Patrick is a 70-year-old male with a history of stomach complaints and recent tests showing liver enzyme abnormalities. When Patrick visited the clinic this morning, she weighed in at 145 pounds. He presented with upper respiratory symptoms attributable to allergy and was prescribed a decongestant and an antihistamine.

1. List all factors from the patient's story (1 mark).
2. From all the factors you listed from question 1, identify those that you feel are relevant. (1 mark)
3. Pick two of the factors you identified in question 2 and for each one, write down what part of administration, absorption, distribution, metabolism and/or excretion they affect. (1 mark)
4. For each factor you selected in question 3, pick one of the parts you identified as being affected and explain, in detail and in your own words, how and why it would have that affect. (3 marks)
5. Based on what you answered in question 4, what change(s) would you suggest to the medication they were prescribed and why? (1 mark)

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 project you address 5 related to the environment. Choose which issue you will work to solve with the project. Write a guiding question.

Student Work: Global Issue

Student Work: Essential Question

Student Work: Misconception and Counterclaim

Self-Assessment: Asking Questions

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

Choose a global issue to research for this project:

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

Go to the GIN 20 Global Issues page and choose one of the issues from the first column, “Sharing our planet: Issues involving the global commons”.  There are six to choose from. You can click on the issues to read more about them.

Describe the issue you chose (your own words in complete sentences) in the box above, Student Work: Global Issue.

In your description connect your issue to human population growth.

Write an essential question. Use the rubric as a guide. Write your question in the box above, Student Work: Essential Question. Your question should be related to a solution for your issue.

Identify a misconception about your issue and critique it.        

Use the attached Resource: Common Environmental Misconceptions if you need help identifying a misconception.

Research the science concepts related to the misconception.

Write your critique. Part of your critique must address science concepts and/or data. Check with your teacher if you think yours is an exception.

Your critique should conclude with an explanation for why it is a misconception and what the correct concept it.

Checkpoint Checklist

Done

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

Use the rubric for additional guidance.

Issue from GIN Global Issues: Sharing our planet: Issues involving the global commons chosen and described.

Essential question written to guide your research. The question should focus on a solution.

One misconception identified and a critique is written about it.

The critique of the misconception leads to an explanation of the correct concept based on science facts and/or data.

Background: One of your final products will be participation in a Socratic seminar, a type of discussion that is common in college courses. In these types of discussions, you and your peers will use knowledge and skills to tackle a complex, open ended topic. In your discussion, the topic will be sustainability.  

How should we work towards environmental sustainability while meeting the needs of a growing human population?

Environmental science takes place in a social and cultural context. Understanding and solving environmental science problems requires knowing both the scientific background and how the solution would impact those involved. In addition, scientific solutions are described precisely and grounded in scientific evidence. Preparing notes, questions, and ideas will help you make strong contributions to this discussion!

Instructions: As you explore the Focus Areas, case studies, and topics related to this project, organize your notes, ideas, and questions below. You will be able to draw on these notes during your Socratic discussion.

After Completing This Checkpoint

Contributing to Evidence-based Discussions

Score from rubric:

Rationale:

Selection of Evidence

Score from rubric:

Rationale: