REGARDING YOUR OWN PERFORMANCE
1. What were the three aspects of the assignments I've submitted that I am most proud of?
I am most proud of my Major lab project, and the two compendium reviews, I enjoy doing these the most.
2. What two aspects of my submitted assignments do I believe could have used some improvement?
hmmm....I am not really sure, maybe the ethical essays, and the quizes if that counts.
3. What do I believe my overall grade should be for this unit?
I think that I should get an A, :) because its the end of the class and I have made it!! Just kidding, but really, and A.
4. How could I perform better in the next unit?
There is not another Unit but if there were, I would give it my all.
REGARDING THE UNIT (adapted from Stephen Brookfield, University of St. Thomas "Critical Incident Questionnaire")
At what moment during this unit did you feel most engaged with the course?
I actually really enjoyed the whole unit, I learned a lot from it, and took it all in.
At what moment unit did you feel most distanced from the course?
I didn't really feel a lot of distance in this unit.
What action that anyone (teacher or student) took during this unit that find most affirming and helpful? The teachers has been helpful through out the whole course!!
What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing?
I didn't really find anything real puzzeling.
What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.)
Probably learning about the fertilization process, I found it interesting!
Friday, July 27, 2007
Ethical Essay Unit four
Is population a problem?
I feel that the population in the world today is a problem to an extent. I feel that it is definately taking a toll on our world today. Our small towns are getting bigger, and we are running out of beautiful land. The big grassy field are turning into walmarts, Targets, and housing developments.
I don't really think that all the people are a problem, but the stuff that adds up with the more people that come into the world.
"There are several more issues. Population control enthusiasts often say that the U.S. should set a good example. However, the U.S. will not bring itself to do what might be required by countries with severe immediate population problems. For example, the US is unlikely to adopt the present Chinese policy of penalizing more than one child per family. Therefore, the U.S. could at most set an example of half-hearted measures. Nor would the US go for the laws recently passed in India.
It is argued that an American puts more of a strain on scarce resources than a person in an undeveloped country. Except for oil, there is no vital resource likely to become scarce in the forseeable future. Substitutes for oil will eventually be required, and they exist, e.g. hydrogen produced using nuclear energy. "
"Local Crowding
It occurs to me that psychologically akin to overpopulation is experiencing too many people in one's desired occupation. Many more people would like to be astronomers or movie actors or writers than the world is willing to support in those occupations. For some occupations, biographies tell us that it used to be a lot worse than it is today. Maybe people feeling crowded in their desired occupations tend to believe in overall overpopulation. "
I think that there is not enough land, for all the people that are coming into the world. I really do not know where I stand on the population, is it bad, is it good? The is an eithical question that must be faced. Although I feel that if it continues the world may have problems keeping up.
I feel that the population in the world today is a problem to an extent. I feel that it is definately taking a toll on our world today. Our small towns are getting bigger, and we are running out of beautiful land. The big grassy field are turning into walmarts, Targets, and housing developments.
I don't really think that all the people are a problem, but the stuff that adds up with the more people that come into the world.
"There are several more issues. Population control enthusiasts often say that the U.S. should set a good example. However, the U.S. will not bring itself to do what might be required by countries with severe immediate population problems. For example, the US is unlikely to adopt the present Chinese policy of penalizing more than one child per family. Therefore, the U.S. could at most set an example of half-hearted measures. Nor would the US go for the laws recently passed in India.
It is argued that an American puts more of a strain on scarce resources than a person in an undeveloped country. Except for oil, there is no vital resource likely to become scarce in the forseeable future. Substitutes for oil will eventually be required, and they exist, e.g. hydrogen produced using nuclear energy. "
"Local Crowding
It occurs to me that psychologically akin to overpopulation is experiencing too many people in one's desired occupation. Many more people would like to be astronomers or movie actors or writers than the world is willing to support in those occupations. For some occupations, biographies tell us that it used to be a lot worse than it is today. Maybe people feeling crowded in their desired occupations tend to believe in overall overpopulation. "
I think that there is not enough land, for all the people that are coming into the world. I really do not know where I stand on the population, is it bad, is it good? The is an eithical question that must be faced. Although I feel that if it continues the world may have problems keeping up.
Major Online Lab Project Unit four
1. Homo sapien - Human - Commensal - Yes: The food we eat mostly is from other organisms.
3.A Black white and brown kitten. Mutualistic - Yes: Cats are domesticated them for a reason. Cats are nice loving creatures. Their food can also consists of mice.
6.Lady bug - Mutualistic - No: The lady bug are usually very pretty to hold and look at, ladybugs feed off of other bugs.
7.Pigeons - Mutualistic - No: They feed off of rodents
8.Cactus - Commensal - No: Cactuses grow and actually provide life and energy to those that feed upon it.
10.Bees- Mutualistic-no: Although bees are not loved because of their stinger, they also feed off of honey.
13. Horse - Mutualistic - Yes: Horses are well trained animals, and loving pets.
15. Mosquito - Parasitic - No: This species also feeds off of us, by biting and eating our blood.
16. Wasps - Mutualistic - No: They also feed off of humans blood.
17. Coyotes-Predators-No: Coyotes can be very harmful creatures that we are mostly afraid of.
18. Fies-Mutualistic-No- Flies are around all them time, they are most like pests.
20.Turtle-Mutualistic- No- Turtle serve as great pets, and are very harmless.
2.Beagles(DOGS), Mutualistic - Yes: Dogs are nice to have when you want to be active or just lay around.
4.Grasshopper - Commensal - No: Grasshoppers tend to mainly just live everywhere, they really don't feed off of any other breatures.
9. Sunflowers-Commensal - No: Sunflowers provide food for insects, such as bees.
11. Black Widow- - Predator - No: Black widows feared predators, because they cause harm
12.Snakes-predator-no: Snakes can either be scary or friends. They feed off of mice.
13. Horse - Mutualistic - Yes: Horses are well trained animals, and loving pets.14.Lizard - Mutualistic - Yes: Lizards are very harmless, and kids tend to love them.
15. Mosquito - Parasitic - No: This species also feeds off of us, by biting and eating our blood.19. Jack Rabbit - Commensal - Yes: They eat many other organisms such as various plant-life. The jack rabbit is fast and could serve as a pet.
Online Lab topic 2
1. What was your high fertility rate country and what was its fertility rate? Mali was my high fertility rate country of 6.30.
2. What was your low fertility rate country and what was its fertility rate?
France was my low fertility rate country of 1.80.
3. The initial demographic "shape" of your high fertility rate country should have been a pyramid, with high population in young age groups. Explain why high fertility rate results in a high percentage of young people in the population. How does this affect future population growth?
High fertility rates simply mean that people are having a lot of babies. When those people have babies, their kids have lots of babies and their kids after that will have lots of babies. This keeps the population growth exponential and is considered skyrocketing. This leads to many young people.
4. Your low fertility rate country might have had a more oval-shaped curve with high population in middle age groups. This is especially exaggerated if the fertility rate is below 2.00. Explain why low fertility rate leads to lots of middle-aged people. Low fertility rate means that people aren't having as many kids. If they aren't having 2 or more as their fertility rate, they are not producing enough children to replace themselves when they die. For instance, in France, they are only producing 1.8 children on average and are dying out, so to speak. On the otherhand, the Muslims are coming into France and they are multiplying. So who may overcome that country? Hmm.
5. Write ten adjectives or descriptive phrases for what you might expect life, people's attitudes, conditions on the streets, etc. will be like in each of those situations. Imagine a situation with lots of middle-aged and older people in the population and write ten quick "brain-storm" descriptors for you think it would be like (Prescott, Arizona?). Then do the same for a situation with lots of children in the population.
For an area with lots of young people:
Crime rates,
Drinking,
Smoking Illegal activity,
Decrease in standard of living,
Car accidents/Freak accidents,
Bankruptcies,
Divorces,
Rude behavior,
Cursing.
An area with lots of old people:
Clean,
Quiet,
Strict,
Boring,
Higher standards of living,
Bill pay-hospitals
High insurace prices,
Less crime,
More traffic,
Lots of caregiving agencies and volunteer work
Online Lab Topic One
Fertilization stage one- I feel that this stage is very important, This process takes place in the first 24-48hours, and this is where it all begins.
Week 7-Eyelids, and toes form, nose distinct. The baby is kicking and swimming. I feel that this stage is important, because you start to see the developement.
Week 20: The earliest stage at which Partial birth abortions are performed. At 20 weeks the baby recognizes its' mothers voice.
Week 7-Eyelids, and toes form, nose distinct. The baby is kicking and swimming. I feel that this stage is important, because you start to see the developement.
Month 4: Bone Marrow is now beginning to form. The heart is pumping 25 quarts of blood a day. By the end of month 4 the baby will be 8-10 inches in length and will weigh up to half a pound.
Months 7 through 9: Eyeteeth are present. The baby opens and closes his eyes. The baby is using four of the five senses (vision, hearing, taste, and touch.) He knows the difference between waking and sleeping, and can relate to the moods of the mother. The baby's skin begins to thicken, and a layer of fat is produced and stored beneath the skin. Antibodies are built up, and the baby's heart begins to pump 300 gallons of blood per day. Approximately one week before the birth the baby stops growing, and "drops" usually head down into the pelvic cavity.
Compendium Review Topic two Unit four
• Deep Time Evolutionary History
Evolution is the change in the inherited traits of a population from generation to generation. These traits are the expression of genes that are copied and passed on to offspring during reproduction. Mutations in these genes can produce new or altered traits, resulting in heritable differences between organisms. New traits can also come from transfer of genes between populations, as in migration, or between species, in horizontal gene transfer. Evolution occurs when these heritable differences become more common or rare in a population, either nonrandomly through natural selection or randomly through genetic drift.
Human Ecology 
Human ecology is an academic discipline that deals with the relationship between humans and their natural, social and created environments. Human ecology investigates how humans and human societies interact with nature and with their environment.
Biodiversity is the variation of taxonomic life forms within a given ecosystem, biome or for the entire Earth. Biodiversity is often a measure of the health of biological systems.There are five main causes for biodiversity loss and extinction on Earth. These are: habitat loss, introduction of alien species, pollution, overexploitation of plant and animals, and disease. Diodiversity is a good thing to keep because it provides us with medicinal value, agricultural value, and comsummptive use values. They also give waste disposal, freshwater procision through the water biogeochemical cycle, prevention of soil erosion, function of biogeochemical cycles, climate regulation, and ecotourism.
Evolution is the change in the inherited traits of a population from generation to generation. These traits are the expression of genes that are copied and passed on to offspring during reproduction. Mutations in these genes can produce new or altered traits, resulting in heritable differences between organisms. New traits can also come from transfer of genes between populations, as in migration, or between species, in horizontal gene transfer. Evolution occurs when these heritable differences become more common or rare in a population, either nonrandomly through natural selection or randomly through genetic drift.Prebiotic: the developments taking place before the origin of the life, the emergence of physico-chemical complexity: the Big Bang, space and time, energy and particles, atoms and the different elements, molecules up to organic polymers, simple dissipative structures.
Biological: the origin of life and the further development of the specifically biological aspects of it: DNA, reproduction, autopoiesis, prokaryotes vs. eukaryotes, multicellularity, sexual reproduction, the species.
Cognitive: the origin of mind, the basic cybernetic, cognitive organization, going from simple reflexes to complex nervous systems, learning, and thought.
Social: the development of social systems and culture: communication, cooperation, moral systems, memes
Biological: the origin of life and the further development of the specifically biological aspects of it: DNA, reproduction, autopoiesis, prokaryotes vs. eukaryotes, multicellularity, sexual reproduction, the species.
Cognitive: the origin of mind, the basic cybernetic, cognitive organization, going from simple reflexes to complex nervous systems, learning, and thought.
Social: the development of social systems and culture: communication, cooperation, moral systems, memes
Human EcologyHuman ecology is an academic discipline that deals with the relationship between humans and their natural, social and created environments. Human ecology investigates how humans and human societies interact with nature and with their environment.
Trophic levels are the feeding position in a food chain such as primary producers, herbivore, primary carnivore, etc. Green plants form the first trophic level, the producers. Herbivores form the second trophic level, while carnivores form the third and even the fourth trophic levels. In this section we will discuss what is meant by food chains, food webs and ecological pyramids.
Phosphorus enters the environment from rocks or deposits laid down on the earth many years ago. The phosphate rock is commercially available form is called apatite. Other deposits may be from fossilized bone or bird droppings called guano. Weathering and erosion of rocks gradually releases phosphorus as phosphate ions which are soluble in water. Land plants need phosphate as a fertilizer or nutrient.
• Human Population and Biodiversity
The human population growth of the last century has been truly phenomenal. It required only 40 years after 1950 for the population to double from 2.5 billion to 5 billion. This doubling time is less than the average human lifetime. The world population passed 6 billion just before the end of the 20th century. Present estimates are for the population to reach 8-12 billion before the end of the 21st century. During each lecture hour, more than 10,000 new people enter the world, a rate of ~3 per second!
Of the 6 billion people, about half live in poverty and at least one fifth are severely undernourished. The rest live out their lives in comparative comfort and health.
Biodiversity is the variation of taxonomic life forms within a given ecosystem, biome or for the entire Earth. Biodiversity is often a measure of the health of biological systems.There are five main causes for biodiversity loss and extinction on Earth. These are: habitat loss, introduction of alien species, pollution, overexploitation of plant and animals, and disease. Diodiversity is a good thing to keep because it provides us with medicinal value, agricultural value, and comsummptive use values. They also give waste disposal, freshwater procision through the water biogeochemical cycle, prevention of soil erosion, function of biogeochemical cycles, climate regulation, and ecotourism.
Compendium Review Topic one Unit four
Human Life Cycle
The four stages will be described below briefly to help you understand what the basic of the human life cycle are.
Day 1: fertilization: all human chromosomes are present; unique human life begins.
The four stages will be described below briefly to help you understand what the basic of the human life cycle are.Infancy- From the age of being a newborn to the age of two years (2), you were an infant. Changes you may have experienced were more coordination and teeth growing rapidly. The body was also quite out of proportion. These were all part of the infancy stage.
Childhood- Childhood lasts from the age of two years to adolescence (puberty). Your bones and teeth were growing rapidly and soon changes such as teeth being replaced with permanents happen. You also develop your intellectual skills and pretty much you have quite changed from being an infant.
Adolescence- Adolescence is the age where the body becomes sexually mature. Changes you may be going through are acne, increased growth and deeper voice (for boys). Girls also gain extra weight during this time. It is sometimes a emotionally distressing time for teenagers.
Adulthood- Adulthood is the age where the body slowly slows down. Certain changes such as hair falling out and physical activity decreasing are normal as you age (thirties and above). If you are over forty, you are considered a older adult. This however doesn't stop someone from doing the things they enjoy.
• Fertilization and Fetal Development
Day 1: fertilization: all human chromosomes are present; unique human life begins.Day 6: embryo begins implantation in the uterus.
Day 22: heart begins to beat with the child's own blood, often a different type than the mothers'.
Week 3: By the end of third week the child's backbone spinal column and nervous system are forming. The liver, kidneys and intestines begin to take shape.
Week 4: By the end of week four the child is ten thousand times larger than the fertilized egg.
Week 5: Eyes, legs, and hands begin to develop.
Week 6: Brain waves are detectable; mouth and lips are present; fingernails are forming.
Week 7: Eyelids, and toes form, nose distinct. The baby is kicking and swimming.
Week 8: Every organ is in place, bones begin to replace cartilage, and fingerprints begin to form. By the 8th week the baby can begin to hear.
Weeks 9 and 10: Teeth begin to form, fingernails develop. The baby can turn his head, and frown. The baby can hiccup.
Weeks 10 and 11: The baby can "breathe" amniotic fluid and urinate. Week 11 the baby can grasp objects placed in its hand; all organ systems are functioning. The baby has a skeletal structure, nerves, and circulation.
Week 12: The baby has all of the parts necessary to experience pain, including nerves, spinal cord, and thalamus. Vocal cords are complete. The baby can suck its thumb.
Week 14: At this age, the heart pumps several quarts of blood through the body every day.
Week 15: The baby has an adult's taste buds.
Month 4: Bone Marrow is now beginning to form. The heart is pumping 25 quarts of blood a day. By the end of month 4 the baby will be 8-10 inches in length and will weigh up to half a pound.
Week 17: The baby can have dream (REM) sleep.
Week 19: Babies can routinely be saved at 21 to 22 weeks after fertilization, and sometimes they can be saved even younger
Week 20: The earliest stage at which Partial birth abortions are performed. At 20 weeks the baby recognizes its' mothers voice.
Months 5 and 6: The baby practices breathing by inhaling amniotic fluid into its developing lungs. The baby will grasp at the umbilical cord when it feels it. Most mothers feel an increase in movement, kicking, and hiccups from the baby. Oil and sweat glands are now functioning. The baby is now twelve inches long or more, and weighs up to one and a half pounds.
Months 7 through 9: Eyeteeth are present. The baby opens and closes his eyes. The baby is using four of the five senses (vision, hearing, taste, and touch.) He knows the difference between waking and sleeping, and can relate to the moods of the mother. The baby's skin begins to thicken, and a layer of fat is produced and stored beneath the skin. Antibodies are built up, and the baby's heart begins to pump 300 gallons of blood per day. Approximately one week before the birth the baby stops growing, and "drops" usually head down into the pelvic cavity.
• Pregnancy, Birth, and Development
Changes women go through during pregnancy may include: weight gain, constipation, heartburn, darkening of certain skin areas, and pregnancy-induced diabetes, all due to the placenta's addtitional hormones.
The process of human childbirth is categorized in 3 stages of labour:
In the first stage, the uterus begins rhythmic contractions which steadily increase in strength and frequency, gradually widening and thinning the cervix.
During the second stage, the infant passes from the uterus, through the cervix and birth canal.
In the third stage, the placenta pulls from the uterine wall and is expelled through the birth canal.
Monday, July 16, 2007
Unit three ethical essay
It is estimated that 55% of the adult population in the United States are either obese or overweight. Obesity has increased in a way to where an individual is at risk of suffering from chronic diseases such as hypertension, coronary artery disease, and diabetes. Those with excess fat in the abdominal area are at increased health risk.While obesity rates have become higher, levels of physical activity have lessened. For the overweight, a lifestyle approach to physical activity may be less likely but can be helped by just a simple exercise. There are many things that can be done that could prevent obesity from happening. Studies have shown that the core of this problem as young as kids start right from the parents. Parents who prefer to eat out and do fast food all the time. Instead of making the family a nice healthy home cooked meal.Each year obesity causes at lease three hundred thousand deaths in the United States. I feel that this is something that can be prevented by each individual person if we ourselves started doing more physical activities. Most peoples daily lifestyles consist of sitting in a chair in front of the computer all day long. Then a family will choose to go to a movie instead of going for a hike. Video games, movies, computers, ect. has changed people life styles tremendously.I think that if we just allowed some exercise of any kind through out the day that it would make a huge differance.I myself, have a treadmill in my living room, so when there is a day that I didn't gat any physical activity in. I will run on that for about two miles. I feel every little bit helps. In just doing a little thing like that, twenty minutes out of the day, could lessen the statistic of obese people.
Saturday, July 14, 2007
Course Evaluation
REGARDING COURSE CONTENT--THEMES AND TOPICS FOR THE UNITS
-Unit I: Cells and Genetics
-Unit II: The Body--Internal Maintenance
-Unit III: The Body--Environmental Interactions
-Unit IV: Human Populations (I know, you haven't done it yet, but you can check it out)
Which Unit did you like best and why?
Which Unit did you like least and why?
I disliked the first unit the most I think, and that is only because it just seemed overwelming, and alot of work, It just took a little getting used to.
Is there some major area of Human Biology that you feel was neglected and should be included in the course?
No I thought this course was a lot of fun and interesting to be honset. I don't really like biology and for me to enjoy a course is pretty good.
MAJOR TOPICS
-Cells
-Genetics
-Oxygen/Blood/Immunity
-Food and Nutrition
-Nervous Function
-Movement
-Reproduction
-Human Ecology
Which two Major Topics stand out as particularly well presented? Why?
I feel that the food and nutrition because I thought that it gave a lot of interesting facts and seemed to be very knowledgable for me. Also genetics, I learned a lot about because it was so much information and was in great detail.
Which two Major Topics stand out as having been confusing or difficult to understand? Why?
human ecology, and nervous system, because they were not topics that I feel I got as much from as the other ones.
Other comments regarding course content:
REGARDING COURSE DELIVERY AND INTERACTION WITH WEBSITE AND INSTRUCTOR
Have you taken an online course before?
yes
How would you describe your "digital nativeness" or ease of using the computer and internet?
Excellent
For the following aspects of the course, please how effective each one was for you (very, somewhat, not much): very
-Overall Course Welcome and Orientation Video:
-Unit Introduction Videos:
-PowerPoint presentations (please indicate if you listened to the narrations):
-Online Weblinks:
-Online Labs:
-Lab Projects:
-Ethical Issues:
-Textbook:
-Blogs for presenting assignments:
-E-mail or other interactions with instructor:
Which two aspects of the course delivery and evaluation from the above list most helped you to learn? Why?
The online weblinks because I had to find a lot of facts about the subject and learn it so I knew what I was talking about. Also the lab projects, because they were a new fun way of learning.
Which two aspects of the course delivery (course activities and assignments) would you recommend changing or eliminating? Why? Don't really think I would eliminate any actually.
Was there any part of the course website that you found confusing or difficult to navigate?
The blogger site was a little confusing at first, but not its okay.
Other comments regarding course delivery and interaction with website/instructor:
I really liked the instructor, he was really helpful to me.
-Unit I: Cells and Genetics
-Unit II: The Body--Internal Maintenance
-Unit III: The Body--Environmental Interactions
-Unit IV: Human Populations (I know, you haven't done it yet, but you can check it out)
Which Unit did you like best and why?
Which Unit did you like least and why?
I disliked the first unit the most I think, and that is only because it just seemed overwelming, and alot of work, It just took a little getting used to.
Is there some major area of Human Biology that you feel was neglected and should be included in the course?
No I thought this course was a lot of fun and interesting to be honset. I don't really like biology and for me to enjoy a course is pretty good.
MAJOR TOPICS
-Cells
-Genetics
-Oxygen/Blood/Immunity
-Food and Nutrition
-Nervous Function
-Movement
-Reproduction
-Human Ecology
Which two Major Topics stand out as particularly well presented? Why?
I feel that the food and nutrition because I thought that it gave a lot of interesting facts and seemed to be very knowledgable for me. Also genetics, I learned a lot about because it was so much information and was in great detail.
Which two Major Topics stand out as having been confusing or difficult to understand? Why?
human ecology, and nervous system, because they were not topics that I feel I got as much from as the other ones.
Other comments regarding course content:
REGARDING COURSE DELIVERY AND INTERACTION WITH WEBSITE AND INSTRUCTOR
Have you taken an online course before?
yes
How would you describe your "digital nativeness" or ease of using the computer and internet?
Excellent
For the following aspects of the course, please how effective each one was for you (very, somewhat, not much): very
-Overall Course Welcome and Orientation Video:
-Unit Introduction Videos:
-PowerPoint presentations (please indicate if you listened to the narrations):
-Online Weblinks:
-Online Labs:
-Lab Projects:
-Ethical Issues:
-Textbook:
-Blogs for presenting assignments:
-E-mail or other interactions with instructor:
Which two aspects of the course delivery and evaluation from the above list most helped you to learn? Why?
The online weblinks because I had to find a lot of facts about the subject and learn it so I knew what I was talking about. Also the lab projects, because they were a new fun way of learning.
Which two aspects of the course delivery (course activities and assignments) would you recommend changing or eliminating? Why? Don't really think I would eliminate any actually.
Was there any part of the course website that you found confusing or difficult to navigate?
The blogger site was a little confusing at first, but not its okay.
Other comments regarding course delivery and interaction with website/instructor:
I really liked the instructor, he was really helpful to me.
Major lab project
In this project The house hold products I used to make a human limb were paperclips. I chose to do the arm and forearm.
Bones of the Arm
The bones of the human arm extend from the shoulder to the wrist. The humerus is the bone of the upper arm. The rounded head of the humerus fits into a cavity in the scapula to form the shoulder joint. The shoulder joint is a ball-and-socket joint that enables full circular movement of the arm. The lower end of the humerus joins the bones of the forearm at the elbow to form a hinged joint. This hinged joint permits the forearm to bend up and down. The radius and ulna are two parallel bones that form the forearm. The radius is the shorter bone on the thumb-side of the forearm. The radius can rotate over the ulna, permitting the forearm to twist.
Bones of the Arm
The bones of the human arm extend from the shoulder to the wrist. The humerus is the bone of the upper arm. The rounded head of the humerus fits into a cavity in the scapula to form the shoulder joint. The shoulder joint is a ball-and-socket joint that enables full circular movement of the arm. The lower end of the humerus joins the bones of the forearm at the elbow to form a hinged joint. This hinged joint permits the forearm to bend up and down. The radius and ulna are two parallel bones that form the forearm. The radius is the shorter bone on the thumb-side of the forearm. The radius can rotate over the ulna, permitting the forearm to twist.
The structures you should be able to identify are:
head
anatomical neck
greater tubercle
lesser tubercle
crest of the greater tubercle
crest of the lesser tubercle
intertubercular sulcus (groove)
deltoid tuberosity
medial epicondyle
lateral epicondyle
capitulum
trochlea
coronoid fossa
olecranon fossa
head
anatomical neck
greater tubercle
lesser tubercle
crest of the greater tubercle
crest of the lesser tubercle
intertubercular sulcus (groove)
deltoid tuberosity
medial epicondyle
lateral epicondyle
capitulum
trochlea
coronoid fossa
olecranon fossa
The structures you should be able to identify are:
Radius
head
neck
radial tuberosity
styloid process
Ulna
coronoid process
olecranon process
ulnar tuberosity
slyloid process
Radius
head
neck
radial tuberosity
styloid process
Ulna
coronoid process
olecranon process
ulnar tuberosity
slyloid process
In conclusion the arm consists of several different muscles and bones.
the arm, wrist and hand: There are 64 bones in the upper extremity. They consist of 10 shoulder and arm, 16 wrist and 38 hand bones.
The 10 shoulder and arm bones are the clavicle, scapula, humerus, radius, and ulna on each side.
The 16 wrist bones are the scaphoid, lunate, triquetrum, pisiform, trapezium, trapezoid, capitate, hamate on each side.
The 38 hand bones are the 10 metacarpal bones and 28 phalanges (finger bones).
I thought that this lab was very interesting, and enjoyed playing around with different bones and muscles that consist in the arm.
Muscle Lab
I found this lab to be very interesting for many reasons. I could see how exactly the muscles works in the arm and hand. Muscles are one of those things that most of us take completely for granted. I found out how important muscles are and why we need them. There are two main things a muscle does for us. Firstly, Muscles are the "engine" that your body uses to propel itself. Secondly, It would be impossible for you to do anything without your muscles. Absolutely everything that you conceive of with your brain is expressed as muscular motion. The only ways for a person to express an idea are with the muscles of your larynx, mouth and tongue (spoken words), with the muscles of your fingers (written words or "talking with your hands") or with the skeletal muscles (body language, dancing, running, building or fighting, to name a few).
Muscle Action
1. Place your fingers along the angle of your jaw just in front of your
ear. Grit your teeth and observe what happens to the hardness of the
muscles in your cheek.
2. With the thumb and little finger of one hand, span the opposite arm's
biceps (front muscle of the upper arm) from the elbow to as close to the
shoulder as possible. Bend the arm and observe the change in the length of
the muscle.
3. Wrap a strip of paper around your upper arm and mark the circumference
of your arm on the paper. Clench your fist tightly and mark the new
circumference on the paper. Observe what happens to the circumference of
the muscle.
Effect of Temperature on Muscle Action
1. Count the number of times you can make a fist in 20 seconds. Start with
your hand completely outstretched and make a tight fist each time. Do it
as rapidly as you can. Record the count in Figure 1.
2. Now submerge your hand in a dishpan of water to which has been added
snow or ice so that the temperature is near the freezing point. Leave your
hand in the water for one full minute.
3. Remove your hand and immediately count how many forceful fists you can
make in 20 seconds. Record in Figure 1.
Figure 1: Effect of Temperature on Muscle Action
Temperature
Number of Fists
Normal 51
---------------
Ice Water 37
------------------------
Figure 2: Effect of Fatigue on muscle action
Trial
# of Squeezes in 20 seconds
9 More X's
1 46
----------------------------------------
----------------------------------------
2 42
----------------------------------------
----------------------------------------
3 39
----------------------------------------
----------------------------------------
4 35
----------------------------------------
----------------------------------------
5 32
----------------------------------------
----------------------------------------
6 28
----------------------------------------
----------------------------------------
7 25
----------------------------------------
----------------------------------------
8 23----------------------------------------
----------------------------------------
9 21
----------------------------------------
----------------------------------------
10 17
----------------------------------------
----------------------------------------
ANALYSIS OF DATA:
1. What are the three changes you observed in a muscle while it is working (contracted)?
From what I observe the three changes would be that the muscle was firms, it was bigger around and the length was longer.
2. What effect did the cold temperature have on the action of your hand muscles? Explain.
In temperture change the colder muscles moved slower and the reaction slowed down quite a bit.
4. What effect did fatigue have on the action of your hand muscles? Explain.
The fatigue of my muscles started to work slow and was resistant to squeezing the ball.
CONCLUSION-
I found this lab to be very fun an entertaining, it was fun to see how the muscles adapted to different situations. That the colder tempature made them struggle to work as well. It was very educational.
Muscle Action
1. Place your fingers along the angle of your jaw just in front of your
ear. Grit your teeth and observe what happens to the hardness of the
muscles in your cheek.
2. With the thumb and little finger of one hand, span the opposite arm's
biceps (front muscle of the upper arm) from the elbow to as close to the
shoulder as possible. Bend the arm and observe the change in the length of
the muscle.
3. Wrap a strip of paper around your upper arm and mark the circumference
of your arm on the paper. Clench your fist tightly and mark the new
circumference on the paper. Observe what happens to the circumference of
the muscle.
Effect of Temperature on Muscle Action
1. Count the number of times you can make a fist in 20 seconds. Start with
your hand completely outstretched and make a tight fist each time. Do it
as rapidly as you can. Record the count in Figure 1.
2. Now submerge your hand in a dishpan of water to which has been added
snow or ice so that the temperature is near the freezing point. Leave your
hand in the water for one full minute.
3. Remove your hand and immediately count how many forceful fists you can
make in 20 seconds. Record in Figure 1.
Figure 1: Effect of Temperature on Muscle Action
Temperature
Number of Fists
Normal 51
---------------
Ice Water 37
------------------------
Figure 2: Effect of Fatigue on muscle action
Trial
# of Squeezes in 20 seconds
9 More X's
1 46
----------------------------------------
----------------------------------------
2 42
----------------------------------------
----------------------------------------
3 39
----------------------------------------
----------------------------------------
4 35
----------------------------------------
----------------------------------------
5 32
----------------------------------------
----------------------------------------
6 28
----------------------------------------
----------------------------------------
7 25
----------------------------------------
----------------------------------------
8 23----------------------------------------
----------------------------------------
9 21
----------------------------------------
----------------------------------------
10 17
----------------------------------------
----------------------------------------
ANALYSIS OF DATA:
1. What are the three changes you observed in a muscle while it is working (contracted)?
From what I observe the three changes would be that the muscle was firms, it was bigger around and the length was longer.
2. What effect did the cold temperature have on the action of your hand muscles? Explain.
In temperture change the colder muscles moved slower and the reaction slowed down quite a bit.
4. What effect did fatigue have on the action of your hand muscles? Explain.
The fatigue of my muscles started to work slow and was resistant to squeezing the ball.
CONCLUSION-
I found this lab to be very fun an entertaining, it was fun to see how the muscles adapted to different situations. That the colder tempature made them struggle to work as well. It was very educational.
Lab topic one-
Nervous Function-1. What is the electrode measuring?
the electrode is being used to measure the activity of the neurons. An electrode is a conductor through which electric current is passed. Found in variable forms, electrodes may be wires, plates, or rods. An electrode may be constructed of metal, such as copper, silver, lead, or zinc. However, an electrode may also be made of a nonmetal substance, such as carbon.
2. Why use leeches in neurophysiology experiments?
Leeches are very interesting creatures to do an experiments on. I think that they are a very well species to use, because they do not have a complex system. They are very simple.
3. What is the difference between a sensory and a motor neuron?
Motor neurons - send information from the C.N.S to the muscles. Causing the muscles to move. They have short dendrites and long axons. The diagram below show a diagram of a motor neuron
Sensory neurons - send information from the sense organs to the C.N.S. They have long dendrites and short axons. The diagram above shows a picture of a sensory neuron.
Sensory neurons - send information from the sense organs to the C.N.S. They have long dendrites and short axons. The diagram above shows a picture of a sensory neuron.
4. Do you think a leech experiences pain? What is pain?
Pain is a sensation that hurts. It may cause discomfort, distress or agony. It may be steady or throbbing. It may be stabbing, aching, or pinching. However you feel pain, only you can describe it or define it. There fore I like to think that leeches do experience pain just as well as anything or anyone else.
5. What were the two most interesting things about doing this lab?
I think that the most interesting thing about this lab, was to the study on the leeches. It was interesting to try and find the nervous system inside the leech and how it looked.
6. Anything you found confusing or didn't like about the lab?
I don't really think there is anything that really stands out in this lab that I didn't like actually, I found it to be fun and very educational.
Compendium Review topic TWO Unit 3
Movement- Musle and Bone-
Muscle tissue can be one of several types in the body: smooth, cardiac, or skeletal. For our purposes we are concerned with skeletal muscle, which makes up the bulk of the body's muscle and is the tissue we use for physical activity.
The muscle that you can see is composed of subunits called fascicles. Fascicles are bundles of individual muscle fibers. Each fiber is one elongated cell that may extend for the length of the muscle. Each muscle fiber cell has several nucleii (unlike most cells, which have only one), and is segmented into distinct sectional bands. Within each muscle cell are numerous myofibrils, which also extend for the length of the muscle cell. Sarcomeres are the basic contractile subunit of myofibrils.
The muscle that you can see is composed of subunits called fascicles. Fascicles are bundles of individual muscle fibers. Each fiber is one elongated cell that may extend for the length of the muscle. Each muscle fiber cell has several nucleii (unlike most cells, which have only one), and is segmented into distinct sectional bands. Within each muscle cell are numerous myofibrils, which also extend for the length of the muscle cell. Sarcomeres are the basic contractile subunit of myofibrils.
A whole skeletal muscle is considered an organ of the muscular system. Each organ or muscle consists of skeletal muscle tissue, connective tissue, nerve tissue, and blood or vascular tissue.
Skeletal muscles vary considerably in size, shape, and arrangement of fibers. They range from extremely tiny strands such as the stapedium muscle of the middle ear to large masses such as the muscles of the thigh. Some skeletal muscles are broad in shape and some narrow. In some muscles the fibers are parallel to the long axis of the muscle, in some they converge to a narrow attachment, and in some they are oblique.
Skeletal muscles vary considerably in size, shape, and arrangement of fibers. They range from extremely tiny strands such as the stapedium muscle of the middle ear to large masses such as the muscles of the thigh. Some skeletal muscles are broad in shape and some narrow. In some muscles the fibers are parallel to the long axis of the muscle, in some they converge to a narrow attachment, and in some they are oblique.
Movement across the joints-
Most joints in the body are freely movable joints. The joint consists of the joint capsule, articular cartilage, synovial membrane, and synovial cavity. There are six classifications of freely movable joints: ball-in-socket, condyloid, gliding, hinge, pivot, and saddle joints. These joints have much more complex structures than the immovable and slightly movable joints. The ends of the bones in this type of joint are covered with a smooth layer of cartilage. The whole joint is enclosed in a watertight sac or membrane containing a small amount of lubricating fluid. This lubrication enables the joint to work with little friction. Ligaments reach across the joints from one bone to another and keep the bone stable. When ligaments are torn, we call the injury a sprain; when bones are out of place, we refer to this as a dislocation; and when bones are chipped or broken, the injury is called a fracture.
TYPES OF JOINT MOVEMENTS
Joint movements are generally divided into four types: gliding, angular, rotation, and circumduction. Gliding Gliding is the simplest type of motion. It is one surface moving over another without any rotary or angular motion. This motion exists between two adjacent surfaces. Angular Angular motion decreases or increases the angle between two adjoining bones. The more common types of angular motion are as follows:
· Flexion—bending the arm or leg.
· Extension—straightening or unbending, as in straightening the forearm, leg, or fingers. · Abduction—moving an extremity away from the body.
· Adduction—bringing an extremity toward the body. Rotation Rotation is a movement in which the bone moves around a central point without being displaced, such as turning the head from side to side.
Bones-
Bones are rigid organs that form part of the endoskeleton of vertebrates. Bones function to move, support, and protect the body, produce red and white blood cells and store minerals. Bones come in a variety of shapes and have a complex internal and external structure, allowing them to be lightweight yet strong and hard, while fulfilling their many other functions. One of the types of tissues that makes up bones is the mineralized osseous tissue, also called bone tissue, that gives bones their rigidity and honeycomb-like three-dimensional internal structure. Other tissue types found in bones include marrow, the periosteum, nerves, blood vessels and cartilage.
Friday, July 13, 2007
Compendium Review topic ONE Unit 3
What does the nervous system do?
Action potentials- Rapid transmission of messages-
The nervous system allows an organism to use its five senses (taste, touch, sight, sound, and smell) and to adapt to certain conditions. The nervous system is a small chain of reactions. First, the body senses a problem, or something it needs to fix. The nerves form a message, that gets passed on through the spinal cord to the brain. The brain takes this message, translates it, passes back through the nervous system, and back to the nerves. The nerves are the able to control the body to fix the problem it started with. This all happens in a matter of milliseconds.
What does the nervous system consist of?
The Nervous System is made up of three main parts:
The Brain - This is in the central part of the nervous system. The brain helps control one's behavior. It will receive and send messages for the rest of the body through the spinal cord. These are the three parts of the brain.
1. Cerebrum- It is the biggest part of the brain that controls higher processes such as speaking, reasoning, and memorizing and the 5 senses - smell, touch, taste, sight, and hearing.
2. Cerebellum- This controls voluntary actions in the body such as talking, eating, singing, swimming, etc.
3. Medulla- This controls involuntary actions such as choking, breathing, heart rate, etc.
The Spinal Cord - The spinal cord is our body's main nerve. It is about 18 inches, or 45 cm long, and as thick as a finger. It extends from the base of the brain and runs down our spine. Our spinal cord acts as the link between the brain and the nerves that are spread throughout our body. From each side of the spinal cord are 31 pairs of spinal nerves that carry messages to and from the brain. The link of bones that protect the spinal cord are called the vertebrae.
The Nerves- This part of the system is called the peripheral nervous system. This is a pathway to the brain for the five senses. The nerves form messages to send to the brain through the spinal cord.
The Brain - This is in the central part of the nervous system. The brain helps control one's behavior. It will receive and send messages for the rest of the body through the spinal cord. These are the three parts of the brain.
1. Cerebrum- It is the biggest part of the brain that controls higher processes such as speaking, reasoning, and memorizing and the 5 senses - smell, touch, taste, sight, and hearing.
2. Cerebellum- This controls voluntary actions in the body such as talking, eating, singing, swimming, etc.
3. Medulla- This controls involuntary actions such as choking, breathing, heart rate, etc.
The Spinal Cord - The spinal cord is our body's main nerve. It is about 18 inches, or 45 cm long, and as thick as a finger. It extends from the base of the brain and runs down our spine. Our spinal cord acts as the link between the brain and the nerves that are spread throughout our body. From each side of the spinal cord are 31 pairs of spinal nerves that carry messages to and from the brain. The link of bones that protect the spinal cord are called the vertebrae.
The Nerves- This part of the system is called the peripheral nervous system. This is a pathway to the brain for the five senses. The nerves form messages to send to the brain through the spinal cord.
Action potentials- Rapid transmission of messages-In response to the appropriate stimulus, the cell membrane of a nerve cell goes through a sequence of depolarization from its rest state followed by repolarization to that rest state. In the sequence, it actually reverses its normal polarity for a brief period before reestablishing the rest potential.
The above example of the squid action potential was patterned after a measured action potential shown in West's Medical Physics. The approximate time intervals shown were scaled from time markers on the experimental trace. The times seem very short to me. I thought the recovery time to rest potential was more like 100 msec.
The action potential sequence is essential for neural communication. The simplest action in response to thought requires many such action potentials for its communication and performance. For modeling the action potential for a human nerve cell, a nominal rest potential of -70 mV will be used.
The above example of the squid action potential was patterned after a measured action potential shown in West's Medical Physics. The approximate time intervals shown were scaled from time markers on the experimental trace. The times seem very short to me. I thought the recovery time to rest potential was more like 100 msec.
The action potential sequence is essential for neural communication. The simplest action in response to thought requires many such action potentials for its communication and performance. For modeling the action potential for a human nerve cell, a nominal rest potential of -70 mV will be used.
Reflex Arc (Simple sematic function) and autonomic function-
reflex arc is the neural pathway that mediates a reflex action. In higher animals, most sensory neurons do not pass directly into the brain, but synapse in the spinal cord. This characteristic allows reflex actions to occur relatively quickly by activating spinal motor neurons without the delay of routing signals through the brain, although the brain will receive sensory input while the reflex action occurs.
The autonomic nervous system is the part of the peripheral nervous system that acts as a control system, maintaining homeostasis in the body. These maintenance activites are primarily performed without conscious control or sensation. The ANS has far reaching effects, including: heart rate, digestion, respiration rate, salivation, perspiration, diameter of the pupils, micturition - (the discharge of urine), and erection. Whereas most of its actions are involuntary, some ANS functions work in tandem with the conscious mind, such as breathing. Its main components are its sensory system, motor system and the enteric nervous system.
What can we sense?-
The human body is a beautifully engineered structure. The body has a general plan. We all have arms, legs, a head, ears, and eyes on the outside of our bodies. We also have similar parts on the inside of our bodies. We all have one heart, two lungs, one brain, two kidneys, and one stomach. Understanding and learning about the human body is a complicated subject. If you just take an organ or system and emphasize its function, you must tell students how the system fits into the rest of the body's functions.
You can introduce the parts of the body, both internal and external, by using the organs that allow humans to operate their senses. The nervous system controls the actions and sensations of all the parts of your body by using a complex network of nerves, which carry electrical signals to and from the brain. The brain and spinal cord compose the central nervous system, acting as the central clearing house. One part of your nervous system controls your body's relationship to the external environment and another part controls your body's internal organs. The human body has five major senses which operate to gather information from the world around us, sight, hearing, smell, taste, and touch. Any stimulus to one of the sense areas is detected by sensory nerves and is sent to the brain for interpretation.
The eye acts like a camera. Human vision is stereoscopic, which means seeing in three dimensions. When we look at objects two slightly different images are transmitted to the brain, and are merged so the brain can interpret the image that we see. This allows us to see objects which stand away from the background, not flat like you see in a photograph.
The ear is specially made to receive sound waves that are sent out by vibrating objects and converts them into sensations we call sound.
The nose contains the nostrils and organs of smell. The stimulus that excites smell is chemical, for example onion and garlic give off different chemical sensations.
The tongue is the organ that controls taste. Taste is also a chemical stimulus. Things to be tasted must touch the tongue, sometimes, taste become combined with smell because of the connection between the mouth and the back of the nose.
Touch is created by stimulating the skin through the sensations of touch, pressure, pain, heat and cold.
Friday, June 29, 2007
Evaluation
REGARDING YOUR OWN PERFORMANCE
1. What were the three aspects of the assignments I've submitted that I am most proud of?
I am most proud of my nutrition lab, major lab, and the ethical essay. I found those all to be quite enjoyable.
2. What two aspects of my submitted assignments do I believe could have used some improvement?
I believe that improvement wise would be the quizes, I lack when it comes to the testing area. I also even though I was proud of my major lab project, it could have used some more work.
3. What do I believe my overall grade should be for this unit?
I believe that I should get a B for this unit, I feel that I have tried very hard on it, and really I think that the effort that was put in is the most important part in a student.
4. How could I perform better in the next unit?
I could probably get a lot more information on the subject, because even though I researched everything, I feel the heart rate and blood pressure on how they work was hard.
REGARDING THE UNIT (adapted from Stephen Brookfield, University of St. Thomas "Critical Incident Questionnaire")
At what moment during this unit did you feel most engaged with the course?
I felt most engaged when doing the nutirtion lab. I found that to be the most interesting assignment, I thought it was interesting to put everything I had eaten and in an instant I got my calorie intake.
At what moment unit did you feel most distanced from the course?
Probably doing the blood pressure lab, I got pretty confused on how to exactly take in blood pressure and what exactly I was seeing.
What action that anyone (teacher or student) took during this unit that find most affirming and helpful?
Probably the Nutrition part, how the things were worded and what we were suppose to do was very helpful.
What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing?
It was confusing to have to find a way to get the heart rate, and read what It was.
What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.)
I was surprised by the nutrition part of my life and how I eat. How well I eat actually. If anything I feel maybe I should eat a little bit more in a days worth.
1. What were the three aspects of the assignments I've submitted that I am most proud of?
I am most proud of my nutrition lab, major lab, and the ethical essay. I found those all to be quite enjoyable.
2. What two aspects of my submitted assignments do I believe could have used some improvement?
I believe that improvement wise would be the quizes, I lack when it comes to the testing area. I also even though I was proud of my major lab project, it could have used some more work.
3. What do I believe my overall grade should be for this unit?
I believe that I should get a B for this unit, I feel that I have tried very hard on it, and really I think that the effort that was put in is the most important part in a student.
4. How could I perform better in the next unit?
I could probably get a lot more information on the subject, because even though I researched everything, I feel the heart rate and blood pressure on how they work was hard.
REGARDING THE UNIT (adapted from Stephen Brookfield, University of St. Thomas "Critical Incident Questionnaire")
At what moment during this unit did you feel most engaged with the course?
I felt most engaged when doing the nutirtion lab. I found that to be the most interesting assignment, I thought it was interesting to put everything I had eaten and in an instant I got my calorie intake.
At what moment unit did you feel most distanced from the course?
Probably doing the blood pressure lab, I got pretty confused on how to exactly take in blood pressure and what exactly I was seeing.
What action that anyone (teacher or student) took during this unit that find most affirming and helpful?
Probably the Nutrition part, how the things were worded and what we were suppose to do was very helpful.
What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing?
It was confusing to have to find a way to get the heart rate, and read what It was.
What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.)
I was surprised by the nutrition part of my life and how I eat. How well I eat actually. If anything I feel maybe I should eat a little bit more in a days worth.
Major lab project
Introduction:
I started this project by wanting to compare different transformations of the heart rate. I went from a stage of resting, to a stage of running, and then a stage of walking. I feel that all of these stages brought very different reactions for me.
"Heart rate is a term used to describe the frequency of the cardiac cycle. It is considered one of the four vital signs. Usually it is calculated as the number of contractions (heart beats) of the heart in one minute and expressed as "beats per minute" (bpm). See "Heart" for information on embryofetal heart rates. The heart beats up to 120 times per minute in childhood.
When resting, the adult human heart beats at about 70 bpm (males) and 75 bpm (females), but this rate varies among people. However, the resting heart rate can be significantly lower in athletes. The infant/neonatal rate of heartbeat is around 130-150 bpm, the toddler's about 100–130 bpm, the older child's about 90–110 bpm, and the adolescent's about 80–100 bpm.
The pulse is the most straightforward way of measuring the heart rate, but it can be deceptive when some heart beats do not have much cardiac output. In these cases (as happens in some arrhythmias), the heart rate may be considerably higher than the pulse rate.Your hypothesis. What do you expect to happen to your metabolic measurements after each activity?
When resting, the adult human heart beats at about 70 bpm (males) and 75 bpm (females), but this rate varies among people. However, the resting heart rate can be significantly lower in athletes. The infant/neonatal rate of heartbeat is around 130-150 bpm, the toddler's about 100–130 bpm, the older child's about 90–110 bpm, and the adolescent's about 80–100 bpm.
The pulse is the most straightforward way of measuring the heart rate, but it can be deceptive when some heart beats do not have much cardiac output. In these cases (as happens in some arrhythmias), the heart rate may be considerably higher than the pulse rate.Your hypothesis. What do you expect to happen to your metabolic measurements after each activity?
I believe that I will have a big transformation in these activities. Where when I am do the running I will have the fast heart rate, and have the biggest reaction of feeling tired, and sore. While during the walking my heart rate will be somewhere in the middle, and resting it will be a calm and steady heart rate. "
Your data.
running-
My heart rate is higher when running on a hot day. The temperature was around 75 degrees, my heart rate at a given speed increases by about 2 to 4 beats per minute. When the temperature increased from 75 degrees to 90 degrees, my heart rate running at a given speed to increase by approximately 10 beats per minute.
walking-
My heart rate was not as high as when I ran on the hot day, But at about 85 degrees and walking my heart rate increased by 2 to 3 beats per minute.
Resting-
My heart rate sitting in my chair in a air conditioned place, was 72 beats per minute.
Conclusion.
I felt that this was a very interesting assignment, Many of the changes in the heart rate when doing this assignment were very different then one another. I was amazed that just sitting there, how often my heart beat was.
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