The guidelines for notes are listed below the guidelines for questions. Hopefully this doesn't confuse anyone.

Guidelines for Questions

Why do I ask you to write questions? First of all, as a learning experience for you--it really causes you to think about the material carefully, plus I think it helps prepare you better for testing. Secondly, if there are good questions I can add them to my test bank for possible use.

Here are some problems I observed:

• Misspelliungs of comon wards

• You shoulda oughta paid more attention to grammar

• Misspellings of not-so-common words

• Questions that did not make sense

• Questions with multiple right answers or no right answers
• Questions that were copy/pasted from online sources rather than created by your group

• Questions where the correct answer was nicely written while the alternative answers were poorly written or sounded ridiculous.
• Formatting problems. I want a very specific format, which I will explain below.

When you writea question, you have to be careful that you really know what you are talking about. Try to become an expert on the topic. Write the questions as a group, or at least sit down and improve upon each others' questions. [Hint: why not try to write a question after each lecture?]

The correct answer must be marked by an asterisk directly in front of the letter.
1. Put a number followed by a period, then a space. Do not use tabs instead of spaces. Word will try to do everything for you automatically--try to convince it otherwise. I know Word can be a real pain, particularly when it comes to numbering and lettering, so I will put a template on the bottom of this page if you want to use it.
A. This would be one of the wrong answers. It is written with correct spelling. It sounds plausible, but it is wrong.
B. This answer is also wrong. Note the nice formatting. It doesn't matter whether you use a period or a parenthesis after the letter.
*C. Correct answer! Totally correct, and marked with an asterisk *directly in front of the letter. Not * C. and not C.* but rather *C.
D. You can have up through D or up through E. Either way is fine, but make your alternatives sound feasible.
E. You can use "all of the above," but please don't use "none of the above."

Guidelines for Notes

Feel free to modify this template as you see fit. I made section headers with a 1X1 table, with a width of "fit to page." You can use different headings or add subheadings as you see fit.

• For the group that is making the page: Use this page to guide you through the creation of your content. Focus on what was discussed in lecture and covered in notes. Make a page that really shows that you know the material well and that will help others learn it really well too. Make it fun or serious--it is a reflection of your group.
• Coordinate your efforts. Plan how each member of your group is going to participate. You can send messages to each other for this. You can also use the "To-Do" tool to help coordinate your efforts (make to-do items by clicking the button to the right of the EasyEdit button).
• Be quick! It's fine to start putting information on your page several days before lecture. Certainly after lecture you should hurry to update the page.
• Be thorough! Search for the best resources, and make your page comprehensive (but not cluttered). The goal is to provide a lot of useful things to help people learn the material better, but at the same time you don't want to overwhelm people with tons and tons of new content. This page can guide the study without being a complete reference volume.
• Make very good questions. You can post review questions of varying difficulty on the bottom of the page. Save some really good questions to send to me for possible inclusion on the test (don't post these questions on the page).

• For the group that is reviewing the page: Look over the page carefully, looking for problems of all sorts: Check for accuracy of information. Look for gaps or things that are disorganized or poorly explained. Think of additional information, pictures, or text that would be helpful. You are there to provide a critical review and to help make the page better.

• What to do with the problems you find?

• 1) Fix them! Especially if it is a small thing. If it would take just as much work to tell someone to fix it as it would to fix it yourself, then just do it yourself!
• 2) Add a To-Do for the other group. Right up by the EasyEdit button is a check-mark that says "Add a To-Do." You can list things that need doing, particularly bigger things that you think should be done by the page creators.

Learning Objectives

Please think about what students should really know and be able to do once they have mastered the material in this section. Try to state this in concise learning objectives and/or questions. For example:

• Be able to identify every bone in the skull, along with all applicable landmarks on every bone
• Understand the relationship of the bones in the skull and how they all fit together
• What bones come together to form the orbit?
• What bones form the cranium?
• What bones form the nasal cavity?
• What bones and landmarks can you feel on your own face?

Notes, Pictures & Videos

This is the main section that you will be creating. On the one hand you should feel free to put in content that was discussed in lecture, shown in slides, talked about in the book. On the other hand, you don't want to simply create another thing for people to read. How can we avoid redundancy? Maybe by organizing the information in a new way. Maybe by focusing on the more difficult concepts. . . one way that I think would be very good would be to have the notes be built around relevant questions. You don't have to spell out the answers, but you should at least guide the studying and provide the resources.

Please be careful about copyright issues. Anything on Wikipedia should be free of copyright (both text and images). If you want to embed YouTube videos, that is fine. You can borrow freely from government websites, you can take text out of our course notes. . . I'm not going to be checking whether your material is free of copyright, but please don't take things from private sites where they clearly would not like you to copy from. If you find some text in our book or on a website that you think is relevant, how about rewording it in your own words?

Case Study

These are going to be trickier to create. You might be able to find a case study online that could be used as an example, or you might want to create a case study. A well-written case study will take the student through a real-life clinical example and show them how the anatomy is useful in the real world.

In the News

Please look for news or magazine articles that are relevant to your topic. When you find one, list the title of the article, where it is found, and put a link to it. You may want to provide a summary of the article (copy/pasting a few sentences from the article is fine). For example:

• Stem Cell Researchers Demonstrate Safety Of Gene Therapy Using Adult Stem Cells, Science Daily, May 7, 2008.
• A new study by UC Davis researchers provides evidence that methods using human bone marrow-derived stem cells to deliver gene therapy to cure diseases of the blood, bone marrow and certain types of cancer do not cause the development of tumors or leukemia.
• Short RNA Strand Helps Exposed Skin Cells Protect Body From Bacteria, Dehydration And Even Cancer, Science Daily, Mar 5, 2008.
• Every minute, 30,000 of our outermost skin cells die so that we can live. When they do, new cells migrate from the inner layer of the skin to the surface of it, where they form a tough protective barrier. In a series of elegant experiments in mice, researchers at Rockefeller University have now discovered a tiny RNA molecule that helps create this barrier. The results not only yield new insight into how skin first evolved, but also suggest how healthy cells can turn cancerous.

How to find articles? Do searches on Google News, look at Discover Magazine, Science Daily, Better Humans, or other relevant websites.

NOTE: I would like you to put all of your news articles in two places: 1) on your page of notes, and 2) on the News Files page. Please keep the News Files page organized by making headings for each body system and putting articles in the appropriate places.

Glossary

There are so many terms to learn! This part of the page does not need to include every single term, but should include terms that may be the trickiest to learn. Put the word on one line, the definition on the next line, and double-space between terms. Bullet statements or numbered lists are fine. Here is a nice trick that may save you time: open a new tab and go to Google. Type "define: your word" (replacing "your word" with whatever word you are trying to define). You can then copy/paste your favorite definition, or read several and come up with your own wording. Here are some examples:

• Epiglottis
• A flap of tissue that closes over the trachea when swallowing so that food does not enter the airway.
• Parotid gland
• The largest of the three major salivary glands, it is located in front and below the ear and behind the jaw bone.

Connections to other body systems

Think about all the ways in which the system you are writing about connects to other body systems. How is it dependent on other systems? How do other systems depend on it? How is this system you are writing about helping maintain homeostasis to keep all the body cells happy? How are the structures of this system connected to other body systems? (example: how does the skin connect to the muscles? How do the skin and muscles interact to maintain body temperature? What functions of the skin are related to and affect the functions of the kidneys? Etc, etc.

Review Questions

Here you should write questions that will challenge students to learn the material better. I want questions that show that you (the writer of the question) have a deep understanding of the topic. I have made a template for multiple-choice questions, but you could just ask open-ended questions too.

• For multiple choice questions, please avoid simple definition or recall questions
• Make sure one answer is completely right and the other answers are definitely incorrect
• Show me you care by using good spelling and grammar (this suggestion applies to everything on your page!)
• Avoid negative questions (which of the following is not true? all of the following except. . . )
• Use correct anatomical terminology!
• Be creative, not boring

After making your questions, add a subpage called "Review Question Answers" (by clicking "add page") and copy/paste all your questions to here. Mark answers by putting an asterisk in front of the correct answer!

Some examples of student-made questions:

1. If you are laying on the ventral side of your body, it will be difficult to:
a. digest your food
b. wave to your friends
*c. look up at the sky
d. return venous blood to the heart
My comment: cute question, but not very challenging and open to subjective interpretation

2. You attempt to be a superhero and try to catch a speeding bullet, but you miss and end up getting shot in the right side of the chest just above the nipple. The bullet exits your back on the same side just below the scapula. How many serous membranes did the bullet pass through?
a. two
b. three
*c. four
d. five
My comment: I like that it puts information a student has studied (parietal and visceral pleural membranes) into an entirely new context. I also like that there is simply no way to argue for a different answer--there is definitely only one correct answer.

3. The largest organ of the body is the:
a. heart
b. lungs
c. liver
*d. skin
e. none of the above
My comment: Easy question to ask, easy question to answer. Simple recall. This is okay when a student is just learning, but you should expect much more challenging questions on the tests, so why not create much more challenging questions to help people prepare for the test?

4. When Staphylococcus bacteria make a toxin that destroys the stratum granulosum it results in:
a. impetigo
b. HIV
*c. Scalded Skin Syndrome
d. bradycardia and hypotension
e. acne
My comment: this question goes beyond simple recall, which I like.