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1/8-- Students will study Phylum Mollusca and their traits through lecture and class discussion.
1/10-- Students will dissect Clams and Oysters and identify anatomical structures, as well as eat yummy snacks with clams and oysters!!
1/14-- Students will observe the specific behaviors of the Octopus through a video documenting the species.
Students will present information in groups on Cephalopods and Bivalves.
1/16 -- Read the section on Bioluminescence (page 687) and in your own words explain "How things glow?"
1/18 -- Students will present information on Gastropods, and then will observe
live specimens. Students will also dissect squid specimens as well as
"fry up" homemade dissected Squid.
1/22-- Review for test and corrected review sheets on Mollusca chapter.
1/24-- Students will have a Test on Mollusca and it's classes of animals.
The Body Plan
Define the following terms:
Anterior Lateral
Posterior Transverse
Ventral proximal
Dorsal Distal
Sagittal Coronal (frontal)
Medial Deep
Superficial Midsagittal
_______After studying the Body Orientation ask for a piece of celery and complete the “Celery Surgery” (Ms. Brown has the instructions). Show the finished product
to Ms. Brown.
_______Have another person pass off and sign for a 10 min. study session (one person
questioning and one answering) on body orientation.
_______Color Body orientation sheet and add to sheet the rest of vocab to picture
_______Using the given “Charts” draw your version of the Thoracic and Pleural Cavity
and where the placement of all the Organs are. If you need to have 2 pictures
and layer the organs, or give 2 views you can.
_______Work with a partner and take out all of the organs from the model and then put
them all back together. Sign off for each other.
______Write instructions for a simple task involving a marshmallow. Write out instructions for a type of “surgery” then have someone try your instructions and see if they get the same results as you intended.
______ Write a descriptive writing of the Sheep Head that is available in class to
observe. You need to use the Body Orientation terms to describe locations and
general anatomy of the head. You need to sign up for a time slot to observe.
_______ “Pluck” observations and questions.
The Eye
Define the Following terms:
Aqueous Humor Iris
Choroid Layer Lens
Ciliary body Macula
Conjunctiva Optic Nerve
Cornea Retina
Eyelid Sclera
Pupil
Vitreous Humor
______ Color the anatomical drawing of the eye and be sure to notice the parts and their
functions.
_______ Using your colored diagram make a list of the actual pathway of light through
the eye. Include all parts of the eye that light passes through and any
movement that the light may cause in the eye (including muscles).
________Use the given sheets to locate you “Blind Spot” and answer the questions that
accompany the “Blind Spot” sheet.
________Create an Evolution of the Eye time line that documents the changes that
have been made in photosensory organs through the Phylum.
________ Write a response paper to the Evolution of the Eye? Article. In one page
respond to what you think about this perspective and give your opinion to it.
________Write an explanation of the tapetum lucidum explain the capabilities of one
animal of your choice that has this and how they use it. (1/2 page)
________ Eye Dissection observations and questions
The Brain
Vocab
Cerebral Cortex Parietal Lobe
Corpus Callosum Occipital Lobe
Frontal Lobe Temporal Lobe
Limbic System Corpus Collasum
Pons Medulla Oblongata
Brain Stem
________ Make a chart of the parts of the brain (refer to vocab) and fill in with the appropriate functions of each specified part.
________ Use a model of the Brain from the class and with a partner study the parts,
their locations and functions for 10 min. Have them sign off for you.
________ Observe and draw the Microscope slides that are associated with the Brain.
Use at least 100x or 400x and be sure to label.
________ Using the “Color Cards” and working with a partner follow the directions
included. Document the results for both you and your partner both
qualitatively and quantitatively.
________ Observe the partially dissected Brain and use your diagrams to identify the
important structures from your colored sheet. Write a half page description of
what you see including details, textures and identifying marks or structures.
________ Read the article on right and left Brain Dominance. Make a list with at least
20 self attributes that you have that would make you think you are Right
Brained or Left Brained. After making the list then take the Brian Dominance
test and write a full paragraph that explains how the results of this test coincide
with what you thought you were.
Right Brain / Left Brain: What Is It All About?
The concept of right brain and left brain thinking developed from the research in the late 1960s of an American psychobiologist Roger W Sperry. He discovered that the human brain has two very different ways of thinking. One (the right brain) is visual and processes information in an intuitive and simultaneous way, looking first at the whole picture then the details. The other (the left brain) is verbal and processes information in an analytical and sequential way, looking first at the pieces then putting them together to get the whole. Sperry was awarded a Nobel Prize in 1981, although subsequent research has show things aren't quite as polarized as once thought (nor as simple).
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The part of the brain that controls rational functions, the cerebral cortex, is made up of two halves. These are connected by masses of nerve (corpus collosum) fibres which allow 'messages' to pass between them. These halves are commonly called the right brain and left brain, but should more correctly be termed 'hemispheres'. For some reason, our right and left hemispheres control the 'opposite' side of our bodies, so the right hemisphere controls our left side and processes what we see in our left eye while the left hemisphere controls the right side and processes what our right eye sees.
So if I'm Left-Handed, Does This Mean My Right Brain is Dominant?
No, hand dominance is not directly related to brain dominance. And, remember, just like you don't do everything with only the one hand, so your brain doesn't do everything with one side, although there is generally a preference. However, a significant number of artists have been and are left-handed, more than would be suggested by the one-in-ten occurence of left-handedness in the population. While those who are left handed do exhibit a greater propencity for right-brain dominance, being right handed does not preclude your right brain from dominanting.
How is the Right Brain / Left Brain Concept Relevant to Artists?
When you start a painting, you need be able to visualize the final painting in your mind (right brain, working from the whole), then develop the painting, choosing the elements, matching and mixing colors, placing in the shadows and highlights (right brain, working on various things simultaneously), but at the same time be able to look critically at what you've doing (left brain, being analytical). By finding out whether your thinking is dominated by your right or left brain, you can then deliberately set out to use the 'right brain' way of thinking in your painting or drawing, rather than working on 'auto-pilot'. By trying a different strategy you will probably be surprised by what different results you can produce.
What are the Characteristics of Right Brain and Left Brain Thinking?
This table sets out the characteristics of right brain and left brain thinking. This quiz will tell you which side dominates your thinking (or whether you've a balance between the two).
Is it Better to be Right Brained than Left Brained?
Though right-brain or non-verbal thinking is often regarded as more 'creative', there is no right or wrong here; it's merely two different ways of thinking. One is not better than the other, just as being right-handed is not 'superior' to being left-handed. What's important is to be aware that there are different ways of thinking, knowing what your natural preference is, and if it's strongly verbal (left brain) rather than visual (right brain) being open to trying new approaches which deliberately approach painting or drawing in a right-brain way.
One way of looking at learning styles is to determine your hemispheric dominance. Are you more right brained or left brained? We know that the cerebral cortex is the part of the brain that houses rational functions. It is divided into two hemispheres connected by a thick band of nerve fibers (the corpus callosum) which sends messages back and forth between the hemispheres. And while brain research confirms that both sides of the brain are involved in nearly every human activity, we do know that the left side of the brain is the seat of language and processes in a logical and sequential order. The right side is more visual and processes intuitively, holistically, and randomly. Most people seem to have a dominant side. A key word is that our dominance is a preference, not an absolute. When learning is new, difficult, or stressful we PREFER to learn in a certain way. It seems that our brain goes on autopilot to the preferred side. And while nothing is entirely isolated on one side of the brain or the other, the characteristics commonly attributed to each side of the brain serve as an appropriate guide for ways of learning things more efficiently and ways of reinforcing learning. Just as it was more important for our purposes to determine that memory is stored in many parts of the brain rather than learn the exact lobe for each part, likewise it is not so much that we are biologically right brain or left brain dominant, but that we are more comfortable with the learning strategies characteristics of one over the other. What you are doing is lengthening your list of strategies for learning how to learn and trying to determine what works best for you. You can and must use and develop both sides of the brain. But because the seat of our preferences probably has more neural connections, learning may occur faster. This section will look a t some differences between left and right brain preferences. Be on the look out for practical strategies that work for you.
Let's begin with a few basics. First, no one is totally left-brained or totally right-brained. Just as you have a dominant hand, dominant eye, and even a dominant foot, you probably have a dominant side of the brain. Second, you can and must develop both sides of your brain. Click on the link to an inventory which helps you determine the balance of your hemispheres.
Left vs. Right Which Side Are You On?
In general the left and right hemispheres of your brain process information in different ways. We tend to process information using our dominant side. However, the learning process is enhanced when all of our senses are used. This includes using your less dominate hemisphere. Listed below are information processing styles that are characteristically used by your right or left brain. Read the information below to help you understand how your brain processes information. Pay attention to your less dominant style so that you can learn how to improve it. If you want to jump through the list, click on the choice that you wish to examine.
Linear vs. Holistic Processing Logical vs. Intuitive
Sequential vs. Random Processing Verbal vs. Nonverbal Processing
Symbolic vs. Concrete Processing Reality-Based vs. Fantasy-Oriented
Linear vs. Holistic Processing
The left side of the brain processes information in a linear manner. It process from part to whole. It takes pieces, lines them up, and arranges them in a logical order; then it draws conclusions. The right brain, however, processes from whole to part, holistically. It starts with the answer. It sees the big picture first, not the details. If you are right-brained, you may have difficulty following a lecture unless you are given the big picture first. Do you now see why it is absolutely necessary for a right-brained person to read an assigned chapter or background information before a lecture or to survey a chapter before reading? If an instructor doesn't consistently give an overview before he or she begins a lecture, you may need to ask at the end of class what the next lecture will be and how you can prepare for it. If you are predominantly right-brained, you may also have trouble outlining (you've probably written many papers first and outlined them latter because an outline was required). You're the student who needs to know why you are doing something. Left-brained students would do well to exercise their right-brain in such a manner. [top of list]
Sequential vs. Random Processing
In addition to thinking in a linear manner, the left brain processes in sequence -- in order. The left-brained person is a list maker. If you are left-brained, you would enjoy making a master schedule and doing daily planning. You complete tasks in order and take pleasure in checking them off when they are accomplished. Likewise, learning things in sequence is relatively easy for you. For example, spelling involves sequencing; if you are left-brained, you are probably a good speller. The left brain is also at work in the linear and sequential processing of math and in following directions.
By contrast, the approach of the right-brained student is random. If you are right-brained, you may flit from one task to another. You will get just as much done but perhaps without having addressed priorities. An assignment may be late or incomplete, not because you weren't working, but because you were working on something else. You were ready to rebel when asked to make study schedules for the week. But because of the random nature of your dominant side, you must make lists, and you must make schedules. This may be your only hope for survival in college. You should also make a special effort to read directions. Oh yes, the mention of spelling makes you cringe. Use the dictionary, carry a Franklin speller, or use the spell checker on your computer. Never turn in an assignment without proofing for spelling. Because the right side of the brain is color sensitive, you might try using colors to learn sequence, making the first step green, the second blue, the last red. Or you may want to "walk" a sequence, either by physically going from place to place or by imagining it. For the first step of the sequence, you might walk to the front door; for the second, to the kitchen; for the third, to the den, etc. Or make Step One a certain place or thing in your dorm room or study place and Step Two another. If you consistently use the same sequence, you will find that this strategy is transferable to many tasks involving sequence. [top of list]
Symbolic vs. Concrete Processing
The left brain has no trouble processing symbols. Many academic pursuits deal with symbols such as letters, words, and mathematical notations. The left-brained person tends to be comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas. The right brain, on the other hand, wants things to be concrete. The right-brained person wants to see, feel, or touch the real object. Right-brained students may have had trouble learning to read using phonics. They prefer to see words in context and to see how the formula works. To use your right brain, create opportunities for hands-on activities. Use something real whenever possible. You may also want to draw out a math problem or illustrate your notes.
Logical vs. Intuitive Processing
The left brain processes in a linear, sequential, logical manner. When you process on the left side, you use information piece by piece to solve a math problem or work out a science experiment. When you read and listen, you look for the pieces so that you can draw logical conclusions. Your decisions are made on logic--proof. If you process primarily on the right side of the brain, you use intuition. You may know the right answer to a math problem but not be sure how you got it. You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are correct, and you are usually right. In writing, it is the left brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to coherence and meaning; that is, your right brain tells you it "feels" right. Your decisions will be based on feelings. [top of list]
Verbal vs. Non-verbal Processing
Left-brained students have little trouble expressing themselves in words. Right-brained students may know what they mean but often have trouble finding the right words. The best illustration of this is to listen to people give directions. The left-brained person will say something like "From here, go west three blocks and turn north on Vine Street. Go three or four miles and then turn east onto Broad Street." The right-brained person will sound something like this: "Turn right (pointing right) by the church over there (pointing again). Then you will pass a McDonalds and a Walmart. At the next light, turn right toward the BP station." So how is this relevant to planning study strategies? Right-brained students need to back up everything visually. If it's not written down, they probably won't remember it. And it would be even better for right-brained students to illustrate it. They need to get into the habit of making a mental video of things as they hear or read them. Right-brained students need to know that it may take them longer to write a paper, and the paper may need more revision before it says what they want it to say. This means allowing extra time when a writing assignment is due. [top of list]
Reality-Based vs. Fantasy-Oriented Processing
The left side of the brain deals with things the way they are--with reality. When left-brained students are affected by the environment, they usually adjust to it. Not so with right-brained students; they try to change the environment! Left-brained people want to know the rules and follow them. In fact, if there are no rules for situations, they will probably make up rules to follow! Left-brained students know the consequences of not turning in papers on time or of failing a test, but right-brained students are sometimes not aware that there is anything wrong. So, if you are right-brained, make sure you constantly ask for feedback and reality checks. It's too late the day before finals to ask if you can do extra credit. Keep a careful record of your assignments and tests. Visit with your professor routinely. While this fantasy orientation may seem a disadvantage, in some cases it is an advantage. The right-brained student is creative. In order to learn about the digestive system, you may decide to become a piece of food! And since emotion is processed on the right side of the brain, you will probably remember well anything you become emotionally involved in as you are trying to learn.
These are just some of the differences that exist between the left and right hemispheres, but you can see a pattern. Because left-brained strategies are the ones used most often in the classroom, right-brained students sometimes feel inadequate. However, you now know that you can be flexible and adapt material to the right side of your brain. Likewise, those of you who are predominantly left-brained know that it would be wise to use both sides of the brain and employ some right-brained strategies.
Evolution of the eye?
The eye is a famous example of a supposedly "irreducibly complex" structure: due to its many elaborate and interlocking parts, seemingly all dependent upon one another for proper functioning, it is frequently claimed that the eye could not have evolved through gradual, step-by-step, evolutionary improvements guided only by natural selection.
Michael Behe used the "development of the eye problem" as evidence for intelligent design in his controversial book, Darwin's Black Box, and creationist website Answers in Genesis describes the eye as evolutionary biologists' "greatest challenge as an example of superb 'irreducible complexity' in God's creation"
The argument that the eye could not have evolved is most commonly invoked in questions such as "What good is half an eye?" The assumption is that an incomplete eye would be completely useless for its primary purposes, circadian adjustment and vision, and therefore an eye could never have evolved through the gradual, step-by-step progression required by modern evolutionary theory. However, this claim has been heavily disputed based on the plentiful evidence of suboptimal eyes in nature.[citation needed] Such eyes, despite their shortcomings, tend to be dramatically more useful for organisms than no eyes at all would be[citation needed]: people with visual impairments are generally much more able to function normally than people who are completely blind, and there are millions of species of animals with significantly simpler eyes than humans that nonetheless thrive, and are in many cases much more successful than similar species with still poorer vision.[23] Thus eyes with decreased functionality, in humans and in numerous other species, still tend to be more beneficial than having no eyes at all.[26]
Conversely, the human eye is suboptimal compared to what many would consider to be "lesser animals." Human visual acuity is, in daytime, noticeably less than that of raptors in terms of spatial resolution, and significantly less than various insects in terms of spectral range. At night, human visual acuity is less than predators such as raptors and cats, and invertebrate mollusks such as squid and octopuses. The visual champion, however, is currently the mantis shrimp. This invertebrate possesses polarization sensitivity hyperspectral capability (with three to four times the number of receptors by range as humans, without including interpolation, over a wider spectral range), and triple redundant depth perception from both their eye constructions and their multiple eyestalk motions (both 2D tracking, and axial rotation). The fact that these capabilities are achieved using a compound eye layout is especially notable, and a sign of radically divergent evolution[citation needed]. Thus, the vertebrate layout can be considered half (perhaps even a third or less) of an eye compared to the mantis shrimp form, while still being "good" in many respects.
Although the eye remains a common and popular example of complexity in arguments against evolution, some intelligent design and creationism advocates have abandoned the eye as an example of "irreducible complexity".[citation needed] As the detail and history of eye evolution have become better understood, its role in these circles has declined and been replaced by molecular and microscopic structures such as the flagellum. However, much as with the eye, research into these smaller-scale structures has also uncovered details of their evolution but these details are not linked to produce the complete process yet.
Blind spot Web Page: http://serendip.brynmawr.edu/bb/blindspot1.html
Blind Spot Questions
1. What actually causes the Blind Spot? Add a drawing to your explanation.
2. Measure about how far the paper is from your eyes when you can see the blind spot.
3. How does your Blind Spot affect your daily vision. Give explanation.
Dissection Questions:
Eye Dissection question (1 paragraph)
1. Describe the properties of the lens and how it's form fits it's function.
Pluck Observation (1 paragraph)
1. Describe the physical structure of the Trachea and how it's form and physical characteristics fit it's function.
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