zilongwang/ReadingBank huggingface dataset:
Station 25 – Clade2: Chlorophyte Examples Cellular Organization Unique Characters to identify Habitat Example Desmids Nucleus, isthmus, and chloroplasts. Volvox Vegetative cells, protoplasmic strands, and daughter colonies Protococcus None What are they often confused with? Spirogyra Chloroplasts, nucleus, conjugation tube, male gamete, female gamete, and Zygospores. What are the gametes in the species referred to as? Why? Ulothrix Chloroplasts What structure demonstrates specialization? Are the filaments haploid or diploid? Station 26 – Clade: Charophytes What are the general characteristics for the Charophytes? Where are they found?
IDENTIFY THE BONES OF THE SKELETON USING THE APPROPRIATE LETTER OR NUMBER Axial Skeleton head neck trunk Appendicular upper limbs lower limbs pectoral girdle pelvic girdle Skull Frontal (1) forehead roof of nasal cavity roofs of orbits frontal sinuses supraorbital foramen coronal suture Parietal (2) side walls of cranium roof of cranium sagittal suture Temporal (2) wall of cranium floor of cranium floors and sides of orbits squamosal suture external acoustic meatus mandibular fossa mastoid process styloid process zygomatic process Occipital (1) back of skull base of cranium foramen magnum occipital condyles lambdoidal suture Sphenoid (1) base of cranium sides of skull floors and sides of orbits sella turcica sphenoidal sinuses Ethmoid (1) roof and walls of nasal cavity floor of cranium wall of orbits cribiform plates perpendicular plate superior and middle nasal conchae ethmoidal sinuses crista gallis Maxillary (2) Upper jaw Anterior roof of mouth Floors of orbits of nasal cavity Floors of nasal cavity Alveolar processes Maxillary sinuses Palatine process Palatine (2) posterior roof of mouth floor of nasal cavity lateral walls of nasal cavity Zygomatic (2) Prominences of cheeks Lateral walls of orbits Floors of orbits Temporal process Lacrimal (2) medial walls of orbits groove from orbit to nasal cavity Nasal (2) bridge of nose Vomer (1) inferior portion of nasal septum Inferior Nasal Conchae (2) extend from lateral walls of nasal cavity Mandible (1) lower jaw Body Ramus mandibular condyle coronoid process alveolar process mandibular foramen mental foramen Infantile Skull Fontanels – fibrous membranes Vertebral Column Cervical Vertebrae (7) Thoracic Vertebrae (12) Lumbar Vertebrae (5) Sacrum Coccyx Vertebral Column
Lower Limb Femur Tibia Fibula Tarsals Metatarsals Phalanges Femur Longest Bone Of Body Head Fovea Capitis Neck Greater Trochanter Lesser Trochanter Linea Aspera Condyles Epicondyles Patella kneecap: anterior surface of knee , flat sesamoid bone located in a tendon Shin Bone Medial To Fibula Condyles Tibial Tuberosity Anterior Crest Medial Malleolus Fibula Lateral To Tibia Long, Slender Head Lateral Malleolus Does Not Bear Any Body Weight Ankle and Foot Tarsals (14) calcaneus navicular cuboid lateral cuneiform intermediate cuneiform medial cuneiform Metatarsals (10) Phalanges (28) proximal middle distal Life-Span Changes Decrease in height at about age 30 Calcium levels fall Bones become brittle Osteoclasts outnumber osteoblasts Spongy bone weakens before compact bone Bone loss rapid in menopausal women Hip fractures common Vertebral compression fractures common Clinical Application Types of Fractures Green stick Fissured Comminuted Transverse Oblique Spiral
Shot 12 weeks no pill to take daily decreases periods helps prevent cancer of uterus may cause spotting, weight gain, depression, change in sex drive doesn't protect against STIs may cause delay in getting pregnant after stop shots The Pill The Patch no pill to take daily can make periods more regular and less painful can become pregnant right after removal can irritate skin under the patch may cause spotting first 2 months doesn't protect against STIs The Ring one size fits all no pill to take daily can make periods more regular and less painful can become pregnant after removal can increase vaginal discharge may cause spotting first 2 months doesn't protect against STIs Male Condom Female Condom Withdrawal costs nothing Diaphragm Fit by health care provider, used with spermicide, used each time you have sex can last several years costs very little may protect against some infections but not HIV spermicide may raise the risk of getting HIV should not be used with vaginal bleeding or infection raises risk of bladder infection Rhythm Method Predict fertile days by taking temperature, checking vaginal mucus and avoid sex during fertile days costs little Spermicide Insert more spermicide each time you have sex can buy at many stores may the risk of contracting HIV may irritate vagina and/or penis Plan B
Explain how mitosis leads to two genetically identical nuclei. Sister chromatids S-phase DNA Replication Semi-conservative, complementary base-pairing results in fewer mistakes and copies of all genes in all new chromosomes. Metaphase Anaphase 1.6.U3 Cytokinesis occurs mitosis and is different in plant and animal cells. Distinguish between mitosis and cytokinesis. Outline cytokinesis in plant and animal cells Animal Plant cells
Describe how the plasma membrane breaks and reforms during exocytosis and endocytosis. How does the fluidity of the membrane allow this? 1.4.S1 Estimation of osmolarity in tissues by bathing samples in hypotonic and hypertonic solutions. (Practical 2) [The below question is in addition to the lab and is used to test your understanding of the procedure. It is not a replacement for it.] An experiment was carried out to estimate the osmolarity of different varieties of potato. 10mm diameter cores were taken from each variety and their masses recorded. After immersion in different concentrations of sodium chloride solution for six hours the cores were dried and re-weighed. The results are shown below: Concentration of the sodium chloride solution (+/-0.1M) Percentage mass change of potato cores (+/- 0.01%) Variety A Variety B Variety C 0.0 12.34 14.38 13.03 0.1 5.86 10.14 7.73 0.2 -3.7 6.56 4.88 0.3 -13.34 -0.5 0.81 0.4 -20.43 -5.73 -6.73 0.5 -24.53 -10.77 -13.68 Draw and label a graph to show the results. Your graph should include descriptive axis titles and linear best fit trend lines. (If graph plotting software is used then paste in the printed graph below)
secondary bronchus tertiary bronchus terminal bronchiole diaphragm alveoli epiglottis ID repro male scrotum testes penis spongy erectile tissue prostate bulbourethral gland seminal vesicle ductus deferens ID female repro ovary fallopian tube uterus cervix vagina
as a no show 2 Aug 20 Introduction, Process of Science Chemistry and Molecules of Life 1&2 Learning curve questions chapter 2 Complete Assignment 2 Submit typed answers on document & upload into dropbox on D2L. Due Aug 22 3 Aug 27 Cell Function and Structure 3 Learning curve questions chapter 3 Help wanted ad project uploaded onto D2L Due Aug 29 4 Sept 3 Day No Assignments 5 Sept 10 Nutrition, Metabolism and Enzymes 4 Case study due. Submit typed answers on document & upload into dropbox on D2L. Due Sept 12 6 Sept 17 Energy Flow and Photosynthesis 5 Learning curve questions chapter 5 Due Sept 19
7 Sept 24 Catch up and review for midterm exam 1-5 Midterm exam: Thursday, Sept 28 until Sunday, October 1 at 11:59 PM. You have 1 hour, 45 minutes to complete it. 8 Oct 1 Dietary Energy and Cellular Respiration Begin chapter 6 Learning curve questions chapter 6. Case Study Submit typed answers on document & upload into dropbox on D2L. due Oct 3 Week Week of: Chapters Discussion Assignment 8 Oct 8 Dietary Energy and Cellular Respiration 6 7 Quiz 1 on Launchpad over Cellular Respiration Due Oct 10 9 Oct 15 DNA Structure and Replication 7 8 Complete Quiz 2 on Launchpad & Learning curve questions chapter 7 Due Oct 17 10 Oct 22 Genes to Proteins 8 9 Complete Quiz 3 on Launchpad & Learning curve
as a no show 2 Aug 20 Introduction, Process of Science Chemistry and Molecules of Life 1&2 Learning curve questions chapter 2 Complete Assignment 2 Submit answers on document & upload into dropbox on D2L. Due Aug 22 3 Aug 27 Cell Function and Structure 3 Learning curve questions chapter 3 Help wanted ad project uploaded onto D2L Due Aug 29 4 Sept 3 Labor Day No Assignments 5 Sept 10 Nutrition, Metabolism and Enzymes 4 Case study due. Submit typed answers on document & upload into dropbox on D2L. Due Sept 12 6 Sept 17 Energy Flow and Photosynthesis 5 Learning curve questions chapter 5 Due Sept 19
7 Sept 24 Catch up and review for midterm exam 1-5 Midterm exam: Opens Thursday, Sept 28 until Sunday, October 1 at 11:59 PM. You have 1 hour, 45 minutes to complete it. 8 Oct 1 Dietary Energy and Cellular Respiration Begin chapter 6 Learning curve questions chapter 6. Case Study Submit typed answers on document & upload into dropbox on D2L. due Oct 3 Week Week of: Topic Chapters Discussion Assignment 8 Oct 8 Dietary Energy and Cellular Respiration 6 7 Quiz 1 on Launchpad over Cellular Respiration Due Oct 10 9 Oct 15 DNA Structure and Replication 7 8 Complete Quiz 2 on Launchpad & Learning curve questions chapter 7 Due Oct 17 10 Oct 22 to Proteins 8 9 Complete Quiz 3 on Launchpad & Learning curve
questions chapter 8 Due Oct 24 11 Oct 29 Cell Division: Mitosis 9 10 Learning questions chapter 9 Due Oct 31 Week Week of: Chapters Discussion Assignment 12 Nov 5 Genetic Mutations and Cancer 10 11 due Due Nov 7 13 Nov 12 Single Gene Inheritance and Meiosis 11 12 Complete Quiz 4 on Launchpad Due Nov 14 14 Nov 19 Complex Inheritance 12 13 Complete Learning Questions Chapter 12 Due Nov 21 15 Nov 26 Complex Inheritance continued 12 None graded Complete Chapter 12 Assignment Submit typed answers on
How did you discuss this team members’ ideas for the project? In what ways did he or she encourage participation by all team members? Did this person behave in a professional manner? Was he or she on time to all classes and team meetings? Did he or she follow through on all the commitments? If given a choice, would you want to work with this individual again on another group project? Name of Team Member Being Evaluated on this page:_____________________________________ On a of 1 to 5 (1 = am amazing contributor, 5 = did absolutely nothing), how would you rate this person’s overall contribution to the team?_______________________ What role did this person play in team meetings or discussions (online or face-to-face)? What ideas or work did they contribute? How you describe the quality of the work this person was responsible for? How did it compare to work produced by other students? How did you discuss this team members’ ideas for the project? In what ways did he or she encourage participation by all team members? Did this person behave in a professional manner? Was he or she on time to all classes and team meetings? Did he or she follow through on all the commitments?
also received the full 10 points. However, if student C’s peer evaluation average was 1.8, then he/she only received 7 points. (for faculty, do not include in Bb) Screenshot NOTE: Capture a single screenshot example of how the assignment – including all parts – may appear once developed in Blackboard.
Oklahoma State University Institute of Technology Face to Face Common Syllabus Fall 2017 BIOL2114 Human Physiology Human physiology involves an introductory study of the integrative nature of physiology and the cooperative function of multiple body systems while maintaining homeostasis. This course will integrate physiology with the cellular and molecular levels of biology Course Purpose: The student will understand the how the body works by the knowledge of how each system works, how they are connected, and how adjustments are made due to environmental changes. As a result, the student will be able to evaluate current research results and determine the plausibility. Type of Course: Theory/Lab Credit Hours: 4; Total clock hours of theory per semester: 42 ; Total clock hours of lab per semester: 38; Total clock hours of clinical per semester: 0. Class Length: Full Semester Class Days and Times: 60382 – MTWF @ 8:30; 60381 – MW @ 1:30 Prerequisites: General Chemistry 1(CHEM 1215) or equivalent. BIOL 1114 preferred, but not required. Instructor Name: Claire Pemberton Instructor (918) 293-5454 Office: SCT Room # 14 Instructor Email: Contact: My preferred method of contact is email. Please allow 24-48 hours to return your correspondence during the normal work week. Instructor's Office Hours: MTWRF 7:00 – 8:20; MWF 11:30 – 12:20 School Name: Arts and Sciences School Main Phone: 918-293-4768 Required Text, References, and Materials Texts: Human Physiology: An Integrated Approach, 7th ed., Silverthorne/ Pearson/ Benjamin Cummings: ISBN #9780321981226 References: None Materials: Materials needed notebooks, writing utensils, coloring pencils, scantron sheets (9), and pencils for exams and labs. Uniform/Tools: None Estimated Cost for Materials: $ 20 Estimated Cost for Uniform/Tools: $ 0 Optional Resources: None Upon completion of the course, students should: Course Objectives Assessment of Objectives 1. Analyze the chemical basis of cell processes and membrane function. Test
Table 1 Test Slope (kPa/s) Surface area (cm2) Rate/area (kPa/s/cm2) Adjusted rate (kPa/s/cm2) Experimental ______________ Control Table 2 Class data Test Adjusted rate (kPa/s/cm2) Light Humidity Wind Temperature 1. How was the rate of transpiration affected in each of the experimental situations as compared to the control? 2. Which variable resulted in the greatest rate of water loss? Explain why this factor might increase water loss when compared to the others. 3. What adaptations enable plants to increase or decrease loss? How might each affect transpiration? 1. a compound microscope, identify the vascular tissues of a plant stem. Describe the function of each tissue type identified.
General Anatomy Complete the following statements. Choose from Column I ______ Divides left from right / laterally but not equally AD _______ Cross-section that divides upper from lower or superior from inferior BD ______ Separates anterior from posterior C ________ Divides the structure at an angle, not perpendicular nor necessarily parallel AC ________ Divides equilaterally, left from BC Greek and Latin Lexicon # Definition CODE Greek / Latin Prefix, Root or Suffix _ _ _ _ _ _ _ _ _ _ _ __ __ __ ___ __ __ __ Cell E Circle / Orbit bcd Clavicle d Deep bde Flesh abcd Gnosis abc Great abcde Groin cd Inside ce Muscle acd Mouth ade Outside ab Posterior neck ace Short c Split abd Stomach bd Straight cde White a A B C D E. AB AC AD AE BC BD BE CD CE DE ABC ABD ABE ACD ACE ADE BCD ABCD ABCE ACDE ABCDE Alba Ana Brevis Cleido Cyte Externus Dura Endo Epi Erythro Gastric Hyper Inguinal Intrinsic Iso Knowledge Lyse Medi Myo Nuchal Oris Orbicularis Physio Profundus Rectus Sarco Sub Superficial Vastus
General Anatomy Match the English term with its Greek and / or Latin root, prefix or suffix TERM Greek / Latin Derivation Root, Prefix and / or Suffix CODE Against Straight Bone Bundle Contest Opposite Next to the anterior throat Red Structural change Vessel White Unconscious Obvious, apparent, evident, great Decrease in the vessel lumen diameter Increase in the vessel lumen diameter Anti Agon Baro Contra Constrigere Cyto Dilitare Dys Endo Epi Erythro Fascicle Gastro Hemo Infra Inter Intra Ipsi Iso Jugular Karotid Leuko Morpho Noci Os Peri Rami Retro Saphenous, safaina Therm Vas A B C D E AB AC AD AE BC BD BE CD CE DE ABC ABD ABE ACD ACE ADE BCD ABCD ABCE ABDE ACDE BCDE ABCDE Cardiovascular
__ __ __ __ __ __ __ Pulmonary Artery Pulmonary Arterioles Pulmonary Capillaries Pulmonary Venules Pulmonary Veins LT Atrium LT AV Bicuspid LT Ventricle Aortic semi lunar valve Aorta LT Coronary Artery LT Coronary arterioles LT Coronary capillaries Capillary Basement Membrane Capillary / Endothelial Cell Basal Plasma Membrane Capillary / Endothelial Cell Cytoplasm Capillary / Endothelial Cell Apical / Luminal Plasma Membrane Interstitial space Myocardium sarcolemma Myocardium sarcoplasm Myocardium Mitochondrion General constituency of blood identification Choose from Column IX. Name this FRACTION + Name this FRACTION % Name this CELL * Name this CELL ? Classification Complete the Table of Attributes for each of the blood components. Mark all that apply. # Baso phil A Eosino phil B Neutro phil C rocyte ABC Mono cyte D Lympho cyte E Platelet CDE
CODE VII Vessels XXX Blood Flow IX Blood Data / µL A B C D E AB AC AD AE BC BD BE CD CE DE ABC ABD ABE ACD ACE ADE BCD ABCD ABCE ACDE BCDE ABCDE Artery / Arteries Basement membrane Cross Endothelium External elastic lamina Internal elastic lamina Longitudinal Lumen Sagittal Smooth muscle Tunica externa / adventitia Tunica interna Tunica media Vein / Veins Venous valve Aorta Aortic semilunar valve Capillary / Endothelial Cell Apical / Luminal Plasma Membrane Capillary / Endothelial Cell Plasma Membrane Capillary / Endothelial Cell Cytoplasm Capillary Basement Membrane Interstitial space LT Atrium LT AV Bicuspid Valve LT Coronary arterioles LT Coronary Artery LT Coronary capillaries LT Ventricle Myocardium sarcolemma Myocardium Mitochondrion Myocardium sarcoplasm Pulmonary Arterioles Pulmonary Artery Pulmonary Artery Semi Lunar Valve Pulmonary Capillaries Pulmonary Trunk Pulmonary Veins Pulmonary Venules RT Atrium RT AV Tricuspid Valve RT Ventricle Vena Cava 2,500,000 25,000,000 150,000,000 250,000,000 1,000,000,000 7,500,000,000 10,000,000,000 25,000,000,000 75,000,000,000 150,000,000,000 250,000,000,000 2,500,000,000,000 25,000,000,000,000 250,000,000,000,000 Basophil Carbohydrates Creatinine Electrolytes Eosinophil Erythrocyte H2O Lipids Lymphocyte Monocyte Neutrophil Nucleic acids Plasma Plasma proteins Thrombocytes Urea Uric Acid CODE VVV Gas Exchange CCC Respiration
A Visual Analogy Guide to Human Anatomy and Physiology (Krieger; 3rd edition; Morton Publishing; 2017; ISBN 9781617316265) Distance Education Technology: Hardware/Software Requirements: To successfully participate in online or hybrid courses, a reliable computer and dependable Internet connection are necessary. The recommended minimum System and Software Requirements for MSCC Online are: Operating System: Windows 7 or Mac OS X Browser (PC): Internet Explorer 9 or 10 Browser (Mac): Safari 5.1 or 6.0 Video: Video SVGA monitor; resolution of 1024 X 768 or greater Internet Speed: 56K modem, cable modem, or DSL Sun Java Runtime: Environment JRE v1.4.2.x, 1.5.x, 1.6.x (update 10 and above is NOT supported) JavaScript and Cookies: Must be enabled In addition to the minimal requirements listed above, the requirements for WileyPLUS can be found at . The requirements for Anatomy & Physiology Revealed can be found at . Accessing Campus Computers or the MSCC Library from off Campus: Your Username format is your First Initial, Last Name and Month and Day Birthday in the Format of MMDD. Example: Marcia Smith born on April 11, 1992 - Username: msmith0411. Your PIN (Personal Identification Number) will be the numeric pin you created when you initially applied to Motlow College. Using D2L: For help with D2L, see this page: . Technical Support/Assistance: Students having problems logging into a course, timing out of a course, using course web site tools, or any other technical problems, should contact the MSCC Technology Help Desk at 931-393-1510 or toll free 1-800-654-4877, Ext. #1510 (or d2lhelp@mscc.edu). Program Learning Outcomes: After completing the requirements in the Natural Sciences Program, students will be able to use an enhanced scientific literacy to… Define and solve problems; Reason with an open mind; Think critically and creatively; Suspend judgment; and Make decisions that may have local or global significance. Student Learning Outcomes: By the end of the course, students will be able to …
Tools of the Laboratory: Methods of Studying Microorganisms Chapter 3 Lab: Aseptic Techniques Lab: Ex 2, 3 Survey of Prokaryotic Cells and Microorganisms Chapter 4 Lab: Isolation Streak Plate Lab: Ex 3 Survey or Eukaryotic Cells and Microorganisms Chapter 5 EXAM I Lab: Survey of Microbial World: Phototrophs/ Protozoans/ Fungi/ Motility (hanging drop) Lab: Ex 4, 5, 6, 7 Microbial Nutrition, Ecology, and Growth Chapter 7A Lab: Staining: Simple smear, Capsule(use prepared slide), Gram, Acid-fast (Ziehl-Neelsen), Endospore Lab Review Lab: Ex 8, 10, 11, 12, 13, 22 Intro to Microbial Metabolism: Chemical Compounds of Life Chapter 8 Lab Exam to Microbial Genetics / Genetic Engineering Chapter 9, 10 EXAM II Lab: Media: BAP, MSA, EMB, MAC Lab: Ex 14-17, Introduction to Viruses Physical and Chemical Agents for Microbial Control Chapter 6 Chapter 11 Lab: Killing by UV light / TSIA Lab: Ex 26, 41 Drugs, Microbes, Hosts – The Elements of Chemotherapy Miscellaneous Bacterial Agents of Disease Chapter 12 Chapter 21/A EXAM III Lab: Antimicrobial Susceptibility (Kirby-Bauer Method)/ Disk Diffusion method (testing disinfectants and antiseptics handout) Lab: Ex 25 and handout Microbe-Human Interactions: Infections, Disease, & Epidemiology Chapter 13 Lab: Specimen-Handling Protocol (urinalysis) / Hand washing Handout Intro to Host Defenses, Innate, Adaptive, and Specific Immunities. Disorders in Immunity Chapters 14, 15 Chapter 16 Lab: Microbes and Diseases: Parasitic Protozoans, Worms, Vectors Handout Pathogens of Medical Importance Chapters 18, 19, 20, Pathogens of Medical Importance Chapters 22, 23 Environmental, Applied, and Industrial Microbiology Lab: Review Chapters 26, 27 Lab Final/ Lecture Review Review all chapter EXAM IV N/A
number of majors. Consider mandatory advising IID,F,G); Dean for Biology faculty mandatory advising for our majors and will seek additional assigned time for advising commensurate with enrollment growth. Use assessment tools already in place to gather data. Gather data on outcomes of biology program graduates. External review (IIB, C); Dean Biology faculty; institutional support Additional assigned time for Biology faculty; institutional support for data collection. Develop to collect data on student and program learning outcomes, in line with resources available to engage in assessment. Implement assessment plans as resources allow. DEVELOPING RESOURCES TO ENSURE SUSTAINABILITY Develop Biology Program Personnel Standards (PPS) rather than using University GPPS. Consideration should include addressing expectations for External review (IA, IIID, IVA); Dean Biology and faculty Prepare Biology program personnel standards and revise as needed to secure
scholarship involving CI students. relevant approvals. Plan for additional research space needs, including analysis of needs and cost estimates. Make research space available to new faculty in a timely manner. Provide modular laboratories. External review (IIE, IIIA, IIIE); Dean Biology program, Dean, Provost Fiscal and physical resources. Create plan for growth in Biology faculty and related space needs. Provide at least one modular laboratory building. Use plan as basis for potential modular laboratory buildings to accommodate new faculty until permanent solutions are implemented. Provide more opportunities for students to participate in meaningful research. To do so, additional tenure track faculty are critically needed. External review (IIE, IIIA); Biology program, Dean, provost Tenure-track faculty, support staff Hire additional tenure-track faculty and support staff aligned with enrollment growth and in context of broader campus needs. Hire additional tenure track faculty and support staff aligned with enrollment growth and in context of broader campus needs. Discuss, and then possibly work on, developing a Masters of Science degree in Biology External review (IIIF); Dean Biology program, Dean, Provost Fiscal and physical resources: tenure-track faculty, Hold discussions on feasibility of developing a MS in Biology degree; Potentially plan program and curriculum, write and submit
EVALUATION METHODS/GRADING PROCEDURES: Lecture Exams and Final Exam 60% Homework, Project, and Quizzes 15% Lab Reports, Lab Mid-Term, and Lab Final 25% The grade scale may be adjusted as the instructor deems necessary but usually approximates: 100 - 96% 4.0 76 - 70% 2.4 - 2.0 95 - 90% 3.9 - 3.5 69 - 64% 1.9 - 1.5 89 - 84% 3.4 - 3.0 63 - 57% 1.4 - 0.7 83 - 77% 2.9 - 2.5 56 - 0% 0.0 Lab is an essential part of this and is required for credit. Students missing more than two labs or missing the mandatory lab final will not be given credit for this course. The lab final exam is a practical exam in which students rotate through stations that each contain two questions and usually present a hands-on exhibit. Diagrams, models, 35mm slides, and microscope slides are all commonly used. Lab exam question types include identification, analysis, and prediction of results. PLANNED TEACHING METHODS/LEARNING STRATEGIES: X Lecture X Small Group Discussion X Special Project X Laboratory X Audiovisual Other (List) Supervised Clinical Individualized Instruction Division Chair Approval
A B C OPTE: 6-12 Biological Sciences OSAT OPTE: 6-12 002 003, 004 005, 006 Standard 3 Learning Environments A B C D OPTE: 6-12 OPTE: 6-12 OPTE: 6-12 Biological Sciences OSAT 002 006 005, 006 005 Standard 4 Safety A B C Biological Sciences OSAT Biological Sciences OSAT Biological Sciences OSAT 005 005 005 Standard 5 Impact on Student learning A B OPTE: 6-12 Biological Sciences OSAT 005, 008 002
Serotonin- mood control Synapse- the junction point of two or more neurons; a connection is made by neurotransmitters. Action potential All-or-none principle Afferent neurons, or sensory neurons Interneurons Efferent neurons, or motor neurons Central nervous system- brain and spinal cord Peripheral nervous system- - all other nerves Somatic nervous system- controls voluntary movements Autonomic nervous system- controls involuntary movements Sympathetic nervous system- speeds things up- prepares body for fight or flight Parasympathetic nervous system-- brings the body back to normal Cerebral cortex- covers the lower brain and controls mental processes such as thought Frontal lobes-– contains the motor strip and frontal association area Frontal association area – plays an important part in integrating personality and in forming complex thoughts Motor strip- band running down the side of the frontal lobe that controls all bodily movements Parietal lobes -– area that contains the sensory strip Sensory strip- band running down the side of he parietal lobe that registers and provides all sensation Occipital area that interprets visual information Temporal lobes- area responsible for hearing and some speech functions Lobe- major division of the brain Hemispheres- one-half of the two halves of the brain; controls the opposite side of the body Brain lateralization Corpus callosum - bundle of nerve fibers that transfers info. From one hemisphere to the other Fissure- a lengthy depression marking off an area of the brain Reticular activating system- the alertness control center of the brain that regulates the activity level of the body Split-brain Brain plasticity Endocrine system – system of all the glands and their chemical messages taken together Hormones – chemical regulators that control bodily processes such as emotional responses, growth, and sexuality Pituitary gland – the master gland of the body that activates other glands and controls the growth hormone Growth hormone – hormone that regulates the growth process Thyroid gland – controls and regulates the speed of bodily processes called metabolism Metabolism – the speed at which the body operates of the speed at which it uses up energy Adrenal glands – glands that release the hormone that causes excitement in order to prepare the body for an emergency Adrenaline – chemical that prepares the body for emergency activity by increasing pressure, breathing rate, and energy level BIOLOGICAL BASIS OF BEHAVIOR QUIZ 1. Blindness could result from damage to which cortex and lobe of the brain? visual cortex in the frontal lobe visual cortex in the temporal lobe sensory cortex in the parietal lobe visual cortex in the occipital lobe
Please provide written procedure on how the biological material will be transported to Northeastern University. We are required to meet all State, U.S. Department of Transportation (DOT) and United Nations International Civil Aviation Organization (ICAO), and International Air Transport Association (IATA) regulation. Material obtained from a non-commercial source including Boston or Cambridge is required to utilize the services of a courier service: Do you plan on shipping any form of the material from Northeastern University yes no If yes, please review the and list the biological category the material falls under: The following services are available for transportation to and from Northeastern University. The PI/courier service provider must insure that packaging follows the DOT guidelines. City Express Courier Service Boston, MA 617-350-4000 World Courier Ground Sharon, MA 781-793-0800 or 1-800-521-2211 If a package has a biological concern, you may use the following courier service that will classify, package and ship the material: Biocair Boston, MA 617-263-0544 Part H. Standard Operating Procedures (SOP) and Safety Practices (SP). Please select the experimental procedure(s) involved with your protocol from the list provided. Once selected, edit the protocol to reflect your laboratory’s specific procedures. Save the revised protocol onto your computer and submit it electronically with the completed application. If your SOP(s) is/are not included in the list please write up the procedure in a Word file send it as an attachment with your completed application. Your SOP will be added to the list for future reference. Addition of new Standard Operating Procedures/Protocols Cell Freezing, SOP Counting and Passaging Procedure, SOP Incubator Cleaning, SOP Preparing Karnovskys Fixative, SOP Mixing Vitrogen (PureCol), SOP Preparing Nutrient Agar Plates, SOP Surface Functionalization for Collagen, SOP Thawing Frozen Cells, SOP Required SOP for all protocols. Edit procedure and save to reflect your particular laboratory procedures. SOP Disinfecting and Decontamination of Work Areas and Equipment All work and equipment will be decontaminated with a liquid chemical disinfectant
Explanatory on completion of a Biological Agents Risk Assessment. HAZARD & RISK DESCRIPTION IMPACT EXISTING CONTROL MEASURES ADDITIONAL CONTROLS REQUIRED PERSON RESPONSIBLE FOR ACTION DUE DATE Describe the activity being undertaken and the frequency of exposure. Identify the hazard i.e. Biological Agent(s), their Classification and the route of exposure. Refer to the 2013 Code of Practice for the Safety, Health & Welfare at Work (Biological Agents) Regulations 2013 Identify number & category of employees who might be affected. Describe the associated risk. E.g. Risk of infection from potential exposure to Hep B, Hep C or HIV to nursing staff through inoculation when giving injections on a daily basis. Refer to Impact Table as per the HSE Risk Assessment Tool, and enter the impacts & vulnerabilities that the risk has on employees, Service users & the Organisation Detail the existing control measures taking account of Schedule 2, 3, 4 & 5 of the Safety, Health and Welfare (Biological Agents) Regulations 2013, and Schedule 2, 3 & 4 of the Code of Practice 2013. When examining the existing control measures, consider their adequacy, method of implementation and level of effectiveness in eliminating or minimising risk to the lowest reasonably practicable level. Detail the measures necessary to eliminate or further reduce the level of risk. Consider the hierarchy of controls: administrative/PPE. Consider the interim and long term measures. Enter the name of the person responsible for implementation of each additional control measure. the date by which implementation of the additional controls to mitigate the risk are due. INITIAL RISK RESIDUAL RISK Status Likelihood Impact Initial Risk Rating Likelihood Impact Residual Risk Rating Employers are required to identify the biological to which employees are, or maybe, exposed. They must assess the risk, making use of the list of biological agents, their classification, containment levels and measures provided for in the 2013 Code of Practice for Safety, Health and Welfare at Work (Biological Agents) Regulations, 2013 and proceed in accordance with the remaining Regulations where appropriate.
Hyla House Parcel (13 acres) *purchased in 2000 from the Rolfe Family. Primary use as property buffer and housing. Hay Field – 10 acres Farmstead – 2 Southern Wet Meadow (Sedge Meadow) – 1 acre Little Grand Canyon Parcel (50 acres) *Not contiguous with main parcel. Purchased at auction from the estate of Lyle Gorham, a farmer and longtime resident of Baltimore Township. Glacial gorge over 150 feet deep with () – 20 acres Southern Shrub Carr – 10 acres Agricultural Field – 20 acres Burpee Parcel (43 acres) Creek runs through center of property. Purchased from Burpee family in July, 2003. Sand Prairie – 5 acres Open Field – 5 acres () – 33 acres Overall, Institute property can be broken down into the following plant community types: Habitat Plant Community Type % of total acreage Southern Forest () 13.6 Total: 41.3% () 9.8 (Mixed Deciduous ) 17.9 Wetland Prairie Fen 22.7 Total: 39.5% (Cedar and Tamarack) 5.3 Mixed Deciduous Swamp 8.3 Southern Wet Meadow (Sedge Meadow) 1.7 Southern Shrub-Carr 1.5 Open Field Mesic Prairie (Constructed) 7.6 Total: 16.9% Mesic Sand Prairie 0.8 Old 8.6 Open
CAS # LD50 N/A Aerolysin 7.0 12778-32-4 -bungarotoxin 14.0 58205-95-1 Caeruleotoxin 53 72270-31-6 Cereolysin 40-80 9012-63-9 Cholera toxin 250 N/A Clostridium difficile enterotoxin A 0.5 N/A Clostridium difficile cytotoxin B 220 N/A Clostridium perfringens toxin 1,500 N/A Clostridium perfringens perfringolysin O 13-16 N/A Clostridium perfringens enterotoxin 81 N/A Clostridium perfringens beta toxin 0.4 N/A Clostridium perfringens delta toxin 5 N/A Clostridium perfringens epsilon toxin 0.1 9007-40-3 Crotoxin 82 92092-36-9 Diphtheria toxin 0.1 72270-41-8 Listeriolysin 3-12 1406-83-3 Leucocidin 50 65988-88-7 Modeccin 1-10 N/A Nematocyst toxins 33-70 37223-96-4 Notexin 25 70323-44-3 Pertussis toxin 15 N/A Pneumolysin 1.5 N/A Pseudomonas aeruginosa toxin A 3 N/A Shiga toxin 20 N/A Shigella dysenteriae neurotoxin 1.3 Streptolysin O 8 87502-32-7 Streptolysin S 25 52019-39-3 Taipoxin 2 676570-37-9 Tetanus toxin 0.001 83590-17-4 Viscumin 2.4-80 91933-11-8 Volkensin 1.4 N/A Yersinia pestis murine 10 [Write the steps for using the chemical in your research protocol] [Provide additional information as it pertains to your research protocol]
EU concerns the making available on the market and use of biocidal products. Products/chemicals used to disinfect laboratories or laboratory equipment would fall under the scope of the BPR if the product/chemical was made available on the EU market for that intended purpose. The provides further details. – Both biocidal active substances and products are going through a systematic approval and authorisation process involving technical assessment via the Biocidal Products Committee (BPC) at ECHA. The website provides lists of active substances and suppliers and further information about the requirements to be met for inclusion on the list of active substance suppliers (of Article 95 list). The adopts the Globally Harmonised System (GHS) on the classification and labelling of chemicals across all EU countries, including the UK. Further information about the regulation is available via this link. Questions or queries about the requirements of the BPR in the UK can be directed to HSE biocides helpdesk via .
Lab reports and activities 24% Discussion Boards 8% Final Comprehensive exam - proctored 12% University grading system: A 90-100 B 80-89 C 70-79 D 60-69 F below 60 I incomplete W withdrawal Important Aug 21 Fall term begins Sep 4 Labor Day Holiday Sep 6 Census Date (Last day to drop without record) (25% tuition refund) Oct 13 Last day to drop course w/ “W” (no tuition refund) Oct 20 Last day to drop course w/ “WP/WF” Nov 4 Last day of the term TENTATIVE COURSE SCHEDULE: Chapters Assignments/Labs Due Dates Week 1 Introduction Human Body - An Orientation Chapter 1 Mastering A&P Week 2 Basic Chemistry Chapter 2 Week 3 Cells and Tissue Chapter 3 and 4 Cell structure, cell organelles, body tissues. What the tissue looks like and how it relates to function. Dr. T videos IP fluid balance Mastering PAL Histology (tissues) Self-quiz Lecture Exam 1 Chapters 1, 2, 3, and 4 Sunday at noon. Lab Exam 1 Cells and Tissues Opens Sunday at noon Week 4 Integumentary System and Body Membranes Chapter 5 videos Mastering PAL Skin Model Histology (Integumentary) Self Quiz
Carbon monoxide is a ____________________________ inhibitor. Why? Predict the shape of the saturation curve in the presence of carbon monoxide. Cytochromes –enzymes containing heme groups During redox reactions, iron ions in the heme groups convert back and forth between their ____ and _______ oxidation state (for example cellular repiration) Energy from cellular respiration is stored as ATP Chlorophyll Absorbs light energy in the visible region of the UV spectrum Ultimately, energy is passed through a series of intermediates in the ________________ transport and results in the oxidation of water to oxygen and protons Protons produced are used in the synthesis of ATP Chlorophyll absorbs in the blue and red regions of the spectrum Anthocyanins
IDA: Write an IDA comment on how this point relates to the topic and why it is an important point. Wider evaluation points: Individual differences: The effects of disrupting circadian rhythms vary between individuals. Practical applications: Jet lag: Consuming melatonin may help resynchronise the cycle more quickly. Beaumont et al (2004) found that taking melatonin at bed time for 3 days before travel and 5 days after significantly reduced the symptoms of jet lag Exposure to can affect circadian rhythms. Burgess et al (2003) investigated if jet lag could be prevented by phase shifting (advance or delay) before travelling. They found that after three days of light exposure in the morning, the participants’ circadian rhythms shifted by an average of 2.1 hours. This means they would feel less jet lagged, and would be fully adjusted to the new time zone around two days earlier. Shift work: The research can help both those planning work schedules and workers. Czeisler et al (1982) proposed that it would be better to rotate shifts forward in time so one begins with a day shift, progresses to an
122nd Annual Meeting of the United States Animal Health Association October 18-24, 2018 – Kansas City, MO Committee/ Session Name: Biologics and Biotechnology AGENDA October 22nd 1:00 PM – 5:00 PM Chicago C Updated: 09/30/2018 Chair: Donna Gatewood Vice Chair: Joe Huff Time Topic/Title Presenter(s) 1:00-1:15 Introductions and past resolutions Donna Gatewood/Joe Huff 1:15-2:00 International Serum Industry Association Activities Update Rosie Versteegen, ISIA 2:00-2:45 CVB Updates Byron Rippke, CVB NIES Serum Risk Assessment impacts (if any) Single Tier Labeling & Product Summaries Antigen overage & potency specifications Allergenic extract regulatory purview Platform technologies update Categorical exclusion implementation Status of rabies potency test replacement Implementation of NEPA amendment Quality Management System issue Antibiotic resistance genes in vaccine seeds Staffing/budget updates Questions/discussion 2:45-3:00 Animal Health Institute activities and update Will McCauley, AHI 3:00-3:30 Platform-Based Approaches to Domestic and Foreign Animal Diseases Alan Young, Medgene 3:30-4:00 Mycobacterium bovis: New approaches to an ancient plague. Current cattle vaccine designs and preliminary data from a novel subunit vaccine. Kanipe, NADC 4:00-5:00 Committee Business/Resolutions Donna Gatewood, Joe Huff Committee Chair vacancy Resolutions
Week 6 Physiological Assessment of the Pulmonary System and Respiratory Disorders Chapter 34. Structure and Function of Pulmonary System Chapter 35. Alterations in Pulmonary Function Quizzes (34,35) EXAM 3 Chapters 27,28,29,31,32,34,35 Sat noon - Monday 11:59pm Week 7 Assessment of the Renal Function and Renal and Urological Disorders Chapter 37. Structure and Function of and Urologic Systems Chapter 38. Alterations of Renal and Urinary Tract Quizzes Week 8 Physiological Assessment of the Digestive System and Digestive System Disease Chapter 40. Structure and Function of Digestive System Chapter 41. Alterations of Digestive Function Quizzes EXAM 4 Chapters 37,38,40,41 Sat noon - Monday 11:59pm Week 9 Quick Touch on Musculoskeletal system and Reproductive System. Chapters 44,44:Topics of Alterations: Musculoskeletal Chapter 26: Sexually transmitted Infections Quizzes (42,43 and 23) Week 10 Physiological Assessment of Nervous System with Neurologic overview Chapter 17. Alterations in Cognitive Systems, Hemodynamics, Motor function Chapter 18. Disorders of CNS, PNS, and NMJ Quizzes Week 11 Final Proctored Exam - Comprehensive Monday 8am - Saturday 11:59pm 16 Feb
Compare the structures and functions of the major biological molecules (carbohydrates, proteins, lipids, and nucleic acids) as related to the survival of living organisms. Summarize the relationship among DNA, proteins and amino acids in carrying out the work of cells and how this is similar in all organisms. Explain how enzymes act as catalysts for biological reactions. Checklist Compare the structure and function of each of the listed organic molecules in organisms: ▪ Carbohydrates (glucose, cellulose, starch, glycogen) ▪ Proteins (insulin, enzymes, hemoglobin) ▪ Lipids (phospholipids, steroids) ▪ Nucleic Acids (DNA, RNA) Recall that the sequence of nucleotides in DNA for specific amino acids which link to form proteins. Identify the five nitrogenous bases (A, T, C, G and U) found in nucleic acids as the same for all organisms. Summarize the process of protein synthesis. Note: Not expected to memorize the names and/or structures or characteristics of the 20 amino acids. The focus should be on the fact that side chains are what make each of the amino acids different and determine how they bond and fold in proteins.(Relate to Bio.3.1.2) Develop a cause and effect model for specificity of enzymes - the folding produces a 3-D shape that is linked to the protein function, enzymes are proteins that speed up chemical reactions (catalysts) by lowering the activation energy, are re-usable and specific, and are affected by such factors as pH and temperature. Note: Understand that enzymes are necessary for all biochemical reactions and have a general understanding of how enzymes work in terms of the connection between shape and function. Big Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these systems. Explain ways that organisms use released energy for maintaining homeostasis (active transport). Checklist Analyze overall reactions including reactants and products for photosynthesis and cellular respiration and factors which affect their rates (amounts of reactants, temperature, pH, light, etc.). Compare these processes with regard to efficiency of ATP formation, the types of organisms using these processes, and the organelles involved. (Anaerobic respiration should include lactic acid and alcoholic fermentation.)
New, updated and moved content Biology A Specification Content: The Headlines Change Topic Previous spec ref H021/H421 New spec ref H020/H420 New Gaseous exchange in bony fish and insects n/a 3.1.1 Exchange surfaces (2 LOs: mechanisms and dissection) New Plant defences against pathogens n/a 4.1.1 Communicable diseases, disease prevention and the immune system (1 LO) New Autoimmune diseases n/a 4.1.1 Communicable diseases, disease prevention and the immune system (1 LO) New The principles and uses of paper and thin layer chromatography n/a 2.1.2 Biological molecules (1 two-part LO: principles and practical investigations) New How genetic biodiversity may be assessed n/a 4.2.1 Biodiversity (1 LO: includes calculations) New Reflex actions n/a 5.1.5 Plant and animal responses (1 LO) Removed Diet and food production 2.2.1 Diet and Food Production (10 LOs) n/a Removed Smoking 2.2.2 Health and Disease (3 LOs) n/a Removed Animal Behaviour 5.4.3 Animal Behaviour (6 LOs) n/a Moved Meiosis 5.1.2 Meiosis and variation (2 LOs:the stages of meiosis and the significance) Note: this is an A2 module 2.1.6 Cell division, cell diversity and cellular organisation (2 LOs: the significance of meiosis and the stages) Note: this is an AS module Protein synthesis 5.1.1 Cellular Control (2 LOs: how a gene determines acid sequence and the mechanism of translation) Note: this is an A2 module 2.1.3 Nucleotides and nucleic acids (2 LOs: how a gene determines amino acid sequence and the mechanism of translation) Note: this is an AS module Moved ATP 4.4.1 Respiration (1 LO: structure of ATP) Note: this is an A2 module 2.1.3 Nucleotides and nucleic (1 LO: structure of ADP and ATP) Note: this is an AS module
**Tentative Schedule Week(s) Topics Activity Assignments Week 1 January 29 Introductions Biodiversity and why we should care! Green Fund Project Discussion 1: Ecological Footprint Assignment 1: Salisbury Green Initiative Presentation Week 2: February 5 How many species are there? Why is it important? Discussion; Salisbury University Presentations (10 minutes) Discussion 2: Invasive Species Assignment 2: EOL.org Week 3: Feb. 12 Biodiversity/Environmental Indicator Taxa Discussion; Biodiversity/Environmental Indicator Taxa Discussion 3: Indicator Taxa Assignment 3: Citizen Science Presentation Week 4: Feb. 19 Indicator taxa Citizen Science Citizen Science Presentations (10 minutes) Discussion 4: Biodiversity Hotspots Week 5: Feb. 26 Losing the Science of Taxonomy Biodiversity Hotspots Discussion Discussion 5: Human Population Assignment 4: Food Sustainability Presentation Week 6: March 5 Human Population Sustainable Farming Discussion; Food Sustainability and Energy Usage Presentations (10 minutes) Discussion 6: Pollution and Waste Management Week 7: March 12 Pollution and the Environment Discussion Discussion 7: Mountaintop Removal and Sustainable Forestry 19 No Class – Spring Break Week 8: 26 Discussion Discussion 8: Ecotourism Assignment 5: Ecotourism Presentation Week 9: 2 Ecotourism Discussion; Ecotourism Presentation (10 minutes) Discussion 9: Energy Consumption and Clean Energy Week 10: April 9 Energy Consumption Discussion Discussion 10: New Sustainable Technology Week 11: 16 Global Climate Discussion Discussion 11: Open Week 12: April 23 Journals Journal Presentations (10 minutes) Discussion 12: Open Week 13: April 30 Week 14: May 7 Final Project Due (150 points) Green Presentation Due (20 minutes) ACADEMIC INTEGRITY: The University guidelines concerning academic honesty, as explained in the Graduate Handbook, will be strictly enforced. Any student found engaging in academic misconduct (cheating,