AOHS Foundations of Anatomy and Physiology II Lesson 21...

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AOHS Foundations of Anatomy and Physiology II

Lesson 21

The Course Project

Student Resources

Resource Description

Student Resource 21.1 Assignment: Course Project

Student Resource 21.2 Course Project: Project Selection

Student Resource 21.3 Organizer: Project Steps and Materials

Student Resource 21.4 Study Guide: Final Exam

Student Resource 21.5 Note Taking: Building Your Model or Demonstration

Student Resource 21.6 Assignment: Trifold Display Board

Student Resource 21.7 Organizer: Course Project Presentations

AOHS Foundations of Anatomy and Physiology II Lesson 21 The Course Project


Student Resource 21.1

Assignment: Course Project

Student Name: Date:

Directions: Follow the steps below to create your course project. Before you get started, read through all of the steps and review the rubrics your teacher gives you so that you know how your project will be assessed.

Step 1: Understanding what the project is about

You will work with one or two partners to create a model or a demonstration that illustrates either a

physiological function or how a disease or condition affects a function that you learned about in A&P I or

II. You will present your model or demonstration at an A&P Exploratorium, which will be attended by

invited guests.

The driving question for the project is: “How can we demonstrate a function in human anatomy and

physiology?”

For your project, you may create a model that can be used repeatedly. You may also create a

demonstration that works only once.

Project components

You will produce two project components:

A model or demonstration that illustrates a physiological function you learned about in A&P I or II. The model or demonstration:

o Uses inexpensive, common materials that you find at school or around your home

o May replicate or modify a model or a demonstration that you’ve learned about online, in class, or in a magazine article or a textbook. You may also come up with a totally original idea.

A trifold display board that explains and describes:

o The anatomy involved in the function

o How the model shows the function

o A condition that affects the function, recent findings about the function, or how to take care of the part of your body connected to the function

Step 2: Research ideas for models and demonstrations

This chart gives you some ideas to get you thinking about which physiological function you’d like to

demonstrate and the sorts of materials you could use. The first example should look familiar—you’ve

done it already. It’s included to help you understand how the chart works. Circle the ideas that appeal to

you. Use them to get creative about some other possibilities to research as well.



Model or

demonstration

What it shows Key materials

Example: Glomerulus

in the nephron of the

kidney

Shows how the glomerulus

filters substances from the

blood. The beads are a

good representation of

particles found in the

blood.

Plastic tubes for artery and vein

Mesh tubing for the capillary wall of the

glomerulus

Beads, different sizes and colors, to

represent things found in the blood

Digestive tract Show how food moves

through the digestive tract

via peristalsis. Food starts

as crushed crackers in

esophagus, gets mixed

with water and mushed by

peristalsis of the stomach,

gets pushed as bolus

through small intestine

Long tubing (clear and very flexible is

best) or long knobby balloons (light

colored is best) for esophagus

Plastic Ziploc bag for stomach

Water

Soda crackers

Rubber bands for rectum and anus

Coronary heart

disease

How heart disease narrows

arteries. Shows how much

harder it is for blood to flow

through a narrower artery.

Different diameters of straws or plastic

tubing

Colored water for blood

Epoxy glue or similar coating material to

act as plaque in the artery

How the eye projects

an image

It shows how an image

appears on your retina

Cardboard box for skull, aluminum foil,

wax paper for retina, a light

How macronutrients

are broken down in

the digestive system

Stomach acid begins the

process of breakdown.

Enzymes released by other

organs enter the small

intestine and break down

specific types of molecules.

Food moves through the

stomach and small

intestine by peristalsis.

Stretchy material for stomach and

intestines

Clay for organs that release hormones

Beads, buttons, or other small objects for

enzyme molecules

How a red blood cell

carries out gas

exchange

The role hemoglobin plays

in carrying O2 and CO2,

and how gas is exchanged

across a capillary in the

lungs.

Donut-shaped object made from clay or

some other material (could even be a

donut with the hole in the middle filled) for

RBC

Knot of twine, twist ties, or similar for

hemoglobin

Gumdrops or other small object that can

attach to the hemoglobin. Need two

colors, one O2 and the other CO2

Small tube or drawing of tube to represent

capillary. Should be able to draw cells and



show where gasses cross the wall. Draw

to scale.

Phagocytosis by a

macrophage

A macrophage identifies

antigen on the surface of

an invading bacterial cell. It

engulfs the cell and

destroys it.

Big block of sponge/foam for macrophage

Cube or ball made from toothpicks

(something that will come apart when it’s

engulfed) as bacterium

Small beads or buttons as antigens on

surface of bacterium

How shortening

sarcomeres make a

contraction

Actin and myosin

molecules move past each

other, shortening the

muscle fiber.

Pipe cleaners to make several

sarcomeres worth of actin and myosin

(each a different color)

A third color of pipe cleaner or some other

object that shows where sarcomeres

begin and end

Yarn to outline the cell, showing how cell

gets shorter as the sarcomeres get

shorter

How lung inflates and

effect of excess

mucus

How the action of the

diaphragm produces

inflation of the lung. How

excess mucus in the lung

affects its function.

Large plastic bottle for chest cavity,

balloon for lung, plastic or stretchy

material for diaphragm, water for mucus

Hinge joint (knee) Shows how hinge joints like

the knee work and why we

need antagonistic muscles.

Strong cardboard tubes like from

wrapping paper or mailing display boards

for the tibea and femur

Elastic band or knotted string for muscles

and tendons

Straws, nails, or wire to hold the joint

together

After you’ve reviewed the ideas in the chart above, work independently to research possible models or

demonstrations that you would like to create. As you research, take notes using the chart below. In the

next class period, you will choose a project to work on and your teacher will assign you to a group.

As you research projects that interest you, keep these things in mind for your college and career pathway:

Does the project illustrate a function? Is it a function that you have already learned about? For example, a project in which you build a skeleton out of newspaper rolls does not illustrate a function. However, a project in which you demonstrate how different joints work, using newspaper roles, is a function, and it is a function you’ve already learned about.

Does the project involve inexpensive materials that you can find at home or at school? A project that uses cardboard, sponges, straws, and plastic milk gallons would work. A project that uses expensive lumber, a new circuit board, and special wire sold online would not work.

Does the project require ingenuity and effort? There are hundreds of ideas for models and demonstrations, but many of them are too simple to display at our A&P Exploratorium. Pick something that will impress your audience and show that you understand complex material about the



body system your project focuses on. You have time to put together something really interesting, so put some effort into it.

Model or

demonstration

Main materials

that may be

needed

Brief description of how it works Where I learned

about the project

(name of website,

book, magazine

article, etc.)

Example: How the eardrum works

A flashlight, a cardboard tube, paper, plastic wrap

Plastic wrap is stretched tightly over the end of a cardboard tube, representing the membrane at the end of the auditory canal, and a light is shined on it. The light is reflected onto a piece of cardboard. When someone yells into the tube, the light flickers, showing how sound waves cause the membrane to vibrate.

The book Household Science Projects, pg. 73




Course Project: Project Selection

Student Name: Date:

Directions: Respond to the following questions about the project you’ve selected.

What function will your project illustrate?

What resources can you use to help you develop this project? (For example, which lessons in A&P I or II

covered information about this function?)

Why does this project interest you?

How does this project apply to your future career?




Organizer: Project Steps and Materials

Student Name: Date:

Directions: Use this resource to help you create a plan for building your model or demonstration and organize the materials you will need for your project. Keep this resource in sync with your group mates so that you’re in agreement about each step of the process.

Design a plan for building your model or demonstration

Organizing the steps you are going to follow will help you stay on task when you begin building your

model or demonstration and avoid potential missteps, such as gluing two pieces together prematurely. It

will also help you identify the materials that you need. Once you begin building, you will likely find that you

need to change some of your steps, but it is important to begin with a general plan.

Create your plan in a way that is best suited for your project, but consider using a format similar to the

one below.

Step Task Notes

1 Gather all materials and check to make sure we have everything

2 Cut the plastic and stretch it over the end of the tube. Use a rubber band to keep the plastic in place.

Make sure to stretch it tightly or it won’t vibrate.

3 Roll the sheet of paper to make an extension for the tube. Tape the paper so it doesn’t come unrolled.

The paper roll should fit tightly over the tube.



Create a list of materials

Now that you’ve laid out the steps for creating your project, make a list of the materials that you need.

Then write down ideas about where to get your materials. Decide who is responsible for getting which

materials. Remember to abide by the principle of responsible design by reusing and recycling materials or

using new materials that you do not need to purchase. You will work with your class and your teacher to

locate materials you need that may be harder to find.

As you locate a material and bring it to class, mark the box in the last column.

Material (include

quantity)

Where we’ll get the

material from

Who is responsible for

getting the material

Material has been

brought to class

3 brown paper bags Josie’s kitchen Josie

large sheet of tin foil school cafeteria Diego x




Study Guide: Final Exam

Student Name______________________________________ Date: _________________________

Directions: Fill in the blanks in the tables below. As you do so, note any resources that are missing and that you need in order to study for the final exam. Follow your teacher’s instructions on how to replace missing resources. Use this guide to help you organize your work and study for the final exam in Lesson 22. Note that the final exam covers what you learned in A&P II only; it does not cover A&P I.

Resources for Memorizing Definitions and Terms

Glossaries are the best resource for memorizing definitions, but you also have many readings that are

useful for putting definitions in context. This means that the terms are used in connection with relevant

topics and other terms, which helps you to remember them in a more meaningful way.

Use the example to help you fill in the table below. Terms that you struggle to remember go in the column

Terms to Focus On. Set aside time to study every night for the final. Use the range of study strategies

that you have learned throughout A&P I and II.

You might want to refer to Student Resource 12.9, Study Guide: Final Exam, to refresh your memory on

strategies you used to study for the final exam in A&P I.

Lesson 14 Notes Terms to Focus On

Glossary: The Cardiovascular System

I have a good understanding of the medical terms.

apex, aorta





Lesson 17 Notes Terms to Focus on




Resources for Understanding Processes and Relationships

Fill in the table below to help you organize the resources that explain concepts, processes, and the ways

in which different topics are connected. Use the example to show you how to use this table. Note that

there will be overlap with the resources listed in the table above. There is no right or wrong way to do this;

find the best way for you to make use of this table.

Lesson 14 Notes Concepts to Focus on

SR 1.2, Reading: Components of Blood

Remember there are four main components of blood

How antigens determine your blood group




Note Taking: Building Your Model or Demonstration

Student Name: Date:

Directions: Refer to the plan you created in Student Resource 21.3. As you begin to build your model or demonstration, take notes below about what you actually do during each step. You may find that you must make changes to your original plan. Write down important observations in the last column of the chart. Remember to photograph each major step of the process. You’ll use the photographs on your trifold display board.

Step What we did Photographed? Observations

5 Use electrical tape to adhere the paper roll to the outside of the tube.

Yes At first we tried using scotch tape, but that made the structure flimsy. Electrical tape made it more stable.




Assignment: Trifold Display Board

Student Name: Date:

Directions: Read all of the instructions for this assignment and review the rubric criteria before you begin creating your trifold display board.

Step 1: Divide up the work

Your trifold display board will be divided into the following three sections:

Section 1: A scientific explanation and description of the anatomy involved in the function (and condition, if it is applicable to your project)

Section 2: An explanation of how the model or demonstration illustrates the function (and condition)

Section 3: One or more of the following topics:

o A description of a condition or conditions that affect the function (Do not choose this topic if your model already demonstrates how a function is affected by a condition or disease.)

o Recent findings about the function

o How to take care of your body to protect the function

If there are three people in your group, each person will be responsible for one section. If there are two

people, each person will be responsible for one section, and you should split the work for the remaining

section. Work as a group to decide which topic or topics you will focus on in Section 3. Then decide who

is going to be responsible for which sections.

Group member responsible

Section 1

Section 2

Section 3 topics:

Step 2: Research and plan your section

Begin researching and planning the section that your group has assigned you. Choose a method for

taking notes that works best for you. An example is given below. Remember to keep track of the sources

you use. Write down all of the information you’ll need in order to cite your resources properly, as you’ve

done for other assignments in A&P I and II. Of course, use reputable Internet sites as sources, but you

can also use Student Resources you received in A&P I and II and other materials available in your



classroom. As you work, keep track of illustrations, photos, charts, or other graphics that you may want to

use on your display board.

Example note-taking chart

Notes for Section 3

Information to include Images, charts, and graphics Sources

Explain that loud music kills cilia, or hair cells, in the inner ear and that your hearing decreases as the number of cells decrease; this damage can be permanent.

Anatomical image of ear with an arrow pointing to the cilia

http://american-hearing.org/disorders/noise-induced-hearing-loss/#whatis

Get image of ear from Wiki Commons

Step 3: Write a draft of your section

Work independently to write a draft of your section and gather or create the images, charts, and graphics

that you will use. Your draft may be as long or as short as you think is appropriate, but remember that

your work should fit on one-third of a display board without appearing cluttered or hard to read.

As you work, keep your target audience in mind: high school students who may be interested in a career

in health care.

Tips for writing to your audience

Explain terminology that may be unfamiliar to your audience. For example, if you mention an anatomical term, like cochlea, explain what it is or use a diagram to show where it appears in the human body.

Use examples that will interest and appeal to your audience. For example, while there are several causes of hearing loss, high school students will likely be most interested in the causes that may affect them, such as listening to loud music.

Use clear headings, subheadings, and bullet points to help you organize your information and help the reader follow the flow of ideas.

Step 4: Review each other’s work and revise

Share your draft with another project group and give each other feedback on the following topics:

Whether each section is interesting and informative, with useful headings

Whether the writing is clear and easy to understand

Whether the draft will appeal to the target audience

Any discrepancies, inconsistencies, or repetition between the sections

After you have received feedback, make any necessary changes to your work. Then review your work one last time for spelling or grammar errors.






Step 5: Create a mock-up of your display board

First choose a title for your display board. It needs to capture the overall topic of your project. Before you

make any final decisions about gluing or taping materials down, create a mock-up. Do this by dividing a

sheet of paper into three sections and plan where you are going to put the different components of your

display board. It’s important to have a plan that everyone agrees on before you begin cutting and pasting.

Pay attention to your use of font, spacing, bullets, headings, and subheadings.

Step 6: Assemble your display board

After experimenting with different layouts and coming to agreement with your partners about how the

display board should be put together, assemble the final version. Use the supplies your teacher gave you.

Work slowly and carefully—this is it!

Remember to make sure your display board meets the criteria on the rubric.




Organizer: Course Project Presentations

Student Name: Date:

Directions: Use this organizer to help you prepare your presentation for the A&P Exploratorium. Your presentation should take between three and five minutes. The goal of your presentation is not to read every word on your trifold display board or even to cover every concept. Instead, use the time to demonstrate your model and provide the audience with the key points from your work. After the presentations, audience members will visit your station, and you will have an opportunity to explain your work in more detail. Remember to make sure your work meets the rubric criteria.

Step 1: Decide on the main topics in your presentation and allocate responsibilities.

Your presentation should include the following:

An introductory statement that introduces the group members and gives the title of your project

An explanation of the function (and condition) you have focused on

A demonstration of how your model works and an explanation of what the model is demonstrating

Brief additional information about another topic you focused on in your trifold display board

With your partners, decide on the main topics you want to present and who will be in charge of each one.

Each member of your group must participate. For example, one group member may demonstrate the

model while the other two members take turns explaining what the model is demonstrating.

Step 2: Write talking points.

Talking points are the reminders you write down so that you remember what you want to say and in what

order. They aren’t a word-for-word script; they really are just reminders. For example, say you want to

write talking points for the following text:

1. Sound waves travel through the auditory canal.

2. The sound waves hit your eardrum, or tympanic membrane, and cause it to vibrate. Your eardrum is a

small membrane that stretches across the end of the auditory canal.

3. Small bones inside your middle ear (the hammer, anvil, and stirrup) amplify the vibrations from the

eardrum. The eardrum vibrates against the hammer, which moves the anvil, which moves the stirrup.

You practice saying all of this many times to yourself until you have these steps memorized. But to make

sure you remember what you want to say, your talking points might look like this:

Sounds waves―auditory canal, ear drum

Vibration, ear drum = tympanic membrane, describe

Vibration through hammer anvil stirrup, describe

Your teacher will provide you with index cards to write talking points on. As with any presentation, it is

important that you don’t simply read from your index cards (or your trifold display board, for that matter)

but instead use the talking points to help your organize your thoughts and keep you on track during the

presentation.



Step 3: Practice your presentation.

Practice your presentation as a group. Make adjustments that will make your presentation stronger, such

as tweaking the order of elements presented, rewriting some of your talking points, or switching roles.

Tips for Successful Presenting

Speak in a clear, loud voice.

When you’re demonstrating the model, position your body so that the audience can see the model.

Point out what different parts of the model represent.

Point to images or charts on your display board that will support the points you’re making.

Explain anatomical terms that the audience may not understand.

Don’t read from the trifold display board or your talking points. Look at the audience while you’re speaking.

Step 4: Practice your presentation with another group.

Your teacher will assign you another group to practice with. Take turns presenting your presentation and

giving each other feedback. Your feedback may include observations on:

The groups’ presentation skills. Are members making eye contact? Are their voices easy to hear and understand?

The order of the elements in their presentation. Did they give an introductory statement? Did they present information in a logical order?

The information in their presentation. Did they explain the function in a way you could understand? Did they use the visuals on their trifold display board to support what they were saying?

After your group has received feedback, discuss changes you will make to your presentation to make it

stronger. If there is time, practice your presentation again.

AOHS Foundations of Anatomy and Physiology II Lesson 21...

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