Self and Unit Evaluation

REGARDING YOUR OWN PERFORMANCE
1. What were the three aspects of the assignments I've submitted that I am most proud of?

I am most proud of my compendium reviews. I feel that I spend a lot of time on those and use the internet as a resource to supplement the class material in a way that makes the learning interesting and the information easy to recall. I am also proud of my quiz grades. I've taken the time to review the material and this is reflected in them. Lastly, I'm proud of the fetal development lab. I learned a lot when picking and choosing the events I felt to be most relevant during the development process.

2. What two aspects of my submitted assignments do I believe could have used some improvement? I could have spent more time on the last lab assignment. We lost electricity for several days this past week and I waited until the last minute to finish that one. I would have liked to use personal pictures instead of ones online, but was under a time constraint to get it done. Also, I would have spent more times with the weblinks this unit. I didn't focus as much on them as I had in other units.

3. What do I believe my overall grade should be for this unit? I feel that I should get an A in this unit. All of my work is complete and on time, as per the directions.

4. How could I perform better in the next unit? Now this makes me happy. This is the last unit.


REGARDING THE UNIT (adapted from Stephen Brookfield, University of St. Thomas "Critical Incident Questionnaire")
At what moment during this unit did you feel most engaged with the course? I felt most engaged during the Fetal Development Lab. A lot of my friends are going through pregnancy so it was the assignment of the most interest to me.

At what moment unit did you feel most distanced from the course? When our power went out this weekend from a monsoon--I couldn't access the coursework and had luckily completed most of it early.

What action that anyone (teacher or student) took during this unit that find most affirming and helpful? I was pretty much on my own in this unit.

What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing? Again, I was pretty much on my own here.

What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.) I was surprised about how much of the information I already knew. I'd taken one biology course in high school, and much of this information was covered then. The unit was a good review, though I'd expected more new information.

Lab Project Four: Species Interaction

1. horses EQUUS CABALLUS Horses are a domesticated species. They have been used by humans for agriculture, companionship, transport, and recreation for a good deal of time. *mutualistic

2. dogs CANIS FAMILIARIS Dogs are a domesticated species. They have been used by humans for companionship, hunting, etc. for quite while. *mutualistic

3. humans HOMO SAPIEN *symbiotic (only one species is present here, but both parties of that species benefits)

4. cat FELUS CATUS Cats are domesticated for companionship. *mutualistic

5. fire ants SOLENOPSIS CONJURATA *parasitic

6. lemongrass plant CYMBOPOGON CITRATUS *symbiotic

7. egg/hen GALLUS DOMESTICUS Hens are domesticated for agricultural purposes. *mutualistic

8. kale BRASSICA OLERACEA *mutualistic

9. soybeans GLYCINE MAX *mutualistc

10. alfalfa MEDICAGO SATIVA *mutualistic

11. amaranth GOMPHRENA GLOBOSA *mutualistic

12. quinoa CHENOPODIUM QUINOA *mutualistic

13. pine nuts PINUS EDULIS *mutualistic

14. cottonwood tree POPULUS DELTOIDES *commensal

15. plum tree PRUNUS ANGUSTIFOLIA *mutualistic

16. apricot tree PRUNUS ARMENIACA *mutualistic

17. lizards (SKINK) EUMECES GILBERTI *mutualistic

18. javelina TAYASSU TAJACU *commensal

19. corn ZEA MAYS *mutualistic

20. quail (CALIFORNIAN) CALLIPEPLA CALIFORNICA *predation

Embryonic and Fetal Development Lab

Significant Events During Embryonic and Fetal Development

1. Fertilization begins when the sperm penetrates the egg and ends with the production of a zygote. This normally takes 24 hours. This is significant as it is the very first stage of embryonic and fetal development.

2. Implantation takes place after 7-12 days. The egg attaches to the womb in order to survive.

3. Placenta forms usually around the 13th day. This provides nourishment and blood to the fetus.

4. Cardiac Muscle Contraction Begins

Neural Folds/Heart Folds begin to fuse. This happens within 21-23 days from fertilization.

The two endocardial tubes formed previously now fuse. Together they form one single tube generated from the cells of the "roof" of the nueral tube. The heart tube takes on an S-shape establishing the asymetry of the heart. As the S-shape forms, cardiac muscle contraction begins.

5. Kidneys Start to Produce Urine- this happens around 44-48 days. Kidneys remove toxins and waste from the body and are essential to survival.

6. Brain Structure Complete - at 61-68 days. This is necessary to control thinking, breathing, movement, etc.

7. Fetus is Able to Hear- 22 weeks.

8. Lung Development- at 26 weeks the lungs are developed enough to breath oxygen.

9. Use of Eyes- at 32 weeks the baby can open and close its eyes.

10. Birth- the baby is fully developed and ready to be born at 40 weeks.

Demographics Online Lab

These images show a human population simulation. The time frame for this simulation extends to the year 2050. The first simulation shows the world population versus that of Yemen. The second simulation shows the world population versus that of the United States.

1. My high fertility rate country was Yemen. The fertility rate for this country is 7.3 children.

2. My low fertility country was the United States. The fertility rate for this country is 2 children.

3. High fertility rate results in a high number of young people in a population. In Yemen for instance, the fertility rate is 7.3. If each family has seven children, there is a good possibility that many of those children are young in age. Also, the life expectancy is not that high in Yemen (only to the average age of 50). The pyramid shape results because there are many more young people than old people. As far as future population growth--there will be a substancial increase in population. (If each of those 7 children reproduce even one child there will be a dramatic increase in population).

4. Low fertility rate leads to a lot of middle aged people. If the fertility rate is low, people are not reproducing at a high level of frequency so the youngest demographic will taper off. Also, the oldest generation will be smaller in number because of natural death. The result of the two will be a more in-between population demographic.

5.

Middle Aged/Older: quiet, reserved, calm, organized, efficient, scheduled, maintained, orderly, strict, understimulated

Children: loud, chaotic, overstimulated, reckless, unorganized, unscheduled, disorder, free-spirited, mess, fun

Unit Four Ethical Issue

World Resource ABUSE

World resource use--particularly energy use has gotten out of control. Economic development has put the world on a fast track to destruction. Stereotypically, Americans are one of the most wasteful of societies. Population growth will naturally contribute to the depletion of resources. How much depletion, however, will result in the demographics of that population increase.

In the third world island nation of Vanuatu for instance population growth may not have that much effect on energy use. Typically, there is no electricity, no vehicles, no running water. When a family increases in size they adapt to the addition by planting extra crops. Bathing is done in streams, the ocean, or in rain. Composting toilets are used.

In America, however, an addition to the family generally means a larger (less full efficient) vehicle and one more person to use an abundance of unnecessary electricity and water resource. "A typical U.S. child will consume the same resources as 30 children in India and 300 children in Ethiopia. A typical U.S. resident consumes energy as if they were a 30,000 kg primate".


We should stop encouraging economic development in "under-developed" countries. The fact is, we are over-developed and enabling an abuse of world resources. America would do well to take others into consideration for once: un-develop and waste less.

Compendium Review: Chapters 22,23,24

Human Landscapes

Evolutionary History (text, page 488)

Natural Selection (text, page 474, 488)

Human Ecology (Powerpoint)

-Physical Landscape (text page 508, http://epa.gov/climatechange/kids/greenhouse.html)

-Biological Landscape (domestication) Powerpoint

Biological evolution explains the unity and diversity of life. (Descent from a common ancestor explains the likeness of living things. Adaptation to different environments explains the diversity of living things).

Fossil evidence supports evolution.

Darwin discovered much of the evidence for common descent.

Biographical Evidence: the distribution of organisms on Earth is explainable by assuming that organisms evolved in one locale.

Anatomical Evidence: the common anatomies and development of a group of organisms are explained by descent from a common ancestor.

Biochemical Evidence: all organisms have similar biochemical molecules.

Darwin developed a mechanism for adaptation known as natural selection. The result of natural selection is a population adapted to its natural environment.

The critical elements of natural selection are variation, competition for limited resources (such as food), and adaptation.

Over time the environment "selects" members of a population for better-adapted traits. (Those with more advantageous traits capture more resources and are more likely to reproduce and pass on those traits).

The classification of humans is traced to our ancestry. The first hominid (this includes humans) is thought to have lived around 6-7 MYA.

There are two hypotheses of modern human evolution. The multiregional continuity hypothesis suggests that modern humans evolved separately in Europe, Africa, and Asia. The out-of-Africa hypothesis says that humans evolved in Africa, but then migrated to Asia and Europe.

Human Ecology: Species, including humans, live in communities or ecosystems. A diagram of a human ecosystem is shown below.

Physical Landscape:

The Water Cycle: The reservoir of the water cycle is freshwater that evaporates from the ocean. Water that falls on land enters the ground, surface waters, or aquifiers and evaporates again. All water returns to the ocean.















The Carbon Cycle

The reservoirs of the carbon cycle are organic matter. (forests and dead animals for fossil fuels), limestone, and the ocean. The exchange pool is the atmosphere. Photosynthesis removes carbon dioxide from the atmosphere. Respiration and conduction add carbon dioxide to the atmosphere.









The Greenhouse Effect

The Greenhouse Effect is the rise in temperature that the Earth experiences because of certain gases in the atmosphere that trap energy from the sun. The gases are referred to as greenhouse gases because they warm the world. These gases include carbon dioxide, water vapor, methane, etc).









Biological Landscape: Domestication

The basis for our relationship with domesticated species includes the following:

-Food and Agriculture (food crops and animals)
-Transportation (animals)
-Care and Protection (pets)

Wikipedia provides a great, in-depth look at the history of domestication.

Chapter 16, 17 Compendium Review

Major Topic One: Reproduction

Human Life Cycle

Meiosis

How an Organism is Started

Fetal Development and Birth

Why We Develop and Age

The life cycle of higher organisms requires two types of cell division.

Mitosis: growth and repair of tissues

Meiosis: gamete production

Meiosis happens in the ovaries for females. One egg per month bursts from the wall of the ovary to be taken up into the Fallopian tube. This is Phase I. Phase II occurs if the egg is fertilized.

For males, meiosis is undergone constantly by sperm in the walls of tubules.

The image to the left illustrates the human life cycle. A detailed explanation is as follows: "This figure illustrates the human life cycle. Adults produce gametes by meiosis, and each gamete contains only one-half the number of chromosomes found in the somatic cells of the parent. Parental cells (containing 46 chromosomes) are called diploid cells, and are abbreviated as "2n." The gametes (containing 23 chromosomes) are called haploid cells, and are abbreviated as "n." When a haploid ovum and a haploid sperm unite through fertilization (also termed syngamy), a diploid zygote is produced. The life cycle describes how diploid (2n) individuals produce haploid (n) gametes, which then unite to form a new diploid (2n) zygote.

This alternation of meiosis and fertilization is found in the sexual life cycles of all sexually reproducing organisms, but its timing can differ considerably, depending on the organism. The human life cycle typifies the most common life cycle found in animals, where the gametes are the only haploid cells. They combine to form a zygote, which divides by mitosis (cell reproduction; discussed in more detail in tutorial 25) and grows to form a new individual.

In a second type of life cycle, as seen in most fungi and some protists (unicellular eukaryotes and their somewhat simple multicellular relatives), the diploid zygote produces haploid cells by meiosis; these develop into free-living, haploid, multicellular organisms. The haploid organisms then produce modified gametes by mitosis (they are already haploid, therefore, they cannot undergo meiosis), and these gametes unite to form diploid zygotes. Some plants and algae exhibit a third type of life cycle, termed alternation of generations. This life cycle contains both haploid and diploid, free-living, multicellular stages. The diploid multicellular stage, the sporophyte, produces spores by meiosis, which develop into a multicellular haploid stage, the gametophyte. The gametophyte produces gametes by mitosis, and these unite to form a new sporophyte. Although these three types of life cycles differ in the timing of fertilization and meiosis, they all produce genetic variation in their offspring ".

The image to the right is an overview of the process of meiosis.

Another really informative site with great illustrations on meiosis can be found at this link.

An organism is "started" when the sperm nucleus enters the egg and bonds with the egg nucleus.

The image to the left shows both the sperm and the egg. If an egg and a sperm meet in the Fallopian tube there is a good chance that one sperm will join with the egg, resulting in fertilization.

Fetal Development and Birth At the end of the embryonic period, all organ systems are in place and there is a mature and functioning placenta.

Fetal development extends from the third through the nine months. During the third and fourth months the skeleton is becoming ossified. (bone formation is occurring). The sex of the fetus also becomes evident. The fetus continues to grow and gain weight until it reaches nine months/birth.

During the first stage of birth the cervix dilates. Stage two takes place as the child is born. Stage three is the expelling of the afterbirth. Development after birth includes infancy, childhood, adolescence, and adulthood.

Aging may have a genetic basis and may be due to changes that affect the whole body. (the decline of the hormonal system for example). Aging can also be due to diet and exercise. Deterioration of organ systems can possibly be prevented (in part) by good health habits.