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==Lab 4 Assessment== | |||
<quiz display=simple> | |||
{What 3 major body cavities does the coelomic cavity form? | |||
|type="()"} | |||
- Endoderm, Mesoderm, Ectoderm | |||
+ Pericardial, pleural, peritoneal | |||
- Dorsal body cavity, Superior body cavity, Ventral body cavity | |||
|| Endoderm (inner layer), Mesoderm (middle layer) and Ectoderm (outer layer) are germ layers that form during embryogenesis. The mesoderm first goes through segmentation to form paraxial, intermediate mesoderm and lateral plate mesoderm. Lateral plate mesoderm segments into somatic and splanchnic mesoderm. The space formed in the middle is called the coelomic cavity. A coelom is a body cavity filled with fluid and is lined with epithelium derived from the mesoderm. The coelomic cavity forms 3 major body cavities: pericardial, pleural and peritoneal.- see XVI.B | |||
{A defensive player is marking an offensive player with the disc. The defensive player gets to 'Five' in the stall count when the offensive player calls out 'disc space'. The defensive player agrees with the call and should : | |||
|type="()"} | |||
- step back and continue counting from 'One' | |||
+ step back and continue counting from 'Four' | |||
- step back and continue counting from 'Five' | |||
- step back and continue counting from 'Six' | |||
||see section XIV.B.3 and XIV.B.7 - ''"When a marking violation is called, play does not stop. The violation must be corrected before the marker can resume the stall count with the number last uttered before the call minus one".'' | |||
{The disc stops on the sideline after an incomplete pass. A player for the team to play offense stretches out so his feet are five feet apart then picks up the disc. The offensive player has a choice of which foot to use as a pivot when bringing the disc back into play. | |||
|type="()"} | |||
-true | |||
+false | |||
|| False. XIII.A.2. ''"If possession is gained at the spot where the disc is to be put into play, the thrower must establish a pivot at the spot of the disc."'' | |||
{A handler throws a very low pass to a receiver who manages to snag the disc. A defensive player calls the disc 'down' since she saw the disc brush the grass before possession was gained. The offensive player states that he was watching the disc the whole time and adamantly denies the disc brushed the grass, suggesting perhaps the wind from the low pass moved the grass. None of the other players had a good view of what happened. | |||
What is the correct resolution when an agreement cannot be reached ? | |||
|type="()"} | |||
+ do it over again (back to the player who threw the disputed pass). | |||
- defensive calls override offensive when it comes to disc up/down. | |||
- the offensive player was closer to the disc, therefor had best perspective and makes the call. | |||
|| XVI.D ''"If a dispute arises concerning an infraction or the outcome of a play (e.g., a catch where no one had a good perspective), and the teams cannot come to a satisfactory resolution, play stops, and the disc is returned to the thrower and put into play with a check (VIII.D), with the count reached plus one or at six if over five."'' | |||
{The receiver of a pass has final say on whether she is in or out of bounds on a reception. | |||
|type="()"} | |||
- true | |||
+ false | |||
|| The player with the ''best perspective'' makes the call. See II.A, XI.C, XV.E, and XVI.D | |||
{An offensive player cuts down the field and makes a diving bid for the disc. She catches the disc and her feet land in the endzone before she slides out of bounds. Near the end of her slide, her opponent's bag (off the field) knocks the disc out of her hands before she gets up. | |||
|type="()"} | |||
- Point | |||
- Receiver gets the disc on the goal line | |||
+ Incomplete pass | |||
||see sections are II.O.2 ''"Loss of possession due to ground contact related to a catch negates that player’s possession up to that point."'', XI.A ''"A goal is scored when an in-bounds player catches any legal pass in the end zone of attack, and retains possession of the disc throughout all ground contact related to the catch."'' In II.F 'Ground Contact' is defined as ''"All player contact with the ground directly related to a specific event or maneuver (e.g., jumping, diving, leaning or falling), including landing or recovering after being off-balance. Items on the ground are considered part of the ground''". | |||
{The offense (team A) sends a striker deep and the handler hucks the disc to them. The deep defender (team B) manages to sky the offensive player and catch the disc. The defender then puts the disc on the ground and sprints to get into cutting position. | |||
|type="()"} | |||
- the D stands - team B keeps possession | |||
+ double turnover - team A gets the disc where the team B player dropped it | |||
||see section II.T.2 ''An intentionally dropped disc is considered a thrown disc.'' | |||
{Any uncontested foul committed by a defender that affects an attempted reception in the endzone results in a point. | |||
|type="()"} | |||
- true | |||
+ false | |||
|| Only an uncontested defensive foul that results in ''loss of possession'' is a point. see XI.A.2 | |||
{When initiating a stall count there must be a full second between announcing 'Stalling' and 'One'. | |||
|type="()"} | |||
- true | |||
+ false | |||
|| There must be a second between each number in the count, but not after the initial 'Stalling' see XIV.A | |||
{It is valid for a thrower to call a 'Fast Count' violation if their marker did not initiate the stall count with the word 'Stalling'. | |||
|type="()"} | |||
+ true | |||
- false | |||
|| see XIV.B.1.a ''If the marker does not say 'stalling' to initiate or resume a stall count, counts at intervals of less than one second, or skips a number in the count, it is a fast count.'' | |||
{Offensive player receives the disc while running at high speed, does not change direction but fakes a throw then delivers a quick pass before his third step after catching. Can 'travel' legitimately be called? | |||
|type="()"} | |||
- yes | |||
+ no | |||
||see section II.M and XV.C - Normally a fake requires a player with the disc to commit to a pivot, but XV.C explicitly makes an exception ''If a player catches the disc while running or jumping the player may release a pass without attempting to stop and without setting a pivot, provided that..'' | |||
{It is a violation to not verify that one's reception was in bounds when an opposing player calls "Check Feet". | |||
|type="()"} | |||
- true | |||
+ false | |||
|| "Check Feet" is not a call in Ultimate. If a player believes that the reception was out of bounds and believes they had best perspective, they should simply call the player "out". | |||
{A dead disc is when play has stopped. Is there possibility of turnover? | |||
|type="()"} | |||
- yes | |||
+ no | |||
||see section II.R.3 | |||
{An offensive player catches a disc while heading towards the sideline at full sprint. Her momentum takes her out of bounds where she falls. After regaining her composure, she jogs back to the sideline and establishes a pivot. A player on defense, waiting at the sideline where the offensive receiver went out, had started counting and is at stall 'six' when the offensive player establishes her pivot. | |||
|type="()"} | |||
- The offensive player may call 'fast count'. | |||
+ The defensive player is playing according to the rules. | |||
|| A defensive player can start the stall count as soon as the offensive player gains possession. There are two key sections of the rules that come into play here - sections XIV.A.2 ''"Only the marker may initiate or continue a stall count, and may do so anytime a thrower has possession of a disc that is live or in play.."'' and II.K ''"Marker: The defensive player within three meters of the thrower’s pivot or of the thrower if no pivot has been established. If the disc is not in play, a defensive player within three meters of a spot on the field where the disc is to be put into play is considered the marker."'' | |||
{If you commit a foul, you should always call it yourself. | |||
|type="()"} | |||
- true | |||
+ false | |||
||A player should never call a foul on themselves. See XVI.A ''"An infraction may only be called by a player on the infracted team who recognizes that it has occurred.."'' though XIX.A (Etiquette) states "''If an infraction is committed and not called, the player committing the infraction should inform the infracted player or team of the infraction.''" | |||
{A huck goes up to a receiver who was at midfield when the throw was released, the disc floats over the endzone and the receiver and a defender go up for it, but miss. The receiver calls foul, and the defender contests. The disc returns to the thrower. Where do the receiver and defender set up before the disc is put back into play by the thrower? | |||
|type="()"} | |||
- At the spot of the foul. | |||
- At the goal line. | |||
+ Where they were when the throw went off. | |||
||Players should return to where they were at the ''earlier'' of the foul call or the throw. In this case, they should return to midfield (keeping the same relative distance to each other) where they were when the throw went off. See XVI.C.4.b.1. "''Positioning after a call: If a pass is thrown or attempted before the thrower acknowledges the call or the call is made after the throwing attempt, and if possession reverts to the thrower, all players return to the locations they occupied at the earlier of: the time of the throw, or the time of the call. If the result of a play stands, players return to the locations they occupied when play stopped.''" | |||
</quiz> | |||
[[Category:Quiz]] |
Revision as of 06:08, 1 September 2016
Student Information (expand to read) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Individual Assessments | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Please leave this template on top of your student page as I will add your assessment items here. Beginning your online work - Working Online in this course
Click here to email Dr Mark Hill | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 1 Assessment - Researching a Topic | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
In the lab I showed you how to find the PubMed reference database and search it using a topic word. Lab 1 assessment will be for you to use this to find a research reference on "fertilization" and write a brief summary of the main finding of the paper.
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Lab 2 Assessment - Uploading an Image | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OK you are now in a group
Initially the topic can be as specific or as broad as you want. Chicken embryo E-cad and P-cad gastrulation[1] References
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Lab 4 Assessment - GIT Quiz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
ANAT2341 Quiz Example | Category:Quiz | ANAT2341 Student 2015 Quiz Questions | Design 4 quiz questions based upon gastrointestinal tract. Add the quiz to your own page under Lab 4 assessment and provide a sub-sub-heading on the topic of the quiz. An example is shown below (open this page in view code or edit mode). Note that it is not just how you ask the question, but also how you explain the correct answer. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 5 Assessment - Course Review | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Complete the course review questionnaire and add the fact you have completed to your student page. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 6 Assessment - Cleft Lip and Palate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 7 Assessment - Muscular Dystrophy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 8 Assessment - Quiz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
A brief quiz was held in the practical class on urogenital development. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 9 Assessment - Peer Assessment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 10 Assessment - Stem Cells | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
As part of the assessment for this course, you will give a 15 minutes journal club presentation in Lab 10. For this you will in your current student group discuss a recent (published after 2011) original research article (not a review!) on stem cell biology or technology.
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Lab 11 Assessment - Heart Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Read the following recent review article on heart repair and from the reference list identify a cited research article and write a brief summary of the paper's main findings. Then describe how the original research result was used in the review article.
<pubmed>26932668</pubmed>Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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How would you identify your type in a group?
I found myself falling under multiple types. However, people who have worked with me in the past have always said that I am enthusiastic and diligent. For this reason, I would classify myself as the Resource Investigator. I'm always excited to do new things and integrate things from outside the box. I don't think I'm very creative with brainstorming new ideas, but with what ideas my teammates do bring, I would try my best to make it happen. It's true how it says that we start off great but tend to lose momentum towards the end. I find that this happens to me a lot, but I always strive to finish off just as enthusiastic as how I started.
What was the most interesting thing you learnt in the fertilisation lecture?
Prior to studying Embryology, I studied Histology and Evolutionary and Functional Biology where I first heard of the process of fertilisation. So, I was familiar with some words/phrases such as 'corpus luteum', 'antrum' and 'the secretory phase', however, I was overwhelmed by the detail explained in the fertilisation lecture. The previous subjects only provided a brief summary and would continue on the course. I also never heard of a lot of the words used in the lecture such as 'gametogenesis' and the process of 'patterning' and 'gastrulation', so there's definitely a lot for me to study. The most interesting thing I learnt in the lecture was how the follicle enlarges, ruptures and releases the oocyte, surrounding cells and fluid in ovulation but not all the follicle gets released. The remainder of the follicle remains in the uterus goes to form corpus luteum, which plays a big role in pregnancy as it secretes progesterone.
Lab Attendance
Z5019526 (talk) 14:42, 12 August 2016 (AEST)
Z5019526 (talk) 13:13, 19 August 2016 (AEST)
Z5019526 (talk) 13:26, 26 August 2016 (AEST)
Lab 1 Assessment
<pubmed>25624660</pubmed>
For an infertile couple, in vitro fertilisation (IVF) can be the solution. The purpose of this article was to explore the most common cause of infertility in both males and females; and to investigate the reasons why many couples, who seem strongly motivated at the beginning, end up discontinuing from IVF cycles in India. In this study, there were 88 cases of IVF. This consisted of couples aged between 20-40 years old who attended IVF clinics during 2009-2012, was in their first cycle of IVF treatment and whose last and only option left was IVF. The research was conducted over a 4 month period from May - August 2013.
In this study, it was found that 21% of the female participants had tubal pathology, making it the most common cause of infertility in women. Another important factor of infertility that should be considered is age. The mean age of the women was 30.9 years old, with 34% between 31-35 years old and 16% between 36-40 years old. If these female participants underwent IVF earlier, their chances of a successful outcome would have increased as age is a significant factor for a positive pregnancy. Oligo-asthenospermia was found to be the most dominant cause among male participants (13%). In addition, poor lifestyle habits such as smoking and stress could have a negative effect on sperm quality, quantity and mobility. The study also concluded that financial burden was the main reason behind IVF cycle drop out, with 65% of the couples discontinuing the treatment due to its high expenses. However, this came as a surprise as only 19% of women were classified under the low-income group and more than half (52%) belonged to the middle-income group. Other minor reasons why couples backed out from the IVF cycle was because 6.25% took on alternative methods such as adoption. An important note to take into consideration is that the infertile couples also go though stress, worry and agony, and unfortunately, those feelings cannot be quantitated.
Mark Hill 18 August 2016 - You have added the citation correctly and written a good brief summary of the article findings. While the paper does relate to fertilisation, it is not linked to the biological process, please stay focussed on the course topics. | Assessment 4/5 |
Lab 2 Assessment
The cell behaviours and its different locations down the AP embryonic axis[1]
Mark Hill 29 August 2016 - All information Reference, Copyright and Student Image template included with the file and citation referenced on your page here.
There are some formatting issues in the file information box, that have not affected your final mark. See my comments with the file. |
Assessment 5/5 |
Lab 3 Assessment
Mark Hill 31 August 2016 - Lab 3 Assessment Quiz - Mesoderm and Ectoderm development. | Assessment 2.5/5 |
Lab 4 Assessment