http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Thu, 23 May 2013 21:43:03 PDT Thu, 23 May 2013 21:43:03 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=90746 The actin-myosin crossbridge system is complex, and we are really only speculating on the details in many ways. However, if a picture is worth a thousand words, this one second, 15 frame, animation is worth at least 15 thousand. http://www.merlot.org/merlot/viewMaterial.htm?id=90963 A training simulator for medical students designed to show the effects of damage to different eye muscles and nerves on the motion of the eyes. Uses shokwave to simulate the movement of a patients eyes during an eye exam, instead of trying to follow the doctors finger the eyes follow the mouse pointer on screen.. http://www.merlot.org/merlot/viewMaterial.htm?id=90965 In this simulation you examine three patients with heart trouble using various diagnostic devices plus interviews with the patients to diagnose the problem with their cardiac system. http://www.merlot.org/merlot/viewMaterial.htm?id=89959 With so many claims about education products and practices, what does it mean to be "research-based" when it comes to knowledge of the brain? Whether you want to learn about brain-based teaching methods, help students improve reading and writing skills, or explore the possibilities brain research provides, the Education Connection of BrainConnection.com is for you. http://www.merlot.org/merlot/viewMaterial.htm?id=83546 This tutorial/simulation consists of three topics. In topic 1, students learn how blood glucose, pH, and other variables are maintained at stable levels by homeostasis, and what conditions result from imbalances in the variables. Students follow Ben, a fellow “student,” through a bad day in which they interpret Ben’s physiological reactions and determine how his organs and organ systems will interact to restore his homeostasis. Students encounter realistic, yet humorous situations that lead to changes in Ben’s blood pressure, pH, glucose, osmolarity, and body temperature. They then select the appropriate physiological inputs that will restore Ben’s homeostasis in each situation. In topic 2, students dive deep inside Ben to learn how messenger molecules of the nervous and endocrine system were working to carry signals throughout Ben’s body to restore his homeostasis in the previous topic. Students 1) step through animations of signaling between nervous and endocrine systems and target organs, learning which signals are fast and which are slow; 2) label events in a signal relay between the brain, pituitary gland, and kidney; and 3) classify descriptions of neurotransmitters or hormones based on properties such as receptor specificity and delivery to target organs. In topic 3, students learn about negative feedback regulation of glucose and play the role of doctor to determine if Ben has diabetes. Students will: 1) learn about symptoms and causes of diabetes; 2) step through an animation depicting feedback regulation by insulin; and 3) exercise their clinical thinking skills by completing a case study in which they examine Ben’s symptoms and family history of diabetes, interpret the result of his glucose tolerance test, and answer his questions about his condition and treatment options. http://www.merlot.org/merlot/viewMaterial.htm?id=83549 Students learn about negative feedback regulation of glucose and play the role of doctor to determine if Ben, a fellow student, has diabetes. Students will: 1) learn about symptoms and causes of diabetes; 2) step through an animation depicting feedback regulation by insulin; 3) exercise their clinical thinking skills by completing a case study in which they examine Bens symptoms and family history of diabetes, interpret the result of his glucose tolerance test, and answer his questions about his condition/treatment options. http://www.merlot.org/merlot/viewMaterial.htm?id=83553 Students dive into signal transduction with a journey into the olfactory neuron of a mosquito. They look at how lactic acid in human sweat triggers a cellular and behavioral mosquito response. Students: 1) step through an animation of the pathway; 2) reconstruct the sequence of events in the pathway; and 3) conduct simulated experiments testing chemical inhibitors of the pathway and the behavior of mosquitoes with mutations in the pathway; and 4) identify molecular amplification and regulatory events. http://www.merlot.org/merlot/viewMaterial.htm?id=83552 In this tutorial/simulation, students examine generalized components and events of signal transduction, first using the metaphor of a pool game and then in the Fight-or-Flight response. Students will: 1)observe animations of signal transduction in the game of pool, in the organ systems of a student, and in a liver cell responding to adrenalin; and 2) identify components (receptor, intermediaries, target) and events (signal engagement, relay, and interaction with target) in each animation. http://www.merlot.org/merlot/viewMaterial.htm?id=83547 Students learn how blood glucose, pH, and other variables are maintained at stable levels by homeostasis, and what conditions result from imbalances in the variables. Students follow Ben, a fellow student, through a bad day in which they interpret Bens physiological reactions and determine how his organs and organ systems will interact to restore his homeostasis. Students encounter realistic, yet humorous situations that lead to changes in Bens blood pressure, pH, glucose, osmolarity, and body temperature. They then select the appropriate physiological inputs that will restore Bens homeostasis in each situation. http://www.merlot.org/merlot/viewMaterial.htm?id=83548 Students dive deep inside Ben, a fellow student, to learn how messenger molecules of the nervous and endocrine system were working to carry signals throughout Bens body to restore his homeostasis in the previous topic. Students 1) step through animations of signaling between nervous and endocrine systems and target organs, learning which signals are fast and which are slow; 2) label events in a signal relay between the brain, pituitary gland, and kidney; 3) classify descriptions of neurotransmitters or hormones based on properties such as receptor specificity and delivery to target organs.