Not for the faint of heart: Mrs. Lewin’s Class Trip to the SUU Cadaver Lab

by Carson Sawyer

Last Tuesday, Mrs. Lewin’s CE Anatomy & Physiology class went to a cadaver lab at Southern Utah University. Beforehand, they were asked to eat a good breakfast, put on good walking shoes, and bring a mask–to help with the smells of chemicals and cadavers that they would face.

I asked McKinley Hamilton, a CHS Sophomore, about her experience. “I thought that it was going to be a little bit different,” she said. “I didn’t know that they were going to be taking all of the integument off, and it was a lot drier [than I thought it would be]. It was also weird how the eyes were still attached to the brain, and I thought that the optic nerves would have been longer.” I also asked her about her thoughts during the closer inspection of the cadaver. Hamilton stated, “I was hesitant to touch anything, but it was cool to see how the [body parts] were different.” Finally, I asked her if she would do this again if she ever had the chance. “I probably would, but I’d probably not have the opportunity again because I’m not going into the medical field.”  

Myra Wareham, a CHS Senior, also went to the cadaver lab. “I really enjoyed it. I like doing that type of hands-on stuff, and it’s good to get used to it.” Myra Wareham wants to be a certified nursing assistant throughout college to help her get into medical school, so this was a great opportunity for her. “It was cool to see it in person because in class we just see a lot of cow hearts and pig brains. It was different to see human parts, and it made me excited to get into med school.” Wareham had also brought a baby along with her to the cadaver lab–mind you, one of the Adult Roles “babies” that are commonly seen throughout the school during this time of year. “It kind of prevented me from being really involved,” she said. “I couldn’t touch the organs because I had to burp my baby and attend to it, but I could still educate myself by looking at what was happening.” I asked Wareham if she felt queasy during the lab. “No,” she firmly replied. I was surprised by her quick response, so I had to ask her if she felt even a tiny bit queasy at any point in time during the lab. “Not at all,” she said confidently and with a smile.

I also participated in this trip to the cadaver lab with my class. We started our journey by walking from the Cedar High School building to the SUU campus. After reaching the campus, we filed into the cadaver lab. On my way in, I noticed three black countertops equipped with swivel chairs. Past them were two stainless steel dissection tables with hoods. All cadavers and parts were currently stored away and out of sight. 

I chose a seat closest to the dissection table in the upper left-hand corner of the room. The hood was closed. I noticed a tube that came out below the dissection table and into a bucket that collected drainage—clear fluid with flecks of red and black. Once the SUU instructor saw that we were settled in, she started the visit by doing a run-through of plastic anatomical models, including the brain and the heart. We looked at the chambers and the lobes, and we were given some quick identification questions. The instructor emphasized a lobe located deep inside the brain that she had found (from asking her students) was not covered in high school psychology classes: the fifth lobe known as the insula. After a series of eerie silences and some answers, we walked to the far counters where we picked up blue disposable gloves. We moved on to cadaver organs on trays. 

There was a heart—two hearts. They were dry. I heard someone comment that one looked like a potato while someone else said that the other one looked like chicken. There was also a brain–with blue eyes. The instructor carried it so that each of the students could get a chance to examine it. The brain looked like a brain, but it was interesting to see that the eyes were still attached and hanging. The instructor pointed out that her previous students saw a connection there with the brain-like aliens in Jimmy Newtron (The Adventures of Jimmy Newtron: Boy Genius). I was still processing, so I thought that she had said that it looked like Jimmy Newtron himself—I didn’t think he looked that creepy. I also saw that the brain contained a lot of dark lines of dried blood squiggling around it. When I touched the brain, it was somewhat firm. I also saw the attached spinal cord. Near the bottom, it branched off in strings. The instructor commented that this—the cauda equina—looked like spaghetti. She also said that the cauda equina’s (Latin) name stands for “horse’s tail.” I thought that the name fit well. 

After a while, some students gathered around the covered hood dissection table in the upper right-hand corner of the room, while those that were sitting at the nearest black countertop area remained seated. I stayed at my seat near the (still closed) dissection table in the upper left-hand corner of the room. The instructor finally revealed the cadaver and opened the stainless steel covers. I didn’t smell much due to my allergies (but for the rest of the day, I did smell a faint odor). The instructor then told us the cadaver’s age and sex. Some students remarked on the noticeable nail polish.

The cadaver was cut in the frontal plane, allowing the rib cage to be removed and reveal the organs below. An arm was also removable. The instructor explained that the integument of the cadaver had been taken off long beforehand with the use of a scalpel and hands. The muscles were therefore all easily noticeable, including what the instructor called the “Oreo” muscles of the upper arm: the biceps, brachialis, and triceps. 

After some instructions, organs started to get passed around. When they neared the area of the circle closest to my spot’s direction, I got up and ventured near the back in preparation to handle a few. The instructor also showed each of us the lungs. She said that it felt like memory foam. I squished the remaining squishy part of the lungs. It did feel like memory foam. I decided to sit back down. The instructor went back to discussing the cadaver (the small intestine can reach around 22 feet) as I saw the liver make the rounds. A student near the cadaver compared the integument to salmon. Another student commented that the ribs looked like ribs. Much of the preserved cadaver was compared to jerky. I walked back to the crowded group and held the liver. It was black, and it was hard—not as firm as a rock but close to it. I handled a few more organs, as well as bones displaying hip replacement and knee replacement surgeries that the instructor had taken out from what looked like a white bin. Afterward, I walked back to my spot. Mrs. Lewin was sitting nearby. I mentioned that I thought that the textures of the body parts were interesting. She explained to me that some of the textures could have been affected by their preservation. 

The instructor then went to the covered hood dissection table right next to my spot and opened it up to the students. I didn’t get up from my seat. I took as large of breaths as I could through my nose and mask. The instructor revealed the cadaver’s age and sex (opposite that of the first cadaver). I noticed nothing especially peculiar about the cadaver compared to the first one, but the instructor pointed out the comparatively larger amount of “material” that was left in the digestive organs. She also pointed out that it gave off its own smell. 

During the remaining five minutes, some students braved themselves under the instructor’s invitation to quickly examine the head of the cadaver. I heard a student remark on the cadaver’s white teeth. I looked on from my seat, but I didn’t see much as the students up close lifted what I thought looked like a mixture of plastic packaging and cloth. Others looked at the final display the instructor brought out: a midsagittal cut of a head (allowing us to see the brain in the cranium). 

Afterwards, I went over to the sink where a few others had already lined up to wash their hands. I noticed that my gloves had become slippery as I removed and threw them in the nearby trash can. I quickly placed some soap in my hands and thoroughly lathered them up while I waited for my turn at the sink. After I scrubbed my hands with water, I gathered with the rest of the students outside of the room as the lab came to a close. 

Before we went back to the school, quite a few students took out their smartphones. I thought that was gross (I gave it a solid half hour until lunchtime). Some students remarked on how they got substances on places other than their hands that were previously gloved. 

The class then walked back briskly to the school (we didn’t want to miss too much of XLT). As we were walking, I found that a short distance had grown between me and the rest of the class behind me and the two groups of two students in front of me. I thought that it was a beautiful day outside. The air was crisp and there was a cool breeze. It was different from that room. I thought of the cadavers and the health problems that they had—cancer and a heart filled with wires. I decided that I should focus more on my health. After I got back to Cedar High School, I washed my hands again.


2020-2021 Sterling Scholars

by Serenity Ringwood

I had the amazing opportunity to meet with our awe-inspiring sterling scholars. All of them are hard-working, charismatic people. All of them enjoy what they do as a scholar and are super excited to compete. Here is a little bit about our scholars.

Brittney Fails is our scholar for agricultural science. She has been working toward being a sterling scholar since she was a freshman, as she wanted the opportunities that it would provide. She didn’t have a beginning interview. She was very stressed out when she was accepted, but she is very excited to compete. She isn’t sure what the competition looks like, but there is an interview and she has to submit her portfolio. She is always running around and doing different things. She has danced her whole life. 

Caleb Nelson is our scholar for business and marketing. He wanted to be a part of the sterling scholars for the scholarships. He’s been working toward it for his entire high school career. He did not have an interview. He felt very relieved when he found out that he was accepted, and he is very excited to compete. For the competition, he has to submit his portfolio and do a bunch of interviews. He runs cross country, he skis, he participates in student government, and he hangs out with Max Workman. 

Fallen Montgomery is our scholar for dance. She has been working to become a sterling scholar since her freshman year. She wanted to be a sterling scholar because she likes to challenge herself. For her interview, she had to perform for three minutes doing modern, contemporary dance that she had to choreograph herself. When she was told that she was accepted, she had been at a dance recital and was so excited that she almost missed her queue. The competition will be almost like the interview she did here, but with more of a challenge to it. She will perform another solo that has been self-choreographed and answer some questions. She was born in Altus, Oklahoma, she moved around a lot, and she has been here since sixth grade. She has also been dancing since she was three years old, and she knows over thirteen different styles of dance. She has been a member of Mohey for four years, and she has been a captain since freshman year. She currently holds the title of “Miss Iron County 2020-21” and was the “Outstanding Teen 2018-19”. She likes whipped cream, musicals, Chris Evans, and she is grateful to be able to represent Cedar High. 

Mya Griffith is our scholar for computer science. She didn’t really have an interview. She has been working toward this since a few years ago. She wanted to be a part of the sterling scholar since a graduation she went to. She was impressed by the people and thought it was really cool. She was at McDonald’s with her mom when she found out and was super excited. She is also excited to compete, but she doesn’t know what competition looks like for her category. She has lived in Cedar all her life. She has played soccer, and she played tennis for a while. 

Kailey Gilbert is our scholar for English. She wanted to be a part of the sterling scholars so that she could be exposed to other opportunities and to have some of the other benefits that come along with it. She has been working toward being a scholar since freshman year, or even back since middle school. She only had to submit a few files and things and hope for the best. She was super stunned and excited that she was accepted into her category. She is extremely excited to compete, but she has no idea what to expect. She is very outspoken and enjoys writing, debate, and anything that has to do with journalism. 

Max Workman is our general scholar. He joined just to see if he could do it as a challenge to himself. He’s been working toward it since his freshman year when he watched the assembly. He did not have an interview for this one either. He felt vindicated when he found out that he was accepted. He is super excited to compete. The competition for this consists of putting everything together and a lot of interviews. He moved here right before his freshmen year, and he found sterling scholars to be a way to anchor himself to the school. He runs cross country, and he hangs out with Caleb Nelson.

Janica Johnson is our scholar for family and consumer science. She wanted to be a scholar so she could get help with college. She has wanted to be a part of the scholars since freshman year, and she found out about it through her mom. She did not have an interview, and she was very happy when she was accepted. She has been looking forward to competing since her freshman year. She spends her summers in Zion working on her grandparents’ horseback rides. She lost part of her finger while working there, but even that didn’t stop her. She’s played the violin since she was five. She has also been a state officer for FCCLA for two years.  

Eliza Wright is our scholar for music. She has been working toward being a sterling scholar since her freshman year. She wanted to be one because she thought it was cool to see all the scholars up there and thought it would be fun. She also likes doing portfolios and thought the interview practice would be nice. She had to put a lot of her stuff down on paper and submit it. When she was accepted, she was at work on break and was so excited she almost screamed. Since she couldn’t tell anyone, she had to keep it to herself. She is super excited to compete but is very nervous. For the competition, she has seven minutes of interview and three minutes to play. She is left-handed; she plays the violin, viola, piano, organ, ukulele; and she is in choir. She loves FCCLA, and she does track and embroidery.   

Matthew Monson is our scholar for science. He tried to work on being a scholar last year before Covid-19 hit. He didn’t have an interview. He was super excited when he found out that he was accepted. He felt he would get a place with the scholars since his mom was included. Since she was, she didn’t get to help when it came to choosing him. He is super excited to compete. He is worried because he doesn’t do well when it comes to talking to multiple people. He doesn’t really know what competition will look like for his category. He runs for the cross county team, he likes to build things, he likes hanging out with his friends, and he likes reading. 

Victoria Chandler is our scholar for skilled and technical education. She was in the middle of her graphics design class with Mr. Davidson, who nominated her, and she didn’t fully recognize what it was. Mr. Davidson was very positive about it and asked a lot of really great questions, and she finds it fun working with all of the other scholars. She loves the community, and she wanted to have the opportunity to further her outreach. She has been working on sterling scholars for the past few months. She was happy and very excited. She is excited and nervous about the competition. She has no idea what the competition looks like. She’s lived in Cedar for all of her life, she is the oldest of four children, she loves the arts, she loves helping people, and she wants to further her skills and teach people. 

Neah DePoe is our scholar for social science. She has been working toward being a scholar since her junior year. She watched the sterling scholar assembly her freshman year and thought it would be cool to be up there. She also likes to do extracurricular activities along with everything. She got a category that she didn’t sign up for, but luckily it was something that she was able to do. She didn’t really have an interview. She was shocked when she was accepted, as she had not gotten called back to do an interview or anything so she was nervous that she didn’t get it. She is excited and thinks it super cool that they get to compete. She has to get her portfolio put together and a few interviews to do for her competition. She has lived in Cedar her whole life, she likes to write, she is on the track and cross country teams, she is the band president, and she plays three instruments. She is also in jazz, pep, and symphonic band. She likes history, watching movies, and she has thought about going to film school. She used to play soccer, and now she has a pet fish named Pudge.  

Abi Mayers is our scholar for speech and drama. She joined the sterling scholars because she thought it was a very prestigious thing and liked the idea of being a part of it. She started working toward being a scholar about the same time she started theatre, but she didn’t notice that she was working toward it until her junior year. She started actively working toward being a scholar this year. Her first interview was nerve-racking, but it also felt natural for her, as she works well on her feet when she has to answer questions about herself. When she got accepted she was super excited but also felt that her odds were pretty high. She is super excited and nervous to compete. She has three minutes to perform two monologues, followed by a seven-minute interview —all in front of three judges. She has been acting since she was eight years old, she can tap dance, and she skipped kindergarten. 

Kade Simmons is our scholar for visual arts. Art has always been a part of his life, and being a scholar was a way to do something he loves to do. He wanted it to be something he could put on his application since it is such a prestigious group. The interview was pretty straightforward. He was really happy when he was accepted. He knew that it would be a way to help him get into college and provide scholarship money. He is excited to compete. He doesn’t know how the competition will really work. He is a people person and hopes that that will work in his favor. He was born in Denver, Colorado, and he grew up in Southern Utah.

Katelyn Mumford is our scholar for world language. She can speak French, German, and a little bit of Arabic, Japanese, Spanish, and Gaelic. Her sister was a sterling scholar, so she always knew of it, and kind of worked toward it, but was never really sure what to do or what it was. She decided she wanted to be a scholar on the day of registration. She had an interview with all of the foreign language teachers. They asked her questions in french to see how comfortable she was with the language. She was super excited when she found out she was accepted. She is super excited to compete. She does debate, cross country, and marches for Canyon View’s Color Guard team. She is awkward, thinks Tow Mator is her spirit animal, and she is the most intelligent dumb blonde she knows. She likes stargazing, doing hair and dress-up, and going on drives. She likes sandwiches and peppermint but finds them gross when they are put together. She hopes to one day be super strong, and she thinks chapstick is pretty awesome. At any moment she can be found yelling in French. 

Good luck to all of these awesome scholars! 

Photo credit:

CHS Music Programs

By Sadie Hinck

The music program at Cedar High carries importance as a creative outlet that students can utilize to express themselves. It connects friends and unites students across the school. Music teaches students about cultures and different subjects, such as math and science. As reported by The Inspired Classroom, music stimulates brain development in teenagers. 

The music programs that we have at Cedar High are band, orchestra, choir, and theatre. Each of these music programs targets strengthening the musical skills, abilities, and knowledge of students’ music understanding. Despite learning music fundamentals and playing specific instruments, students also learn to accept responsibility and natural consequences as a member. Through this process, students inspire and encourage their peers to be respectful and achieve class goals. In the end, musical enjoyment brings both the young musicians and the audience together. 

The band program contains three bands: Junior Varsity (JV), Concert, and Symphonic. Each band allows students to play with people around their level, helping to unite students across the program.

In orchestra, there are two groups: Concert and Symphonic. These also help students to play with people around their level and become more advanced in the future. 

In theatre, there are three classes: Theatre 1, Theatre 2, and Theatre 3. Each of these classes builds upon the fundamentals of theatre. Theatre 1 focuses more on acting and touches on Shakespeare. Theatre 2 centers more on acting and building more experience around Shakespeare. However, Theatre 3 is where the competitions start to happen. Whether it be playwriting, theatre shows, or state, there is always something to work towards.

In the concluding weeks before Winter Break, the music program members worked on their winter performances. The bands and the orchestras were planning on having live and in-person concerts, but with COVID-19 in mind, they decided that it would be best to prepare recordings of the performances (they can be viewed on YouTube with a link, the band concert is available here). On the other hand, the choirs and the theatre held in-person performances and required health checks.

To add to the number of performances that the school has had, the Jazz Band performed Christmas songs for several things. They first performed at the Sterling Scholar assembly. Then to top it off, the last two days of school before the Winter Break, they were spending their mornings in the Commons playing their Christmas music for the students and school staff that passed by. Now, the music departments are going to be working hard to prepare for the upcoming spring works. We will be looking forward to those.

Link to Christmas Concert videos

Academic All-State Students Recognized

Image result for academic all state award

By Stephen Hall

As any student-athlete can tell you, it can be hard to have the time or motivation to complete all of the homework and studying that is necessary to be successful in school while still working hard in practice. So, for more than 25 years, the UHSAA has awarded seniors who have achieved excellence in both the classroom and in competition with the Academic All-State Award.

Originally, the UHSAA gave the award to students who had maintained a 4.0 GPA throughout all four years of high school. However, this has been changed so that students who are slightly under a 4.0 GPA can also be given this award if their ACT scores are high enough and they are a contributing member to their sport.

An impressive 16 athletes have been awarded Academic All-State: Lily Barnes from volleyball; Abby Davis and Brynlee Barrick from tennis; Jacey Messer and Logann Laws from soccer; Kailey Gilbert, Makell Corry, and Neah Depoe from girl’s cross country; and Caleb Nelson, Matthew Monson, Caleb Schofield, Maxwell Workman, Samuel Shakespeare, Saul Hanson, Spencer Koa, and William Washburn from boy’s cross country.

Many of these amazing athletes take Advanced Placement and Concurrent Enrollment classes or attend Success Academy while still maintaining excellent grades, making this prestigious award even more impressive.

Boy’s cross country had the second most athletes awarded out of all the 4A teams in the state with an impressive ten athletes awarded. They only lost to fellow Region 9 member, Hurricane High School.

Although cross country may have had the most athletes awarded Academic All-State, volleyball had the highest overall GPA out of any team in the state for 4A.

If you happen to see any of these athletes in the halls, please congratulate them for this impressive accomplishment and their dedication to both athletics and academics

How Do I Earn Money for College?

By Carson Sawyer

For many students pursuing education after high school, an affordable college is their dream college. One way students are paying for the cost of tuition and other college fees is through the help of scholarships. Throughout the halls of Cedar High School, some scholarship names can be heard: the Regents’ Scholarship, the Sterling Scholar Award, and the Western Undergraduate Exchange (WUE). However, many scholarships do not apply to most students. Finding the right scholarship may save students time, and more importantly, money.   

The Regents’ Scholarship was formed under the Utah State Board of Regents to prepare high school students for the rigor of college work. It encouraged them to take more advanced classes. With the Utah State Board of Regents redesigned into the Utah State Board of Higher Education, which is now incorporating Utah’s technical colleges, the known form of the Regents’ Scholarship continues to change. Today, it requires FAFSA documents to be filled out, although qualifying for benefits from FAFSA is not required. Nonetheless, the Regents’ Scholarship remains a prominent merit-based scholarship in the state. It is a last-dollar scholarship, meaning that the scholarship funds are used after other state aid is awarded to the student. Furthermore, institutions may transfer excess funds not needed for tuition costs to the students towards other school-related expenses such as books, supplies, or housing.  

The Sterling Scholar Award acknowledges seniors who compete in one of 15 categories at two different levels: high school and region. At the high school level, seniors in each category must compete against their peers and be selected by that specific school’s nominators. At Cedar High, each category selection is made by the teachers in each department, except for the General Scholar category. This category is determined by all of the department chairs, administration, and counseling. At the regional level, Cedar High nominees must compete with other high schools within Southwest Utah to determine the regional winner and the two runners-up of each category. Many colleges and universities in the state of Utah offer tuition waivers by winning at the regional level. For example, Southern Utah University offers an annual $3,000 scholarship for a maximum of eight semesters to regional Sterling Scholar category winners and runners-up. When deciding whether or not to apply for the Sterling Scholar Award, consider the amount of time, work, effort, and experience that is needed. If any of these are lacking, then the Sterling Scholar may not be the best choice, as that time will be better spent applying for many other scholarships. Ms. Brinkerhoff, or “Ms. B” as many students know her by, is the Sterling Scholar coordinator for the school. Her advice to students is to start working towards the Sterling Scholar their freshman year and to “take pictures” of their experiences and service, even though it “feels really weird” to do so. Remember, the Sterling Scholar is an academic program, but it also looks at leadership, service, and extracurriculars to have well-rounded students. Apply if up for the challenge, prepared, and ready to work a couple of months after school. 

The Western Undergraduate Exchange (WUE) is a useful scholarship for students looking for a college in over 160 participating public colleges that are outside of Utah. The WUE, administered by the Western Interstate Commission for Higher Education (WICHE) and consequently only over the 16 WICHE states, allows for nonresidents to pay no more than 150 percent of the enrolling institution’s resident tuition fee. However, like most scholarships, there is a limit to the number of recipients depending on the individual school. Make sure to be one of the first few to apply.  

There are many more scholarships out there. Nonetheless, the advice of one of Cedar High School’s counselors, Mrs. Denhalter, is to start with the ‘New Scholarships’ link on the Cedar High website. From there, interested seniors should put together a portfolio and go to the Scholarship Fair on March 1st – dressed in business attire, copies of their portfolio in hand, and interview ready. The concluding initial stage is to look at scholarships from specific colleges or universities. Once more familiar with the world of scholarships, the decision can then be made to compete at the national level. However, Mrs. Denhalter warns, “[National scholarships] are just really big, and you’re competing with kids across the nation.” 

In the quest for the right scholarship(s), there is never enough time and energy. Use time wisely in applying for the scholarships that seem promising. The more scholarships applied to, the higher the chances of receiving money for college. After all, textbooks aren’t going to pay for themselves.

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