Assignment Q

The pig dissection guide, if you want a sneak preview of Monday and Tuesday's activity.

Today's notes

Today's notes on reproductive systems.

Group presentation notes

I've only received three groups' notes so far (see below). 

I need the remaining three ASAP!

The brain.

Another brain.

Kidneys.

Liver 1 should be available here.

Study Guide for Test

Study Guide for W21D1 Science Test - Open-Note Test

Be able to:

• Explain and define diffusion and osmosis.
  
• Explain which animal phyla can get oxygen to their cells using only diffusion/osmosis and why.
  
• List the major phyla of animals, and be able to give two examples of animals (common names OK) from: annelids, mollusks, arthropods, and chordates. 
  
• Know which of the following animals have a hydrostatic, external, or internal body skeleton: arthropoda, cnidarians, platyhelminthes, nematoda, annelida, chordata, and mollusca.
  
• Define each type of skeleton above, and explain the advantages and disadvantages of each.
  
• Be able to explain the primary differences between the digestive systems of cnidarians as opposed to nematodes, chordates, arthropods and annelids.
  
• Explain the different ways that different animal groups get oxygen: focus on the platyhelminths, cnidarians (coelenterates), mollusks, arthropods (remembering that insects have their own, distinctive system - know this system!), and different chordates - fish, amphibians, and mammals. (Know which of these groups have circulatory systems!)
  
• Define nematocysts, and explain their importance to the feeding strategies of cnidarians such as hydra.
• Compare sexual and asexual reproduction, and explain the advantages and disadvantages of each. Explain how and why the hydra uses both systems.
  
• Compare internal and external fertilization, and explain the advantages and disadvantages of each.
  
• Define the amniotic egg and explain its importance.
  
• Explain the special features of mammalian reproduction, and their advantages and disadvantages.
  

• Trace the blood flow through the human body, including the chambers of the heart, in the correct order. 
  
• Label the chambers of the heart correctly on a diagram
  
• Explain the major parts of the human digestive tract in order, giving the primary function or importance of each, from esophagus to rectum.
  
• Label the major parts of the human digestive system on a diagram.
  
• Label the liver, kidneys, brain and spinal cord correctly on diagrams
  
• Label the three major regions of the brain correctly on a diagram, and explain the major function of each
  
• Explain the difference between afferent, efferent, and intraneurons
  
• Explain the difference between the Central Nervous System, the Peripheral Nervous System, and the Autonomic nervous system, and explain the major function of each
  
• Explain some of the most important functions of the liver. 
  
• Define one major disease of the liver, including its causes and treatment.
• Define one major disease of the kidneys, including its causes and treatment.
  
• Define nephrons and explain their importance.
• Explain why urea forms in the body, and how it is removed.
• Explain what a nerve synapse is, and how signals cross a nerve synapse. (For extra credit, how do anti-depressants drugs relate to this?)
• Explain some of the most important functions of the kidneys
  
• Be able to explain the structure of the human respiratory system; define and explain the function/importance of the trachea, bronchi, bronchia, and alveoli.
  

Computer Class Information

UPDATE: Due to illness, computer class will begin next week (W21). Thanks.

I'll also be using this blog to post information for the upcoming computer classes (once a week) for the 7th graders.

Some good starting places that we'll be looking at:

http://www.geekycomputerteacher.com/

http://www.wmms.net/walters/student/computer_skills_vocabulary.htm

W20

Syllabus for W20.

W19 Work links

The syllabus for W19 Science.

"Natasha," group project - research and prepare a computer presentation.

The grading rubric I'll be using for Natasha; use this for reference while you're preparing the project - one copy must be turned in to me by each group on Monday.

(NOTE - Grading rubric changed as of 1:00 p.m. Thursday!)

The revision sheet each group will use to note any changes needed after the teacher review.

Tuesday's links

Assignment "Mortimer"

A good animation of blood flow through the heart (thx to C.G. for finding this one!)

W18 Stuff

Notes for this week are here.

(When viewing the notes presentation, don't forget to turn on speaker notes for extra information!)

And syllabus is here.

Enjoy.

Notes for W17D2

Today's notes can be found at:

http://docs.google.com/Presentation?id=dc4vgvtd_0dnpfs9dq

Stuff for W17

Happy New Year!

Due to computer problems, I was unable to give the students their assignment sheets for this week; they will get these sheets tomorrow.

The information is also on the web:

Notes to fill in for for W17D1 and 2:

http://docs.google.com/Doc?id=ddsm58ms_30drdk45f3

Syllabus for W17:

http://docs.google.com/Doc?id=ddsm58ms_29gp6f75fm

Grading rubric for Assignment K

http://docs.google.com/Doc?id=ddsm58ms_27ctj4jkqc

Assignment K, due Friday.

http://docs.google.com/Doc?id=ddsm58ms_26fpt5dvdk

I’ll also publish these links on the science class website: http://sterlingsci.blogspot.com/

Thanks,

Matthew T.

Kallisto - human circulation

Kallisto: Human circulatory system

Imagine you’ve been shrunk down to the size of a red blood cell and injected into Kim's bloodstream. Describe, in order, the blood vessel types, parts of the heart, and any other important circulatory system features you’ll be passing through.

Use the following terms correctly: vein, artery, atrium, ventricle, alveoli, capillary, oxygen, carbon dioxide, red blood cell, hemoglobin, aorta, valve. Make sure that you explain the function or importance of each of the items on this list!

Note when the blood would be blue in color and when it would be red, and why. Start your journey in the right atrium and make sure you explain both circuits - lungs and body.

Example: “I’m in the right atrium of the heart, surrounded by red blood cells. But none of them are red right now - they’re all blue, because they’re not carrying oxygen. There's a lot of dissolved carbon dioxide in the blood around me. After a second, the muscular walls of the atrium squeeze in on us, so we’re all pumped through the heart valve into the right ventricle. As soon as we’re through, the valve closes behind us so we can’t go back.”

The attached grading rubric must be attached to your assignment when you turn it in, or I won’t grade it!

Some good circulatory system resources:

A good explanation of open circulatory systems.

A silly but informative video on the human heart. (We'll watch & discuss this in class)