Today we reviewed your quizzes and homeworks. Please remember to edit when we review!
You started your case studies today by coming up with 5-6 hypotheses and reasons for each of them. Remember to edit your hypotheses as you receive new information.
As a reminder here are your test topics for Thursday:
Homeostasis
Feedback Loops
The Respiratory System
The mouse lab
Textbook HW
Experimental Design
Monday, December 10, 2012
Today we finished up the respiratory system by analyzing the controlled air experiment. Remember when reading experiments to ask yourself the following...
1. What is the Independent Variable?
2. What is the Dependent Variable?
3. What is the Control?
4. What are the Constants?
5. How many Replicates are there?
6. What are the Confounding Variables?
We also began looking at how to start your case studies. You have to THINK CRITICALLY!
Purpose of the case study:
The case study approach has two educational goals. First, it provides an opportunity for you to
apply the basic content that you have learned in Biology to a real-life
setting, medicine. Second, it is a way
for you to evaluate and enhance your critical thinking skills. Critical thinking is a skill. It means taking a situation, collecting
information about the situation in an efficient manner and then making the best
decision you can given that information.
It is an essential skill in any educational, personal, or professional
setting. When you decide what college
you’ll go to, you are really critically thinking; you collect information,
analyze it, and make a decision based on it.
Likewise, a businessperson needs to critically think in order to decide
what type of products they offer, how many employees they need, etc. Medicine is just one profession in which
critical thinking skills are used profoundly.
You were given your first patient who presented with several symptoms. You have to now research using your websites.
While this video is somewhat more detailed than you will need, it is a great review of the structure and function of the parts of the respiratory system!
Today in class we finished up the structure/function relationships of the parts of the respiratory system. (new points are in bold)
Mouth - take in air
Nose -takes in air and lined with mucus membranes and hairs to filter particles out, the blood also warms the air (remember air then goes through the pharynx/larynx - Saturday)
Pharynx - throat, connects the mouth and nose to larynx,
Larynx - voicebox, connects the pharynx to the trachea
Trachea - tubular and ridged with cartilage. allows air to get to the lungs and the rings prevent it from closing. In front of the esophagus.
Bronchi (2) - tube structure with cartilage to bring O2(and get rid of CO2) to/from both lungs. more ridged.
Bronchioles - lots of them, made of smooth muscle, tube structure. to get air to entire lung.
Aveoli - stretchy air sacs with lots of surface area "bunch of grapes." where gas exchange happens. high surface area allows for more exchange, while the stretch allows for expansion when filled with gases. Single Cell layer thick. Over 300 million Lung - lobed structure. Diaphragm - wall of muscle that separates thoracic cavity from abdominal cavity, involved in inhaling (contracts) and exhaling (relaxes).
We also discussed how alveoli are covered in Pulmonary Capillaries (single cell thick blood vessels) that bring CO2 rich blood to the lungs, while taking O2 rich blood to all cells of the body. Can you explain what is happening in this picture?
After you've read the article from the NYTimes post found :HERE. Answer the following questions. You may type and email me your answers as well. (Don't forget to also read the case study handout!)
1. What is the claim?
2. What is the evidence to support the claim?
3. Where was the original research published? (what journal?) Is it reputable/why?
4. Were there problems with the study and if so what were they?
5. Do you believe the research and why?
6. How do you think this is related to what you know now about the respiratory system?
Your homework for Saturday is to complete the Mice on Ice! homeostasis postlab. The data is on VC or you can download it below from slideshare. I've already done the graphs for you for times sake.
Thursday in class we reviewed diffusion (movement from high to low concentration -ex gas exchange between the alveoli and pulmonary capillaries). We also reviewed how the pressure change in inhalation and exhalation works via the diaphragm.
Inhale - pressure is higher outside so air rushes in as the diaphragm contracts and pulls down to make the thoracic cavity larger to allow the lungs to expand. (Inspiration in the video below)
Exhale - pressure is higher in the lungs so air is forced out by the diaphragm relaxes and making the thoracic cavity smaller. (Expiration in the video below)
Finally, we began to delve into the structure and function of the respiratory system. Remember structure and function is one of our main topics this term. Here are a few that we talked about on Thursday. We will finish the parts on Saturday.
Mouth - take in air
Nose -takes in air and lined with mucus membranes and hairs to filter particles out, the blood also warms the air (remember air then goes through the pharynx/larynx - Saturday)
Pharynx
Larynx
Trachea - tubular and ridged with cartilage. allows air to get to the lungs and the rings prevent it from closing
Bronchi (2)
Bronchioles
Aveoli - stretchy air sacs with lots of surface area "bunch of grapes." where gas exchange happens. high surface area allows for more exchange, while the stretch allows for expansion when filled with gases.
Today in lab we explored how external stimuli such as changes in temperature (in our case cold) requires organisms to respond to restore homeostasis.
As the temperature changed (got colder) the mice had to do more cellular work (why? what is happening?) to maintain a constant body temperature. So if more cellular work is required, then more ATP must be made. What process contributes the energy needed for ATP formation?
As such what happens to the mouse's breathing rate?
Oxygen Probe and Cage
Ice setup
We talked about the respiratory system as well and demonstrated the diaphragm and how it moves in relation to inhalation and exhalation.
Your homework for tomorrow is to read and answer the embedded prelab questions. Don't forget to read through the website I gave you last week for your quiz tomorrow.
Today in class, we finished up feedback loops and discussed
Stimulus,
Response
Effector
Receptor
And Control Center
Can you identify each of the parts of a Feedback Loop?
We also started our discussion about the respiratory system. We watched the CrashCourse video and talked about the parts of the respiratory system.
Why do we need to take in O2 and get rid of CO2?
Parts:
Mouth/Nose
Larnyx
Trachea
Bronchus (Bronchi)
Bronchiole
Alveoli (where gas exchange occurs)
Why Does Hank discuss the circulatory system with the respiratory system?
You're homework for saturday is to visit the wesbite Think Bank-Homeostasis and read until you get to 'Play the game'. Please take notes while you are doing so.
Our 2nd main topic of the term is Homeostasis. Homeostasis is accomplished mainly via feedback loops.
Remember that maintaining homeostasis is not JUST responding to changes to your internal and external environments. Sometimes the body needs to 'swing out' of balance to help maintain or 'get back' to homeostasis (ex. running a fever to fight infection, heart rate increasing when running). Can you think of other examples?
Below are 2 videos that explain homeostasis and give examples of the two types of loops:
Negative
Positive
Can you describe the difference between the 2 types and give examples?
Feedback Loops
Friday, October 12, 2012
This term we will explore our question this term: "What keeps me alive?" by studying the different body systems and how the interact.
Today we talked about the hierarchy of organization
Subatomic Particle
Atom
Organelle
Cell
Tissue
Organ
Organ System
Organism
Population
Community
Remember to think about the questions below by referring to your note packet.
What is a cell?
What are Tissues made of, what about organs and organ systems?
Our first main idea of the term is Structure and Function.
Can you define these? How do they relate to anatomy and physiology?
You started your case studies today by coming up with 5-6 hypotheses and reasons for each of them. Remember to edit your hypotheses as you receive new information.
After you've read the article from the NYTimes post found :HERE. Answer the following questions. You may type and email me your answers as well. (Don't forget to also read the case study handout!)
