For this test you will be answering one essay question, based on the interactions of two of the 11 human body systems. You will be expected to use as much detail on the organs of each system and their functions. The possible systems for matching will be:
Skeletal System
Muscular System
Cardiovascular System
Nervous System
Endocrine System
Integumentary System
Respiratory System
Digestive System
Excretory System
Immune System
Reproductive System
Wednesday, May 5, 2010
Dissection of a Rana catesbiana (Bull Frog) - Procedure
Day 1: Examining the Skeletal, Muscular and Integumentary Systems.
1. Once you have been assigned a lab partner, obtain your safety equipment (gloves, apron, and goggles) and a lab notebook..
2. Next, see you teacher to gather your dissecting tools: a razor, dissecting scissors, dissecting probe, forceps, a dissection tray, and a dissecting pins.
3. Once all of your supplies have been gathered, your teacher will distribute the preserved bullfrogs to each group.
4. Place your frog onto the dissection tray, examine the frog’s forelimbs (front legs) and hind limbs (back legs) and describe the color, texture and other features in your notes.
5. With your scissors, make a small cut in the skin around the frog’s hip joint, where the hind legs meet the torso. Use your razor blade to make a circular cut around the leg, being careful not to cut any muscles or tendons beneath the skin. With the forceps, peel the skin off the hind limb to see the muscles, bones, and connective tissue underneath.
6. Observe and note the interconnected functions of the bones, muscles and tendons.
7. In your lab notes, diagram and label the muscles and bones using the appendix to the lab manual to identify them.
8. Discard the removed skin. Place the frog in a plastic storage bag and write your groups name on it. Then clean off your lab area, including all utensils and the dissecting tray. Hang up your apron, put away your goggles and finally discard your gloves.
Day 2: Examining the Cardiovascular and Respiratory Systems
1. Begin by gathering all of your supplies and safety equipment. Then find your frog and remove it from the storage bag. (Be sure to keep the bag for further storage.)
2. Lay the frog on its back on the dissecting tray and use the dissecting pins to secure its limbs to the tray.
3. Lift the loose skin near where the frog’s hind limbs meet its torso and make a cut here with the scissors.
4. Being careful not to cut deeper than the skin, make a cut along the top and bottom of the frog’s torso, from left to right. Then make a third cut, connecting these two cuts, along the center of the frog’s body (from head to tail. This should create two flaps of skin, which can be pinned to the dissecting tray to reveal the muscles of the torso. Draw and describe these muscles in your notes.
5. Next, cut the muscles of the body in the same pattern that you cut the skin. Be very careful not to cut deeply, as this will damage the internal organs of the frog. When you reach the forelimbs, you will have to cut through the frogs sternum and ribs. Again, you should now be able to pin these muscle flaps to the dissecting tray, exposing the internal organs.
6. Determine if your frog is male or female using the diagrams in the appendix to the lab manual, and write this into your notes section. (The most common sign that the frog is female is the presence of black and white eggs, and yellow fat bodies, covering the internal organs. If these are there, remove and discard them.)
7. Find the reddish triangular heart in the middle of the upper body. The frog heart has two atria and one ventricle, find these and the major arteries and veins. Describe them in your lab notebook.
8. Locate the pair of spongy-textured lungs on either side of the heart. Draw, label and describe them in your lab notebook.
9. Carefully remove and discard the heart and lungs, without damaging any of the other organs.
10. Re-store your frog in its plastic bag and return it to its storage place. Clean all of the utensils, the dissection tray, and your lab table. Finally, remove and return your safety equipment.
Day 3: Examining the Digestive and Excretory Systems
1. Begin by gathering all of your supplies and safety equipment. Then find your frog and remove it from the storage bag. (Be sure to keep the bag for further storage.)
2. Lay the frog on its back on the dissecting tray and use the dissecting pins to secure its limbs and chest flaps to the tray.
3. Open the frog’s mouth and use your scissors to cut the edges of the mouth at each hinge joint. Now you should be able to fully open the frog’s mouth and observe the internal structures.
4. Using your dissecting probe, locate the external nares (holes the frog breathes through) and follow the opening into the frog’s mouth. Note the location of both nares in your lab notebook.
5. Locate and describe the frog’s maxillary teeth (along the rim of the mouth) and vomerine teeth (further back in the mouth). Draw and label these in your lab notebook.
6. Find the wide opening at the center of the mouth. This is the top of the esophagus and below the esophagus is a slit called the glottis, which leads to the lungs.
7. Use the dissecting probe to move the frogs tongue. Describe the tongue’s texture and location in your lab notebook.
8. Now look inside the body cavity. Find the place where the esophagus attaches to the mouth. This is where you will begin looking at the digestive system. Draw, label and describe each organ in your lab notebook as you find it.
9. Follow the esophagus to a large, ‘ J ‘ shaped structure, this is the stomach. Above the stomach in the middle of the body cavity is a large, reddish-brown organ, this is the liver. Remove the liver and set it aside.
10. Under the liver, look for a greenish sac called the gall bladder.
11. Look back to the stomach, at the end of the stomach you will find the beginning of the frog’s intestines.
12. Just above the stomach, look for a thin ribbonlike organ, this is the pancreas.
13. Gently lift and remove the gall bladder, pancreas, stomach and small intestines. Notice that the end of the small intestine is attached to a larger tubelike organ, this is the large intestine, which leads to the cloaca (the organ that passes waste from the body).
14. Carefully remove the remaining digestive organs. Discard the removed organs and store your frog in its bag again. Clean all your utensils and lab area before putting away your safety equipment.
Day 4: Examining the Nervous System
1. Begin by gathering all of your supplies and safety equipment. Then find your frog and remove it from the storage bag. (Be sure to keep the bag for further storage.)
2. Lay the frog on its front on the dissecting tray and use the dissecting pins to secure its limbs to the tray.
3. Using your razor, cut away the skin along the spine of your frog. Peel the skin back and carefully remove muscle surrounding the spinal column. Note the structure of the vertebral column and record it in your lab notebook.
4. Carefully insert the point of your scissors into the underside of a neutral arch of one of the vertebral bones and cut. Press on the sides of the vertebra and expose the spinal column. Observe and note in your notebook.
5. Remove the skin from the frog’s skull to expose the cranium. On either side of the skull, use your scissors to cut the cranial bone from back to front. Carefully remove the top of the skull to expose the brain. Note the location of the brain and optical nerve and describe in your lab notebook.
6. Once you have recorded all of your observations, you can now discard the remainder of your frog.
7. Thoroughly clean all of your dissecting tools and put them away properly.
8. Put away your safety equipment and clean the lab.
1. Once you have been assigned a lab partner, obtain your safety equipment (gloves, apron, and goggles) and a lab notebook..
2. Next, see you teacher to gather your dissecting tools: a razor, dissecting scissors, dissecting probe, forceps, a dissection tray, and a dissecting pins.
3. Once all of your supplies have been gathered, your teacher will distribute the preserved bullfrogs to each group.
4. Place your frog onto the dissection tray, examine the frog’s forelimbs (front legs) and hind limbs (back legs) and describe the color, texture and other features in your notes.
5. With your scissors, make a small cut in the skin around the frog’s hip joint, where the hind legs meet the torso. Use your razor blade to make a circular cut around the leg, being careful not to cut any muscles or tendons beneath the skin. With the forceps, peel the skin off the hind limb to see the muscles, bones, and connective tissue underneath.
6. Observe and note the interconnected functions of the bones, muscles and tendons.
7. In your lab notes, diagram and label the muscles and bones using the appendix to the lab manual to identify them.
8. Discard the removed skin. Place the frog in a plastic storage bag and write your groups name on it. Then clean off your lab area, including all utensils and the dissecting tray. Hang up your apron, put away your goggles and finally discard your gloves.
Day 2: Examining the Cardiovascular and Respiratory Systems
1. Begin by gathering all of your supplies and safety equipment. Then find your frog and remove it from the storage bag. (Be sure to keep the bag for further storage.)
2. Lay the frog on its back on the dissecting tray and use the dissecting pins to secure its limbs to the tray.
3. Lift the loose skin near where the frog’s hind limbs meet its torso and make a cut here with the scissors.
4. Being careful not to cut deeper than the skin, make a cut along the top and bottom of the frog’s torso, from left to right. Then make a third cut, connecting these two cuts, along the center of the frog’s body (from head to tail. This should create two flaps of skin, which can be pinned to the dissecting tray to reveal the muscles of the torso. Draw and describe these muscles in your notes.
5. Next, cut the muscles of the body in the same pattern that you cut the skin. Be very careful not to cut deeply, as this will damage the internal organs of the frog. When you reach the forelimbs, you will have to cut through the frogs sternum and ribs. Again, you should now be able to pin these muscle flaps to the dissecting tray, exposing the internal organs.
6. Determine if your frog is male or female using the diagrams in the appendix to the lab manual, and write this into your notes section. (The most common sign that the frog is female is the presence of black and white eggs, and yellow fat bodies, covering the internal organs. If these are there, remove and discard them.)
7. Find the reddish triangular heart in the middle of the upper body. The frog heart has two atria and one ventricle, find these and the major arteries and veins. Describe them in your lab notebook.
8. Locate the pair of spongy-textured lungs on either side of the heart. Draw, label and describe them in your lab notebook.
9. Carefully remove and discard the heart and lungs, without damaging any of the other organs.
10. Re-store your frog in its plastic bag and return it to its storage place. Clean all of the utensils, the dissection tray, and your lab table. Finally, remove and return your safety equipment.
Day 3: Examining the Digestive and Excretory Systems
1. Begin by gathering all of your supplies and safety equipment. Then find your frog and remove it from the storage bag. (Be sure to keep the bag for further storage.)
2. Lay the frog on its back on the dissecting tray and use the dissecting pins to secure its limbs and chest flaps to the tray.
3. Open the frog’s mouth and use your scissors to cut the edges of the mouth at each hinge joint. Now you should be able to fully open the frog’s mouth and observe the internal structures.
4. Using your dissecting probe, locate the external nares (holes the frog breathes through) and follow the opening into the frog’s mouth. Note the location of both nares in your lab notebook.
5. Locate and describe the frog’s maxillary teeth (along the rim of the mouth) and vomerine teeth (further back in the mouth). Draw and label these in your lab notebook.
6. Find the wide opening at the center of the mouth. This is the top of the esophagus and below the esophagus is a slit called the glottis, which leads to the lungs.
7. Use the dissecting probe to move the frogs tongue. Describe the tongue’s texture and location in your lab notebook.
8. Now look inside the body cavity. Find the place where the esophagus attaches to the mouth. This is where you will begin looking at the digestive system. Draw, label and describe each organ in your lab notebook as you find it.
9. Follow the esophagus to a large, ‘ J ‘ shaped structure, this is the stomach. Above the stomach in the middle of the body cavity is a large, reddish-brown organ, this is the liver. Remove the liver and set it aside.
10. Under the liver, look for a greenish sac called the gall bladder.
11. Look back to the stomach, at the end of the stomach you will find the beginning of the frog’s intestines.
12. Just above the stomach, look for a thin ribbonlike organ, this is the pancreas.
13. Gently lift and remove the gall bladder, pancreas, stomach and small intestines. Notice that the end of the small intestine is attached to a larger tubelike organ, this is the large intestine, which leads to the cloaca (the organ that passes waste from the body).
14. Carefully remove the remaining digestive organs. Discard the removed organs and store your frog in its bag again. Clean all your utensils and lab area before putting away your safety equipment.
Day 4: Examining the Nervous System
1. Begin by gathering all of your supplies and safety equipment. Then find your frog and remove it from the storage bag. (Be sure to keep the bag for further storage.)
2. Lay the frog on its front on the dissecting tray and use the dissecting pins to secure its limbs to the tray.
3. Using your razor, cut away the skin along the spine of your frog. Peel the skin back and carefully remove muscle surrounding the spinal column. Note the structure of the vertebral column and record it in your lab notebook.
4. Carefully insert the point of your scissors into the underside of a neutral arch of one of the vertebral bones and cut. Press on the sides of the vertebra and expose the spinal column. Observe and note in your notebook.
5. Remove the skin from the frog’s skull to expose the cranium. On either side of the skull, use your scissors to cut the cranial bone from back to front. Carefully remove the top of the skull to expose the brain. Note the location of the brain and optical nerve and describe in your lab notebook.
6. Once you have recorded all of your observations, you can now discard the remainder of your frog.
7. Thoroughly clean all of your dissecting tools and put them away properly.
8. Put away your safety equipment and clean the lab.
Dissection of a Rana catesbiana (Bull Frog) - Introduction
The dissection of a bull frog is completed during the study of human anatomy as a means of physically seeing and comparing anatomical structures. Many of the structures, organs and systems of the frog are similar to those of humans, who are also vertebrates; however, as amphibians, frogs also have some differences. During this lab both these similarities and differences will be examined.
Frog’s development is unique in that they go through metamorphosis. They begin their lives as aquatic, free-swimming, tailed, fish-like tadpoles. During this phase they live in water, use gills to obtain oxygen, and eat plant matter. Frogs then go through a metamorphosis, or transformation, during which their tail is reabsorbed and disappears, powerful hind legs develop, forelegs then develop, the gills are replaced with lungs and the frog begins eating insects instead of plants.
Frogs are part of the class Amphibia, which is the smallest class of vertebrates. Their full classification is:
Kingdom – Animalia
Phylum – Chordata
Class – Amphibia
Order – Salientia
Family – Ronidea
Genus – Rana
Species – catesbiana
For centuries, frogs have served man well. Many advances in medical knowledge were first detected in the lowly frog. This is true not only in the study of anatomy, but also in such diverse areas as physiology, embryology, ecology, and behavioral biology. A series of important biological discoveries were made during examiniations of the frog. The English physician William Harvey (1628) described the circulation of the blood and the structure of the frog heart. Malpighi, an Italian scientist (1661), first observed and explained the role of capillaries after viewing the lungs of frogs. The famous Dutch microscopist Anton van Leeuwenhoek (1688) described the capillaries of tabpole gills and the red blood cells of frogs. Luigi Galvani (1786) discovered the electrical nature of nerve impulse transmission and muscle contration while experimenting with frogs.
Frog’s development is unique in that they go through metamorphosis. They begin their lives as aquatic, free-swimming, tailed, fish-like tadpoles. During this phase they live in water, use gills to obtain oxygen, and eat plant matter. Frogs then go through a metamorphosis, or transformation, during which their tail is reabsorbed and disappears, powerful hind legs develop, forelegs then develop, the gills are replaced with lungs and the frog begins eating insects instead of plants.
Frogs are part of the class Amphibia, which is the smallest class of vertebrates. Their full classification is:
Kingdom – Animalia
Phylum – Chordata
Class – Amphibia
Order – Salientia
Family – Ronidea
Genus – Rana
Species – catesbiana
For centuries, frogs have served man well. Many advances in medical knowledge were first detected in the lowly frog. This is true not only in the study of anatomy, but also in such diverse areas as physiology, embryology, ecology, and behavioral biology. A series of important biological discoveries were made during examiniations of the frog. The English physician William Harvey (1628) described the circulation of the blood and the structure of the frog heart. Malpighi, an Italian scientist (1661), first observed and explained the role of capillaries after viewing the lungs of frogs. The famous Dutch microscopist Anton van Leeuwenhoek (1688) described the capillaries of tabpole gills and the red blood cells of frogs. Luigi Galvani (1786) discovered the electrical nature of nerve impulse transmission and muscle contration while experimenting with frogs.
Dissection of a Rana catesbiana (Bull Frog) Assignment Outline
This lab will be done in four parts. Each lab session will include a partial dissection of our frogs and a section of our lab report. At the end of this process each student will have produced a comprehensive lab report, including appendices showing labeled diagrams, as well as a lab notebook completed during the lab. The total project will be worth 200 points (Lab Reports and Projects).
Week One: Examining the skeletal and muscular systems of the frog. First
draft of the purpose (10 points). First draft of the hypothesis (5 points).
Week Two: Examining the cardiovascular and respiratory systems. First draft
of the background (10 points).
Week Three: Examining the digestive system.
Week Four: Examining the nervous system. First draft of procedure (25
points).
Week Five: Test on anatomy section. Final draft of lab report (100 points)
and appendices, with Lab Notebook, (50 points).
Week One: Examining the skeletal and muscular systems of the frog. First
draft of the purpose (10 points). First draft of the hypothesis (5 points).
Week Two: Examining the cardiovascular and respiratory systems. First draft
of the background (10 points).
Week Three: Examining the digestive system.
Week Four: Examining the nervous system. First draft of procedure (25
points).
Week Five: Test on anatomy section. Final draft of lab report (100 points)
and appendices, with Lab Notebook, (50 points).
Tuesday, May 4, 2010
Romeo and Juliet Acts II and III Test Essay Questions
For the Romeo and Juliet Act II and Act III test, half of your test will be made up of an essay question. In order to make sure that you write accurate, specific, and relevant responses to the question asked, I am giving you the 3 questions in advanced. You are expected to be able to answer all 3 questions, but you will only be asked 1. The essay must be between 3 to 5 paragraphs. Good luck!
1. Throughout Act II and III, Romeo has demonstrated different sides to his personality. How are these different sides defined and how do they impact the actions that Romeo has on other characters?
2. In Act III, scene 1, Romeo is banished from Verona and many characters have a view on this idea of banishment. Explain how 3 different characters view his banishment and how his banishment affects the relationship between that character and Romeo and/or Juliet.
3. Mercutio's words throughout the play do not neatly agree with his final actions in life. Using evidence from the play to support your position, create a hypothesis that explains both his words and deeds. Why does Mercutio do the things he does, and say the things he says, and what is the audience supposed to learn from this?
1. Throughout Act II and III, Romeo has demonstrated different sides to his personality. How are these different sides defined and how do they impact the actions that Romeo has on other characters?
2. In Act III, scene 1, Romeo is banished from Verona and many characters have a view on this idea of banishment. Explain how 3 different characters view his banishment and how his banishment affects the relationship between that character and Romeo and/or Juliet.
3. Mercutio's words throughout the play do not neatly agree with his final actions in life. Using evidence from the play to support your position, create a hypothesis that explains both his words and deeds. Why does Mercutio do the things he does, and say the things he says, and what is the audience supposed to learn from this?
Monday, April 26, 2010
Ecology Essay Question
How can a change in the population of one species affect an entire ecosystem? Explain how this change can affect the food chain of that species and the species with which it interacts, as well as how it will affect the entire food web. Describe how this change is either density-dependent or density-independent. Explain the affect an ecosystems carrying capacity have on a species, does this change affect growth of the population? What role do symbiotic relationships play in determining the effect of a species on its environment?
Friday, April 9, 2010
Honors Background and Act I Test Essay Questions
For the Romeo and Juliet Background and Act I Test, the majority of your test will be made up of an essay question. In order to make sure that you write an accurate, specific and relevant response to the question asked, I am giving you the 3 questions in advanced. You are expected to be able to answer all 3 questions, but you will be only asked 1. The essay must be 3 to 5 paragraphs. Good luck!
1. Identify two of the foil characters introduced in Act I of the play. How are they similar? How are they different? How do they provide different perspectives of similar topics? Be sure to analyze their similarities and differences and not just simply tell who they are and assume that your audience will understand.
2. How does Act I of Romeo and Juliet provide the audience with an introduction to the main conflict of the play? For this essay be sure to include information involving the feud, those involved with the feud, and how Shakespeare shows how this conflict has affected each of the different characters.
3. Identify one of the major themes introduced in Act I of Romeo and Juliet. How is this theme introduced? For this essay, be sure to include how the theme is introduced in language and demonstrated on the stage.
1. Identify two of the foil characters introduced in Act I of the play. How are they similar? How are they different? How do they provide different perspectives of similar topics? Be sure to analyze their similarities and differences and not just simply tell who they are and assume that your audience will understand.
2. How does Act I of Romeo and Juliet provide the audience with an introduction to the main conflict of the play? For this essay be sure to include information involving the feud, those involved with the feud, and how Shakespeare shows how this conflict has affected each of the different characters.
3. Identify one of the major themes introduced in Act I of Romeo and Juliet. How is this theme introduced? For this essay, be sure to include how the theme is introduced in language and demonstrated on the stage.
Subscribe to:
Posts (Atom)