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:

Unit 5 Reflection

Unit 5 was about the Digestive System, Fuel Metabolism, Diabetes, Endocrine System, and the Lymphatic System. I learned the functions of each system; for example, the lymphatic system's function is immunity, lipid absorption, and fluid recovery. I learned that steroid hormones are lipid soluble, which means that they can pass through the cell membrane without receptors needed. Non steroid hormones are not lipid soluble, which means that they need to react with specific receptors outside the cell, which leads to formation of cAMP. The Endocrine System has many important glands, such as the Thyroid Gland, Parathyroid glands, and adrenal medulla, which have specific hormones. Growth Hormone is specific to the Anterior Lobe while ADH is specific to the Posterior Lobe. Diabetes is when the body can't properly regulate blood glucose levels. The first time is an autoimmune disorder where the body does not make insulin at all so the people must take insulin shots. Type 2 Diabetes usually begins as insulin resistance where the body doesn't respond properly to insulin. Lastly, I learned that the passage way of food goes from the mouth to pharynx to esophagus to stomach to small intestines to large intestines to anal canal to anus.

My weaknesses were the three stages of Metabolism: Fed State, Fasting State, and Starvation State. I was confused how long the Fed State lasts and when you know you are in the Fed State versus the Fasting State. That topic was very difficult for me to learn, but when I reviewed the notes, it made the three stages more clear. My strengths were the different hormones insulin and glucagon since we learned them last semester. It's interesting to know that those hormones are so important to the body. Insulin signals high glucose levels and promotes fat storage while glucagon signals ow glucose levels and stimulates conversion of glycogen to glucose in liver.

In Unit 5, we did many detailed packets that were very hard to understand. However, I found them helpful for understanding the topics we went over in class. We had to read two packets called Integration of Metabolism and Stress, Metabolism, and Liquidating Your Assets. We also had to fill out another packet called the Endocrine System. We also did a Digestive System Lab (Blog Post) which helped me understand the sizes of the alimentary canal and other organs such as the stomach and small intestines. It was interesting to see how long it really was.

I am interested to learn if Diabetes is based on genetics, or is it just something people develop based on their everyday habits. I am also interested in learning more about the lymphatic system because usually, people don't really understand the importance of that system. My New Years Goal (New Years Goals blog post) was to start listening more in class, and I think I am listening and focusing more in class. Another goal was to not procrastinate. I still don't think I have reached this goal yet.

Data from Digestive System Lab. My digestive tract is approximately 8.3729m.

Nimisha doing her relate and review for Lymphatic System.

Kanika working on Unit 5 Reflection

The Digestive System Lab

1. In this lab, the class made models of our own digestive systems by measuring and cutting yarn to represent lengths of different parts of the system and taping the pieces of yarn together to form one long string. My main "takeaways" of this lab was to understand how long the hollow tube in our digestive system really was. It differs for everyone due to their height and several other factors.

Data Table:

2. My height is 1.5494 meters (61 inches). The length of my digestive tract in meters is 8.3729 meters, which means my digestive tract is approximately 6.8235 meters longer than my height. The digestive system is able to fit inside the abdomen because it is coiled up.

3. I think it takes about two days for food to move through your entire digestive system. From the Mayo Clinic (Mayo Clinic) digestion takes about 24 to 72 hours for healthy adults. My guess is close to what the actual value was. Some factors that influence the time it takes is how frequently you eat, how much you chew your food, and what you eat.

4. Digestion is the breakdown of food into smaller particles while absorption is taking in needed nutrients, water, etc.

5. I want to learn about how exactly the food is broken down and what processes occur in the digestive system.

New Year's Goals

My first goal is that I will not procrastinate in any of my classes, including Anatomy, for the whole semester. To work towards this goal, I will start work and homework the day it is assigned. If it is a huge project that is hard to do in one day, I will do a little each day, so I don't have to worry too much when the day before the project is due comes. For the 20 Time Project, I will work hard every Monday, so the project will be done by the end of the semester. Also, I will start studying for a test four days in advance instead of the day before the actual test. I will use my planner so I can know in advance when everything is due. Last semester, I didn't use a planner, so I always had to ask my friends the day before something was due. A planner would make it easier for me not to procrastinate. 

My second goal is that I will listen more in class for the whole semester. Usually, I do not focus as much as I can in class so when I go home, I have to learn everything by myself. This year, I hope to listen and focus, so at home, I will be less stressed out from all the work. To work towards this goal, I will pretend that after class, I have a quiz on the material that is taught that day. Then, I will focus more and hopefully, I will be less stressed out. I will also block out all distractions. For the 20 Time Project, I will make sure to focus and listen to all the instructions given in class, so I don't do anything wrong.

Heart Dissection Lab

Q1: What is the purpose of the pericardium?

The pericardium is a double sac of serous membrane that secretes a fluid to lubricate the heart and reduce friction. It also protects the heart.

Q2: Observe the blood vessels connecting to the heart.  How do arteries differ from veins in their structure?

Veins have thinner walls than arteries and are also one way valves (prevent back flow of blood). Arteries carry blood away from the heart to the tissue while veins carry blood to the heart from the tissue. Veins store the most blood volume in the body. Arteries are elastic and contractile.

Q3: Place your finger inside the auricle.  What function do you think the auricle serves?

The auricle feels rough when we placed our finger inside the auricle. Auricle increases blood capacity and volume in the atrium and also collect blood.

Q4: Observe the external structures of the atria and ventricles.  What differences do you observe?

The right atria is the upper chamber that receives oxygen deprived blood. The right ventricle a lower chamber that discharges blood. The left atria is the upper chamber that receives oxygen rich blood. The left ventricle is a lower chamber that has the thickest wall. In structure, the ventricle has thicker walls and takes up more space.

Q5: Find and Describe the following structures in the heart:
1. Coronary Sinus: a wide venous channel that receives blood from the coronary veins and empires into the right atrium of the heart.
2. Inferior Vena Cava: (carries blood from lower body) a large vein and empties into the right atrium of the heart. The superior vena cava carries blood from upper body.
3. Tricuspid Valve: Located between the right atrium and right ventricle; it prevents back flow of blood into the atrium

Q6: Draw a picture of the tricuspid valve, including chordate tendinae and the papillary muscle.

Picture:

Q7: Why is the “anchoring” of the heart valves by the chordate tendinae and the papillary muscle important to heart function?

After the right ventricle contracts, the blood pressure pushes on the tricuspid valve, which stops the blood flow to the right atria. The job of chordae tendinae is to make sure the side edges of the valve don’t get pushed into the atria. It is important because it stops the valve from pushing blood in the wrong direction.

Q8: Using pictures and/or words describe what you see (bicuspid valve)

Picture:

The probe in this picture points to the bicuspid valve, which is between the left atrium and ventricle

Q9: What is the function of the semi-lunar valves?

The Semilunar valves prevent arterial blood from re-entering the heart. Two types are the pulmonary semilunar valve and the aortic semilunar valve.

Q10: Valvular heart disease is when one of more heart valves does not work properly.  Improperly functioning heart valves can lead to regurgitation, which is the backflow of blood through a leaky valve.  Ultimately this can lead to congestive heart failure, a condition that can be life threatening.

If the valve disease occurs on the right side of the heart, it results in swelling in the feet and ankles.  Why might this happen?

The ventricles are not strong enough to pump blood against gravity from your toes and feet. Blood is not able to function normally and back flow occurs.

If the valve disease occurs on the left side of the heart, what complications would you expect to see?

If the valve disease occurs on the left side of the heart, not enough blood would be pumped. Therefore, swelling would occur.

Q11: Using pictures and/or words describe what you see (left/right coronary arteries, left semilunar valve (3 cusps), chord tendinae of bicuspid valve, and pillar muscle of the bicuspid valve)

Picture of left ventricle:

a. Entrance to the left/right coronary arteries: The coronary arteries supply blood to the heart.
b. Left (aortic) semilunar valve (3 cusps): The aortic semilunar valves prevent arterial blood from re-entering the blood.
c. Chordae Tendinae of the Bicuspid Valve: Chordae Tendinae are tendons attached to cusps of valves.
d. Papillary Muscle of the Bicuspid Valve: They provide "muscle power" and they pull on the chordae tendinae to open/close valve.

Q12: Describe how the left and right sides of the heart differ from each other.

The right side of the heart pumps deoxygenated blood to the lungs. The left side of the heart pumps oxygenated blood to the aorta and out to the rest of  the body. Also, the right side of the heart has thinner walls while the left side of the heart has thicker walls.

Q13: Draw and label all structures visible in the interior of the cross-section.

Picture: