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How does it work artifact 10.16.12
 

How does it work artifact 10.16.12

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    How does it work artifact 10.16.12 How does it work artifact 10.16.12 Document Transcript

    • How does it work?Complete lesson plans to help your students learn all about howtheir bodies work.By: Aldana, Erycha, Thomas, Alexia, and Syeda
    • Grade 12 Subject: Organization of Nervous Prepared AldanaLevel: System By: AlarconOverview & Purpose Education StandardsStudents will learn about the nervous system and the Addressedway it is organized TEKS Teacher Guide Student GuideObjectives 1. CNS You will be learning Materials(Specify 2. PNS about the organization Neededskills/information 3. Afferent and of the nervous · Paperthat will be Efferent system; this includes · Pencillearned.) 4. Somatic and CNS, PNS, afferent · Netbook Autonomic and efferent · Anatomy Nervous System differentiation, and &Physiology somatic and textbook autonomic system.Information CNS: composed of In the Anatomy and(Give and/or brain and spinal Physiology text book,demonstrate cord Pages 368 344, .necessary PNS: consists of Students should readinformation) the nerves and through any of the ganglia outside of pages that are the brain and spinal relevant and prepare cord to answer any Afferent: consists questions. of all incoming sensory nerves Efferent: consists of all outgoing nerves Autonomic: regulates involuntary actionsVerification How do the terms Students must be Other(Steps to check for you learned about prepared to answer Resourcesstudent work together? any questions that Anatomy andunderstanding) were discussed while Physiology text learning the material. book
    • Activity Be able to Be able to match (Describe the understand and terms with their independent perform a lab correct function, list activity to reinforce activity concerning and describe the this lesson) the time it takes the correlation of the body to nervous system communicate in order to respond quickly Summary With this lesson Each student will be Additional plan, students will held accountable for Notes be able to learn and learning and knowing Be ready for discuss the nervous all important any necessary system and how it information about the tests and/or is organized. nervous system quizzes over this information! Synapse By: Thomas MartinsenObjectives: The students will learn about Summation and Neurotransmitters. Also theywill learn and understand how signals are transferred through neurons.Information:Electrical synapses – Occurs when two cells are joined end to end by gap junctions.Theses occur between cardiac muscle and some smooth muscle.Chemical synapses – They use a chemical transmitter called a neurotransmitter to senda signal from the presynaptic cell to the postsynaptic cell.Spatial summation – The sum of the local potentials reaches the threshold potentialthus produces an action potential.Temporal summation - When sympatric knobs stimulate a postsynaptic neuron in rapidsuccession their effects can add up and produce an action potential.Neurotransmitters- Are how the neurons talk to each otherAcetylcholine – It is in a class of its own because of its unique chemical structure. It ismade up of acetate with choline.
    • Amine – They are created from amino acid molecules, tyrosine, tryptophan, or histidine.They are found in regions of the brain and affect the learning, emotions, and motorcontrol.Amino acids- Are the most common neurotransmitters in the central nervous system.They are found in the cells of the body, and they are used to create structural andfunctional proteins.Neuropeptide– They are short amino acids also called polypeptides. They havefunctions to control the hormones and the regulate digestive function.Questions: To help make you understandWhat are the main functions of neuropeptides?Where are Amine’s mainly found in the body?Why is the Acetylcholine unique?The information above should have helped you understand what is in theneurotransmitters and how they work. Also help understand what different parts of thesummation do what within the cells. Grade 12 Subject: Cells of the Prepared Erycha Butler Level: Nervous System By:Overview & Purpose Education Standards AddressedWhat will be learned and why it is useful.Students will learn about the different types of Texascells in the nervous system. Teacher Guide Student Guide
    • Objectives Cell of the Nervous Glia Materials System Neurons Needed(Specifyskills/information Neuron Classification  Paperthat will belearned.)  Pencil  NetbookInformation Two main types of In the Anatomy and cells compose the Physiology text book,  Anatomy(Give and/or nervous system, Pages 344 to 114 anddemonstrate namely Neurons and read and be able to Physiologynecessary Glia. Neurons are answer questions text bookinformation) excitable cells that about cells of the conduct the impulses nervous system and that make all possible how to classify all nervous system neurons functions. In other words, they form the “wiring” of the nervous system’s information circuits. Glia or glial cells, on the other hand, do not usually conduct information but support the function of neurons in various ways. Some of the major types of Glia and neurons are described in the following sections.Verification Questions about Students must be Other lesson able to answer Resources(Steps to check for EX: How can you questions forstudent classify different types reassurance of Anatomy andunderstanding) of neurons? knowing the Physiology text information book
    • Activity Know the cells of the Be able to match cells nervous system and with their correct (Describe the the different images and classify independent classification of certain types of activity to reinforce neurons neurons. this lesson) Match cells with the correct images Summary With this lesson plan, Each student will be Additional students will be able held accountable for Notes to learn and discuss learning and knowing the different types of all important Be ready for cells of the nervous information about the any necessary system, and neuron cells of the nervous tests and/or classifications. system and neuron quizzes over classifications. this informationGrade Level: 12 Subject: Nerve Impulses Prepared By: Alexia NavaOverview & Purpose Education Standards AddressedWhat will be learned and why it is useful. Students willlearn about. Texas 1. Membrane Potential 2. Resting Membrane Potential 3. Local Potential 4. Action Potential Teacher Guide Student Guide
    • Objectives 1. Membrane Potential Materials Resting Needed(Specifyskills/information 2. Membrane Potential · Paperthat will belearned.) 3. Local Potential · Pencil 4. Action Potential · Netbook · Anatomy and Physiology online lesson.
    • Information Membrane Potential Resting: In the Anatomy and Electric charge difference Physiology text book,(Give and/or inside a cell membrane, online lesson you willdemonstrate measured relative to just find everything younecessary outside the cell membrane need, based on whatinformation) we are learning today. -Basis of resting membrane potential: Selective permeability of plasma membranes. Strong permeability of potassium ions (K +). Weak permeability of sodium ions (Na+). Impermeability of large anions. Local Potential: Stimulation of neuron by chemical, light, heat, or mechanical distortion -Local potentials are graded; that is, they vary in magnitude. -Local potentials are decremental; that is they get weaker the farther they spread from the point of stimulation. -Local potentials are reversible. If the stimulation ceases, the membrane potential drifts back to resting membrane potential without affecting the cell. Action Potential: Change in membrane potential in an excitable tissue that acts as an electric signal and is propagated in an all-or- none fashion -It begins with a steady depolarization called the generator potential. If the generator potential reaches a critical voltage called the threshold, the membrane will continue to depolarize, followed by a period of repolarization and then a
    • Verification Questions about lesson Students must be able Other to answer questions Resources(Steps to check EX: -The plasma membrane for reassurance offor student is more permeable to? knowing the Anatomyunderstanding) information and -The value of the resting Physiology membrane potential is? text bookActivity Describe the different Be able to match potentials of the Nerve terms with their(Describe the Impulses, and there correct function, listindependent differences, along with writing and describe theactivity to the definitions. different potentials,reinforce this and what happenslesson) when the electrical chargers change.Summary With this lesson plan, Each student will be Additional students will be able to learn held accountable for Notes and discuss the difference learning and knowing between the “potentials”, and all important Be ready understand what they are. information about for any permeability changes necessary in action potentials, tests including the basis of and/or a resting membrane quizzes potential, and know over this about the local information potential.
    • Nerve impulses have been found to travel as fast as 100 m/s. What could account for the difference between your answer to Question 2 and this value obtained by researchers? Our value was 25.59 so it is significantly slower than the result the researchers obtained. the reasons probably was the area that was hit and maybe it wasn’t the exact spot it needed to hit.Assume the speed of a nerve impulse is 100 m/s. How does this compare to the speed of electricity in a copper wire (approx. 3.00  108 m/s)? It is a lot slower.Compare the data you obtained in this experiment with other members of your group/class. Can individual differences be attributed to any physical differences (body shape/s ize, muscle mass, physical fitness level)? Yes definitely the persons height and weight contributes to their reflexes and how fast or slow it may be. for example a person who works out regularly may be faster than a person who is out of shape.