Below are descriptions of assignment possibilities.  During the quarter, you will need to do two of these.  Make your choice based on interest if possible.  My goal is for students to learn something interesting and to communicate that to me.  Several assignments require that you get information from a "substantive" source.  I have information about that at the bottom of this page.

Two Assignments: During the quarter, you must complete two assignments.  Below is a description of the assignments that would satisfy the Two Assignments.  You may pick any two of these (don’t choose the same category twice without getting permission from me).  Each assignment is worth 20 points (though several include extra credit point potential).

Unless otherwise mentioned, all writing must be typed, 1.5 spaces, 12 point and well edited for full credit.

Visit a Biology Based Exhibit at OMSI: The exhibits at OMSI attempt to be scientific and somewhat entertaining.  I’d like you to go to OMSI and learn from one of the exhibits that is strongly related to human biology.  Write a 1 page paper summarizing the exhibit from a biology point of view.  Attach the paper.

Attend Biology Lecture: Find a lecture, get it OK'ed with Mr. Clark, then attend.

Here are a couple of approved lectures:

• "Combating Myths in Forensic Science" Jan 31 at PSU.

• One of the Brain Awareness lectures at OHSU.

• HPV vaccine as part if the Speaking of Women lectures.  Jan. 24 at PSU

Biology Article: Read one of the articles below.  These articles are in Cannell Library.  Type a summary and take a quiz in class. The quiz will be two or three questions and I'll give it to you at the end of class when the assignment is due.  The quiz should take only a minute or two.

• Mending Broken Hearts is an article in National Geographic.  Read this article AND look at the 17 photos in the Photo Gallery.  You can also look at the magazine in Cannell Library (National Geographic, February 2007). 
• A Malignant Flame in Scientific American, July 2007.  This article investigates how inflammation is related to cancer tumors, Alzheimer’s and other ailments.
• Remember This in National Geographic, November 2007.  It is in the library.  Be sure to see the Mapping Memory page as well as the photo gallery.  The online version of this article has an interactive brain graphic in the mapping section that is impressive.

Video notes:  Watch one of the biology videos below.

• The programs are just under an hour long.  The library checks out times are for two hours of in-library viewing.
• Watch either video and take notes as you would in a class lecture. 

• Turn your notes in to me for grading.
• Video options:
  • NOVA has a program called The Miracle of Life that examines reproduction and fetal development.  It explores sexual reproduction in animals and especially humans then it chronicles the development of a human fetus.  Ask for The Miracle of Life [V00460].

• A second program is titled Dying To Be Thin [V02156] and it examines the biological threats of the eating disorder, anorexia nervosa and to a lesser extant, bulimia.
• Birth, sex and Death [V01421A] Describes development of the embryo, and of sex differences, and genetic influences on the end of life. 
• Inside the Teenage Brain [V02522A] "It's the mystery of mysteries - especially to parents. Now the experts are exploring the recesses of the brain and finding explanations for why adolescents behave the way they do and how the new discoveries can change the way we teach, or perhaps even understand, our teenagers"
• Worried Sick [V02569A] Humans have a series of physical responses to stress that can help us to survive.  However, the same features that help us survive can also erode our health.
• Deeply Depressed  There is growing evidence that chronic depression is primarily a physical disease. This program sheds light on vulnerability to depression, the symptoms of the disease, and treatments involving psychotherapy and antidepressants such as SSRIs. Brain biochemistry and the serotonin transporter promoter gene are discussed as well.

Penguin Points Health: Engage in the Penguin Points program for at least 4 weeks. 20 points.

• Go to the Clark College Penguin Points program
• Read the “Physical” menu; your activities for this class will be physical.
• Get a Penguin Point Card(s) and start filling them out.  Make copies and give them to me as they are completed for full points.
• Use your book to write a page about what physical changes your body is undergoing by doing the Penguin Points.  Use the book so that your discussion is biological not just opinions and feelings.  You might discuss cholesterol, body fat, mitochondria, muscle cells—whatever strikes you as a biological result of your activities.

Personal Interest Paper: Choose a topic of human biology that you are personally

interested in.  I would especially encourage you to select a topic having to do with any issues in your extended family—I think this will make the topic more valuable for you.  Read about the topic from two different sources.  Your sources may be web based, journals, our text or other books but they must be substantive.  Write a 1-2 page paper that teaches me about your topic.  Include a bibliography that both lists your sources and an explanation of why you think they pass the test of “substantive” (see below).

Assignment of Your Design: You may develop an idea that involves 1) learning biology and 2) communicating what you have learned.  Present your idea and how I might evaluate your project.  It may be a program you intend to watch; a response to a newspaper article; your informed opinion about an issue (medical marijuana, Death with Dignity Act in Oregon, AIDS control in poor countries); an interview with someone etc.  Be creative and understand that I’m interested in your gaining solid information and being accountable for that information.

Requirements for Your Design Assignment:

• Before you begin, you (with my agreement) must determine how points will be awarded.  These rubrics must be on paper with my signature.  This is worth 5 of your 20 points.  The rest are up to you and me in discussion.
• If research is involved, must have bibliography that addresses “substantive sources” [see below].
• If writing is involved, you and I need to determine pages required before you begin.
• Assignment must reveal good biology information.

Tour the tutor center and writing center and write an essay about mutations: Write an essay about mutations or birth defects or the Y chromosome (if you have another suggestion, check with me first).  The essay should be a short paper (about 2 pages long) and it should be designed to teach a person (imagine your audience as a high school student) about the topic.  Include a bibliography that both lists your sources and an explanation of why you think they pass the test of “substantive.”  Get your paper edited at the writing center. 

A substantive source

Students will gather information to make reports and presentations in this class.  Some sources suit this class better than do others.  I want to guide students into getting information from what I call substantive sources.  Below are things to check for as you decide whether or not a source is indeed substantive.  If your source satisfies all the points below, it is probably a fine source.  If a source satisfies all but two, it may be OK but there is an increasing chance that the site is weak. 

The casting of a source as substantive or insubstantial is subjective.  If you aren’t sure, come and discuss it with me and we’ll make a decision.

As you seek information from print or web sources with the following caveats:

• It is aimed at an adult, science oriented audience?  A substantive source won’t have an animated kid-appeal.  I do not want any information from a publication aimed at a below college audience.  The information may be accurate but I want you to have a more erudite reading/information gathering experience.
• The writer will be either an expert in the field or a science writer (one hired by the publication to focus on scientific topics).
• The article will have references.
• It will not be from a newspaper (because they are not aimed at college audiences).
• Periodicals are usually more up to date than are books therefore; your source will usually not be from a book. This is a flexible caveat; books are often fine sources.
• Here are some examples of periodicals that I consider substantive (there are many more but these might help you to get a feel for what I’m looking for):
  • Scientific American
  • Some articles in a peer reviewed journal are not research articles but will qualify as academic.
  • Audubon
  • American Scientist
  • National Geographic
  • Some government publications