.4: . M? m fife, 3., .33»... b (.7 i g. h... sums“? ya r .6. $3...an 33:11 .. 3i ’3 Eli! AI.:¢.- \ 1., !\. \I a. t o 1V {32.11-11.13 .37.}; 10 . .. (e. carxgafin I... I. bug” . . “.3 2 , )5... . a“. 4.7%! :..\1....3:ui admit? :. - «ct-5.7.x; ; t. I. v .2 , . ._ .. Ex .p L 3%? 53: “Egg: gfigga afitfizfigfifij LIBRARY :1 _ Michigan State Q00 b University (a 7 q 9 9/ 4 (a This is to certify that the thesis entitled THE SKELETAL SYSTEM: AN ACTIVITY BASED APPROACH TO LEARNING presented by Angela Krueger has been accepted towards fulfillment of the requirements for the MS. degree in Interdepartmental Biological Sciences gig/LAM” MajorZessor’ 3 Signature // v a 05 Date MSU is an Affirmative Action/Equal Opportunity Institution -o.--C--u-o-I-O-o—n—~—.—.-.—-n-n—o-o-n-o-o-u—l-I-C-O—.-O-D-I-D-O-I-I- PLACE IN RETURN Box to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 2/05 arciTacloateomimpns THE SKELETAL SYSTEM: AN ACTIVITY BASED APPROACH TO LEARNING By Angela Krueger A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Interdepartmental Biological Sciences 2005 ABSTRACT THE SKELETAL SYSTEM: AN ACTIVITY BASED APPROACH TO LEARNING By Angela Krueger ‘ This study incorporated the use of activities in a high school anatomy/physiology class curriculum to determine the effectiveness of their use in increasing student knowledge of the subject. The objectives of the unit were to expand the curriculum content to incorporate the relationships between the skeletal system and the student’s daily life, and also to provide appropriate hands on activities that stimulate critical thinking. The unit was evaluated for its effectiveness of increasing student knowledge through the use of a pre-unit assessment test and a post-unit assessment test, as well as a pre-unit survey and post-unit survey of student attitude towards science class. ACKNOWLEDGEMENTS I send my sincere thanks to each of my anatomy/physiology students for supporting me throughout the implementation of my thesis project and encouraging me to go beyond teaching from the beck. I also want to thank my husband, Bill, for his continued support of my education and his words of wisdom, as well as my entire family for their constant words of encouragement and love. To Dr. Merle Heidemann and Dr. Ken Nadler I thank you for your boundless aid in the creation of great activities and projects, your upbeat personalities that promoted creativity, and for your helpful editing of this thesis. Additionally, I would like to thank Dr. Laura McCabe for her comments and suggestions during editing of this thesis. TABLE OF CONTENTS LIST OF TABLES ................................................................................. vi LIST OF FIGURES ............................................................................... vii INTRODUCTION , STATEMENT OF PROBLEM & RATIONALE ..................................... 1 THEORETICAL FRAMEWORK ....................................................... 3 CLASSROOM DEMOGRAPHICS .................................................... 9 SKELETAL SYSTEM SCIENTIFIC BACKGROUND ........................... 10 IMPLEMENTATION OF UNIT ................................................................. 16 RESULTS 8: EVALUATION .................................................................... 35 CONCLUSION .................................................................................... 57 APPENDICES APPENDIX A: ACTIVITIES 8: LABORATORIES I. CHICKEN DISSECTION & SKELETON RECONSTUCTION ............................................................ 67 II. BONE HISTOLOGY MICROSCOPE LABORATORY ................. 73 III. OSTEOCLAST/OSTEOBLAST DEMONSTRATION .................. 76 IV. BONE STRENGTH LABORATORY ....................................... 77 V. TRAVELING TO MARS ACTIVITY ......................................... 82 VI. TEACHER LEAD LONG BONE DISSECTION & DRAWING .................................................................... 85 VII. MILK ADVERTISEMENT CAMPAIGN PROJECT ...................... 86 VIII. TEACHER LEAD BONE TYPING ACTIVITY ............................ 89 IX. TEACHER LEAD SKULL COMPARISONS ACTIVITY ............... 90 X. VERTEBRAL COLUMN STRETCHING & SHRINKING ACTIVITY ......................................................................... 91 XI. ASSEMBLING ARTICULATION MODELS .............................. 94 XII. FORENSIC INVESTIGATION OF OUR CLASS SKELETON LABORATORY ................................................. 97 XIII. THOUGHT PROVOKERS .................................................. 103 APPENDIX B: ASSESSMENT TOOLS AND RUBRICS I. PRE-UNIT SKELETAL SYSTEM ASSESSMENT .................... 106 II. PRE-UNIT ATTITUDE SURVEY .......................................... 111 III. POST-UNIT SKELETAL SYSTEM ASSESSMENT .................. 112 IV. POST-UNIT ATTITUDE SURVEY ........................................ 121 V. POST-UNIT SKELETAL SYSTEM UNIT ACTIVITIES SURVEY ........................................................................ 122 iv APPENDIX C: STUDENT ASSESSMENTS & SURVEY RESULTS l. STUDENT’S PRE-UNIT & POST-UNIT ASSESSMENT SCORES ........................................................................ 124 II. INDIVIDUAL STUDENT’S PRE-UNIT ASSESSMENT SCORES FOR EACH QUESTION ....................................... 125 III. INDIVIDUAL STUDENT’S POST-UNIT ASSESSMENT SCORES FOR EACH QUESTION ....................................... 127 IV. STUDENTS POST-UNIT SURVEY OF ACTIVITIES ................ 129 BIBLIOGRAPHY ........................................................................ 130 LIST OF TABLES Table 1: Overview of Unit Topics 8. Activities ........................................... 16 vi LIST OF TABLES Table 1: Overview of Unit Topics & Activities ........................................... 16 vi LIST OF FIGURES Figure 1: Student Dissection of Chicken ................................................ 21 Figure 2: Chickens After Cooking ......................................................... 22 Figure 3: Partial Chicken Reconstruction ............................................... 22 Figure 4: Final Reconstructed Chicken .................................................. 23 Figure 5: Skull Comparison Activity ....................................................... 31 Figure 6: Student Example of a Ball & Socket Joint Model ......................... 33 Figure 7: Attitude Survey Question #1 ................................................... 50 Figure 8: Attitude Survey Question #2 ................................................... 51 Figure 9: Attitude Survey Question #6 ................................................... 51 Figure 10: Atljtude Survey Question #3 .................................................. 52 Figure 11: Attitude Survey Question #4 .................................................. 53 Figure 12: Attitude Survey Question #5 .................................................. 54 Figure 13: Attitude Survey Question #7 ................................................... 55 Figure 14: Attitude Survey Question #8 ................................................... 56 Images in this thesis are presented in color. vii INTRODUCTION STATEMENT OF PROBLEM AND RATIONALE I have taught the anatomy/physiology classes at Marshall High School for the past four years, and I have found the skeletal system unit to be lacking in appropriate activities that relate to the unit content. Additionally, the unit has been one that is not of particular interest to high school students. The unit is embedded between units on the integumentary system and the muscular system, two units that students enjoy and are units that are activity based. In the past, the skeletal system unit consisted primarily of the skeletal system functions, bone structure, bone naming, and bone process naming. Although knowing bone names is extremely important, there are more conceptually important areas that I wanted to be the primary focus of the unit with less focus given to the bone process naming. Therefore, the objectives of the development of a new skeletal system unit were to: expand the content of the curriculum which would incorporate the relationships that exist between the skeletal system and the student’s daily life and to provide appropriate hands on activities that stimulate critical thinking. To meet these objectives, I developed and implemented a variety of hands on activities, laboratories, critical thinking questions, and demonstrations that enhanced the previous curriculum. Throughout the summer of 2004 I began the development of the skeletal system unit. During this time a variety of activities were newly developed or modified, activities were tested, and the course content was expanded. I became increasingly aware of my desire to develop a unit project that would capture the students’ attention and interest. I wanted a project that would aid students in their understanding of the importance of the skeletal system while allowing them hands on experience in gaining their understanding. During this time it was suggested to me by Ken Nadler that the process of building an actual skeleton would aid the students in bone naming, bone structure, bone placement, and the functions of the skeleton. Such a project would incorporate the learning of more content while allowing the students hands on experience that they had never before experienced. Therefore, a cooperative learning group project was developed which required all students to participate in the dissection of a chicken and the reconstruction of its skeleton. Additional time was spent developing activities that linked content to the student’s everyday life. These activities were created to address the following topics: bone strength as it relates to function, bone maintenance and healthy living, bone decomposition from diseases and disorders, articulations between bones, gravity’s impact on bone, and forensic investigations of bones. THEORETICAL FRAMEWORK The comment heard most often from students in the science classes at Marshall High School is, “Are we going to do something fun to today?” I have often wondered, ‘What does a 15 year old define as “fun” and can their meaning of “fun” be educational?” I know through my own interactions with students that they often voice how much they enjoyed participating in a laboratory or activity and how helpful it was in understanding a concept. They even have gone as far as stating, “It was fun andl learned something.” I suggest then that the students’ educational experiences can be “fun” to them as well as educational. Using activities in my classroom at Marshall High School has been essential in creating a learning environment where students feel comfortable and enjoy learning. These activities engage students in experiences that aid in a comprehensive understanding of a concept. Feden and Vogel (2003) state in their book Methods of Teaching, they (students) learn in a culture that is supportive, contextually rich, and developmentally appropriate.” I believe that l have created such an environment in my classroom through the incorporation of a variety of teaching strategies. Students want to be involved in their education instead of caught in traditional lecture classrooms. Studies of middle school age students have shown students prefer to be given brief notes and opportunities to perform science investigations (Woolnough, 1994). Therefore, it is the objective of this unit to develop a variety of activities and laboratories that will engage the students in learning through investigation. The new skeletal system unit will incorporate a variety of teaching methods that engage the students in new learning opportunities. The incorporation of a cooperative Ieaming activity, problem based learning, questioning sessions, and activities involving analogies will provided students with a wider array of teaching methods thereby enhancing the curriculum. These methods of teaching have proven to be effective in stimulating student Ieaming. Cooperative Learning There are a variety of ways to engage students in activities and laboratories. Cooperative learning is a method that involves students working together on a task to either problem solve, answer questions, or complete a laboratory or activity (Hassard, 2005). Feden and Vogel (2003) state, “Learners trying to make connections among facts, concepts, and ideas benefit from Ieaming in cooperation with other learners.” Further they state, cooperative Ieaming alone will increase your Ieamer’s achievement.” The process of students working together towards one common goal stimulates discussion and critical thinking amongst the group’s participants when cooperative Ieaming is effectively implemented. For cooperative Ieaming to be effective in the classroom, the teacher must be aware of the pieces that are needed to engage the students in this type of Ieaming. The effectiveness of cooperative Ieaming revolves around five essential components that must be in place as suggested by David and Roger Johnson (in Feden & Vogel, 2003). The first component is face to face interaction. This component involves students being placed in groups where communication and support among the participants in the group is encouraged. The second component is positive interdependence. Positive interdependence involves the students being guided towards a common goal with the knowledge of being assessed on meeting their goal as a group, while each individual undertakes a specific role in the group. The third component of cooperative Ieaming is individual accountability, which mandates that each student in the group is held accountable for his or her understanding of the concept. The fourth component is activating social skills. Students properly engaging in cooperative Ieaming will use their listening skills as well as their questioning to provide feedback to other group members. The final component of effective cooperative Ieaming is group processing. At the close of the cooperative Ieaming task, the group should receive feedback from the teacher assessing their ability to work together to complete the task. Also, an assessment of each group members contribution should be performed by the other group members (Feden & Vogel, 2003). Cooperative Ieaming has been shown to be a very effective teaching strategy in the science classroom if properIy implemented using the components as stated above as guidelines. Problem Based Learning Activities and laboratories may also be presented in the form of problem based Ieaming. Problem based learning involves presenting students with a problem and engaging students in an activity or laboratory to solve it. For students to benefit from problem based Ieaming instruction they must have attained the proper background content and higher order thinking skills that are necessary to solve a specific problem (Hartman & Glasgow, 2002). Students that are involved in problem based learning become active participants and have control over their own Ieaming. Teachers are able to assess the students knowledge after an activity through questioning that involves all cognitive levels, as found in Bloom's taxonomy, which stimulates the process of critical thinking about the activity on the student’s level (Feden & Vogel, 2003). This questioning process is critical in determining student achievement. Research has suggested that most questions asked of students by teachers are at low cognitive levels. Questioning at high cognitive levels promotes higher achievement by the student (Hartman & Glasgow, 2002). Questioning Stimulating student thinking through questioning is a powerful instructional strategy. Through proper questioning, students are engaged in conversations with their peers that promote a variety of views and ways of thinking to be expressed. Wilen (in Feden & Vogel, 2003) found that 20 percent of all questions asked by teachers of students are organizational, 60 percent require recall of information, and 20 percent of all questions require student thinking at higher levels. Two types of questioning exist: those involving convergent thought and those that require divergent thinking. Convergent questions require a particular answer to a question while divergent questions may be answered in a variety of ways. Divergent questions are open ended questions. It is often necessary for teachers to start a questioning session with convergent questions that allow the teacher to assess the basic knowledge of the student. The teacher can continue questioning the student progressing into more divergent questions that will allow the teacher to assess the student’s knowledge at an in-depth level (Feden & Vogel, 2003). Therefore, it is necessary that teachers are mindful of their questioning techniques and continue to develop questioning sessions that move from convergent questioning to divergent questioning. This will actively engage students in the Ieaming process and enhance critical thinking skills. Analogies To further enhance student processing of concepts, analogies are a useful tool to aid the Ieamer. Glynn (in Dagher, 1997) created the Teaching Wrth Analogies Model. The model consists of six components for using analogies in the classroom: introduce the concept, recall the analog concept, identify similar features between the concept and the analog, map similar features, draw conclusions about concepts, and indicate where the analogy breaks down. The process of incorporating analogies into the curriculum is useful to students in creating meaningful relationships that are accurate (Hartman & Glasgow, 2002). These analogies become more useful to the students when they are relevant to the student’s life. Hassard (2005) states, “The more familiar the examples are to the student's experience, the greater the probability of hooking their understanding of the concept.” It is also important when using analogies that any downfalls of them are discussed with the students. Furthermore, analogies developed by the student are often more useful than those created by the teacher, for they have significant meaning to the student and are easy for them to remember. In addition, student developed analogies may uncover any misconceptions the student may have of the concept (Hartman & Glasgow, 2002). CLASSROOM DEMOGRAPHICS This skeletal system unit was implemented at Marshall High School, located in the small, rural, historic community of Marshall, Michigan. Marshall is positioned at the intersection of Interstate 69 and Interstate 94. The Marshall City community has a population of approximately 8,000 residents. Marshall High School is attended each year by approximately 800-900 students from Marshall City, as well as the surrounding rural areas. The high school currently operates under an eight-block system, with each block session lasting eighty minutes. Human anatomy and physiology is a yearlong elective course offered to juniors and seniors upon the completion of the prerequisite college preparatory biology and chemistry. A few sophomore students are enrolled dually in chemistry and anatomy/physiology from recommendation by a previous science teacher. Additionally, some of the students are dually enrolled in physics. The majority of the students enrolled in the anatomy/physiology course have an interest in the sciences with some giving consideration to pursing careers in the science field. Almost all of the students enrolled in the course will pursue a four- year post secondary degree. Two sections of anatomy/physiology were offered during the 2004-2005 school year. The first section consisted of 34 students, while the second consisted of 19. Of the 53 students enrolled in anatomy/physiology, 17 were seniors, 33 were juniors, and 3 were sophomores. Nineteen of the 53 students were male while 34 students were female. SKELETAL SYSTEM SCIENTIFIC BACKGROUND Students participating in the skeletal system unit were presented with an in depth view of the anatomy and physiology of the skeletal system. The unit was implemented subsequent to the integumentary system and was followed by the closely associated muscular system. The presentation of the proper terms as they related to the system were communicated to the students throughout the unit by lecture, which included the use of PowerPoint and overhead transparencies as well as appropriate demonstrations of concepts. Students were also required to supplement the lecture notes by reading portions of their textbook that contained supportive diagrams and pictures. Newly developed activities and laboratories were implemented as well to aid students in their understanding of skeletal concepts. Additionally, constant encouragement was provided to students to individually access resources on the lntemet or other texts for further information on skeletal system topics. Bone Microscopic 8. Macroscopic Structure Bone is a type of connective tissue that is composed of specialized cells and a non-living matrix. There are three specialized cells with varying functions that are found in bone tissue: osteocytes, osteoblasts, and osteoclasts. Osteocytes are mature bone cells that maintain the tissue. These cells specific functions are somewhat unclear. It is thought that the cells secrete growth factors that influence the osteoblasts. Furthermore, these cells sit in spaces called lacunae that have canaliculi, hollow tubes, radiating from the lacunae that connect the lacunae of one osteocyte to another osteocyte. Canaliculi 10 accommodate the cellular extensions of the osteocytes allowing communication between osteocytes. Osteoclasts are commonly known as “bone destroyers”. These cells produce and secrete an acid which, when released from the cell into the matrix, causes the minerals in the matrix to be dissolved. Osteoblasts are known as the “bone builders”. They produce and secrete the organic parts of the bone matrix. Once osteoblasts have secreted the bone matrix around themselves the cells become osteocytes and function the remainder of their life directing where new bone should be laid in response to loads on the skeleton (Hole, 1995). The matrix is composed of organic and inorganic substances that surround the bone cells. The matrix is laid down by osteoblasts in circular layers called lamellae. The majority of the matrix can be attributed to collagen fibers and calcium phosphate. Collagen fibers are tough flexible proteins that provide bone tissue with tensile strength, allowing it to endure stretching forces. Calcium phosphate is a strong inflexible crystal that provides bone with its compressional strength to endure squeezing forces (McCabe, 2003). Together the collagen and calcium phosphate create a strong but flexible tissue that resists shattering but not twisting (Martini, 1992). Initial formation of the skeleton occurs in the fetal stage of development when the skeleton that consists of cartilage is converted into bone. This process is completed with the aid of the osteoclasts and osteoblasts (Hole, 1995). Continual remodeling of bone occurs throughout our entire lifetime. During the average time period between birth and age 20, osteoblasts are functioning at a 11 higher level than the osteoclasts, so the bones are growing and lengthening. Between the ages of 20 and 50 the activity of the osteoblasts and osteoclasts are similar. Bone remodeling continues to occur but no growth of the bone takes place. After age 50, osteoclast activity increases to a higher level than the osteoblasts, therefore bone deterioration starts to occur and individuals become more likely to develop osteoporosis (McCabe, 2003). Osteoporosis occurs when there is an excessive loss of bone volume and bone minerals. Individuals with this disorder often suffer from bone fractures that target the hip and vertebral bones. To counteract the effects of active osteoclast functioning, individuals must maintain a proper diet with adequate amounts of calcium as well as weight bearing exercise, which helps to promote the bone building process (Hole, 1995). Continual bone remodeling is important for the production of strong and healthy bone tissue. Several factors can influence the strength and healthiness of bone tissue eg. the proper amount of calcium is needed in the diet to maintain the bone matrix. Sunlight is also necessary for the production of vitamin D by the epidermal cells; this aids in the absorption of calcium into the bone tissue. Furthermore, hormones produced in the body affect the bone by either increasing the amount of calcium available to the bone tissue from the blood or by causing osteoclasts to dissolve the matrix. When the later occurs, calcium is absorbed from the bone into the blood (Martini, 1992). Bone tissue can be arranged two different ways in our bodies. Compact bone, also known as cortical bone, is bone tissue arranged in a complex 12 structure that gives long bones their strength. It is found in heavily stressed areas such as the shaft of long bones and serves as an outer shell for the entire bone. Spongy bone tissue is arranged differently because it is more porous than compact bone and is lightweight. It is found in places of less stress such as the lining of the long bone’s inner shaft. Both types of bone arrangements are necessary to create a skeleton that has strength but is not too heavy (Hole, 1 995). Long bones consist of various regions that have been assigned specific terminology to aid in their identification and discussion. The epiphyses are the regions found at the ends of the long bone, while the diaphysis refers to the shaft of the bone or the region found between the epiphyses. The diaphysis internally contains a marrow cavity that is a hollow chamber that houses either red or yellow marrow connective tissue. The marrow cavity is lined with a connective tissue layer known as the endosteum. The entire outer surface of the long bone is encased by a connective tissue termed the periosteum. The periosteum is held to the bone by collagen fibers called Sharpey’s fibers. At the ends of the epiphyses, articular cartilage is found which allows smooth movement between two articulating bones (Hole, 1995). Skeletal System Functions The skeletal system provides shape to our body and support to other structures of our bodies such as internal organs and muscles. Furthermore, the skeletal system functions to aid in the protection of internal organs. The skull, for example, provides proper shelter to the vulnerable brain enclosed within it. The 13 skeletal system also functions closely with the muscular system to produce body movement. The articulations of the bones allow for various types of movements by the skeleton. Hinge joints provide motion on one plane similar to the motion of a door hinge. A ball and socket joint allows for movement in all directional planes by the rotation of one bone around a stationary bone. Pivot joints are formed where bones articulate so that rotation around a central point is possible (Hole, 1995). Other functions of the skeletal system involve the formation of blood cells by the marrow that is housed in the diaphysis of long bones. Additionally, bone tissue is a storage area for inorganic salts such as calcium and phosphorous. When an individual experiences low levels of calcium in the blood, osteoclasts are stimulated to secrete acid; this decomposes the bone matrix releasing calcium into the blood (Hole, 1995). Skeletal Organization The skeleton of an adult human consists of 206 bones organized into two regions, the axial skeleton and the appendicular skeleton. The axial skeleton consists of bones from the trunk region of the body including the skull, vertebral column and thoracic cage. The appendicular skeleton consists of the bones found in the limbs (Hole, 1995). The bones of the skeleton can further be divided according to their type. The human skeleton consists of flat bones, long bones, short bones, and irregular shaped bones. An example of a flat bone is the temporal bone found in the skull. Long bones have a greater length than width e.g. the femur bone. Short bones are wider than they are long such as the carpal 14 bones found in the wrist. Irregular shaped bones are classified separately due to their awkward shape. A vertebra found in the vertebral column is an example of an irregular shaped bone (Marieb & Mallatt, 1997). 15 IMPLEMENTATION OF THE UNIT INTRODUCTION The development of the skeletal system thesis unit focused on expanding the amount and depth of content covered for the skeletal system, the creation of real world application activities incorporating the new content and the stimulation of critical thinking by each student. Furthermore, the unit was also designed to incorporate a variety of teaching methods such as: cooperative Ieaming, problem based Ieaming, questioning, and analogies. To meet these objectives set for the unit, I developed a variety of new activities and planned to introduce students to a more in depth look at the skeletal system using a variety of teaching methods. The unit was designed to span a 6-week time frame that would allow students to experience the complexity of the skeletal system while primarily being engaged in activities that presented complex ideas and stimulated critical thinking by the students. The primary focus was to engage students in activities instead of the presentation of the information through teacher prepared lectures. A variety of activities were developed and tested during the summer of 2004 at Michigan State University for classroom implementation in the fall/winter of 2004- 2005. Table 1: Overview of Unit Topics 8: Activities - Bolded Activities were newly developed for the unit Content Topics by Week Topic Activity Pre-Unit o Consent Form Completion Pre-Unit Assessment of Skeletal System Pre-Unit Attitude Survey Archeology Student Visit— Skeletal Structures Provide Evidence of Evolution 16 Week #1 . Basic Functions of Skeletal System 0 Bone Microscopic Structure Chicken Dissection & Skeleton Reconstruction Bone Histology Microscope Laboratory Week #2 0 Bone Microscopic Structure Continued 0 Building and Repairing Bone Continuation of Chicken Dissection 8. Skeleton Reconstruction Thought Provokers Osteoclasthsteoblast Demonstration Bone Strength Laboratory Week #3 0 Bone Macroscopic Structure 0 Bone Disorders: Osteoporosis, Vertebral Column Curvature Continuation of Chicken Dissection 8: Skeleton Reconstruction Thought Provokers Traveling to Mars Activity Long Bone Dissection 8- Drawing Milk Advertisement Campaigns Clinical Case Studies - Skeletal System Disorders Activity Week #4 . Bone Types 0 Bone Naming . Identifying Bone Structures — Skull & Vertebral Column Thought Provokers Bone Typing - Teacher Lead Activity Skull Comparisons Activity Clay Vertebrae Model Activity Vertebral Column Stretching 8. Shrinking Activity Week #5 0 Identifying Bone Structures - Arm, Hand, Thoracic Cage, Leg, Foot Thought Provokers The Case of the Missing Humerus Activity . Carpal Story & Puzzle Activity 0 Your Bone Creation Activity Week #6 Thought Provokers . Identifying Bone Structure — Pelvic Assembling Articulation Models . Joints Activity 0 Skeletal Related Careers . Doctor VISIt with Discussion of the 0 Comparative Anatomy Skeletal System a Review of Skeletal System a To Whom Do You Belong Laboratory 17 . Forensic Investigation of our Class Skeleton Laboratory 0 Chicken S Human Skeleton Comparative Anatomy Paper Post-Unit - Skeletal System Post-Unit Assessment . Post-Unit Attitude Survey 0 Post-Unit Activity Survey Italicized activities were developed but not implemented due to time restraints. UNIT ASSESSMENTS Throughout the unit a variety of assessments were used to determine the depth of knowledge acquired by each student. The individual activities were assessed mainly by the evaluation of student constructed responses to questions embedded within the activities. Also, teacher observations of students during the activities served as an additional assessment for the activities. Specifically, the chicken reconstruction project was evaluated using grading rubrics for the reconstruction, as well as one to assess the chicken comparison paper. Students were provided with both rubrics before starting the chicken reconstruction project, and each class was given the opportunity to modify the rubric based on class agreement. The assessment of the student’s overall skeletal knowledge was done with the use of a pre-unit test and a post-unit test (Appendix Bl S Appendix Bill). The pre-unit test was used as an evaluation tool to determine the student’s prior knowledge. This assessment consisted entirely of constructed response questions. After the implementation of the unit, students participated in a post- unit assessment covering main unit concepts. These questions covered similar 18 topics as the pre-unit assessment, but were more in depth and each question consisted of multiple parts. The unit was evaluated subjectively by an attitude survey and an activity survey completed by the students. The attitude survey assessed the student’s feelings about science class and the skeletal unit prior to the implementation of the unit (Appendix BIV). After the implementation of the unit, the students completed the attitude survey once more. The pre-unit and post-unit attitude survey were compared for substantial differences in answers to the questions. Furthermore, the students participated in a post-unit activity survey that assessed the student’s feelings regarding the effectiveness of the individual activities of the unit in providing an opportunity to learn new concepts (Appendix BV). The student rated each activity as very effective, somewhat effective, or not effective in providing an opportunity to learn new knowledge about the skeletal system. UNIT ACTIVITIES S EVALUATION OF EFFECTIVENESS Chicken Dissection S Skeleton Reconstruction During the initial development of a new skeletal system unit, I found that l was eager to develop a student project that would have a significant impact on the student’s learning of the complexity of the skeletal system and one that would stimulate their critical thinking abilities. The objective for this project was that it would allow the students to explore the skeletal system while encouraging each student individually to determine the functions and structures of the system. The reconstruction of a vertebrate skeleton by the students would provide the answer to this need. Using directions found on the lntemet and assistance provided by 19 Ken Nadler, the chicken skeleton reconstruction directions were written for use by the anatomy/physiology students. Each student was provided with a copy of the activity, Reconstructing a Chicken Skeleton, before beginning the project (Appendix Al). The students were first briefly introduced to the basic structure of the skeletal system through the presentation of lecture notes that stated the broad functions of the skeletal system as well as its structures. The dissection and reconstruction of the chicken was completed as the first activity to accompany these introduction notes of the skeletal system. The project was a task undertaken in cooperative Ieaming groups with approximately four students in each group. In the dissection and reconstruction activity, the students were required to dissect the chicken, remove all the muscles, tendons, and ligaments from all bones of the skeleton, clean and dry all the bones of the skeleton, and finally, to properly reconstruct the skeleton of the chicken. The chickens were acquired from local families who euthanized them due to dieir inability to further use them as productive livestock. The project required the commitment of approximately three eighty-minute class periods as well as additional time from each student spent working at home or during seminar period (study hall). The first class period involved each group skinning the chicken and removing the internal organs. Additionally, each group removed the head of the chicken from the neck. After skinning the chicken and removing the internal organs, the students cleaned the chickens by plucking any feathers from the skin and washing the internal cavities (Figure 1). 20 This first day dissecting lasted slightly longer than the allotted eighty- minute class period, but this was not a problem. Figure 1: Student Dissection of Chicken The timeframe between the first and second class was occupied with cooking the chickens so the students would easily be able to remove most of the muscle. This process was completed in our school kitchen by our kitchen staff; unfortunately there was a foul smell most likely produced from the feet that were still attached to the chicken body (Figure 2). During the second class period the students removed all the muscles from the bones by scraping each bone and further boiling any parts that were not easily disarticulated. Toothbrushes and tweezers were helpful in this process. Additionally, any bones that needed to dry were placed in the school’s drying oven, while some students took bones homes to dry in their own ovens. Next, each group divided the skeleton into sections and each student in the group was assigned the responsibility for its final cleaning and reassembly. 21 Figure 2: Chickens After Cooking For instance, one student may have the task of cleaning and assembling the head and neck, while another student may have both legs to clean and assemble (Figure 3). Some students choose to perform these tasks at home while other students used seminar time (study hall) to work on his or her section of the chicken. Assembly of the skeleton involved the use of tremendous amounts of super glue, hot glue guns, and various gauges of wire. Students used their creativity to clean and assembly their bones by using bleach and saran wrap to hold them in place on boards until the final assembly. Figure 3: Partial Chicken Reconstruction 22 Once each student had completed his or her reconstruction of a part of the skeleton, all pieces were brought together for the culminating construction of the entire skeleton within their group. The final assembly took place during an eighty-minute class period with some students working on their own to complete the project. Each group was provided with a stand on which the skeleton needed to be fixed in position. During this time, students had access to various gauge wires, hot glue guns, and super glue (Figure 4). Once each group had their chicken skeleton assembled on the stand, each group was required to write their names and the proper genus and species of the chicken on the stand. Figure 4: Final Reconstructed Chicken Two assessments were developed for the chicken dissection and reconstruction activity. The first assessment was based on a rubric that graded each group's ability to correctly reconstruct the chicken skeleton (Rubric in Appendix Al). One piece of this assessment included the proper placement of bones in the skeleton. In addition, the groups were assessed on the neatness and cleanliness of their project. Each student was individually assessed for his 23 or her participation in the activity as well. Part of this grade was calculated by a peer evaluation. The second assessment consisted of an essay that was completed by each student (Rubric in Appendix Al). The essay compared and contrasted the structure and function of one part of the chicken skeleton to the same part in a human skeleton. For instance, the bones of the skull and vertebral column of the chicken would be compared to the bones of the skull and vertebral column in a human. This assessment piece encouraged the students to first identify the various bones of the chicken and human skeletons, noting any similarities and differences between skeletal structures, and then to determine bone function in each skeleton. Finally, the students discussed their own knowledge gained from the chicken reconstruction activity and their thoughts on the process. Bone Histology Laboratory 7 Before the students were shown labeled microscopic pictures of bone tissue and provided with an explanation of structure, I felt they needed to look at bone tissue themselves and determine what parts they were able to identify using their previous knowledge of tissues. One of the first units of the anatomy/physiology curriculum addresses histology, the study of tissues. The students had previously undergone extensive microscope use training as well as directions on drawing observations from a microscope onto paper. The students had been exposed to various types of tissues including epithelial tissues and types of connective tissues. 24 To introduce the Bone Histology Lab, I prepared the students for the lab by discussing with them what the structure of compact bone would look like microscopically. The students had previously been provided with notes covering the different cell types found in bone tissue as well as the information on the matrix. The objective was to encourage the students to derive from this previous knowledge how all the parts would look pieced together to create the tissue. After briefly discussing their ideas, the students were given the Bone Histology Lab (Appendix All). First, the students were prompted to draw their observations of compact bone tissue and to label any parts they were able to observe. These drawings would be part of the student’s assessment for the activity. Each drawing was given points for accurate resemblance to what each student should have observed under the microscope. Furthermore, at the end of the lab several assessment questions were posed regarding compact bone composition. The students were graded on the correctness of their answers to these questions. Osteoblast S Osteoclast Demonstration To help students understand the functions of osteoblasts and osteoclasts in bone tissue as well as their variable activity over a human’s lifetime, I created a demonstration using an analogy to aid the students in their understanding (Appendix Alll). The demonstration consisted of a hanger that was suspended in the front of the classroom with arrows on either end of the hanger. On each side of the hanger were positioned posters that stated “Bone Resorption” and “Bone Formation.” For the demonstration, a picture of “Bob the Builder” represented osteoblasts while osteoclasts were represented by “Pac—Man.” Before the 25 demonstration, the students were introduced to the three types of cells found in bone tissue: osteoclasts, osteoblasts, and osteocytes. Then the students were shown the pictures of Bob the Builder and Pac-Man. They were asked to determine on their own what cell type each picture represented and to explain their choice. After discussing the correct identification of each picture, I posed a question to the class regarding the activity level of each cell type in various stages of our lives. First, the students discussed the activity levels of each cell during childhood. The students determined that the osteoblasts, Bob the Builders, would be more active during this time than the osteoclasts, Pac-Man, because bone growth is occurring at a fast rate. To show this process I placed four pictures of Bob the Builder on one side of the hanger while only placing two Pac-Man pictures on the other side of the hanger. Once the hanger tilted the arrows on either end of the hanger pointed to “Bone Formation” instead of “Bone Resorption.’ Placing more Bob the Builders than Pac-Mans allowed the students to recognize that the Pac-Mans are present in our bones when we are young, but they are not as active. I continued to pose questions to the students regarding the activity levels during middle age and finally in old age. Bone Strength Laboratory To aid students in their comprehension of the role of calcium phosphate and collagen in bone tissue, the students participated in the laboratory “What gives your bones strength?” (Appendix AIV). Students worked in groups of four to complete the activity. The activity occurred over a timeframe of two class periods. 26 The activity involved the students placing pork rib bones in the following solutions: acetic acid, meat tenderizer, and distilled water. The students made initial observations of the bones, such as color and flexibility, before placing them in solution. They conducted the same observations once more after the bones had incubated in the solutions for two days. Once the students had made final observations of the bones, they collected some of the soaking solution from each beaker and determined whether calcium was present in the solution. The purpose of this laboratory was to demonstrate to the students the role of calcium phosphate in bone tissue as well as the function of the collagen fibers. The bones placed in acetic acid at the end of the experiment exhibited extreme flexibility, for the calcium phosphate was leached from the bone leaving behind only the flexible collagen fibers. A bone placed in meat tenderizer became brittle, for the collagen fibers that give bone its flexibility had been destroyed leaving only the calcium phosphate. The students were assessed on their written answers within the laboratory reflecting on the effectiveness of the laboratory and their analysis of their data. One student responded to question number one stating, “The reason the bone in beaker two was so brittle was because the meat tenderizer solution broke down the collagen in the bone which forces the calcium in the bone to provide the strength. There was no collagen to allow the bone to be flexible.” Question six on the final post-unit assessment addressed bone composition as well. 27 Many student groups did not have accurate final data regarding the flexibility of bone. Fortunately, a few groups did obtain accurate results and the results were shared with the rest of the students. Traveling to Mars Activity To show students the effect of bone loss on the skeleton I choose to develop the Traveling to Mars activity (Appendix AV). This activity was designed to demonstrate for students the skeletal problems associated with traveling to Mars. The students were provided a data table detailing the average bone density of the astronauts each month during a trip to Mars. The students were instructed to create a graph from this data and to determine the average amount of bone tissue lost per month over the eight-month mission. Next, the students had to suggest reasons for why there was bone loss over this time period as well as draw a picture of the process that occurs in the bone. At the end, the students had to write a statement explaining whether they would or would not participate in a manned mission to Mars and explain their choice. The purpose of implementing this activity in the classroom was to engage students in current event issues such as space travel by humans to other planets. Additionally, I wanted them to determine what the effects of space were on the body's skeleton, as well as use “real” data sets to perform calculations and construct graphs. Long Bone Dissection S Drawing Students were exposed to the concept of long bone parts by the teacher lead activity completing a fresh long bone dissection and drawing (Appendix 28 AVI). In this activity students were first presented with the terms related to a long bone and then provided the definitions for these terms. They were not shown pictures or drawings during this time. Next, the students were given a piece of fresh long beef bone. They were instructed to complete a drawing of the bone and to label the parts of it with the previously provided terms. During this time the students were encouraged to perform dissection of the bone by slicing it or removing the bone marrow. After the students had completed the dissection, drawing, and labeling the class as a group identified the parts of the fresh bone. The students were assessed on their proper drawing and labeling of the fresh long bone. Additionally, students were assessed on the post-unit assessment by a question that required the students to draw a long bone and label its parts. The students had to recall the parts from memory. Milk Advertisement Campaign While discussing the structure of bone, the process of calcium deposition in the bone was also talked about. In addition, the process of calcium resorption from the bone when the blood is low in calcium was introduced. To aid in understanding these processes, the students were given excerpts from the National Institute of Health Website, http://wwwnichd.nih.gov/milk/wmrcallcalcium/cfm. They were directed to read the excerpts that addressed the following topics: the importance of calcium in the diet, how much calcium Is needed to sustain a healthy skeleton, bioavailability, sources of calcium, and the impact of physical activity on the skeleton. After the 29 students had read the article, they were provided the Milk Advertisement Campaign requirements (Appendix AVII). Students were instructed to develop a milk advertisement, either a video or a poster, that would convince their peers to drink more milk to help aid the development of a strong skeleton. A grading rubric was provided to each student that stated the point values for each part of the campaign project (Rubric in Appendix AVII). The advertisements were required to have various parts, such as a discussion of milk’s importance to building a strong skeleton and the recommended amount of milk required each day for a teenager. Furthermore, the students were assessed on the persuasiveness of the ad campaign. Bone Typing Activity The Bone Typing activity was teacher directed. The students were placed in small groups that were each given a number of various bone types such as long, short, irregular, and flat (Appendix VIII). The students in their group had to construct a classification system of the bones provided to them. Once the entire group had determined a classification system, the students shared their classification systems with the rest of the class. Most of the groups determined that there were long bones and short bones while incorporating thin and thick bones. At the end of the sharing, I discussed with the students the actual bone typing classification system that involves long, short, irregular, and flat. The students were assessed on their participation in the group and their ability to construct a type of classification system. All of the students participated in this activity and constructed appropriate classification systems. 30 Skull Comparisons The skull is a complex bony structure that is composed of a number of smaller bones. The incorporation of the skull comparison activity reinforced for students the names of the bony structures of the skull. First, the students were exposed to the names of the various bones that compose the human skull. Then they were asked to compare and contrast the skull of a human to other skulls (Appendix IX). The students were provided the use of mice, mink, chicken or a horse skull for the comparison and contrast activity (Figure 5). During this activity, the students used skull terminology to explain the similarities and differences between the skulls. This was a short but useful activity, for it allowed the students an opportunity to use the learned terminology. The repetitive use of the terms helped the students to remember them. The students were assessed on their participation and completion of this activity. Figure 5: Skull Comparison Activity 31 Vertebral Column - Growing, Stretching, or Shrinking Another part of the human skeleton on which we heavily focused was the vertebral column. After a brief introduction to the vertebral column structure the students were provided with the activity “Your Vertebral Column — Are You Growing, Stretching, or Shrinking?" (Appendix X). This activity was modified from an activity on NASA’s website. The activity provides the student with two scenarios depicted in graph form. The first scenario is a graph of three astronauts and their height change in millimeters throughout the day on earth. The second scenario is a graph of the same three astronauts, only this time the astronauts’ heights are shown on various days in space as well as on their retum to earth. For each scenario the students were asked to respond to questions using the information found in the graph and to provide reasoning based on the data. The students were assessed on their ability to respond correctly to the questions within the activity. The activity was intended to demonstrate to students the effect of gravity pushing on the skeleton throughout the day. Assembling Articulations The Assembling Articulations activity was a project that the students completed individually (Appendix XI). The project was introduced to the students in class with a short class discussion about joints and their role in the body. The students were only given definitions of the various types of joints, but no examples or pictures were provided. From these definitions each student created four models of the joints. My rationale for having the students engage in 32 this activity on their own was to encourage their creativity in this project so each could construct meaningful analogies on his or her own of the joints in the human skeleton. Students were successful in creating appropriate models that were analogous in their movements to the joints of the skeleton. Some students built models using clay while others used household items to construct models that were appropriate (Figure 6). Additionally, students had to answer several questions to accompany their joint models as well. Figure 6: Student Example of a Ball S Socket Joint Model The students’ comprehension of the activity was assessed on the models’ ability to properly show the movement of the joint as well as their answers to the accompanying questions. Most students completed this activity with ease and the knowledge gained was shown on the post-unit assessment test. Forensic Investigation of our Class Skeleton The Forensic Investigation of our Class Skeleton was the last activity completed in the skeletal system unit (Appendix XII). The activity was developed with the assistance of Wendy Lackey at Michigan State University. We are 33 fortunate at Marshall High School to have been gifted a real human skeleton. The students are able to feel the bones and examine the actual structures found on the bones. The forensic investigation activity involved the students determining the sex, stature, handedness, and ancestry of our skeleton. In addition, the students were provided with pictures of other skeletons and asked to identify the skeletal conditions. This activity was completed at various stations around the classroom. The students moved from station to station performing different tests at each station on various bones of the skeleton (Appendix XII). After the completion of the stations, the students engaged in follow up questions regarding the activity. The students were assessed on their participation in the activity as well as their answers to the follow up questions. Thought Provokers Throughout the entire skeletal system unit students were presented with thought provoking questions which required them to critically think about the knowledge they had acquired of the skeletal system (Appendix XIII). Additionally, some of the questions required further research than the use of notes or their book to develop a correct answer. The questions were written as divergent questions, which allowed for more variety in the type of answer that was accepted. The assessment for this activity was based on the student’s ability to answer the thought provoker with acceptable reasoning to support his or her conclusion. 34 RESULTS S EVALUATION The student’s understanding of skeletal system topics was evaluated throughout the unit using questions posed within each activity or laboratory. In addition, students overall knowledge of the skeletal system was evaluated by comparing scores on pre—unit assessment questions (Appendix BI) and post-unit assessment questions (Appendix Bll). The majority of the questions were written to allow students an opportunity to write constructed responses or ones in which diagrams could be drawn to demonstrate their knowledge of the topic. These questions contained multiple parts and were given a point value based on the number of parts present (Rubric in Appendix Blll). Students could obtain partial credit on all questions of the pre—unit and post-unit assessments. Additionally, all students participated in a pre-unit attitude survey (Appendix Blll) and a post-unit attitude survey (Appendix BIV) that included topics about Ieaming and science, which each student rated on a scale of 1 to 5. Furthermore, the students participated in the completion of an activity assessment in which each student rated the effectiveness of each unit activity in providing him or her with an opportunity to learn a new concept regarding the skeletal system (Appendix BV). ACTIVITY ANALYSIS Chicken Dissection S Skeleton Reconstruction The chicken dissection and reconstruction project was the largest project I have ever undertaken with 53 students. Before the dissection began, the majority of the students were eager to perform the dissection and the reconstruction of the skeleton. Only one student refused to complete the 35 dissection, while another student was absent on all days that involved the dissection and reconstruction of the chicken. Both of these students dropped the class at semester time before the skeletal thesis unit had been fully implemented. This dilemma instigated a discussion amongst my colleagues as well as my administrators on the topic of dissection in a high school science classroom. The anatomy/physiology course at Marshall High School is an elective course that has written in the course requirements for each student the completion of multiple dissections. Marshall High School offers a college preparatory biology course that has had the dissections removed from its curriculum because it is a required course for all students and too many parents were opting their students out of the dissections. Fortunately, the administration and my colleagues supported my decision to not allow students to opt out of the activity because the dissection is an integral part of the course curriculum. I feel that dissection is an important part of the curriculum and there is not an alternative that would be appropriate for its replacement. The National Association of Biology Teachers also shares my view. They state in an online article, “The study of organisms, including nonhuman animals, is essential to the understanding of life on Earth.” They further state, ”No alternative can substitute for the actual experience of dissection or other use of animals.” The development of this problem in my classroom brought with it discussions amongst the students and between the students and myself regarding the importance of dissection for Ieaming anatomy/physiology concepts. Most students agreed that the dissection was effective in aiding their learning of the concepts and found its requirement 36 acceptable. At a later time during the year when students were participating in the fetal pig dissection, many students commented on how they preferred the chicken dissection to the fetal pig dissection. Because the chicken specimens were fresh and not preserved, they felt they were able to experience a view of fresh organs with color in them instead of drab preserved organs. The students’ reconstruction of the chicken skeleton was effective in assisting students to learn the bone names of the skeletal system and their functions based on their post-unit assessment results. My observations of the students during the process allowed me to conclude that the project was in fact important for their overall understanding of the structure and function of the skeletal system and one that made a large impact on their Ieaming. One student commented about the project in her assessment essay stating, “It was interesting to see how the bones fit together and serve their purposes. Also, it was enjoyable to be able to actually see the anatomy first hand, instead of read it out of a book and look at pictures. By actually holding the chicken, you could play with the foot and feel the tendons move, and see how and why they have the features they do. This project provided an easier way to learn, instead of memorizing facts and trying to understand and visualize it in your head. You can actually see it firsthand." Students gained an understanding of how the anatomy of the skeleton relates to its function as exhibited in their chicken comparison essays. The process of piecing the bones together by each student aided in the understanding that the bones articulate at certain points so specific movements 37 can be achieved. A student commented in her essay regarding this important relationship stating, “There are almost as many similarities as differences in the skull of a chicken and a human. Some of these relate to the fact that some of the basic physiology of the chicken and human are the same, so it would stand to reason that there would be similarities in the anatomy of the skull. Each one has to have openings for eyes, spinal column, nose and such.” Another student had an excellent interpretation of the comparative anatomy as she stated, “A chicken’s atlas, like a human’s is built differently than the other vertebrae so it can connect with the skull. The specialty of the atlas in both skeletons allows free and smooth movement from front to back, in a rocking motion.” Furthermore, she states at the end of her essay, “I did not know that the chicken’s structure would be so similar to a human’s. Though diverse from each other, they have much in common, more than I thought when I began this project.” Ninety-eight percent of the students rated this activity on the post-unit activity survey as being very to somewhat effective in providing them with an opportunity to learn new knowledge. Only 2% of the 53 students (1 student) said that the activity was not effective. When asked what activity should definitely be incorporated into next year’s curriculum, the most common answer was the chicken dissection and reconstruction project. Bone Histology Laboratory After assessing the students’ drawings and laboratory questions, I concluded that the Bone Histology Lab was not effective. Unfortunately, my 38 students still have difficulty using microscopes and are impatient with the process of focusing and increasing magnification. l overestimated their microscope techniques going into the activity. Microscope techniques are initially taught in the ninth and tenth grade during college preparatory biology, but there is little time spent enhancing these skills. Even after the anatomy/physiology students had studied other tissues using the microscopes, they still produced drawings that were unrecognizable and unlabeled. Osteoblast S Osteoclast Demonstration Observing the students throughout the osteoblast and osteoclast demonstration allowed me to assess their understanding by their answers to a variety of questions I posed. Students quickly gained confidence on the topic and anticipated the next question in addition to the answer. Eighty-nine percent of the students stated on the post-unit activity survey that the demonstration was very effective or somewhat effective in Ieaming new knowledge about the skeletal system. In addition, most students were able to explain this concept on their post-unit assessment. One student addressed the question asking the difference between osteoclasts, osteoblasts, and osteocytes by stating, “Osteoclasts break down bone or destroy bone. Osteoblasts build up bone, and osteocytes are what osteoblasts become after they are fully surrounded by the matrix. They are then bone maintainers. When you are born you have more osteoblasts, which helps to build a strong skeleton. As you get older, the number evens out and then as you become elderly you tend to have more osteoclast activity than osteoblast activity, which causes your bones to weaken.” 39 Bone Strength Laboratory The bone strength laboratory was effective in promoting critical thinking, for the students had to explain the reasoning of the flexibility test based on their prior knowledge regarding calcium phosphate’s role in bone structure and in addition, collagen’s role in bone structure on their final laboratory report. Furthermore, students had to hypothesize the affect of acetic acid, meat tenderizer, and water on the bone. Traveling to Mars Activity The students were not fond of the traveling to Mars activity, and this can be attributed to the students not reading the entire activity and gaining the knowledge within it. Instead, they tried to hurry through the assignment. One question asked the students to investigate current experiments researchers are performing to reduce bone loss in space. This question was answered with a blank more often than it was answered on the students’ papers. Thirty-two percent of the students stated in the post-unit activity survey, the Traveling to Mars activity was not effective in providing a Ieaming experience regarding the skeletal system. Long Bone Dissection S Drawing The students did an excellent job of incorporating the proper terms and definitions into their long bone drawings. There were very few students who mislabeled parts of the long bone. This activity was an alternative way to allow students to grasp the knowledge of the terms by performing a task instead of looking at a picture or drawing of a long bone in the book and memorizing terms. 40 Ninety-eight percent of the students stated on the post-unit activity survey that this activity was very to somewhat effective in learning new knowledge regarding the skeletal system. Milk Advertisement Campaign This activity was poorly received by the students and subsequently 45% of the students rated the activity as ineffective in aiding them in acquiring new knowledge of the skeletal system. The open response question on the post-unit activity survey that asked the student which activity should not be incorporated next year was most commonly answered with the milk advertisement campaign project. Bone Typing Activity The bone typing activity was used as an alternative to lecture notes stating the various types of bones. Based on teacher observations, students worked effectively in their groups to create appropriate classification systems for the various bones. Skull Comparisons Students were assessed on the skull comparison activity for their participation and completion of the activity. All students completed the activity and were able to correctly identify similarities between the human skull and another vertebrate skull as well as differences between the two. Verteme Column - Growing, Stretching, or Shrinking The students were able to infer from the data provided in the vertebral column activity, that the vertebral column was shrinking on earth because the 41 intervertebral disks were being compressed. Whereas in space, no gravity is present so the intervertebral disks were able to expand to their maximum. Eighty-one percent of the students felt this activity was very effective or somewhat effective in aiding in the accumulation of new knowledge regarding the skeletal system based on the data from the post-unit activity survey. Some of the students stated on the post-unit activity survey that they felt the activity was introducing them to a concept that could have just as easily been stated in notes instead of having to discover the knowledge on their own. Assembling Arh'culaflons The assembling articulation activity was effective for the question regarding joints was one of the highest scored questions overall on the post-unit assessment. The question asked the students to circle three joints on a skeleton picture and then to describe the function of the three joints. Additionally, the students were asked to distinguish between the types of joints found in the body e.g. movable and immovable. Forensic Investigation of our Class Skeleton The forensic investigation activity was effective in giving students experience with various types of forensic testing. Ninety-four percent of the students responded on the post-unit activity survey by stating that the forensic investigation activity was very effective or somewhat effective in providing an opportunity to gain new knowledge of the skeletal system. From my observations of the students, they seemed to enjoy performing the various tests 42 on the skeleton and from their scores on the post-unit assessment, most students were able to identify two ways that male and female skeletons differ. Thought Provokers The students were assessed on the thought provokers for his or her answer’s supportive reasoning. In general, the students scored well on the thought provokers. Based on the results from the activity survey, only 13% of the students felt that the thought provokers were ineffective in providing an opportunity to learn new knowledge of the skeletal system. PRE-UNIT S POST-UNIT ASSESSMENT ANALYSES The null hypothesis for this thesis project is: there is no difference between the pre-unit assessment scores and the post-unit assessment scores for each student. Appendix Cl diagrams for each student his or her results from the pre-unit assessment versus the post-unit assessment. Using the paired t-test the pre-unit assessment data and the post—unit assessment data were compared. The results of the paired t—test clearly indicate there is a significant difference in the mean scores of the pre-unit assessment scores for each student compared to each student’s post-unit assessment score. The final p value was less than .0001. The t critical is between 2021-2000 and the calculated t value is 23.1. Since the t value is greater than the t critical value for the pre-unit and post-unit data, I reject the null hypothesis. Therefore, there is a significant difference between the pre-unit assessment scores and the post-unit assessment scores of the class. The average score on the pre-unit assessment was 37%, and the average score on the post-unit assessment was 75%. There was significant 43 growth in the students’ knowledge of the skeletal system after the implementation of the new unit. Both the pre-unit assessment and post-unit assessment questions were written covering the same material, although the post-unit assessment contained more detailed questions than the questions on the pre-unit assessment. Therefore, it is difficult to directly compare the questions, because more in depth thinking was required in the post-unit assessment than in the pre-unit assessment. The following comparisons of the pre—unit to post-unit questions were completed using questions that were asking similar concepts. Refer to Appendix Oil for a question break down of the individual student’s scores on the pre-unit assessment. Also, refer to Appendix Clll for a question break down of the individual student’s scores on the post-unit assessment. The first topic that was addressed on the post-unit assessment was the role of calcium in building strong bones. The students were asked to identify the mechanisms that compensate for a lack of calcium in the body, as well as why milk products specifically are helpful in obtaining calcium. The final part of the question asked students what other components are necessary to fully benefit from consuming milk products. This question was the least correctly answered question on the post-unit assessment. The most commonly missed portion of the question related to the mechanism that exists to compensate for a lack of calcium in the blood. The students were provided with this mechanism as lecture notes, and also they read about it in an article prior to developing the milk advertisement campaign. Unfortunately, this topic was overall not responded to well by the students, and their achievement of the topic knowledge was exhibited on the final assessment. A simpler question regarding the proper nutrition needed to build a healthy skeleton was posed on the pre-unit assessment. The group’s overall average score was a 93% on this question. The students were able to initially identify that calcium is needed to build a healthy skeleton but on the post-unit assessment they were unable to properly expand in depth as to how the calcium is regulated. The students were prompted on the second post-unit assessment question to draw a picture of a long bone and label its parts. There was not a question on the pre-unit assessment addressing this concept, for students had not been exposed to the topic before the unit and would have been unable to answer the question. After the real long bone dissection and drawing, the average score was 71% for the group on the question regarding long bone structure. The third question covered on the post-unit assessment was to describe the interaction of the skeletal system with other body systems. The same question was asked on the pre-unit assessment. On the post-unit assessment the students’ average score was 82%, whereas on the pre-unit assessment the group average was 46%. On the pre-unit assessment most of the students were able to determine that the muscular system interacts with the skeletal system to receive partial credit, but they were unable to identify another body system that interacts with the skeletal system. 45 A focus of the unit was relating the skeletal system to everyday living. My attempt to incorporate student’s interests created an activity demonstrating the effects of the earth’s atmosphere and space’s atmosphere on the skeleton. The fourth question on the post-unit assessment addressed this topic. A similar question was found on the pre-unit assessment as well. On the post-unit assessment, the student’s average score on the question was a 61%. The similar question on the pre-unit assessment attained a group average score of 41%. Students were able to identify that the height of the vertebral column would change, but they typically had points deducted on the post-unit question due to an incomplete explanation as to the bone loss that occurs from lack of force on the skeleton. Perhaps the reason students scored so low on this question was due to little interest in the topic and in the activity Traveling to Mars. There is a correlation between the students’ scores on the post-unit assessment questions and the students’ ratings of the activity in the activity survey. Osteoporosis was also a focus during the skeletal system unit. The question on the post-unit assessment asked the students to explain in detail the process occurring in osteoporosis bone and to draw a picture of bone before osteoporosis has set it and another picture of the same bone after the onset of osteoporosis. In addition, the students were asked to identify where osteoporosis is most common in the skeleton and why. A less complex question was asked regarding the identification of a bone disease and its impact on the skeleton in the pre-unit assessment. Students in general received all the points for the first portion of the pre-unit assessment question that asked for the 46 identification of a bone disease, but lacked in their description of its impact on the skeleton. Overall, the class earned 61% for the pre-unit assessment, while the group’s average score was 64% on the post-unit assessment. The part of the post-unit assessment question that was missed most often was concerning the identification of the locations in the skeleton where osteoporosis is most common. This information was provided to the class in a PowerPoint presentation and may not have been memorable to the students because it was not embedded in a hands on activity. Question six on the post-unit assessment was a complex question referring to the identification of the functions of bone tissue as well as the parts of compact bone. Lastly, the students were to describe how the microscopic and macroscopic structure of bone allows for its functions. One question on the pre- unit assessment addressed a portion of the post-unit question. The students were asked on the pre-unit question to explain at least four functions of the skeletal system. Overall, the students scored an average of 67% on this question. Students scored poorly on the more complex post-unit question, earning an average of 46%. The portion of the question that was most commonly missed regarded an explanation of how the microscopic and macroscopic structure of bone allows for the functions of bone tissue. In general, students were able to describe the various functions of bone tissue and provide a correct drawing of compact bone tissue with labeled parts. Osteoclast, osteoblast, and osteocyte descriptions were presented in the unit by a demonstration using analogies. These concepts were embedded in the 47 post-unit assessment in question seven. Students were asked in the question to distinguish between the three types of cells and then to explain their various roles over a lifetime. The average score earned by the students on this question was an 85%. A portion of the students’ success may be attributed to the demonstration that contained useful analogies to help the students remember the concept. One pre-unit assessment question asked the students to explain the function of joints that are found in the skeleton. The students scored well on this question, earning an average class score of 97%. Students were able to easily identify that the function of most joints is to provide movement. On the post-unit assessment, the students were posed a more complex question that also asked the function of joints in the skeleton, but also asked the student to identify the three main categories of joints, along with three different types of movable joints. The group average for this question was 76%. This topic was mostly learned by the student’s individual completion of a project regarding the various types of joints. A common misconception by the students was identified on the pre—unit assessment regarding the differences between male and female skeletons. The most common answer suggested that a male skeleton has one less rib than a female skeleton. This in fact is not true. The students were able to identify on the pre-unit assessment that men have larger skeletons, but they were unable to identify any specific differences in individual bones. Students earned an average score of 44% on the pre-unit question, but on the post-unit question addressing 48 the same concept the student average score was an 87%. The Forensic Investigation of Our Class Skeleton activity may have had an impact on increasing the student’s knowledge of this topic. The chicken reconstruction and dissection project provided the students with exposure to an avian skeleton. Initially, the pre-unit assessment asked students to compare and contrast the skeleton of a human and another vertebrate. The students were only able to identify difference in size. Students earned an average of 38% on the pre—unit question, but on the post-unit question the average was 98%. The students had no difficulty identifying the differences and similarities between a human and a chicken skeleton. Question eleven on the post-unit assessment addressed the concept of collagen fibers and calcium phosphates role in bone tissue. Additionally, the students were asked to explain how the function of bone would change if it lacked calcium phosphate or lacked collagen fibers. The students scored well on this question, earning an average class score of 79%. The last question on the pre-unit and post-unit assessments involved the identification of bones in the human skeleton. On the pre-unit assessments the class average score was 23%, whereas after the unit the class average score was 88%. This was significant improvement, most likely linked to the amount of time spent discussing the various bones of the skeletal system. STUDENT ATTITUDE SURVEY RESULTS F ifty-three students participated in two surveys at the end of the unit. The first post-unit survey was identical to the attitude survey implemented at the 49 beginning of the unit. This survey asked them questions regarding their thoughts on Ieaming and science. The first question asked students to rate the difficulty of anatomy/physiology class. According to the results, students felt that anatomy/physiology class was more difficult after the unit was implemented (Figure 7). This could be due to the variety of activities that were performed throughout the unit along with the chicken dissection and reconstruction, which were time consuming and a difficult task for many students. Figure 7: Attitude Survey Question #1 I Question #1 : Anatomy class is: 60% 50% 40% 30% 20% 1 0% 0% l iPFeT-umt ‘ I Post-Unfit; 5 4 3 2 1 I Difficult Easy Percentage of Students The second question on the survey asked the students to rate their interest level of anatomy/physiology concepts (Figure 8). The post survey results are bothersome to me, for they perhaps suggest that the skeletal system concepts were not as interesting to the students as previous topics covered in the curriculum. Question six on the attitude survey was similar to question two, only referring specifically to the interest in the skeletal system (Figure 9). The data from the two questions somewhat contradict each other. The students felt 50 the skeletal system was a bit more interesting than what they anticipated it to be based on question six, but on question two they felt this topic in anatomy had become less interesting. Figure 8: Attitude Survey Question #2 Question #2: I feel that anatomy/physiology concepts are: 4. 50% g a, 40% 53$ 30% ’IPre-Unit g (.03.. 20% , (lilfiPost-Unit g 10% 0% . 5 4 3 2 1 lnteresflng Dull Figure 9: Attitude Survey Question #6 Question #6: The skeletal system is: 50% 40% 30% 20% 10% y 0% T - IlPrg-Unit g I! Post-Unit Percentage of Students 51 There is a possibility that the two questions contradict each other slightly because the students were tired of the unit based on the fact that it ran beyond six weeks. Unfortunately, winter break occurred in the middle of the unit and semester exams fell near the end of the unit. At semester time some students dropped the class and the classroom demographics changed as well. The third question in the attitude survey questioned the student on the difficulty of the laboratories and activities (Figure 10). The results indicate that the students found the skeletal system laboratories and activities to be somewhat more difficult than those of prior units. A significant difference in this unit compared to other units was not only the amount of laboratories and activities but also the depth of them. The length and depth of the chicken dissection and reconstruction may have influenced the students’ answers as well. Figure 10: Attitude Survey Question #3 Question #3: Anatomy/physiology —I laboratories/activities are: 70% 60% 50% ' 40% lPre-Unit I 30% if lPost—Unit 3 20% ’T 7’ 10% 0% . Percentage of Students Difiicult Easy IT 52 l was also interested in determining if this skeletal system unit would increase the students' use of their textbook. I often find that students do not supplement the class notes by reading the text unless prompted by me. Question four on the attitude survey asked the students to identify how often they use their anatomy textbook (Figure 11). The students' data conclude they used the anatomy text somewhat more often after the skeletal system unit than before the unit was implemented. Many of the thought provokers may have influenced their use of the textme because they had to research various topics to determine the correct answers for the majority of the thought provoking questions. Additionally, I referenced the book diagrams and pictures as often as possible throughout the unit to aid the students in their learning. This may have contributed to more use of the text by the student when completing homework and answering activity or laboratory questions. Figure 11: Attitude Survey Question #4 Question #4: I use my anatomy text: I l l I Pug-UR I Post-Unit 53 In addition to trying to encourage more use of the text to supplement lectures and activities, I also wanted to promote scholarly use of the lntemet during this unit as an additional supplement. Question five on the attitude survey addressed the students use of the lntemet (Figure 12). According to the results, the students increased the amount that they are using the lntemet to supplement the class, but there is still a large majority of the students that almost never use the lntemet to aid in their understanding of material. Figure 12: Attitude Survey Question #5 L ,Li L--. i L i, 1.! 1 Question #5: I use me lntemet to aid me I ‘ with anatomy/physiology class: I l 50% , 40% ‘ 30% 20% 10% 0% fiewl l l Percentage of Students Often Never 1 Another objective of the unit was to increase the student’s ability to think in a critical manner. Question seven on the attitude survey asked the student to identify how well he or she is able to critically think (Figure 13). Although it may be difficult to assess one’s own ability to critical think, the question was posed to determine if each student felt they had gained more confidence in the area of problem solving. Based on the data from the survey, it appears that some 54 students felt they were able to better critically think after the skeletal system unit than before the unit. In addition, it appears that some students may have determined that they were not as sufficient in critically thinking as they originally had thought. Figure 13: Attitude Survey Question #7 Question #7: My critical thinking abilities ‘ are: ‘I Pre-Unit ll Post-Unit 1% 5 4 3 2 1 1 | Excellent Poor ‘ 60% 50% 40% 30% 20% 10% 0% Percentage of Students The last question on the attitude survey was included to determine whether the chicken dissection and reconstruction activity performed in cooperative learning groups was a preferable method for Ieaming for the students (Figure 14). The data concludes that more students preferred to work cooperatively after the unit, although a few more students after the unit preferred to work individually. 55 Figure 14: Attitude Survey Question #8 Question #8: I prefer to work most of the time: » ‘3 40% G) I g I , a 30% _ “5 20% lPre-Unit I § y Post-yon, E 10% g I g: 0% 5 4 3 2 1 Cooperatively Individually STUDENT ACTIVITY SURVEY RESULTS In addition to the pre-unit and post-unit attitude survey, the students were surveyed regarding the effectiveness of each activity that was implemented in the skeletal system unit (Appendix CIV). Overall, the students felt that the majority of the activities were very effective to somewhat effective in providing an opportunity to Ieam about the skeletal system, although a few of the activities were not well received by the students. Those activities that had more than 25% of the class stating that the activity was not effective were the Histology Microscope Lab, Traveling to Mars Activity, and the Milk Advertisement Campaigns. The students responded well to the other activities and according to the post-unit assessment data they seem to have gained an understanding of the skeletal system concepts presented. 56 CONCLUSION The main objectives of this expanded skeletal system unit were to focus on expanding the amount and depth of content covered for the skeletal system and to develop real world application activities that would stimulate critical thinking by each student. An additional objective was to incorporate the use of a variety of teaching techniques. I feel that I have met the objectives given the analysis from the pre-unit assessment to the post-unit assessment that indicates growth in overall knowledge of the skeletal system concepts. The improved results, as presented in Figure 9 - Figure 14, from the pre-unit to the post-unit attitude survey also indicates an increase in the students feelings towards science class and the skeletal system. Additionally, the activity survey completed by the students rating their effectiveness also provided valuable data that suggests the majority of the activities were effective. The majority of the activities were rated by 75% of the class as very effective to somewhat effective. Furthermore, I also incorporated a wide variety of teaching techniques in this unit, which were more useful to the students than teacher presented lecture of information based on the results of the post-unit activity survey. The skeletal system traditionally was a difficult unit to generate engaging and interesting activities. Prior to developing this unit, I felt that the skeletal system did not provide as much hands on opportunities as other units in the curriculum. The process of trying to develop new ideas during the school year was time consuming and very difficult. The development of the new skeletal unit during the summer 2004 allowed me to explore further other opportunities to 57 incorporate the student’s everyday life into the curriculum. In addition, I had the time not only to develop new engaging activities, but also to work through them to determine if they would be effective in my classroom. This development process was critical in the development of my unit. I feel as though I have refocused the content in the curriculum from material that was not of utmost importance for high school students to understand, to material that should be more relevant to a high school student’s life. I feel that the greatest success of the unit was the chicken dissection and reconstruction project. It proved to be an effective activity and an outstanding Ieaming experience based on student feedback and post-unit assessment scores. I was completely committed to completing this project with my students, but I was a bit naive as to the extent of such an undertaking with 53 students. This project required an enormous amount of behind the scene effort and time on my part and it did have its fair share of complications. The process started out rocky with one student adamant that she was not going to complete the project, while a few others became sick during the dissection and were unable to partake in this piece. In the future, starting with a smaller dissection to acclimate students to the process may eliminate this problem. Also, at one point in the process six groups of students needed further boiling of parts to remove excess muscle, and I put all of the parts in the same boiling pot. I was not thinking about how we would identify each group’s parts if they all became disarticulated. In the end we were left with a “bone graveyard” of parts that the students had to rifle through to find the parts they needed. At the time this error seemed major to me, 58 but in reality it may have created a better Ieaming experience for the students. They had to find the correct side leg or the correct side wing bones out of the “bone graveyard.” Some students lost parts of their chicken when taking them home and reassembling them as well. One student made the excuse, “I think I left my chicken head next to my locker in the hallway. The janitor must have thrown it away.” Additionally, the smell of the chicken dissection permeated through the school and had many non-anatomylphysiology students turned off by the smell. I had a few students approach me about taking the course the following year and each wanted to know if the chicken dissection would be required. They were not going to sign up for the course if it was to be implemented. Interestingly, upon leaving for the summer, the number of students enrolled in anatomy/physiology next year is at an all-time low since I have started teaching the course. This occurrence has caused me to wonder if students do not want to take the class based on the possible requirement of a fresh chicken dissection. The students that participated in the process thought it was an enjoyable project during which they learned a lot. However, to an outsider, the process might seem a little scary or too gross in which to partake. Although there were many trials that came with such an intense project as the chicken dissection, there were good things that emerged from it as well. Students rated the chicken reconstruction as their favorite activity and the most helpful in providing a Ieaming opportunity regarding the skeletal system. Many students continued to ask me throughout the year if I would complete the project next year. They encouraged me to implement it. Upon careful consideration 59 about implementing the project next year, I think I may resort to a smaller dissection. My thought is to scale down the project by dissecting and reconstructing only a few chickens. Another option may be to use another organism instead so I don’t accumulate masses of chicken skeletons in my classroom. At the moment I have 16 skeletons staring down at me everyday as a reminder of the project! It is my goal to one day have a variety of skeletons such as a deer, calf, raccoon, possum, turkey, etc in the classroom available, so the students an engage in comparative anatomy activities. The bone histology laboratory extremely frustrated and disappointed me. I felt that through the modification I had made to the process of drawing tissues, which instead challenged each student individually to discover the tissue’s structure by himself, the students would gain a better understanding. In fact, this was not true. After I returned the students papers of their drawingsand questions, we discussed the correct answers to the questions and I provided them with an example of a correctly drawn compact bone tissue section. In the future I would like to modify the activity. It may be helpful to project the compact bone slide onto a screen and complete the drawing and labeling activity together. This process would allow me to monitor the students learning as we progress through the activity instead of assessing it afterwards and finding that most students did not understand or complete the activity correctly. Additionally, this would eliminate the students frustration and time spent with the microscope. 60 I feel the visual aspect of the osteoblast and osteoclast demonstration analogy was instrumental in aiding the students in their understanding of the bone remodeling process. Students were able to understand the concept quickly and retained the information for the post-unit assessment. I will definitely incorporate this demonstration analogy into my future teaching of the skeletal system and work to enhance it by developing accompanying hands on activity using stacked wooden blocks. Another activity that was successful according to the post-unit assessment data and the student activity survey was the Assembling Articulation Models activity. I was surprised at the amount of knowledge the students gained from only a short exposure to the types of joints during lecture, and the retention of the knowledge they learned through the building of the models on their own. I think this is a clear indicator that hands on activities do impact student learning. When reconfiguring this unit, I reduced the amount of specific bone process naming by the students. In the past, I had spent many weeks showing students various bones and pointing out their structures. I now have realized that this type of information is not necessary for them to know at the high school level. The process of Ieaming all of the structures was tedious for the students, and it was knowledge that had short retention. Instead of heavily focusing on the structures of all the bones, I chose a few key bony structures to observe in greater depth e.g. the skull and vertebral column. The incorporation of the skull comparisons turned what would normally be a memorization experience from the book into a useful activity where students did not realize they were recalling the 61 parts of the skull. The students also enjoyed using the real skulls in this activity and were shocked at the similarities that exist between a skull as small as a mouse to one as large as a horse. I will implement this activity in future skeletal units, for I found it to be a useful teaching method. Other activities that were not strictly structured such as the long bone dissection and the bone typing activity were instrumental in the development of new student knowledge, for students scored well on the post-unit assessment questions involving these concepts. The activities were short and easy to prepare but engaged the students in learning experiences that were remembered long after they had been completed. They provided a hands on experience that was lacking from the previous skeletal system unit. The use of thought provokers was another activity that I enjoyed implementing, for it allowed me to engage the students in critical thinking. Although students often found the process of thinking critically to be a struggle, I felt this struggle was important. I wanted them to try to develop on their own an answer that was reasonable. My students generally have had little practice in critical thinking. They are accustomed to one correct answer that can be obtained directly from their book, notes or from obtaining the answer from their friends. The creation of their own individual answer is puzzling and straining. They often became fmstrated with me when I would not “tell” them the answer. The development of this activity helped me to realize that I may not have been engaging the students in higher order thinking in the original skeletal system unit. I was generally implementing lower level questioning which in turn 62 was hindering the students’ ability to think critically about an answer to a complex question. I would like to expand the use of thought provokers in my classroom so they are embedded in the entire curriculum, as well as write more effective thought provokers for the future skeletal system unit. Students indicated by their post-unit assessment scores as well as on their activity survey that there were a few activities that were not helpful in creating an experience to further understand the skeletal system. I was disappointed with the students’ interest in developing effective milk advertisements after they had learned extensively about calciums impact on the body. Reflecting back on the activity, it may have been too basic of a project that obviously did not interest the students. I anticipated the milk advertisement mmpaign project to be a successful project, and l was looking forward to the types of advertisements the students would produce. Unfortunately, the work most of the students turned in for credit was unacceptable. Most of the campaigns were unimaginative and very chaotically put together. I explained to the students my disappointment in the projects and allowed them the opportunity to turn in a second milk advertisement in place of their first grade. Some students took advantage of this opportunity while others were satisfied with the grade earned on the first advertisement. During the initial development of the activity I did not want the students to create posters, although they were allowed under the final requirements, because I did not feel much thought goes into the process of making a poster. It seems like students are always developing posters for other classes. I wanted 63 the students to express more creativity and develop an advertisement that would impact their peers, but this did not occur. Next year I will most likely not use this activity. I may change the criteria of the activity and make it into a smaller task where students create and perform commercials during a portion of a class period given a time limit based on the current “Got Milk” advertisements in magazines. Additionally, they would need to incorporate their newly acquired knowledge about calcium. This may be more appropriate for the type of Ieamer in anatomy/physiology class, because the students thrive in activities that are more stimulating. The Traveling to Mars activity was another disappointment in the unit. The students did not grasp the appropriate knowledge from the activity as represented by their post-unit assessment score on question four. Students scored an average of 41% on this question. They were unable to identify that bone loss occurs from lack of force on the skeleton. Also, the final question in the activity asked about the student’s desire to go to Mars as well as an explanation to his or her answer. I was looking forward to intense explanations and only found on their papers simple answers such as, “No, I do not want to go to Mars. I would not want to leave my friends and family behind for eight months of my life.” This type of answer disappointed me, based on the fact that most of the students in my class are average to above average students. I would like to revise this activity for next year, because I feel that it still may be a good lesson if presented through a different teaching technique. For instance, the concept of traveling into space may need more of an interactive format instead of a paper and pencil activity. The activity was mostly reading and responding to questions, and the students may need a more engaging activity instead. Although, I do feel that the process of using “real’f data sets to perform calculations and construct graphs are important skills that students need to engage in more frequently. This activity may have put students in an uncomfortable zone because they do not often participate in these activities in science class. I was pleased with the post-unit assessment results compared to the pre- unit assessment results. Overall, the students scored higher on the post-unit assessment than on the pre-unit assessment. The goal of education is to make an impact on the student so he or she learns a concept. This process has occurred. Although there are concepts that need to be further contemplated for their incorporation into next year's curriculum, most of the activities, based on student survey results, were beneficial in aiding students in Ieaming about the skeletal system. The implementing of this unit in my classroom has been a rewarding experience, not only for the students but also for me as their teacher. I enjoyed implementing projects and activities that were more complex than before. Furthermore, I know that the students really enjoyed the new experiences based on the post-unit activity survey results. In addition, the chicken dissection and reconstruction is sure to be a lasting life memory of their time spent in anatomy/physiology class at Marshall High School. It is my intention to continue further development of the unit and create even more useful activities for the 65 students over time. This process has taught me that constant evolution of curriculum is necessary to maintain an engaging and exciting Ieaming environment. I intend to continue evolving. 66 APPENDIX AI CHICKEN DISSECTION 8: SKELETON RECONSTRUCTION INSTRUCTOR’S GUIDE Purpose: Students will successfully reconstruct a chicken skeleton and be able to compare and contrast the skeletons of a chicken and a human. Time Frame: Approximately 3-Eighty Minute Block Periods Additional time is required by each student at home Target Group: Anatomy/Physiology High School Students Preparation of Materials: Obtain Chickens from Local Farmer Arrange for School Kitchen to Cook Chickens Sources of Materials: Hardware Store and Grocery Store Problems Encountered: Teach students how to skin a chicken quickly and easily to save time in the dissection process. References: “The Chicken Skeleton - How to Prepare and Mount It” http://wwwagrisciencemsu.edu/poultryimprovement/asBOOc 330 332 4-8.htm “SkeletaISystem of a Chicken” By: Elisia Murray http://campus.murraystateedu/academic/‘faculty/terry.dertlng/anatomvatlas/murra y/index.htm 67 Chicken Dissection 8. Skeleton Reconstruction Introduction: Your skeleton provides you with support and has attachment areas for muscles so that you may move. Without your skeleton you would look like a pile of muscles on the floor! To truly appreciate the complexity of your skeletal system you will participate in a hands-on laboratory experience that will allow you to dissect a chicken and then reconstruct its skeleton. In doing this activity you will learn the similarities and differences between the human skeleton and a chicken skeleton. Disclaimerl - You will need to do some of this project on your own time. I will be available to help you before/after school and during seminar. Be sure you plan enough time to finish your project by the due date. Objectives: * Students will successfully reconstruct a chicken skeleton. * Students will compare and contrast the chicken skeleton and a human skeleton. * Students will productively work in groups to complete the task. Due Date: Monday, December 20th Materials: * 1 old hen/roasterlchicken * Support Rod - Hanger * 1 large boiling pot * Wood Base Board * Cheesecloth * Scalpel or Razor Blade * \Mre: * Toothbrush small and medium gauge * Tweezers/Forceps * Glue (Rubber cement, * Rubber Gloves Hot glue, or Super Glue) Optional Materials: * Small Drill Bit to drill through bones * Small Springs * Clear Varnish or Clear Plastic * Small Paintbrush * Sodium Carbonate (for whitening of bones) Procedure: Dissecting the Chicken 1. Obtain a chicken and completely remove the skin. To do this it is best to lay the chicken on its back and make an incision down the middle of the chest while pulling up on the skin. Be sure you do not cut through the bonesl 2. Continue your chest incision down both legs and upward through the neck. 68 3. Cut away the connective tissue holding the skin to the muscles. Rotate your chicken to remove the skin from the back side as well. Take a moment to examine the muscular system of the bird. Remove as much skin from the head as you are able. Do not be concerned if the head disconnects from the vertebral column, but do not force it. Remove the organs from the thoracic and abdominal cavities. As you are removing the organs try to identify them and ask your instructor any questions you may have. Rinse any blood from your chicken over the sink. Be sure you run a large amount of water through the chicken at this point. Once you have removed as much skin as possible, place your chicken in a bag and store it in a refrigerator. Make arrangements with your teacher to boil your chicken. Boiling the Chicken . Place the chicken in a large boiling pot and cover it with water. Bring the water to a boil and cook for approximately 2-3 hours or until most of the meat has fallen off. If the head has separated from the body before boiling put the head in a square of cheesecloth and tie closed with a string. (I will boil your chicken for you! ©) Cleaning and Partial Assembly . Once you have completed boiling the chicken, run a piece of wire through the vertebral column. This will ensure that the vertebrae will remain in the correct position. Remove remaining large portions of meat from the bones. If possible, separate the legs from the rest of the body. The legs may need additional boiling. If further boiling is needed, you may add sodium carbonate to the boiling water to help remove ligaments from the bones and to whiten them. Carefully disarticulate the skeleton and identify loose bones so each individual In your group has a section of the skeleton to reassemble. For example. Person #1: Legs and Pelvis Person #2: Skull and Feet Person #3: Rib Cage: Vertebral Column and Ribs Person #4: Vans, Stemum, Clavicle, and Coracoids. You may want to label your bones at this point to help you remember its position, side, etc. Taping them on paper or wiring them in their correct position may help. 4. Each student will need to take his/her portion of the chicken home to finish cleaning and drying. Your parts may need to be boiled longer to remove 69 any remaining ligaments and then cleaned with a toothbrush. I have razor blades that you may use as well to help with this process. 5. After the bones are completely cleaned you must give the bones time to dry. You may dry the bones in the open air (Be sure no animals can get to them!) or put them in the oven on low. 6. After the bones are dried, assemble your section(s)‘ of the skeleton by gluing or wiring the parts together. You may want to gather as a group for this part so you are able to help each other. This step will take patience and time. Hints for assembly: A. B. G. H. Be sure your positioning is correct. Ex: The right femur is on the right side of the chicken. Joints: A hot glue gun works well to hold the bones together at joints. Put globs of the glue at joints and once the glue has dried remove remaining pieces of glue or glue strings. Be sure to hold your parts in place until the glue dries. . Thoracic Cage: Use a small balloon or rag to act as support for the vertebrae while gluing on the ribs. . Pelvic Bones: Glue the pelvic bones onto the vertebral column before piecing the sternum. Legs: The femur can be positioned in the acetabulum by drilling small holes through the head of the femur and out the dorsal side. I have a drill bit for this if you would like to use it. Otherwise, you could try to glue them or wire them in place. Vertebrae: Glue the vertebrae once they are in the correct position. This may be one of the last things you do before assembling the entire chicken. Stemum: Glue together the sternum, clavicle, and coracoids. This website helped me; hopefully it will be helpful to you as well. You can enlarge the pictures to help you see the articulations: “Skeletal System of 3 Chicken” By: Elisia Murray http://campus.murraystate.edu/academic/facuIty/terrv.derting/anatomy atlas/murray/index.htm Final Assembly of the Chicken 1. Once each student has assembled his/her parts on his/her own the group will work together to assemble the entire skeleton. This step will take time, so be sure to plan accordingly. 2. Use your board to attach a stand to hold your chicken. Your stand could be made out of a coat hanger, a doll stand, a dowel, or a small pipe. You will need to be creative in determining how to get your chicken to stand upright. 3. Once your stand is attached to your board start assembling your chicken skeleton. It may help to piece various areas of the skeleton together before attaching it to the stand. Be sure that all your parts are secure. 70 4. Once your chicken is done you may preserve it by brushing it with clear varnish or spraying it with clear plastic if you would like. 5. On the board, write the genus and species of the chicken as well as your names. Analysis For the final piece of the chicken project, write a 1-2 page paper comparing and contrasting one of the following areas of a chicken skeleton and a human skeleton. Your paper should be double spaced, 12-point font, and have 1-inch margins. Additionally, include interesting tidbits that you learned from doing this project. * Skull * Vertebral Column * Wing/Ami Bones * Leg Bones & Pelvis * Pelvic Bones * Thoracic Cage & Stemum Chicken Reconstruction Adapted From: “The Chicken Skeleton — How to Prepare and Mount It”, hgpzllwwwagriscience.msu.edulpoultryimprovementlas300c 330 332 4-8.htm 71 Chicken Project Rubric Chicken Reconstrucfion Bone Placement: +40 +30 +15 +0 All in Place Almost All in Place Some in Place None in Place NeatnessICleanliness: +10 +5 +2 Very Somewhat Hardly Label 8. Names Present: +5 +0 Present Absent Chicken Paper Contains CompareIContrast Items for bone structure: +15 +12 +6 5 Items 4 Items 3 or less Includes learned tidbits: +5 +2 +0 Many Some None Follows Paper Guidelines: +5 +0 Yes No Group Assessment Average Grade Awarded by partners for project: Outstanding Average Fair Poor +5 +3 +2 +0 Total Points: I (85) 72 APPENDIX All BONE HISTOLOGY MICROSCOPE LABORATORY INSTRUCTOR’S GUIDE Purpose: Students will view and identify the microscopic Structures found in compact bone. Time Frame: 40 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: Prepared Compact Bone Slides Sources of Materials: Any Science Classroom Supply Company 73 Name Date Bone Histology Lab Connective Tissue — Compact Bone Procedure: Obtain a compact bone slide and focus under low power. Next, switch to medium power and focus. If appropriate, switch to high power and focus. Draw your observation of bone at medium or high power in the provided space below and label the parts that you are able to observe. Title your drawing and write your magnification in the lower right corner of the drawing as well. Answer the following questions. 9’ 5" :PSPN.‘ 74 Follow Up Questions: 1. What two substances make up the matrix of bone tissue? 2. What part of bone tissue is considered nonliving and why? 3. What unique characteristics of bone tissue did you observe that allow for its strength? 4. Compare and contrast the function and structure of bone tissue and loose connective tissue. 5. If osteocytes lacked canaliculi, what process would not be able to occur? 75 APPENDIX Alll OSTEOCLASTIOSTEOBLAST DEMONSTRATION INSTRUCTOR’S GUIDE Purpose: Students will be able to explain the functions of osteoclasts, osteoblasts, and osteocytes, as well as their varying activities throughout life. Time Frame: 20 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: Hanger, creation of bone resorption and bone formation laminated posters, creation of Pac-Man and Bob the Builder laminated cards with holes at the top and string attached for hanging Student Preparation Required: Students must understand the functions of osteoclasts, osteoblasts, and osteocytes before the demonstration. Procedure: 1. Set up a hanger on a rod to use as a scale. Place posters on the sides of the hanger stating “Bone Formation” and “Bone Resorption. On either side of the hanger create arrows that will point to the Bone Formation or Bone Resorption as the scale tilts. Ask students to identify what type of bone cell the Pac-Man card represents. (Answer: Osteoclast) ‘ Ask students to identify what type of bone cell is represented be the Bob the Builder card. (Answer: Osteoblast) Ask students to determine the time in their lives when their bones are actively building (0-20 years). Discuss the idea that there are more osteoblasts than osteoclasts during these years but there are still osteoclasts present. Hang Pac-Man cards on one end of the hanger and Bob the Builder cards on the other end of the hanger so there are more Bob the Builder cards present to represent this idea. The hanger will tilt downward on the side with more Bob-the Builders and the arrows will point to Bone Formation. Ask students when in life their growth levels off (20-50 years) and to determine the relationship between osteoclasts and osteoblasts. Place the same number of Pac-Man cards as Bob the Builder cards on either end of the hanger. The hanger will stay level to demonstrate that bone formation is equal to bone resorption. Next, remove builders from the hanger but do not add anymore Pac- Mans. Ask the students what this scenario represents. (Later in life when osteoporosis sets in). 76 APPENDIX AIV WHAT GIVES YOUR BONES STRENGTH? INSTRUCTOR’S GUIDE Purpose: Students will be able to identify the role of calcium phosphate and collagen in providing bone with its strength. Time Frame: 1‘/z -Eighty Minute Block Periods Target Group: Anatomy/Physiology High School Students Preparation of Materials: 0 Pork Rib Bones work well for the experiment. 0 Try making a pepsin solution instead of using the meat tenderizer as a proteinase. To make the pepsin solution, make a 1 molar HCI solution and add a 1% amount of pepsin to it. Sources of Materials: Meat Department Problems Encountered: A strong acetic acid solution is needed to release the calcium phosphate from the bones. VInegar is not an appropriate substitute. Expected Flexibility Result: Calcium Test Flexibility Test Beaker #1 (+) Very Flexible Beaker #2 (-) Not Flexible Beaker #3 H Not Flexible 77 Name Date What gives your bones strength? A Skeletal System Lab on Bone Strength Introduction: Bone composition consists of special cells known as osteoclasts and osteoblasts, as well as a matrix portion consisting of collagen fibers, water, and an important mineral, calcium phosphate (Ca3PO4). The drink milk ad campaign insists that we drink milk every day to keep our bones strong and healthy. Is this ad campaign truly looking out for our best interest or just a useful ad ploy to get consumers to drink more milk? Problem: What makes my bones strong? Pre-Lab Questions: Read through the lab and then answer the following questions. 1. Explain the function of the skeletal system that is addressed in this laboratory. 2. What mineral is in bone that allows for this function? 3. Explain the purpose of the part of the procedure titled “Confirmation for the Presence of Calcium” that is done day 2. 4. Write a hypothesis for the presence of calcium in Beaker 1, Beaker 2, and Beaker 3. Materials: 0 Sodium Oxalate Solution, 1% 0 Meat Tenderizer Solution: 1% o 3 bones (cooked and meat 0 Funnel removed) 0 Filter Paper . Acetic Acid (6 M) e 3 Beakers - 250-400 mL . Distilled Water 0 Test Tubes 0 Calcium Carbonate/Rolaids e Stirring Rod 0 Scale 0 Mortar and Pestle o 10 mL Graduate Cylinder 78 Procedure: 1‘t Class period: Testing for the Presence of Calcium 1. Place a bone in Beaker 1 and cover with 250-mL of acetic acid. 2. Place a bone in Beaker 2 and cover with 250-mL of meat tenderizer solution. 3. Place a bone in Beaker 3 and cover with 250-mL of distilled water. 4. Make observations of each beaker’s bone and record under Observations below. 5. Cover the beakers with foil and observe next class period. 2"" Class period: Confirmation for the Presence of Calcium 1. Grind the calcium carbonate with a mortar and pestle. Mass 1.5 grams of powder and place into a 50-mL beaker. 2. Add 6-mL of acetic acid to the beaker and stir well. Carbon dioxide gas is evolved from the reaction. Let any remaining solid settle to the bottom of the beaker. 3. Filter the liquid into a clean test tube. This solution should be clear. Add drops of 1% sodium oxalate solution to the test tube. Formation of a white precipitate (calcium oxalate) confirms the presence of calcium. Testing for the Presence of Calcium Continued: 1. Make observations of each beaker's bones. Record your observations below. Test the bones for their flexibility by bending them in the middle. Record your results in Data Table 1. Collect a 2-mL sample of soaking solution from Beaker 1 into a test tube. Add 8-mL distilled water to it. Repeat step #3 for the remaining beakers. Test each test tube for the presence of calcium and record the results in Data Table 2. Throw away remaining bones. Flush the remaining solutions from the beakers down the drain. Wash beakers and test tubes and then dry. Be sure your lab station is clean before leaving! Answer Analysis questions. @NQSPPSPN 79 Observations: Initial Observations of Beaker #1: Initial Observations of Beaker #2: Initial Observations of Beaker #3: Final Observations of Beaker #1: Final Observations of Beaker #2: Final Observations of Beaker #3: Data Table 1: Bone Flexibility Beaker Very Somewhat Slightly Flexible Flexible Flexible No Flexibility 1 2 3 Data Table 2: Calcium Test Beaker Calcium Present Calcium Absent 1 2 3 For Positive Calcium Test Use the Following: - No Calcium + Little Calcium ++ Some Calcium +++ Lot of Calcium 80 Analysis 8. Conclusions: Answer in complete sentences 1. Explain the reasoning of the results for the flexibility test of each bone. 2. What is the reasoning for the test result for calcium from Beaker #1? 3. What is the reasoning for the test result for calcium from Beaker #2? 4. What is the reasoning for the test result for calcium from Beaker #3? 5. Explain the purpose of Beaker #3. 6. Describe how you would respond to the “Drink Milk” ad campaign given your findings in this experiment. 7. Write a Conclusion for this laboratory. It should include the intended purpose, whether you accept or reject your hypotheses and an explanation of your results. Additionally, include difficulties or errors and how this lab pertains to your life. 81 APPENDIX AV TRAVELING TO MARS ACTIVITY INSTRUCTOR’S GUIDE Purpose: Students will calculate the average bone less an astronaut might undergo on a trip to Mars. The student will then determine the effect of the loss on the body. Time Frame: 60 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: Rulers & Calculators 82 Name Date Traveling to Mars Would you make the trip? Background: 0 At its closest point, Mars is within 35 million miles of Earth. . A one-way flight to Mars would take approximately seven months in a space shuttle. If you could drive to Mars at 55 mph the trip would take almost 73 years. Radio communications to Earth and back from Mars could take as long as 40 minutes. . Your bones need a force acting upon them to stay strong. In space there is no gravity, so bone loss takes place. Look at the gravity picture below. 0 - Earth 16 M3" 0-336 Space ~OG Source: http://www.nsbri.org/HumanPhysSpacefIndex.htrnl Purpose: To determine the effects of microgravity on the human body, a study was done by NASA that measured the effects of space travel on bone density. Below, you will find compiled data regarding the mission that was based at a space station. 14 astronauts were measured on a monthly basis for the duration of the mission that lasted 8 months. Your mission is to create a graph of the data and then determine the amount of bone loss that occurs in astronauts. Ultimately, the question is, “Would you make the trip to Mars?” Mission Data: Iime Av Month 1 1.320 glcm MontLZ 1.294 g/crr; Month 3 1.277glcm Month 4 1.267 glcm Month 5 1.252 glcm Mnth 6 1.231 glcm Month 7 1&3 glcm? M_onth 8 1.174 flm Analysis: 83 1. Create a line graph using the data on the provided graph paper. Be sure to label the axes as well as title the graph. (HINT: Remember that the independent variable will be on the x-axis. Label your axes and title your graph.) 2. Determine the average amount of bone tissue lost per month over the eight month mission. 3. If you were to participate in a manned mission to Mars, how much total bone loss could be expected at the end of the mission? Assume that the mission took 8 months to travel to Mars, a stay over on Mars of 2 months, and 8 months to travel home. Would this be a significant amount? 4. Explain why there is a loss of bone tissue over the amount of time on the mission. 5. Draw a picture of the process that is occurring in the bone tissue during this time in space. ‘ 6. Research some of the current experiments being done to reduce bone loss in space. Explain one experiment that is or has taken place and its results if known. 7. Based on the data collected and your graph would you participate in the manned mission to Mars? Explain your decision. References: “lime, Mission to Mars, Kluger, Jeffrey, vol 163, n04, 42-50, January 26, 2004 National Geggraghic, Surviving in Space, Long, Michael, vol 199, no1, p 6-29, January 2001 34 APPENDIX AVI TEACHER LEAD LONG BONE DISSECTION 8: DRAWING INSTRUCTOR’S GUIDE Purpose: Students will be able to identify parts to a long bone. Time Frame: 20 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: Purchase Sliced Sections of Long Bones Sources of Materials: Meat Department at Local Grocery Store Student Preparation Required: Students must know the meaning to the following terms: Epiphysis, Diaphysis, Marrow Cavity, Marrow, Periosteum, Endosteum, Articular Cartilage, Compact Bone, and Spongy Bone. It is not necessary for students to have seen pictures of each term; rather the activity is designed to allow them to critically think about each term and its placement. Procedure: Provide each student with a section of a fresh long bone. Ask students to make observations of the bone. Allow students to share observations with classmates. Ask students to draw the section of fresh long bone and label the following parts of the long bone: Epiphysis, Diaphysis, Marrow Cavity, Marrow, Periosteum, Endosteum, Articular Cartilage (if present),compact bone, spongy bone PPN.‘ 85 APPENDIX AVII MILK ADVERTISEMENT CAMPAIGN PROJECT INSTRUCTOR’S GUIDE Purpose: Students will communicate their knowledge of proper nutrition to their peers through the creation of posters or video advertisements. Time Frame: 60 minutes and time outside of class Target Group: Anatomy/Physiology High School Students Preparation of Materials: None 86 Got Milk? Milk Advertisement Campaign Project Directions: With your busy lifestyle sometimes you may forget that your body requires proper nutritional intake to function to its full potential. Instead of a well balanced meal you may opt for a quick meal at McDonalds or Taco Bell that may be lacking some of the important nutrients that are necessary for your body to intake every day. At your age, — your healthy body should be growing and your bones becoming stronger. Your nutrition today will affect how your body functions in the future. A necessary nutrient for building healthy long bones is calcium. Almost 99% of the body’s calcium is found in the bones, and when this amount is decreased the bones become more fragile or will fail to lengthen to the full potential. Thus was born in 1993, the “Got Milk” Ad campaign that turned Americans on to drinking their milk, fortified with calcium to help build healthy bones. Still, with all the hype, young people often forget to get their necessary calcium intake and our mission is to help them remember to “Get Milk!" Problem: With no more than four individuals per group and no less than two individuals in a group create an appropriate “Got Milk” ad campaign that persuades your peers to drink more milk! The campaign can either be a filmed commercial piece or a poster/advertisement piece. Think creatively! Create an ad campaign that appeals to your peers! 0 You may want to ask someone outside of class to participate in your campaign. 0 The goal is to help your peers remember to drink milk. . You may use school video cameras during seminar if you like. “GOT MILK” Ad Campaign Grading: Commercial - Acknowledgement that milk contains calcium: More than 1 Reference 1 Reference No Reference 5 points 2 points 0 points Inclusion of amount of milk necessary to receive recommended amount of calcium: Correct Amount No Amount 4 points 0 points Reference to calcium building stronger/longer bones: More than 1 Reference 1 Reference No Reference 5 points 2 points 0 points Persuasive and Appeals to your Peers: Excellent Somewhat Not Really 10 points 5 points 3 points 87 Creativity and Effort Shown: Excellent Somewhat Not Really 6 points 3 points 1 point Total: 30 Points Ad Campaign PosterIAdvertisement Piece- Must be on at least an 8 inch by 12 inch piece of paper Milk builds healthy bone focus: Mentioned/Shown Not Mentioned/Not Shown 3 points 0 points Professional Presentation: Excellent Somewhat Not Really 8 points 5 points 2 points Graphics: More than 1 graphic 1 graphic No graphic 3 points 1 point 0 points Persuasive and Appeals to your Peers: Excellent Somewhat Not Really 10 points 7 points 3 points Creativity and Effort Shown: Excellent Somewhat Not Really 6 points 3 points 1 point Total: 30 points Extra Credit: The best commercial or ad campaign will receive a bonus +10 points. Additionally, some commercials may appear after the morning announcements while ad campaigns may be posted in the hallways. Be sure to do an excellent job on this project! 88 APPENDIX AVIII TEACHER LEAD BONE TYPING ACTIVITY INSTRUCTOR’S GUIDE Purpose: Students will discover the classification of various types of bones such as long, short, irregular and be able to site examples of each type of bone. Time Frame: 15 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: Various Bone Types from a Real or Plastic Animal Skeleton Sources of Materials: Biological Classroom Supply Company Procedure: 1. Make several groups of various types of bones, such as long, short, irregular, etc. Make sure to have a few of the same type in each group. 2. Have students work together in small groups of three or four to create a classification system of the bones. 3. Once students are done classifying, have the students share their classification schemes with each other. 4. Explain to students the true classification system for bones. Helpful Hint: Long Bones: Femur, Humerus, Ulna, Radius, Tibia, Fibula, Clavicle, Phalanges Short Bones: Carpals, Tarsals, Metacarpals, Metatarsals Irregular Bones: Vertebrae, Coxal Flat Bones: Skull Bones, Ribs, Stemum, Scapula Sesamoid Bone: Patella 89 APPENDIX AIX TEACHER LEAD SKULL COMPARISIONS ACTIVITY INSTRUCTOR’S GUIDE Purpose: Students will compare and contrast the skulls of different organisms. Time Frame: 20 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: Various Real Skulls e.g. chicken, mouse, horse, mink, human etc. Sources of Materials: Biological Classroom Supply Company, Taxiderrnist Student Preparation Required: Students must have learned the names of the bony structures of the skull e.g. mandible, maxilla, vomer, temporal bone etc. Procedure: 1. On a lab table place a variety of skull bones. 2. Direct students to choose a skull from the table to compare and contrast with the human skeleton. 3. Instruct students to write any similarities and differences between the human skull and the chosen skull on a sheet of paper to turn in for assessment. ' 4. When students have completed the activity, have them share their results with their classmates. Correct any misconceptions and share any further structures not mentioned during the discussion. 90 APPENDIX X VERTEBRAL COLUMN STRETCHING 8: SHRINKING ACTIVITY INSTRUCTOR’S GUIDE Purpose: Students will be able to determine the effect cf gravity and force endured throughout the day on the vertebral column. Time Frame: 40 minutes Target Group: Anatomy/Physiology High School Students Preparation of Materials: None Answers to Analysis Questions: Hypothesis: Ifl measure my height in the morning and then again at night, flien my height at night will be less than my height In the morning. 9. a N ass 9 Me .When rising in the morning. Throughout the day the intervertebral discs are compressed from gravity pushing down on the body. Astronaut 3 sat for a few hours, then stood for a few hours, sat back down for a few hours and then stood again. Results will vary for each student. Results will vary for each student. If we measure an astronaut’s height in space and her height on Earth, then her height in space would be greater than her height on Earth. The astronauts’ heights all increase because of the lack of gravity pushing down on the body. The intervertebral discs are not being pushed on by gravity, so the spinal column can freely relax. The intervertebral discs are able to retain more spinal fluid so they are able to retain their height as well. Their heights went below normal. 10. Yes, their height will return to normal once their body readjusts to the gravity. 11. No, there is a point at which relaxation of the spine can occur no further. 12. Their intervertebral discs are no longer “bouncing" back the way they did when they were younger. 91 Name Date Your Vertebral Column - Are You Growing, Stretching, or Shrinking? Problem: Does your height change throughout the day? Your Hypothesis: The graph below describes the change in height of three people (specifically astronauts!) during a day under normal gravity on Earth (1 G). Study the graph and then answer the following questions. Height (hours after rising) o 3 6 9 12 IS 1 I l I I I Astronaut1 I Astronaut 2 Astronaut 3 Change from maximum 1 G heIght (mm) is I 'N" 1. When is each person’s height at its maximum? 2. From what you have Ieamed regarding the structure of the vertebral column, explain structurally the process that is occurring to an astronaut’s body throughout the day on Earth using anatomical terminology. 3. Describe a possible itinerary of Astronaut 3’s activities on this particular day to create the line in the above graph. 4. Draw an additional line on the graph to depict a guess as to how your height might change throughout the day and explain your reasoning. 5. Accept or reject your hypothesis from above and explain. 92 6. Write a hypothesis for what you might expect to happen to an astronaut’s height in space? This graph describes the change in height of three astronauts in orbit (microgravity) and after they have returned from orbit. m — Q 70 r I Astronaut 1 ‘- 60 - I Astronaut 2 :5, A 50 _ I Astronaut 3 E E _ .5 g 40 E g 30 ' C _. 20 .- °- m 8‘ 10 ~ g o l 1 l I 5 3 6 3 6 0 -10 - 0 >< .20 b ln-orbit Height Postflight (days) Height (days) 7. Explain what happens to an astronaut’s height when traveling into space. Why is this the case? 8. Explain the process that may be occurring in the vertebral column while the astronaut is in space. Use anatomical terminology in your explanation. (There are two possible theoretical explanations for the change). 9. What happened to the astronauts’ height after returning from space? 10. Will the astronauts ever return to their normal height after returning from space? Why? 11. Would an astronaut continue to grow and grow in space? Explain. 12. Elderly individuals seem to shrink as they get older. From an anatomical perspective, explain what may be happening to them. Adapted from: www.NASAexplores.com “Am I Growing or Stretching” student activity 93 APPENDIX AXI ASSEMBLING ARTICULATION MODELS ACTIVITY INSTRUCTOR’S GUIDE Purpose: Students will build models representing the various joint types and Identify their functions. Time Frame: Project completed as Homework Target Group: Anatomy/Physiology High School Students Preparation of Materials: None Student Preparation Required: Briefly explain to the students the following joints. DO NOT give them examples of where these joints are. The students will need to find examples of these. Hinge Joint: Angular movement in a singular plane Pivot Joint: Rotation on one plane Ball and Socket Joint: Head of one bone rests in a socket of another bone Gliding Joint: 2 flattened faces that have the ability to slide across each other in two directions 01 E1 F1 #C 1;! E it it 02 52 F2 Types of Joints: A1 Ball-and-socket (sphenoidal) joint mechanism 94 A2 Shoulder joint Bl Hinge joint (ginglymus) mechanism B2 Elbow joint C1 Saddle (sellar) joint mechanism C2 Carpometacarpal joint of thumb D1 Ellipsoid joint mechanism D2 Wrist (radiocarpal) joint E1 Pivot (trochoid) joint mechanism E2 Median atlanto-axial joint F1 Plane (gliding) joint mechanism F2 Intercarpal joints Source: http:llwww.geocities.comlrockee921l Allow students to examine the human skeleton, so they can identify the different types of movable joints Materials used may include: pieces of wood, hinges, wooden skewers, Styrofoam balls, Cups, Styrofoam References: Portions adapted from: Human Biology Activities Kit, Roland, John R., West Nyack, New York, 1993 http://www.bartleby.coml107/93.html 95 Name Date Assembling Articulations Background Information: The human skeleton has the ability to move because of its articulations or joints that are points of contact between bones. Joints are classified by the amount of movement they allow. There are three types of joints that exist in the human body: slightly movable, freely movable, and immovable. Below four types of movable joints are described. Hinge Joint: Angular movement in a singular plane Pivot Joint: Rotation on one plane Ball and Socket Joint: Head of one bone rests in a socket of another bone Gliding Joint: 2 flattened faces that have the ability to slide across each other in two directions Problem: Your problem is to create models of the four types of joints listed above given the materials presented to you or other materials from home. Once your joints are created, attach tags identifying them and then provide an example of a place in the human body where the joint occurs. Analysis: 1. What is the meaning of the term joint? 2. What is a type of immovable joint and where would it be found in the human body? 3. What is a type of slightly movable joint and where would it be found in the human body? 4. There are two other freely movable joints that occur in the human body. Name them and identify their location. 5. More than half of the bones and joints of the skeleton are located in the hands and feet. Is this necessary? Explain your answer. 96 APPENDIX AXII FORENSIC INVESTIGATION OF OUR CLASS SKELETON INSTRUCTOR’S GUIDE Purpose: Students will model the job of a forensic scientist by determining the ancestry, stature, sex, age, handedness, and skeletal conditions of the class skeleton by using a variety of tests. Time Frame: 1- 80 minute Block Class Period Target Group: Anatomy/Physiology High School Students Preparation of Materials: Obtain a real human skeleton, calipers, protractors, rulers, and appropriate diagrams. 97 Name Date A Forensic Investigation of a Missing Person A Forensic Anthropology Laboratory Inuoduction: Anthropologists can determine the sex, age, ancestry, and stature of skeletons they discover. This assessment is known as a biological profile. Additionally, they may also be able to determine what caused the death of the individual and other medical problems he or she may have had during his or her life. Anthropologists are often asked to assist in solving crimes that occurred in the past by interpreting skeletal remains. Background: One of your classmates was hiking in the woods with her dog Burt and noticed that Burt was digging at the dirt beneath a large oak tree. After shoeing Burt away and uncovering some more of the earth where Burt was digging, a long bone was uncovered. Shocked by her discovery she started digging further and found a number of bones scattered around the oak tree. After calling the police, a team of archaeologists was assembled to collect and interpret the bones. The skeleton has been identified as human but little else is known about it. The anthropologists were suddenly called away on a trip to Africa where a new species of dinosaur was unearthed, so your class has been enlisted as the new team of anthropologists for the Marshall Police Department to aid in determining the identity of the skeleton. In the procedure below you will perform a series of tests called a biological profile that will help you understand its identity. Purpose: 0 Students will use techniques of forensic scientists to identify skeletal remains. 0 Students will identify the location of skeletal markings. 98 Procedure: Station #1 - Determining the Sex of the Skeleton using the Femur Measure the diameter of the head of one femur in millimeters using the provided calipers. Record the measurement in the data table as well as the conclusion from the test. Probably Indefinite Probably Measurement Female Female sex male Male Diameter of 43.5 to 44.5 to head of femur <41.5 41.5 to 43.5 44.5 455 >455 Station #2 - Determining the Sex of the Skeleton using the Skull Read the observations from below and apply the information to your skull. Be sure to use the pictures and tables provided at the station to help you as well. Record your findings in the data table. 1. Male skulls have more pronounced supraorbital ridges than female skulls. 2. Male chins are square where as female chins are rounded. 3. Males have large mastoid processes versus a female. Station #3 - Determining the Sex of the Skeleton using the Pelvis Another test for determining the sex of a skeleton is by using the pelvis and measuring the angle of the subpubic arch. If the angle of the subpubic arch is greater than 90° the skeleton is most likely a female. If the angle of the pubic arch is less than 90° the skeleton is most likely a male. Measure the angle of the subpubic arch of the skeleton and record in the data table as well as the conclusion from the test. Additionally, other parts of the pelvis may be used to determine sex. 1. Female skeletons have a longer pubic portion than a male. 2. Hold the index finger in the sciatic notch. If the finger can easily be moved side to side in the notch the skeleton is female. If the finger has little movement, the skeleton is male. Station #4 - Determining the Ancestory of the Skeleton: Use the information below and the provided pictures to help you determine the ancestry of the skeleton. European Decent Native American Decent African Decent Large Nasal Spine Small Nasal Spine Small Nasal Spine Moderate Prognathism Little Prognathism Large Prognathism Deep Nasal Sill Worrnian Bones Post-bregmatic Dip High Bridge Nose Incisor Shoveling Flat Nasal Bones Projecting Zygomaticus 99 Station #5 - Determining the Skeleton’s Stature: Measure the length of a femur bone in centimeters and determine the height of the individual by using the correct formula from below: Height of Male = (Length of femur in cm) * (2.32) + 65.53 (+l- 3.94) Height of Female = (Length of femur in cm) * (2.47) + 54.10 (+l- 3.72) Record the appropriate height range in the data table. Station #6 - Determining the Age at Death of the Skeleton Age is often difficult to determine, but there are various ways of narrowing down the age range of an individual. There are two age groups to be considered: subadults, and adults. Use the charts provided at the station and listed below to help you determine an approximate age of the skeleton. Subadult: (Birth - 20 years) Adult: 20+ Epiphyseal Union Chart Stemal Rib Ends Station #7 - Determining the Handedness of the Skeleton Measure the width of the distal end of the right humerus bone and the left humerus bone using the calipers. Record the data in the data chart. Bones in limbs that are used frequently are often larger in diameter than bones in limbs that receive little use. . Station #8— Determining Skeletal Conditions Look at the provided pictures and determine the skeletal condition present In each picture. State an explanation for your answers. DATA CHART: Station Data Collected Test # Conclusion 1 Femur Length: mm Male or Female Supraorbital Ridges: Yes/No Male or Female 2 Chin Shape: Square/Round Male or Female Mastoid Process: LargelSmaIl Male or Female Pelvic Angle: ° Male or Female 3 Pubic Length: Male or Female Sciatic Notch: Male or Female 100 Evidence for Ancestry: 4 Ancestry: 5 Length of Femur: cm Height: Complete Bone Fusion: YesINo 6 Stemal Rib Ends Analysis: Age Range: Right Diameter: cm Handedness: 7 Left Diameter: cm Reasoning Condition 8 A - A - B - 3 _ C - c _ D - D _ Analysis: To be answered in complete sentences on a separate sheet of paper. 1. What is a forensic anthropologist and how is his/her role different from a crime scene investigator? 2. Based on the data from above, give a brief biological profile of the unearthed skeleton. 3. Describe reasoning for differences in the female and male pelvis? 4. Why do you think there are so many different tests for determining a male skeleton from a female skeleton? 5. Describe two ways, other than those used in the lab, the skull can be used to determine the sex of an individual. Be sure you site your answer source after your answer. 101 6. Draw a picture of the unearthed skeleton making sure to show some of the features from your data table. Adapted From: Sims, April, www.accessexcellence.org/MTC/96PT/Share/sims.html Additional References: Alease, Bruce. (September 2001). Dem Bones. Journal of College Science Teaching, 37-41.Columbia, Mo: Missouri Archaeological Society. Byers, Steven. (2002). lntrod_uction to Forensic Anthraaflggy. Boston: Allyn & Bacon. Walker, Pam and Elaine Wood. (1998). Crime Scene Investigations. San Francisco: Josey-Bass. http://files.frashii.com/~lisa/annierichards.coolfreepage.com/skeleton.htm 102 APPENDIX AXIII THOUGHT PROVOKERS INSTRUCTOR’S GUIDE Purpose: Students will compose responses to thought provoking questions by using critical thinking skills. Time Frame: Homework for Students Target Group: Anatomy/Physiology High School Students Preparation of Materials: None 103 THOUGHT PROVOKERS Questions Relating to Microscopic Bone Structure: 1. In the Middle Ages, choirboys were sometimes castrated (had their testes removed) to prevent their voices from changing. How would this have affected their height? How would the strength of a bone be affected if the ratio of collagen to calcium phosphate increased? If the activity of osteoclasts exceeds the activity of osteoblasts in a bone, how will the mass of the bone be affected? The Titanic sank in 1914 and was not discovered until about 75 years later. Would there still be skeletal remains of passengers found after 75 years. Give reasoning for your answer. (Hint: Think about the environment!) Questions Relating to Macroscopic Bone Structure 8 Skeletal Conditions: 1. Observe a femur bone. Explain the reason for the bony protrusions it possesses. Lucy was riding her horse Jane one sunny bright day. Lucy and Jane were rounding a bend on a trail and a snake in the pathway suddenly scared Jane. She reared up and Lucy was accidentally thrown from her saddle. Lucy went to nearby Oaklawn Hospital and was told that she broke her right leg. After a month of being in a cast the doctor’s were ready to remove the cast for Lucy. Once removed Lucy noticed that there her right leg was thinner than the left leg. Explain why this is the case. 104 . One day while walking down the halls of Marshall High School you slip and fall on a banana peel that one of your peers forget to pick up off the floor. After a day of persistent pain in your side, you head off to the emergency room. The doctor takes an x-ray and determines that you have a cracked rib. What would the treatment be for this and why? . Many murder mysteries feature a corpse with a dagger through its ribs; obviously, the ribs do not do a perfect job of protecting the organs inside them. Better protection could be provided by a solid bony case like the skull; can you see any disadvantages in this arrangement? Explain. . While walking out to your car after school, you discover a classmate that has become unconscious lying on the ground. You access the person and determine that he is not breathing and has no pulse. He needs CPR now! Where should you place your hands on the person to compressions? If the hands are placed in the wrong spot what injury might result? . Mrs. Edwards has been experiencing a great deal of pain. The doctor tells him that she has a “pinched nerve” caused by a slipped disc in the C5 area. To what area is the doctor referring? 105 APPENDIX BI PRE-UNIT SKELETAL SYSTEM ASSESSMENT Directions: Please respond to the follow questions using your prior knowledge. If you have any questions please ask me for assistance. Use complete sentences to answer each question. 1. Explain at least four functions of the skeletal system. 2. What is the molecular composition of a long bone that allows it to have amazing strength? (You may draw a picture) 3. Identify a bone disease that occurs in humans and explain its impact on the skeletal system. 4. Describe the interaction of the skeletal system with two other systems of the body. 5. Explain the function of joints that are found in the skeleton. 6. What type of nutrition is needed to build a healthy skeleton? 7. List two differences in the male skeleton versus the female skeleton. 106 8. What effect would altering a person’s environment, such as traveling into space, have on the skeleton? 9. Compare and contrast the skeleton of a human and the skeleton of another mammal or vertebrate. 10. What careers, besides a family physician or nurse, need to have knowledge of the skeletal system to perform their job. Explain what knowledge is needed about the system. 107 11. Identify the following bones on the diagram. Diagram from: h :lllibra .think uestl’or IJOI11100/ ra hics/skeletondiaas.html 108 PRE-UNIT SKELETAL SYSTEM ASSESSMENT RUBRIC . Explain at least four functions of the skeletal system. +1 for each Function Total Points +4 Support Protection Creation of Blood Cells Storage of Inorganic Salts . What is the molecular composition of a long bone that allows it to have amazing strength? (You may draw a picture) +1 for Calcium & Phosphate Total Points +2 +1 for Circular Layers . Identify a bone disease that occurs in humans and explain its impact on the skeletal system. +1 for any Bone Disease Total Points +2 +1 for proper impact . Describe the interaction of the skeletal system with two other systems of the body. +1 for Body System Interaction Total Points +2 - Muscular . Nervous Cardiovascular . Explain the function of joints that are found in the skeleton. +2 to allow movement, flexibility, join bones Total Points +2 . What type of nutrition is needed to build a healthy skeleton? +2 Calcium 8 Phosphorous Total Points +2 . List two differences in the male skeleton versus the female skeleton. +1 for each Difference Total Points +2 Pelvic Region Size of Bones Skull Pectoral Girdle 109 8. What affect would altering a person’s environment, such as traveling into space, have on the skeleton? +2 for Affect Total Points +2 Bone Loss Stretching of Vertebral Column 9. Compare and contrast the skeleton of a human and the skeleton of another mammal or vertebrate. +1 for appropriate Comparison Total Points +2 +1 for appropriate Contrast 10. What careers, besides a family physician or nurse, need to have knowledge of the skeletal system to perform their job. Explain what knowledge is needed about the system. +2 for appropriate career with explanation Total Points +2 11. Identify the following bones on the diagram. +1 for Each Bone Total Points +24 Left top side and moving down: Clavicle, Scapula, Humerus, Ulna, Radius, Carpals, Metacarpals, Phalanges, Femur, Patella, Fibula, Tibia, Tarsals, Metatarsals, Phalanges , Right Top side and moving down: Cranium/Skull, Mandible, Cervical Vertebrae, Stemum, Rib, Thoracic Vertebrae, Lumbar Vertebrae, Coxal, Sacrum 110 APPENDIX 8!! PRE-UNIT ATTITUDE SURVEY Directions: The following survey poses questions to you about your present experiences in Ieaming science and how you feel about anatomy topics. Please answer them as honestly as possible. 1. Anatomy class is: 5 4 3 2 1 Difficult Easy 2. I feel that anatomy/physiology concepts are: 5 4 3 2 1 Interesting Dull 3. Anatomy/physiology laboratories/activities are: 5 4 3 2 1 Difficult Easy 4. I use my anatomy text: 5 4 3 2 1 Often Never 5. I use the lntemet to aid me with anatomy/physiology class: 5 4 3 2 ~ 1 Often Never 6. The skeletal system is: 5 4 3 2 1 Interesting Dull 7. My critical thinking abilities are : 5 4 3 2 1 Excellent Poor 8. I prefer to work most of the time: 5 4 3 2 1 Cooperatively Individually 111 APPENDIX BIII POST-UNIT SKELETAL SYSTEM ASSESSMENT Directions: Please respond thoroughly to the following questions. If you have any questions please ask me for assistance. ' Answer each question in complete sentences. 1. Jane does not drink enough milk or eat enough dairy products. Explain to Jane the body's mechanisms for compensating for her lack of calcium. Then, explain the importance of specifically milk and milk products to Jane not just taking a calcium supplement. What are the other necessary components that would you tell Jane that she must also get to benefit from consuming milk products? 2. Draw a picture of a long bone and label its parts. 3. Describe how the skeletal system directly interacts with other body systems. 112 4. Aaron the Astronaut is planning to travel into space and stay at the space station for five months. Explain to him the effect space will have on his skeleton and the cause of these effects. 5. Helen has just been to the doctor whom told her that she has osteoporosis. Explain in detail what is occurring in Helen’s bone tissue. Draw a picture of bone before osteoporosis and a picture of bone after the onset of osteoporosis. Where is osteoporosis most common in the skeleton and why? 6. What are the various functions of bone tissue. Draw a picture of compact , bone and label its parts. Describe how the microscopic and macroscopic structure of bone allows for its functions. 7. What is the difference between osteoclasts, osteoblasts, and osteocytes? Explain their various roles throughout your entire lifetime. 113 8. What are the functions of joints in the skeleton? What are the three main categories of joints? Circle and identify three different types of joints on the picture below and explain their specific function and movement. hmzllwww.sd.wednet.edu/gioneerlbamardllessons/bodysys/skelws.htm 9. On the television show CSI, the forensic team is investigating a human skeleton found in the desert. Their first task is to identify the individual. What are two specific differences between a male/female skeleton that the investigators could use to determine whether the skeleton is a male or female? 114 10. Compare and contrast two characteristics of your own skeleton compared to the skeleton of your chicken. 11. Describe the role of collagen and calcium phosphate in your bone tissue. Describe how the function of bone would change if it lacked calcium phosphate. If it lacked collagen? 115 12. Label the bones of the skeleton. Diagram from: L h :lllibra .think uest.or IJ0111100/ ra hics/skeletondiaas.html 116 POST-UNIT SKELETAL SYSTEM ASSESSMENT RUBRIC 1. Jane does not drink enough milk or eat enough dairy products. Explain to Jane the body's mechanisms for compensating for her lack of calcium. Then, explain the importance of specifically milk and milk products to Jane not just taking a calcium supplement. What are the other necessary components that would you tell Jane that she must also get to benefit from consuming milk products? Total Points +8 +4 parathyroid gland senses low calcium level in blood, parathyroid hormone released, hormone causes osteoclast activity, blood calcium level rises to normal +2 milk is easier for body to absorb than other foods with calcium in it +2 sunlight for vitamin D - so absorption of calcium can occur load bearing exercise - stimulates calcification by increasing osteoblast activity amount of calcium hormones 2. Draw a picture of a long bone and label its parts. Total Points +5, +1l2 point for each correctly labeled part Parts: Endosteum, Periosteum, Compact Bone, Marrow CaVity, Marrow, Spongy Bone, Distal Epiphysis, Proximal Epiphysis, Diaphysis 3. Describe how the skeletal system directly interacts with other body systems. Total Points +4 +2 Muscular System- to allow movement, to provide attachment for muscles +2 Cardiovascular System - to produce red blood cells in red marrow of long bones 4. Aaron the Astronaut is planning to travel into space and stay at the space station for five months. Explain to him the effect space will have on his skeleton and the cause of these effects. Total Points +4 +1 Bone will break down +1 Osteoblasts will stop functioning due to no load on bones +1 No gravity will cause intervertebral disks to expand 117 +1 You will grow taller 5. Helen has just been to the doctor whom told her that she has osteoporosis. Explain in detail what is occurring in Helen’s bone tissue. Draw a picture of bone before osteoporosis and a picture of bone after the onset of osteoporosis. Where is osteoporosis most common in the skeleton and why? Total Points +6 +2 Osteoblasts are not functioning as highly anymore, so osteoclasts continue to function well causing more bone to be broken down than built - bone becomes weak +2 Before Picture - Trabeculi are dense After Picture — Trabeculi are less dense +2 In spongy bone +1l2 Vertebral Column +1l2 Hips 6. What are the various functions of bone tissue. Draw a picture of compact bone and label its parts. Describe how the microscopic and macroscopic structure of bone allows for its functions. Total Points +9 +2 Functions: provide support, protection, produce red blood cells +2 Microscopic Function - lamellae laid down in concentric circles to provide support +2 Macroscopic Function - compact bone in middle of bone for strength, marrow cavity contributes to less weight and proper distribution of forces on bone +3 Picture with osteocytes, lamellae (matrix), canaliculi, and osteonic canal 7. What is the difference between osteoclasts, osteoblasts, and osteocytes? Explain their various roles throughout your entire lifetime. Total Points +10 +2 Osteoclasts — bone destroyers, using acid they break down matrix +2 Osteoblasts — bone builders, build up bone matrix +2 Osteocytes — bone maintainers +4 Timeline - In Womb: Osteoblast Activity Higher than Osteoclast Activity, Age 0-20: Osteoblast Activity Higher than Osteoclast Activity, Age 21-50: Osteoblast Activity equal to Osteoclast Activity, Age 51-Death: Osteoblast Activity Lower than Osteoclast Activity 118 8. What are the functions of joints in the skeleton? What are the three main categories of joints? Circle and identify three different types of joints on the picture below and explain their specific function and movement. Total Points +11 _ +2 joints allow for movement of bones and holds bones together +3 Movable, Slightly Movable, and Immovable +1 for each Joint Name +1 for Function of Joint 9. On the television show CSI, the forensic team is investigating a human skeleton found in the desert. Their first task is to identify the individual. What are two specific differences between a male/female skeleton that the investigators could use to determine whether the skeleton is a male or female? Total Points +4 +2 Male has Pelvic Angle less than 90 degrees Female has Pelvic Angle greater than 90 degrees to aid in childbirth +2 Male — pronounced supraorbital ridges, square chin, large mastoid process Female - less pronounced supraorbital ridges, round chin, small mastoid Process 10. Compare and contrast two characteristics of your own skeleton compared to the skeleton of your chicken. Total Points +4 +2 for each characteristic with comparison and contrast 11. Describe the role of collagen and calcium phosphate in your bone tissue. Describe how the function of bone would change if it lacked calcium phosphate. If it lacked collagen? Total Points +6 +2 Collagen — protein that allows for bone flexibility CaPO4 - gives strength to matrix +2 The bone would be very flexible +2 The bone would shatter because of lack of flexibility 119 12. Label the bones of the skeleton. Total Points +24 +1 for Each Bone Left top side and moving down: Clavicle, ScapUla, Humerus, Ulna, Radius, Carpals, Metacarpals, Phalanges, Femur, Patella, Fibula, Tibia, Tarsals, Metatarsals, Phalanges Right Top side and moving down: Cranium/Skull, Mandible, Cervical Vertebrae, Stemum, Rib, Thoracic Vertebrae, Lumbar Vertebrae, Coxal, Sacrum 120 APPENDIX BIV POST-UNIT ATTITUDE SURVEY Direcfions: The following survey poses questions toyou about your present experiences in Ieaming science and how you feel about anatomy topics. Please answer them as honestly as possible. 1. Anatomy class is: 5 4 3 2 1 Difficult Easy 2. I feel that anatomy/physiology concepts are: 5 4 3 2 1 Interesting Dull 3. Anatomy/physiology laboratories/activities are: 5 4 3 2 1 Difficult Easy 4. I use my anatomy text: 5 4 3 2 1 Often Never 5. I use the lntemet to aid me with anatomy/physiology class: 5 4 3 2 . 1 Often Never 6. The skeletal system is: 5 4 3 2 1 Interesting Dull 7. My critical thinking abilities are : 5 4 3 2 1 Excellent Poor 8. I prefer to work most of the time: 5 4 3 2 1 Cooperatively Individually 121 APPENDIX BV POST-UNIT SKELETAL SYSTEM UNIT ACTIVITIES SURVEY A. You completed the following activities during the skeletal system unit. Please take time to determine the effectiveness of each activity in providing you with an opportunity to learn new knowledge about the skeletal system. The scale is as follows: 3 = Very effective 2 = Somewhat effective 1 = Not effective * If you did not participate in an activity, please leave the space blank. Chicken Dissection 8 Reconstruction Histology Microscope Lab Thought Provokers \fIsit from Forensic Anthropology/Archaeology Student Demonstration of Osteoblast/Osteoclast Activity with Pac-Man & Bob the Builder Bone Strengthening Activity - Breaking down of collagen & CaPO4 Traveling to Mars Activity Skull Comparisons PowerPoint Presentations over Bone Composition, Osteoporosis, and Vertebral Column Curvature Milk AD Campaigns . Dr. Dobbins’ and Jay’s Presentation over the Skeletal System Color Plates of Various Parts of the Skeleton Vertebral Column Stretching & Shrinking Activity Carpal Story and Puzzle Joint Models Forensic Investigation of our Class Skeleton Skeleton Comparison Paper of Chicken and Human $99.“? P‘PQN.‘ AA Ac d—I—l—t-fi—t 5199999.” B. Choosing from the activity list above, what activity did you enjoy the most? Why? C. Choosing from the activity list above, what activity did you enjoy the least? Why? D. Choosing from the activity list above, what activity should definitely be used in the teaching of the skeletal system next year? 122 E. Choosing from the activity list above, what activity should not be included in the teaching of the skeletal system next year? F. If you have any ideas for future skeletal system activities or skeletal system topics you would like to Ieam more about please list in the space below. Thank you for participating in my thesis project! You were excellent participants and I greatly appreciate your help.I 123 APPENDIX CI STUDENT’S PRE-UNIT & POST-UNIT ASSESSMENT SCORES Student Pro-Unit Post-Unit Number Score Score 1 35% 90% 2 27% 88% 3 35% 84% 4 43% 82% 5 35% 88% 6 43% 85% 7 54% 69% 8 30% 84% 9 33% 54% 10 70% 93% 1 1 35% 83% 12 28% 69% 13 41 % 81% 14 40% 66% 15 28% 68% 16 37% 76% 17 48% 75% 18 41% 77% 19 38% 65% 20 50% 82% 21 39% 64% 22 35% 64% 23 39% 78% 24 39% 87% 25 33% 91% 26 43% 85% 27 65% 88% 124 Student. Pre-Unit Post-Unit Number Score Score 28 48% 75% 29 41% 70% 30 63% 78% 31 28% 76% 32 35% 75% 33 28% 91% 34 37% 68% 35 36% 74% 36 22% 44% 37 24% 65% 38 21% 56% 39 24% 71% 40 39% 67% 41 42% 63% 42 30% 77% 43 28% 73% 44 41% 75% 45 30% 76% 46 27% 61 % 47 26% 84% 48 33% 69% 49 33% 79% 50 33% 78% 51 39% 76% 52 33% 70% 53 35% 54% Average 37% 75% Score APPENDIX CII INDIVIDUAL STUDENT’S PRE-UNIT ASSESSMENT SCORES FOR EACH QUESTION Total Score 16 12.5 16 20 16 20 25 14 15 32 16 13 19 18.5 13 17 22 19 17.5 23 18 16 18 18 15 20 30 22 19 29 13 16 13 17 16.5 10 24 44 pts 12 18 17 11 17 12 2 2 pts pts pts pts pts pts pts pts pts pts Student#1 #2 #3 #4 #5 #6 #7 #8 #9 #11 Number 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 35 36 125 1.5185439452555856 7 9 9 9 2 1 1 31.168436225644844 m m 5. 11101001100000002 R7u mug , 0. 0. 0. 4|. 4L 0 0 0 9. 4 0 0.1121212121010122 3 1 2. 6 1 0. 27.333332332333332 68mm 2 7890123M567890123 3 es? 3334444 444445555 9 9” meme r vmvee ASAPE 126 APPENDIX CIII INDIVIDUAL STUDENT’S POST-UNIT ASSESSMENT SCORES FOR EACH QUESTION Student #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 Total Number Score 8 5 4 4 6 9 10 11 4 4 6 24 pts pts pts pts pts ts pts pts pts pts pts pts 1 7 3 3 2 4.5 9 10 11 4 4 6 22 85.5 2 5 5 3 2 5 9 8 11 4 4 6 22 84 3 8 3 4 2 2.5 4 10 10 4 4 6 22 79.5 4 5 4.5 4 3.5 4.5 4 10 8 4 4 4 22 77.5 5 5 4 4 3.5 4.5 6 9 11 4 4 6 23 84 6 4 4 3 4 3 9 9 9 4 4 6 22 81 7 0 4.5 4 2 4.5 4 10 5 0 0 6 22 66 8 3 2.5 4 2 4.5 7 10 9 4 4 6 24 8O 9 2 0.5 4 2 4.5 1 10 3 4 4 0 18 51 10 5 4.5 3 4 4.5 8 10 11 4 4 6 24 88 11 4 5 3 2 4.5 7 10 8 4 4 4 23 78.5 12 3 1 4 2 4.5 0 8 8 4 4 6 21 65.5 13 5 4.5 3.5 2 3 6 10 5 4 4 6 24 77 14 4 0.5 3 2 4.5 2 6 7.5 2 2 6 21 62.5 15 4 4 4 3.5 2.5 2 2 11 4 4 4 20 65 16 4 0.5 3 4 4.5 0 10 10 4 4 6 22 72 17 2 4.5 4 2 3.5 2 10 5 4 4 6 24 71 18 44.5 4 2 4 6 10 8 4 4 6 17 73.5 19 4 0.5 4 2 4.5 3 9 8 2 2 0 21 62 20 4 4 4 4 4.5 7 9 5 4 4 6 22 77.5 21 2.5 4.5 4 4 4.5 2 6 4 2 2 4 19 60.5 22 5 3.5 3 2 4.5 1 6 10 2 2 0 20 61 23 3 5 2 2 2.5 1 10 11 4 4 6 24 74.5 24 6 5 4 44.5 2 10 11 4 4 6 23 82.5 25 6 5 4 3.5 4.5 9 10 11 4 4 2 23 86 26 3 4.5 3 1 4.5 6 10 11 4 4 6 24 81 27 4 5 4 2 4.5 6 9 11 4 4 6 24 83.5 28 3 4.5 4 2 4 3.5 8 8 4 4 6 20 71 29 2 5 3 2 5.5 3 9 11 4 4 6 12 66.5 30 5 3 4 2 2.5 7 7 8 4 4 6 22 74.5 31 1 3.5 3 1 2.5 7 9 11 2 2 4 24 72 32 4 3 4 4 2.5 2 10 7 4 4 6 21 71.5 33 64.5 4 2 5 8 10 11 4 4 6 22 86.5 34 4.5 5 2 2 4 3 8 6 4 4 6 16 64.5 35 41.5 4 2 5 4 10 8 2 2 4 22 70.5 36 0 3.5 0 1 2 2 4 8 4 4 0 13 41.5 127 37 4 3.5 2 2 2.5 5 10 2 2 2 6 19 62 38 2 3.5 3.5 2 2.5 1 4 6 4 4 0 21 53.5 39 5 3.5 4 3 2.5 0 6 6 4 4 6 23 67 40 4 4 4 4 3 4 6 5 2 2 4 20 64 41 3 4 2 1.5 3.5 1 2 8 4 4 6 21 60 42 4.5 4 3 2 4 3 10 9 2 2 4 24 73.5 43 2 3 3 3.5 4.5 5 9 9 2 2 2 22 69 44 0 4.5 3 2 5 5 10 9 4 4 1.5 23 71 45 3 4.5 4 2 2.5 5 8 9 4 4 6 20 72 46 0 2.5 3 2 3 2 10 6 4 4 2 20 57.5 47 4 3.5 2 2 4.5 5 1O 11 4 4 6 24 80 48 2 0.5 4 2 2.5 4 10 10 4 4 4 19 66 49 1 5 2 3.5 5 4 10 10 4 4 6 21 75.5 50 4.5 0.5 2 4 2.5 6 10 8 4 4 6 23 74.5 51 4 5 31.5 4.5 3 10 11 2 4 6 18 72 52 4 5 2 2 5.5 4 6 6 4 4 6 18 66.5 53 3 0.5 2 1 1.5 O 6 9 2 4 4 18 51 Average 3.6 3.5 3.3 2.4 3.8 4.1 8.5 8.4 3.5 3.9 4.7 21.1 71.0 Score Average 45 71 82 61 64 46 85 76 87 98 79 88 Percent 128 APPENDIX CIV Table 1: STUDENTS POST-UNIT SURVEY OF ACTIVITIES Question Number Percentage of Student ' Responses Very Somewhat Not Effective Effective Effective 1. Chicken Dissection & 70% 28% 2% Reconstruction 2. Histology Microscope Lab 9% 57% 34% 3. Thought Provokers 29% 58% 13% 4. Visit from Forensic 27% 45% 28% Anthropology/Archeology Student 5. Osteoclast/Osteoblast 61% 28% 1 1% Demonstration 6. Bone StrengtheningLaboratory 32% 51% 17% 7. LongBone Dissection & Drawin 34% 57% 9% 8. Traveling to Mars Activity 13% 55% 32% 9. Skull Comparisons 26% 61% 13% 10. PowerPoint Presentations 62% 36% 2% 11.Clay Vertebrae Model 70% 24% 6% 12. Milk Advertisement Campaims 13% 42% 45% 13. Dr. Dobbins Visit 63% 31 % 6% 14. Color Plates of Bones 31% 45% 24% 15. Vertebral Column Stretching 8 17% 64% 19% Shrinking Activity 16. Carpal Story & Puzzle 49% 42% 9% 17. Joint Models 31 % 58% 1 1% 18. Forensic Investigation of our 40% 54% 6% Class Skeleton 19. Skeleton Comparison Paper of 21% 57% 22% Chicken & Human 129 BIBLIOGRAPHY Alease, Bruce. (September 2001). Dem Bones. Journal of College Science Teaching: 37-41. Bass, William M. (1995). Human Osteolegy - A Laboratom and Field Manual. Missouri Archaeological Society, Columbia, Mo. Byers, Steven. (2002). Introduction to Forensic AnthrogoIegy. Allyn & Bacon. Boston. “The Chicken Skeleton: How to Prepare It and Mount It.” [Online] Available: www.agriscience.msu.edulgoultuimprovementlas300c 330 332 4-8.htm, Accessed: 1 July 2004. “Chicken.” [Online] Available: :www.sbceo.k12.as.uslchickenl!l.htm, Accessed: 1 July 2004. Feden and Vogel. (2003). Methods of Teaching. McGraw-Hill, New York, NY. Hartman and Glasgow. (2002). Ties for the Science Teacher. Corwin Press, Thousand Oaks, CA. Hassard, Jack. (2005). The Art of Teaching Science. Oxford University Press, New York. Hole, John. (1995). Essentials of Human Anatomy 8 Phfiiolegy. Wm. C. Brown Publishers, Dubuque, IA. House, Herbert. (September 2002). Shark Attack. Journal of College Science Teaching: 20-23. Kappelman, John. The eSkeletons Project. [Online] Available: ht_te:/lwnt.utexas.edul~eskeletonsl, Accessed on 28 June 2004. Kluger, Jeffrey. (2004, January 26). Mission to Mars. Time, 42-50. Long, Michael. (2001, January). Surviving in Space. National Gmraehic, 6-29. Marieb and Mallatt. (1997). Human Anatomy. Addison Wesley, Menlo Park, CA. Martini, Frederic. (1992). Fundamentals of Anatomy and Phfiiolegy. Prentice Hall, Englewood Cliffs, New Jersey. 130 McCabe, Laura. “Building and Remodeling Bone." Frontiers in Science, Michigan State University. Lansing, MI. 24 Oct. 2003. Roland, John. (1993). Human Biolegy Activities Kit. : Simon & Schuster, West Nyack, New York. ‘ Sauer and Lackey. (2000). “Skeletal Analysis.” Anthrogolggy, 261-270. Shigeoka, Cassie, at. Al. (2000, March). “Teaching Musculoskeletal Anatomy: A Technique for Active Learners.” The American Biolggy Teacher, 198-201. “The Use of Animals in Biology Education.” National Association of Biology Teachers. [Online] Available: httgzllwww.nabt.orgjsublgosition statements/animalsasg, Accessed: 7 June 2005. “Use it or Lose it.” NASAexplores. [Online] Available: ht_tg:/lwww.nasaexglores.com, Accessed: 1 July 2004. Walker, Pam and Elaine Wood. (1998). Crime:Scene Investigations. Josey- Bass, San Francisco. Woolnough, Brian. (1994). Effective Science Teaching. Open University Press, Buckingham. 131 IIIIIIIIIIIIIIIIIIIIIIIIIIIIII llllllllllllllllllllllllllllllllllllllllllllllllllll