The Doctors and test topics

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

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.

Remember:
1. Hypotheses
2. Inquiry
3. Analyses

4. Synthesis

Review video for Structure/Function of the Respiratory System

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!

Completing 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?

Homework questions for Monday

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?

Mice on Ice-Homework for Saturday

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.

Parts of the Respiratory System

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.

Mice on Ice!

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.

Homework For Thursday

You have a quiz on Thursday so your homework is to study

Topics:

Homeostasis

Feedback Loops

Respiratory System

Homework for Tuesday Dec 4

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.

1 mouse homeostasis lab from lvilleDrFox

Respiratory System

Circulatory and Respiratory systems

 

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?

 

Homework for Monday

Your homework for Monday is to read the Breathing handout from HowStuffWorks and answer the questions.

Breathing reading from how stuff works from lvilleDrFox

Tomorrow we will be starting the respiratory system.

Body Temperature - Homeostasis

On Saturday we discussed homeostasis and examples feedback loops. 

Negative - thermoregulation (body temperature), Insulin production in the pancreas, 

Positive - Childbirth, blood clotting. 

We also discussed the parts of a feedback loop (see the video below)

Receptor
Effector

Stimulus

Response

You should also have read through the link below:

How does your body regulate temperature game

Below is the video that we watched in class. The second one is another description of body temperature regulation as a negative feedback loop