This activity allows students to explore and reflect on circadian rhythms in themselves, influences of their lifestyle on those rhythms, investigate them in a scientific manner, and draw conclusions of their findings in a lab report format with data tables and graphs.A 2+ week take home lab activity with a lab report and graphs at the end. Can be used to explore the scientific method, physiological cycles, and how to share scientific knowledge.

This lesson focuses on the process of pollination. The learning objectives include learning the anatomy and physiology of flowers, the ecology of pollination, and a focus on plants as essential players in the natural world. There are no prerequisites for the lesson. The lesson will take 1½ hours, or 2 class periods or more -- depending on the areas teachers want to spend more time on or how far in depth they want their students to go. Materials needed are colored modeling clay, 8 or more assorted fresh flowers or pictures of flowers, preferably native to the local ecosystem. Dissecting microscopes or magnifying glasses are great for examining the fresh flowers, but not necessary. Additionally, pictures of different subjects/objects amongst plants are needed for the last activity. Activities for the breaks include assessing student knowledge of flowers by model building, and examining flowers to determine and distinguish between the pollination anatomy of different flowers.

Pulmonary Physiology for Pre-Clinical Students is an undergraduate medical-level resource for foundational knowledge of pulmonary physiology. This text is designed for a course pre-clinical undergraduate medical curriculum and it is aligned to USMLE(r) (United States Medical Licensing Examination) content guidelines. The text is meant to provide the essential information from these content areas in a concise format that would allow learner preparation to engage in an active classroom. Clinical correlates and additional application of content is intended to be provided in the classroom experience. This resource should be assistive to the learner later in medical school and for exam preparation given the material is presented in a succinct manner, with a focus on high-yield concepts.

Short video on surface tension for respiratory system physiology for anatomy and physiology.

Innovation in expression, as realized in media, tangible objects, performance and more,  generates new questions and new potentials for human engagement. When and how does expression engage us deeply? Many personal stories confirm the hypothesis that once we experience deep engagement, it is a state we long for, remember, and want to repeat. This class will explore what underlying principles and innovative methods can ensure the development of higher-quality “deep engagement” products (artifacts, experiences, environments, performances, etc.) that appeal to a broad audience and that have lasting value over the long term.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"New research finds that female mice are most vulnerable to air pollution early in their reproductive cycle That finding calls for a closer look at menstrual cycle phase when studying air pollution effects in women Researchers gathered mice at two different stages of their reproductive cycle marked by clear differences in circulating sex hormones They then exposed each group to ozone, a reactive air pollutant known to worsen symptoms of lung disease Those in the earlier phase showed higher activation of the immune system, suggesting higher sensitivity to air pollution at that time The carryover to women hasn’t yet been explored But the overall message is clear Women’s hormonal status should always be recorded in studies on air pollution and lung inflammation Fuentes et al. "Modulation of the lung inflammatory response to ozone by the estrous cycle..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In this video we look at the cranial bones of the human skull.

Lesson 5 in The Skeletal System series. This is part of our Anatomy and Physiology lecture series.

If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/

Videos in the skeletal system series:
-Introduction to the Skeletal System (07:01): http://youtu.be/DT8CNqI8x0o
-General Features of Bone (07:02): http://youtu.be/AITDZj2utok
-Types of Bone (07:03): http://youtu.be/Dnw3WflKuzg
-Bone Modeling (07:04): http://youtu.be/YjKbvlvhHmM
-Cranial Bone pt 1 (07:05): http://youtu.be/W2gAC3QAU08
-Cranial Bone pt 2 (07:06): http://youtu.be/aMJKT0cSJng
-Facial Bones pt 1 (07:07): http://youtu.be/ocUlnpPxCv8
-Facial Bones pt 2 (07:08): http://youtu.be/BA_kO9yhWT4
-Thoracic Cage ( 07:09): http://youtu.be/zvZffUPlcbs
-Vertebral Column (07:10): http://youtu.be/V0694vZmWY8
-The Vertebrae (07:11): http://youtu.be/ozQmy6Sx2cA
-Appendicular Skeleton & Shoulder Girdle (07:13): http://youtu.be/6bBcpGCQRZ4

In this video we continue our look at the facial bones of the human skull.

Lesson 8 in The Skeletal System series. This is part of our Anatomy and Physiology lecture series.

If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/

Videos in the skeletal system series:
-Introduction to the Skeletal System (07:01): http://youtu.be/DT8CNqI8x0o
-General Features of Bone (07:02): http://youtu.be/AITDZj2utok
-Types of Bone (07:03): http://youtu.be/Dnw3WflKuzg
-Bone Modeling (07:04): http://youtu.be/YjKbvlvhHmM
-Cranial Bone pt 1 (07:05): http://youtu.be/W2gAC3QAU08
-Cranial Bone pt 2 (07:06): http://youtu.be/aMJKT0cSJng
-Facial Bones pt 1 (07:07): http://youtu.be/ocUlnpPxCv8
-Facial Bones pt 2 (07:08): http://youtu.be/BA_kO9yhWT4
-Thoracic Cage ( 07:09): http://youtu.be/zvZffUPlcbs
-Vertebral Column (07:10): http://youtu.be/V0694vZmWY8
-The Vertebrae (07:11): http://youtu.be/ozQmy6Sx2cA
-Appendicular Skeleton & Shoulder Girdle (07:13): http://youtu.be/6bBcpGCQRZ4

We break the Vertebral Column down even further to the individual bones that make it up, the vertebrae. We look at all the movable bones, regions, curves and notable features.

Lesson 11 in The Skeletal System series. This is part of our Anatomy and Physiology lecture series.

If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/

Videos in the skeletal system series:
-Introduction to the Skeletal System (07:01): http://youtu.be/DT8CNqI8x0o
-General Features of Bone (07:02): http://youtu.be/AITDZj2utok
-Types of Bone (07:03): http://youtu.be/Dnw3WflKuzg
-Bone Modeling (07:04): http://youtu.be/YjKbvlvhHmM
-Cranial Bone pt 1 (07:05): http://youtu.be/W2gAC3QAU08
-Cranial Bone pt 2 (07:06): http://youtu.be/aMJKT0cSJng
-Facial Bones pt 1 (07:07): http://youtu.be/ocUlnpPxCv8
-Facial Bones pt 2 (07:08): http://youtu.be/BA_kO9yhWT4
-Thoracic Cage ( 07:09): http://youtu.be/zvZffUPlcbs
-Vertebral Column (07:10): http://youtu.be/V0694vZmWY8
-The Vertebrae (07:11): http://youtu.be/ozQmy6Sx2cA
-Appendicular Skeleton & Shoulder Girdle (07:13): http://youtu.be/6bBcpGCQRZ4

This module provides an overview of the new field of social neuroscience, which combines the use of neuroscience methods and theories to understand how other people influence our thoughts, feelings, and behavior. The module reviews research measuring neural and hormonal responses to understand how we make judgments about other people and react to stress. Through these examples, it illustrates how social neuroscience addresses three different questions: (1) how our understanding of social behavior can be expanded when we consider neural and physiological responses, (2) what the actual biological systems are that implement social behavior (e.g., what specific brain areas are associated with specific social tasks), and (3) how biological systems are impacted by social processes.

Do poems think? Recurrent images of the poet as an inspired lunatic, and of poetry as a fundamentally irrational art, have often fostered an understanding of poets and their work as generally extraneous to the work of the sciences. Yet poets have long reflected upon and have sought to embody in their work the most elementary processes of mind, and have frequently drawn for these representations on the very sciences to which they are thought to stand - and sometimes do genuinely stand - in opposition. Far from representing a mere departure from reason, then, the poem offers an image of the mind at work, an account of how minds work, a tool for eliciting thought in the reader or auditor. Bringing together readings in British poetry of the eighteenth and nineteenth centuries with writings from the emergent sciences of psychology and the physiology of the brain, this interdisciplinary course will explore the ways in which British poets, in years that witnessed the crucial development of these sciences, sought to capture an image of the mind at work. The primary aim of the course is to examine how several prominent genres of British poetry - the lyric, for instance, and the didactic poem - draw from and engage in this period with accounts of cognition within the sciences of psychology, physiology, and medicine. More broadly, the course aims to give undergraduates with some prior experience in the methods and topics of literary study an introduction to interdisciplinary humanistic research.

Systems Neuroscience Laboratory consists of a series of laboratories designed to give students experience with basic techniques for conducting systems neuroscience research. It includes sessions on anatomical, neurophysiological, and data acquisition and analysis techniques, and the ways these techniques are used to study nervous system function. Training is provided in the art of scientific writing with feedback designed to improve writing skills. Assignments include weekly preparation for lab sessions, two major research reports and a series of basic computer programming tutorials (MATLAB®). The class involves the use of experimental animals. Enrollment is limited.

The manual contains the following labs:

Introduction to Anatomy & Physiology
Cells
Histology – Epithelial & Connective Tissues
Histology – Muscle & Nervous Tissues
The Integumentary System
Introduction to the Skeletal System
Introduction Joints
The Lower Limb – Bones
The Lower Limb – Muscles
The Lower Limb – Joints
The Lower Limb – Nerves
The Lower Limb – Movement
The Upper Limb – Bones
The Upper Limb – Muscles
The Upper Limb – Joints
The Upper Limb – Nerves
The Upper Limb – Movement
Muscle Physiology
Axial Skeleton
Axial Musculature
Intervertebral Discs
Central Nervous System – The Spinal Cord
Central Nervous System – The Brain
Motor Control
The Senses – Vision
The Senses - Hearing

Understanding Biodiversity presents an overview of biodiversity, its importance and relevance to humans, all living things, and the Earth. It includes species pages and a template to engage and involve students in real-life data collection.

For this unit plan, see the old unit calendar (link on left sidebar, click ALT3 tab at the bottom).  Once we update this unit to the new Doc template, we will post it here. This is now unit 3, but it used to be unit 2 (we will update file and folder numbering as we continue to revise the units). Thanks for your patience as we work hard this year to update all of the materials to the new unit template and unit/standards arrangements.