Read the Inside the Cell book and answer the “Got It?” questions at the end of each section.  If you did not get a copy in class, the web version can be found here.

Read chapter 6 and answer the questions given out in class.  A copy of the questions can be found here.

These are both due on Monday, April 19th.  That is a week after we return from spring break.

1. Go to this site and run various trial experiments and try to predict what the patient will say.
2. Then go to this site and run the Split Brain Experiment.
3. Then go to this site and read about Split Brain Syndrome.
   • on this page be sure to also click the link and read how “each half of the visual field projects to the opposite side of the brain (crossing the optic chiasm.”

You will have two tests on the skeletal system.  Test #1 will be on skeletal anatomy – naming bones or parts of bones (i.e. greater trochanter).  You will find the items you need to know on the practical handout given in class.  Test #2 will be on skeletal physiology, including the notes we covered in class (i.e. hormonal control of growth, bone structure, fractures etc…).

Test #1 – Wednesday, 3/24/10

Test #2 – Friday, 3/26/10

You will have a test on all things ever on Thursday, 3/25/10.  You can take a practice test here:
http://www.docfleetwood.net/neuroscience/studyguides/neuropracticetest1.htm

Be sure to understand WHY the correct answers are correct and not just memorize.  The actual test questions will be different but cover similar concepts.

There will be a test on chapters 4 and 5 – cell energy. (photosynthesis and cell respiration)  The test will be Friday, 3/26/10.

A practice test for chapters 4 & 5 can be found here:
http://www.docfleetwood.net/biology/studyguides/cellenergypracticetest.htm

The test is not all inclusive but should give you a good head start for the real test.

Quiz Monday, 3/22 on the basic nervous system layout and on nerves, neurons and neural transmission.

Quiz Friday, 3/19 on the autopsy information regarding cause and time of death and identifying unknown victims.

Use your textbook to complete the following:

1.  Read chapter 11 – there is a lot of good information in this chapter about how nerves work.  Give particular concentration to the items below.

• Know the pictures on pages 379 & 385.
• Know table 11.2 on page 387.
• Know the neurotransmitter information in table 11.3 on pages 392-393
• Read the “Closer Look” on page 396-397 and answer the questions below.
  • How can the “wisdom of the body” and the way it responds to neurotransmitter like chemicals be related to antibiotic use/overuse?
  • Why is cocaine addictive? (How does it work?)
  • What is crack?
  • Can you see any problems with treating someone with Manzindol?
  • How does an overdose of Heroin kill?
  • Can you experience constant pleasure (for years), physiologically and psychologically?  Why or why not?

2.  Read pages 456-461 (in chapter 13) and take notes on the sensory receptors.

• Know table 13.1 on page 459.

3.  Complete the study guide pages given in class.

4.  Using the readings above and the material we covered in class, create two new ‘ediscio’ flashcards.  They may not be repeats of any other cards so first come-first served.

This is due on Monday, March 15

You will have a test on chapter 3 and the associated items we covered in class.  This will include topics such as…diffusion, osmosis, special adaptations to live in fresh/salt water, counter-current exchange, skin functions, cell membrane structure, proteins within the membrane, immune system, blood types, urinary system, neurons, endocrine system and any other material in the chapter or discussed in class.

A practice test is located here.

The test will be Tuesday, March 9th.

Scientists have found a new protein (in fruit flies) that is involved in actively erasing memories.  If this same protein is found in humans, and if it does the same thing, this could have profound implications.  Read the Scientific American article located here and add your thoughts in the comment area below.  What are the potential positive and negative implications if this protein controls ‘forgetting’ in humans?