Learning is a PROCESS, NOT an EVENT!

Welcome to CPS Biology! We are genuinely looking forward to spending a fun and exciting year with all of you!

Though many people don't appreciate this, Biology is the most complex of scientific disciplines. Biological entities are marvels of complexity - they are composed of large, complicated molecules, some of which have amazing characteristics, such as the ability to replicate themselves! These complex molecules then come together in any of millions of possible combinations to undergo chemical reactions that we recognize as life processes. Because of this immense complexity, it's been a bigger challenge for biologists to find general principles to organize and simplify their subject than chemists and physicists. However, we do have one overarching idea that synthesizes all of the complexity we find in the biological world, and gives us a framework for making sense of it all. This is the modern Theory of Evolution, stemming largely from the work of Charles Darwin during the middle of the 19th century. We will begin the semester with a consideration of Darwin's ideas to set the stage for the rest of the semester. At the end of the term, we will come back to the topic of evolution from a more modern perspective, armed with information about molecular genetics that were not available to Darwin and other earlier biologists.

Because Biology is so complex, it takes a lot of effort to really "get it." And we expect you to get it! We have crafted this course to encourage you to really think. None of the topics we consider can really be understood without reference to every other topic we discuss, so you will need to constantly reconsider, recalibrate, reorganize what you think you know, building an ever more complete understanding of how amazing living things really are! We know from experience that you cannot do this if you simply show up in class, listen to us talk for 45 minutes, and then forget about it all until the next day. We can't possibly do more than skim the tip of the iceberg during class, there simply isn't time. We can give you structure, walk you through the most complicated ideas, and supply you with some additional resources. But you'll need to do a lot more on your own to really do well and to really build a solid foundation of understanding. You'll need to do your reading religiously, and while you are doing it, have your notes out, think about what we discussed in class. When a question pops into your mind about what we've been talking about, jump online and see what Wiki or other references can tell you about the answers. Read over the articles and other resources we provide you with, and ponder how they tie in with class material. Talk to us! Talk to each other! Explain things to your parents! While the complexity of biology makes it challenging, the good news is, it's so completely relevant to your life. The processes we discuss this semester are literally those that keep you alive from minute to minute. What could possibly be more interesting and exciting?

So, your motto for this class is "Learning is a Process, Not an Event!" Don't treat this class as a daily "event" that you show up for and then forget about. Make it a part of how you look at the world. It isn't hard!

Air Force Treating Wounds With Lasers and Nanotech

Forget stitches and old-school sutures. The Air Force is funding scientists who are using nano-technology and lasers to seal up wounds at a molecular level.

The process would replace the sutures and staples traditionally used to repair wounded skin. Instead of being sealed up with a needle and thread, a patient’s wound would be coated in a dye, then exposed to green light for 2-3 minutes. The dye absorbs the light and catalyzes molecular bonds between the tissue’s collagen.

The bonds instantly create a seal that’s watertight, which prevents inflammation or risk of infection, and speeds up the formation of scar tissue.

Read More http://www.wired.com/dangerroom/2010/05/air-force-researchers-heal-wounds-with-lasers-and-nanotech/#ixzz0nfNepLtw

HUMAN PHYSIOLOGY CASE STUDIES presented in Wikipages

Instructions

Create a Wiki account:

Go to http://www.wikispaces.com and create an account for your group. Name the account “Period_RespiratoryCase1” (for example) so we know what case study is being presented. Simply follow the on-screen directions to build your site.

Wiki Permission = Protected
Wiki Type - K12 Education
Wiki Name = “P3Circulatory1” or whatever
Manage Wiki - Invite your group members(need email account) + teacher
Build your site!

What to include in your Wiki:

The purpose of your Wiki is to educate other students in the class about your case study. You can assume that your audience knows the basics about how the circulatory and respiratory systems work, but you need to clearly explain all of the specific aspects of your case study. Be sure to include:

Text:
1. An introduction to your patient (age, sex, symptoms, whatever history is relevant)
2. An overview of the basic issue/condition/problem faced by your patient
3. A discussion of what’s causing the symptoms, how it’s diagnosed, and how it should
be treated. This part of your Wiki should essentially answer the questions
presented in your case study. Don’t write them out as answers though – present the
information in an interesting, clear way that will share your understanding of the
patient’s condition with your fellow students.
4. Include links to relevant sources used to find your information.

Pictures: Place at least two (but preferably more) figures, diagrams, photos etc. to illustrate your case study. Engage your viewer with interesting images.

Video/animations: Embed at least one video or animation in your wiki, again, illustrating some aspect of your case study. Try to find videos that pack a lot of relevant information into a short amount of time. Use your best judgment to find examples that are accurate and clear. Under EDIT menu go to Widgets and Video. Follow the onscreen directions. Check with your teacher if you aren’t sure.

Teen Begins Ascent of Mt. Everest?

This is the latest report I can find about Californian teen trying to be the youngest person to climb the "Seven Summits" - the highest point on each continent. In the film you watched in class, the climbers have to go up and down the mountain over several weeks, acclimating to the altitude. The teen and his parents are taking an alternate route that doesn't involve this acclimation stage. Hopefully we'll find out soon how he's doing!

General Questions for Circulatory and Respiratory Systems

All students answer these general questions about the Circulatory System (Chapter 29) and Respiration (Chapter 30). Due next Friday, May 7.

Circulation:

Question 1: Trace a drop of blood from the heart to the body and back to the heart. Differentiate between the systemic and pulmonary systems.

Question 2: Distinguish between arteries, veins and capillaries both functionally and structurally. Describe the composition and functions of blood.

Respiration:

Question 3: Describe the mechanics of breathing. Include the relationship between pressure and volume.

Qusestion 4: How are oxygen and carbon dioxide transported in the blood? Be complete, especially with respect to how oxygen and CO2 are exchanged within the tissues (as opposed to at the alveoli).

Endocrine/Reproduction Questions for ALL to Answer!

EVERYONE (all groups, all bio classes) needs to individually answer the following two questions and turn them in on Friday.

1. Desribe the mechanism by which a peptide hormone initiates a cell response; a steroid hormone initiates a cell response. How are they the same? How are they different? Give a specific example of each and state their effect on the human body. (Ch. 35)

2. Compare the hormonal controls of the male reproductive cycle with the hormonal controls of the female reproductive cycle. How are they the same? How are they different?(Ch. 36)

Brain Rules!

For Periods 3, 5, and 6: This is for Wednesday night's homework!

1. Read the introduction to Brain Rules by John Medina that you got in class today.
2. Go to the Brain Rules website and explore a bit.
3. Pick a Brain Rule that sounds interesting or you think might be particularly relevant to your life and click on the link to that specific rule. Watch each segment of the video, assimilate the info provided, and click "next" until you are done with the segment.
4. Go to the CPS Brain Rules blog and post a response to your brain rule!