Unit 6 Reflection

This Unit was about the Skeletal System, which contains the bones, joints, cartilages, and ligaments. It is divided into two divisions: axial skeleton and appendicular skeleton. The Essential Understandings were the classification of bones, grow and microscopic anatomy of bones, functions and dysfunctions of the skeletal system, lifestyle choices affects bone health, relationship between structure and function to bones, tissues, and cells, and how the skeletal system works to help maintain homeostasis. This unit taught me (themes) about the disorders of the skeletal system and the different types of bones, the roles of vitamins, cells, and environment on bone density, and how the bone repairs itself after being fractured. It was really interesting to learn about the process of bone repair because I never have broken a bone, so before this, I didn't know how repairing bone worked. First, bleeding and inflammation produces a blood clot. After 48 hours, the clot softens and produces a mass of protein fibers called priceless. The Fibroblasts arrive and secrete dense connective tissue which replaces pro callus. Then Chrondroblasts and osteoblasts arrive. By the end of the first week, cartilage and bone appear throughout the site and eventually, osseous callus appears which can later heal the bone. 

I want to learn more about the different disorders of the Skeletal System. We learned in little detail about arthritis (inflammation of joints),  osteoporosis (bones lose minerals), scoliosis (abnormal curvature of spine), kyphosis (spine may develop a hump), lordosis (excessive curvature of lumbar spine), and reckless (softening and weakening of bones). I wonder about how the bone knows to release calcium into blood (in parathyroid hormone). I get that it is because level of calcium in blood goes down, but I wonder how that process works. I don't have any unanswered questions.

I have learned a lot in this class so far. Learning about the different systems in the body helps me understand the physiology and anatomy of the body better. Even though the pellet lab was smelly, I really liked that lab because we got to find bones in the pellet and identify which organism it was. I like those types of labs because it is up to the students to figure out the right answer. (Owl Pellet Lab Link) I also liked the lab where we got to identify the different parts of the skeleton because it really helped me understand the anatomy of the bones.

The 20 Time Project has also helped me learn about different organizations and how they are making a difference in the world. (20 Time Project Link). My New Years Goal was to listen and focus more in class and I think that I have definitely improved on those abilities. Another one of my goals was to not procrastinate, but I am still working on that goal currently.

Pictures:

Owl Pellet Lab

Eric Standing Next to the Skeleton, which we used in our Lab

Picture of leg bones

Raising Money for Pencils of Promise

20% Time is where 20% of class time is dedicated to a student project (has to be problem/solution oriented, but students have total freedom to pick their topic). 

The essential question is "How can I raise money for Pencils of Promise?"

For my 20% Time Project, I have chosen to raise money for an organization called Pencils of Promise, a non profit organization that funds scholarships, builds schools, and trains teachers, by making crafts and selling them to people. I chose this project because a lot of people don't know about this organization even though it is very important. Education is very important and I believe that all students should have access to a good one that can help them live successful lives in the future. My project choice answers the essential question because I am making crafts (such as bracelets, necklaces, pendants) and selling them to people to raise money for Pencils of Promise. At the end of the semester, I will donate all the money I have made to the organization. 

My goal is to raise money for an organization called Pencils of Promise that builds schools in poorer areas where education is not a priority. My goal is to raise at least 200 dollars and hopefully, make a difference.

I will measure my progress how many crafts I have made and sold. 

My plan moving forward is to spend some of my weekend making certain crafts and then selling my products on Monday at school. I also hope to learn more about the organization in the process and get people more aware of it.

Owl Pellet Lab

Each pair was given an owl pellet. We measured the length, width, and mass of the pellet which was 7.78 g, length was 5.1cm, and width was 3.5cm. We separated the bones and fur within the pellet using a probe and foreceps. The purpose of the lab is to dissect the owl pellet and identify the prey that the certain bones belong to. We measured the length and width of the skull: 44mm and 18mm and also the length and width of the lower jaw: 27mm and 14mm.

Claim: Our organism was a Vole because the bones in the pellet match with the bones of a vole.

Evidence: Our organism is a vole because of the bones we found that matched the bones of a mole. For example, the skull in our pellet exactly matches the skull of the vole shown below. The top of the cheek teeth are pointed and the tooth has individual roots on the bottom and has sharp corners.

Vole Skull:

Prey Skull:

The scapula (shoulder blade) of the prey exactly matches the bones of the vole, which supports our claim that the organism was a vole. On the sides of the scapula, both pictures have one area that is really pointed, which makes it unique from the other organisms. This narrows our choices down to just being a vole.

Vole Scapula:

Prey Scapula:

Lastly, the humerus exactly matches that of the vole as shown in this picture below. The Humerus has an irregular curve or hump on one side of the bone, which is unique to the vole. When we dissected this bone from the pellet, we found out that it matches with the humerus of the vole, therefore supporting our theory that the organism was a vole.

Vole Humerus:

Prey Humerus:

From this information, we can conclude that the organism was a vole because the bones that we found are the same as the bones of a vole. We looked at the bones of the other organisms and found nothing that matches, so we concluded that the only possible organism could be a vole.

The skeleton of the vole and the skeleton of the human have many similarities and differences. For example, for differences, the tibia and fibula of the vole looks attached while in the human, the fibula and tibia look like two separate bones. The tibia and fibula form a synovial join that has a very subtle range of motion. It is a plane join that allows for some sliding rational moment between the two bones.
Tibia and Fibula of Vole:

Tibia and Fibula of Human Skeleton:

Also, for differences, the skull in the human skeleton are different than that of the vole. For instance, the vole has sharper and longer teeth. The vole has sharp edges on the side of the face as shown below while humans have all pointed teeth.

The shoulder blade of the human skeleton and vole look somewhat different. The shoulder blade of the vole looks like it has a larger width than height (looks like bird wings) while the shoulder blade in humans is longer than wide. Below is a picture of the human shoulder blade and below that is the vole shoulder blade.

For similarities, both the vole and human skeletons have similar bones in the arm. For example, the lower arm of both the vole and the human consists of both the ulna and radius that have similar functions. Also, both the vole and the human skeleton consists of two bones in the lower leg. Lastly, both the vole and the human skeleton have similar femurs, which are the longest bones in the body.

Picture of Bones we found: