1. What is Forensic Toxicology?

2. If you were a forensic toxicologist, what are some things you must consider?

3. The word "compound" is being used as a general term to describe the thing that is causing/caused the toxic effect. Why is this word used and what sorts of things does it represent?

 

Using this article answer the following questions:

1. When you first started reading the article, what were your thoughts?

When answering the question, consider the following: (1) what information were the authors presenting, (2) how were they presenting the information, (3) was this information you already knew or were you learning something new?

2. Once you were halfway through the article, did any of the thoughts you had in your answer to question 1 change?

If they did change, what did they change to? Explain why they changed.

If they didn't change, explain why not.

3. Once you finished reading the article, were your thoughts any different than what you answered in question 1 and/or question 2?

If they were different, explain how they changed and why.

If they are not different, explain why they didn't change.

4. What do the authors suggest at the end of the article, after presenting all the information they did on aspirin and NSAIDs?

After you realize what they are doing at the end of the article, does it change your opinion on the information they presented throughout the article? Do you think they were totally honest with what they presented and how they presented it (did you go an read the references they cited to check up on what they presented)? Could they have possibly presented things in such a way so that your opinion of aspirin was negative and you would be more inclined to agree with their alternative?

In this checkpoint, use human population data and other evidence to make a connection between human population and the issue you have

Global Issues Network

CP2: Human Population Growth

[Student Name]    [Class Block/Period]

Student Work: Making Connections

Student Work: Interpreting Population Pyramids

Self-Assessment: Making Connections and Inferences

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Self-Assessment: Interpreting Data/Info to Make Valid Claims

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Checkpoint Directions

Check for Resources and Activities under this checkpoint that will help you complete this checkpoint.

Write a connection between human population growth for each of the 5 environmental issues identified by GIN.  There should be a clear cause and effect relationship identified for each.

Complete the activity in class, Power of Populations.

Choose a selection of population pyramids, global population graphs, and/or the demographic transition graph.  Analyze each and then explain the connections between them.

Checkpoint Checklist

Done

These things must be done or included for this CP to be completed.

Use the rubric for additional guidance.

There is a clear and detailed cause and effect connection made between human population growth and each of the 5 GIN environmental issues.  The explanations are clearly written in complete sentences.

Images of the data being analyzed are included and readable.

Each representation of data is analyzed.

Connections between the data are clearly explained.

Exploring the potential impacts of individual factors on ADME

Scenario:

Joanne is a 35-year-old female with a medical history of stomach complaints but no evidence of ulcer. When Joanne visited the clinic this morning, she weighed in at 324 pounds. ¡ She presented with upper respiratory symptoms attributable to allergy and was prescribed a decongestant and an antihistamine.

1. Read the scenario a couple of times, making sure to pay attention to the details.
2. Write down factors about the individual that you can identify from the scenario.
   § Think about the factors discussed on slides 4 and 5
3. Look at the factors that you listed in Step 2 and write out the ones that you
   believe should be considered when determining the drug dose that should be
   given.
   § Are there any factors that you believe would require the drug dose to be
   increased or decreased?
4. For each factor you identified in Step 3, write down what part of ADME they could
   affect.
   § In some instances, it could be more than one.
   § You can also consider administration here.
5. Pick one of the factors you identified in Step 4 and one of the parts of ADME (if
   there is more than one) and explain in detail how that factor affects that part of
   ADME.
6. Make a recommendation, based on the explanation that you provided in Step 5,
   for how the drug dose or other feature should be changed.
7. Repeat steps 5 and 6 for each of the other factors you identified, each time
   focusing on a different part of ADME (or another feature).