Period E = test Wednesday, 1/11/12, on the first 4 parts of the case study and the information from the visceral practical.

Period D = test Monday, 1/9/12, on the neuroscience information from Dr. Edelsohn and the information from the visceral practical.

Your task: To correctly replace all of the internal organs back into the supplied torso and correctly state the function(s) of each replaced organ and other assigned items. You will have 2 minutes to complete the task.

Your grade: You will start with 100 points. You will lose 1 point per second for each second over 2 minutes. You will lose 5 points for each incorrectly stated function but you may correct yourself prior to finishing and receive full credit. If you get 3 or more functions incorrect, the clock will continue to run until you have corrected yourself to only have 2 or fewer errors. Therefore, the clock will only stop when both of the following conditions are met:

• you have correctly named and replaced all the organs
• you have no more than 2 errors in stating the functions of each organ

If you replace all the organs and state their functions within 2 minutes you will earn a 100%.

Practice: We only have 1 torso. We will not spend class time practicing. You will need to find your own time to come and practice – e.g. activity period, during your study hall, lunch, before school, after school, etc…. You have two weeks to prepare. Be gentle with the torso, you do not need to force any of the parts. If you are forcing it then you are probably wrong!

You will take the practical during activity period or after school – see me for the sign up sheet.

The practical begins on Tuesday, December 13, 2011 and continues through Friday, December 16.

Using the gapminder.org website, you will analyze health data from around the world and create a 5-8 minute presentation to explain your findings to the class.  A full explanation of the project can be found here:

http://www.docfleetwood.net/wiki/tiki-index.php?page=Comparing+Nations

Due:  Wednesday, 11/2/11

From a life and health science viewpoint, obtaining accurate information on the top causes of death is very important. The news all too often takes on a ‘pet disease of the month’ and may distort people’s views on how common that condition truly is versus others that are not reported. This lesson is designed to give you an opportunity to use more reliable data to see what diseases and conditions are the most cause for alarm here in the United States and throughout the world. This will allow you to make more informed choices and make recommendations regarding how resources (time, money, etc…) should be distributed in disease research.

Go to my wiki page on Morbidity and Mortality and follow the instructions there to create a report using data from the CDC and WHO.  The report should contain graphs and statistical analysis to support your claims.  Your paper should be in typical APA format and should have a title page, an abstract, a brief introduction, a brief materials and methods section (in paragraph format), results, and an extensive discussion.  The discussion should contain conclusions and insights and not just restatement of the facts I could simply see myself by looking at the data.

Due: Thursday, October 27, 2011

There will be an anatomy test on all the material we covered thus far: chapter 1, terminology, biochemistry, body regions etc…

The test will be on: Tuesday, 10/11/11

Your group will design its own infomercial for a product of your choice. The product may already exist or you may invent your own. The infomercial and product must be rated for television, so keep it clean! This assignment is an opportunity for you to practice your terminology so you will remember it better. Therefore the infomercial must contain at least 35 terminology words. These words may already exist or you may combine your own prefixes, word roots and suffixes to make up your own words. You can also use body regions, body planes, body structures etc…  These words should flow throughout the presentation, not be clumped into one part. Additionally, you should follow these rules:

• Presentation is 8-12 minutes. You will be penalized if you go under 8 minutes or over 12 minutes (even by 1 second!) – television time is precious and adhered to strictly – the tv station would cut you off.
• Your group must type the final script and hand it in before your presentation. Each terminology term should be in bold and underlined.
• You must memorize your parts – you may not have your script in front of you.
• A group member may hold up cue cards ‘off camera’ but they must also participate on camera>
• Everyone must participate!
• You should accentuate each term when you use it in your skit.
• Optional – you may videotape it ahead of time **
• You should be excited about your product – I should wonder how I ever lived without it!

** = I have higher expectations for pre-taped versions!

Due:  Friday, 9/29/11

On my homepage (www.docfleetwood.net), read the paragraph titled “The World Needs Thinkers.”  Be sure to click the ‘read more’ link underneath the paragraph to read the rest of the article.  While you are reading it, write down several items that surprise you or that you find interesting.  We will discuss these in class.  After you finish reading, create a “Twitterized” summary of the entire article in 160 characters or fewer.  Be prepared to share this in class.

Next read the paragraph titled “A Different Approach.”  Be sure to click the ‘read more’ link underneath the paragraph to read the rest of the article.  After you finish reading, create a 7 word summary of the entire article. (exactly 7 words, no more, no fewer).  Be prepared to share this in class.

All of my finals are cumulative for the year.  The forensics and anatomy finals are this week for all students who are not exempt (juniors and seniors).  The biology finals are June 3 (B-period) and June 8 (G-period).

You will have a test on..

• Friday for D-period
• Monday for C-period

The test will be on the case study, cardiovascular system, embryology and female reproductive system.  See the detailed goals and objectives handout from class.

Define the following: fertilization, gestation time, implantation, zygote, embryo, fetus, polar body, oocyte

Briefly describe the function of the following: acrosome, ovary, uterine tube, uterus, cervix, vagina, placenta, amniotic fluid

Read ‘A Closer Look’ on page 1068 and know the flowchart on page 1069.

What are ‘Hox’ genes? Why are they important to study? What evolutionary significance do they have?

Read and outline pages 1096-1104.

Look at table 29.2 in your book (pg. 1097). Know the weeks associated with each of the items I pointed out in class.

Answer the Clinical Application questions #1-4 on page 1107.