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Anatomy & Physiology 12 Core Competency Self-Assessment

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My piggy
My dissected piggy 🙁

Communication Core Competency:

Throughout our fetal pig dissection, my experience of collaboration showcased the communication core competency. A partner was required in order to dissect the pig, therefore, the entire experience included collaboration in each step. Going into this week-long dissection, my partner and I felt it was fitting to assign roles and responsibilities to each person. In doing this, we maintained an efficient and organized work area, as we knew what the tasks we had to complete once walking into the lab each day. The fetal pig dissection was by far our hardest lab within anatomy and physiology twelve, so we had to come up with strategies to navigate our project goals and any misunderstandings. The time constraint was our largest issue, so we strategized by setting up goals we needed to complete before leaving class. An example of this being taking an entire class to memorize each organ/accessory organ before we left. My partner and I were very vocal within this lab, we used communication to further our understanding, and to ensure we made as little mistakes as possible. We would constantly ask each other questions about where to cut, which organs are which, and what cleaning procedures to take. In doing this and utilizing communication to our advantage, we shared our knowledge and ideas to each other which allowed us to succeed in this lab.

Thinking Core Competency:

Within the dissection of our fetal pig, my experience of critical thinking represented the thinking core competency. We found this lab challenging, meaning we faced a few problems within the dissection. We persevered through any issues we faced, and used critical thinking to solve these problems. An example being the verbal test we were required to take; our pig was not in the greatest shape, it was difficult to differiante organs within the digestive tract. In order to overcome this and perform well on our verbal test, we used a different group’s pig to practice on and take the test with. Using our critical thinking skills, we were able to analyze evidence to make decisions while studying for the oral test. We were given a sheet which contained all of the organs we needed to learn, as well as a diagram. We analyzed this sheet and applied it to our actual pig, where we made decisions on which organ was which. When we were cutting our pig open, we found it difficult to cut through the skin, as we wanted to make sure we didn’t cut anything within the digestive tract. We asked our classmates for advice, to which they gave us feedback on how to make the cuts more precise. We took this feedback and we improved on all of our other cuts.

Personal/Social Core Competency:

Throughout our fetal pig dissection, my experience of personal awareness and responsibility showcased the personal/social core competency. I managed and supported my wellbeing during this lab by ensuring I was prepared and organized each day. In coming to class in the right mindset, with the necessary sheets and equipment, I set myself up for success and demonstrated responsibility. I made sure to come to class on time and prepared during this time-crucial lab; this supported and managed my overall wellbeing. If I was not organized, I would’ve become stressed to complete everything. A strategy I used to support my personal awareness and responsibility was coming in during cent time, flex time, and lunch when it was needed. In doing this, I set myself up for success and took ownership of my own learning. Another strategy I used was asking classmates and my partner for help when needed, this ensured I was completing each task correctly, therefore showcasing my personal responsibility.

Natural Selection Critical Thinking Self-Assessment

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Collecting and sorting red and black prey, while they are camouflaged in a red environment. An example of natural selection.

I demonstrated that I can collect and analyze evidence when I recorded my data for both labs. During the first lab pictured, I successfully went through the steps of the lab, executing them properly and efficiently. Afterward and during the lab, I collected all of the evidence I had found; an example is when I counted the amount of red prey vs black prey and compared them towards each other in each environment. A second example is when in the second lab, I analyzed all of my collected data and came to a conclusion. The conclusion was that the spoon-feeding tool was the best for gathering food in each environment.

I demonstrated I can collect evidence and connect big ideas when doing lab questions. After each lab, we were asked multiple questions regarding the data that we found. This is a perfect example of connecting evidence/data to big ideas. An example would be within the pictured lab; I connected my evidence/data and discovered that, over successive generations, there would be genetic changes based on the specific environment that the prey are in. In a red environment, as pictured above, over successive generations due to natural selection the black prey would slowly turn more into a red colour, as demonstrated the data recorded, the red survived/thrived more within this environment than the black.

I demonstrated that I can make predictions based on evidence during the second lab. Within this lab, we were each given different feeding tools, (spoon, fork, knife, chopsticks, broken fork, and handle,) and we had to pick up various food with them, to fill up a small-sized cup. During the lab, I recorded evidence and data to make and prove predictions. One of the predictions I made was that the spoon-feeding tool will become the most common in each environment. This is because of the data I found; in each of the four environments, the spoon filled up the cup in the fastest amount of time and was efficient doing so. Based on this evidence, I can confidently say that the spoon will be the “alpha utensil,” within each tested environment, with the other utensils either migrating, dying off, or struggling for survival due to starvation and competition with the spoon.

I demonstrated that I can come to reasonable conclusions when completing lab questions. During both of the labs, multiple conclusions were made based on the data and the process of doing the lab. An example of one of these conclusions is from the first lab; the ultimate conclusion was that when prey are camouflaged, they will survive compared to the prey that are not. An example of this conclusion is within the red environment pictured above; the data was a clear depiction of camouflage equalling survival. The data collected shows a significant number of red prey survived, and a significant number of black prey died. This reasonable conclusion uses both knowledges of natural selection, as well as using the data to its full advantage.