk–follow the agenda
1/31 I made a short Zoom video of lecture for today. You are to watch the video, take notes, complete Mod 10 quiz (attached), and study the PPT and notes for quiz 11A on Tuesday. There are three video links in the video, too. The first two are a two-part video about Sickle Cell. If you watch those two and write a two paragraph summary, you can earn bonus when you turn it in next week.
Hwk-follow the agenda, complete Quiz 10, read Exp 11.1 so you are ready for class, and get your parent to sign the blood type permission slip.
1/24 In Class: students took their eye and ear quiz (I wrote the word bank on the board) then we reviewed some of the info had talked about for Mod 10 last week. Then, we watched several different video clips related to disorders of the endocrine system. These not only described the condition, but related it to a real person living with the condition. Hwk–follow the agenda, study for the quiz over the notes sheet.
1/17 In Class: students took their cranial nerves quiz first. Afterwards, we watched a video clip on properly dissecting a cow’s eye. After that, each student dissected a cow’s eye and filled out a lab sheet on each object they were to find. We finished class by beginning Mod 10 and completing most of an Endocrine System Concept Map that has each organ, it’s major hormone, and the function of the hormone.
Honors–I need your tutoring dates for the semester. You have about 1.5 weeks left in January to get that tutoring date finished.
Hwk–follow the agenda. Study for quiz on eye and ear next week.
1/10 In Class: students took their Quiz 9A, turned in their lab report for 9.1 and then we went over the parts of the eye and ear and how each works. This is in-depth stuff, so we also watched several short video clips that explained the functions.
Students do not have to know all of the ions and neurotransmitters for the eyes, but should know the major steps: what light has to pass thru to get to the retinal cells, the three types of neural cells in the retina, be able to compare and contrast rods and cones, photon to rods and cones (hyperpolarized), then to bipolar cells (causes depolarization) which then causes depolarization in ganglion cells which generates an AP that travels down axons to optic nerve.
For the ears, students need to know path of sound, how equilibrium works (basics), how hearing works (basics), the two types of balance and where they are located.
I am attaching the video clips we watched and the PPT for the eyes and ears.
Study for cranial nerve quiz next week. You will have multiple choice questions about the functions of the nerves then a diagram where you have to list the nerves in order with a word bank. Bonus opportunities–be able to write Motor, Sensory or Both next to the nerves in the word bank, be able to write functions, too.
1/3 In Class: we began Mod 9 and followed the agenda to go over the notes. We discussed the quiz and what would be on it and then went over the cranial nerves and their functions. Students are to perform Exp 9.1 at home this week and turn in the lab report with conclusion next week.
Hwk–follow the agenda, perform the lab, too.
“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: firstname.lastname@example.org
Lezlie Haynes Calvin and Hobbes by Bill Watterson–my favorite comic strip of all time!