Unit 6: Human Body Systems Table of Contents Page # 1
Name of Document Life Science Cover Page (Titled “Life Science Semester 2”, first and last name, Class period, Teacher, Room Number and 2+ color pictures) Classroom Rules/Syllabus Science Reference Sheet Glossary
2 3 4-6 7
Unit 6: Human Body Systems Title Page (Titled “Unit 6: Human Body Systems” and includes 2+ colored pictures that illustrate what we will be studying)
8
Table of Contents (this sheet)
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Index Cards (1 blank page titled, “Index Cards”)
10-12
Activity #5: Can you feel the difference? (2 blank pages)
13-16
Activity #17: Gas Exchange (2 blank pages)
17-20
Fed-Up Movie Questions
21-22
Activity #15: Digestion: An Absorbing Tale (1 blank page)
23-24
Saltine Lab
25-26
What is Surface Area? + Surface Area Notes
27-29
Activity #19: Heart-ily Fit (1 blank page)
30-31
Activity #21: Inside a Pump (1 blank page)
32-33
Activity #22: The Heart: A Muscle (1 blank page)
34-37
Activity #23: Heart Parts (2 blank pages)
38-39
Immune System Web Quest
40-42
Activity #30: It’s Catching! (2 blank pages)
43-45
Activity #32: Who Infected Whom? (2 blank pages)
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Form Follows Function
My Table Group for Unit 6 My new table #: ___________ Name (1 & last) Phone # Email st
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Activity #5 Can you feel the difference Challenge Question: Which part of the arm is most sensitive to touch? Initial Thoughts: Evidence: Person being tested: _____________________
Observations:
Tested Variable: (also known as the ______ variable) Controlled Variable (s):
1.)
1.)
6.)
2.)
7.)
3.)
8.)
4.)
9.)
5.)
10.) Finger 1 toothpick
Trial 1 Trial 2 Trial 3 Trial 4 Trial 5
They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2
2 toothpicks They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2
Palm 1 toothpick They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2
2 toothpicks They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2
Forearm 1 toothpick They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2
2 toothpicks They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2 They felt 1 or 2
Total Correct
Most sensitive part Group total Class total
Finger
Palm
Forearm
How many student’s data was thrown out because of the controlled data results? ______ Analysis Questions: 4. Before scientists make comparisons, it is important they perform well-designed experiments. In a well-designed experiment, all of the variables, except the one being tested, are kept the same. a.)In your experiment, what variables did you keep the same (controlled variables)? b.) Were there any variables (except for the one being tested) that you could not keep the same? 5. A good experiment is reproducible, one you can do over and over again and get the same result. What parts of this experiment are reproducible? Summary: Answer the challenge question again this time using the following vocabulary words (underline the words in your answer): - Variable - Sensitivity - Sample Size **Read the definitions in the Glossary (pages 4-6) prior to writing your answer Act #5 pg 1 of 1
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Activity #17 Gas Exchange Challenge Question: How can you prove that there is more Carbon Dioxide in your exhaled breath than in the air around you? Initial Thoughts:
Evidence:
Alveoli increase the ________ _____ of the lungs and allow for maximum _____ ___________.
Our cells use ____________ to access the ____________ from our food. The waste from this process is ____________ Part 1: Using BTB to Test for Carbon Dioxide
Act #17 pg 1 of 2
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Part 1: Using BTB to Test for Carbon Dioxide BTB color= High levels of CO2 ---------------Medium levels of CO2----------------Low levels of CO2 DATA TABLE #1 Cup A
Cup B
Cup C
Cup D
Cup E
Initial Color What did you do to it?
After you add sodium hydroxide:
Final Color
After you add sodium hydroxide:
Analysis Questions (if you finish Part 1 before rest of class, start these. Otherwise do tonight as homework): 1. What was the purpose of the solution in Cup A? 2a. Which of the solutions in Part One contained carbon dioxide? Support your answer with evidence from your experimental results. 2b.What does this tell you about the exhaled breath of human beings? 4. Look again at Figure 1, “Human Respiratory system.” Considering all the oxygen that has to get into your blood and all of the carbon dioxide that has to escape from your blood, why do you you think the inside of the lungs is structured the way it is? 6b. Explain how gases are exchanged within the respiratory system. DATA TABLE #2: Fill in later as class when directed: Cup A Cup B Contained CO2? (yes or no?)
Cup C
Cup D
Cup E
Evidence
Explain why it did or did not contain CO2 Data Table 3: Composition of Breath Component of Earth’s atmosphere Nitrogen Oxygen Argon Carbon Dioxide Water Vapor
Composition of Air Breathed In (%)
Composition of Air Breathed Out (%)
Summary: Answer the challenge question again this time using the following vocabulary words (underline the words in your answer): - Indicator - Carbon Dioxide 14 - Oxygen **Read the definitions in the Glossary (pages 4-6) prior to writing your answer
REACT TO FILM “FED UP” STUDENT ACTIVE VIEWING GUIDE NAME:
DATE: DIRECTIONS: WHEN THE TEACHER PAUSES THE FILM, ANSWER THE CORRESPONDING QUESTIONS. Pause at 3:15.
1. Based on the introduction, what do you expect to learn from the film?
Pause at 14:45.
2. Why is there a difference between 160 calories in almonds compared to 160 calories in soda?
Pause at 18:32.
3.
Why did 20 doctors resign from the American Academy of Family Physicians?
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4. Why does the film compare sugary beverages to the tobacco industry? How does that make you feel?
Pause at 27:47.
5. What happens to your body when you eat sugar? What are the after-effects?
Pause at 41:23.
6. Are all “low fat” foods considered healthy? By labeling items as “low fat,” what did the food industry do to make the food still taste good? Who benefits from this labeling?
7. Why did the World Heath Organization decide to delete the sugar recommendation from reports?
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Stop at the end of the film. 8. Some people worry that government is playing too big of a role in peopleʼs lives and therefore, shouldnʼt be responsible for decisions about what people eat. For example, the former Mayor, Michael Bloomberg, wanted to limit the sizes of sugary drinks in New York City. Do you think the government should step in and set limits, or leave it up to the public to decide what to consume?
9. What is the role of the advertising industry in marketing to children? Do you believe that the advertising around you impacts your own food decisions? Do you feel taken advantage of?
10. Why do you think the filmmakers chose to include the cemetery so close to the end of the film?
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11. What sort of foods does your school cafeteria provide? Are there healthy options? If so, what do you see that has improved? If not, what would you like to see added?
12. How do you think you can improve your own diet?
13. What do you think can be done to improve health at your school or in your community?
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Activity #15
Digestion
Challenge Question: How does your digestive system work? Initial Thoughts: Evidence:
(Color and label the two following Diagrams) Cross Section of Your Small Intestines
The Human Digestive System
Chemical Breakdown Nutrient Absorption Absorption and Solid Waste
Organ (or structure)
Mechanical Breakdown
2. Fill in the table by placing an “X” to indicate the function(s) of each organ.
Function
Mouth Stomach Small Intestine
Pancreas Liver Large Intestine
Analysis Questions 3.Imagine taking a bite of a burrito. Follow the beans in the burrito through the process of digestion. Include what happens in the small intestines, mouth, large intestine, stomach. Explain what types of changes take place and where each change happens. Use vocabulary words and underline them to make your answer complete. 5. Take a closer look at the villi of the small intestine. How do the villi help nutrients move into the blood quickly? (Hint: What would happen if there were no villi, only a smooth surface?) 21
Saltine Lab Challenge Questions: 1. What happens to the flavor of a Saltine cracker when it is not chewed? Initial Thoughts: 2. What happens to the texture of a Saltine cracker when it is not chewed? Initial Thoughts:
Tested (independent) Variable (what I’m changing): ____________________________________________ Responding (Dependent) Variables: (what I’m measuring): ______________________________________ Hypothesis #1: If the cracker is not chewed then the flavor will_____________________________________ ________________________________________________________________________________________ Hypothesis #2: If _______________________________________________________________ then the texture will _______________________________________________________________________________ Materials: One saltine cracker 1 Stopwatch Procedure: 1. Break the saltine cracker in half--- DO NOT EAT THE ENTIRE CRACKER AT ONCE 2. Chew and swallow half of the saltine cracker and record observations on the texture and flavor of the cracker. 3. Wait 3 minutes. 4. Place the other half of the saltine cracker in the mouth and hold for 3 minutes without chewing or swallowing and record observations. Data: CHEWED Texture
NOT CHEWED Flavor
Texture
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Flavor
Analysis Questions:
1. How was the cracker able to breakdown in your mouth without you chewing it?
2. Why did the taste change from salty (when you chewed it) to sweet (when you did not chew it)?--- If this didn’t happen for you still explain why this SHOULD have happened.
3. The two graphs to the right show the results of an experiment where a saltine cracker was placed in a test tube with saliva. Graph A shows the change in starch over time. Graph B shows the change in glucose over time. Using the graphs answer questions 3A & 3B.
3a. Explain what is happening to the amount of starch OVER TIME and why that is happening.
3b. Explain what is happening to the amount of glucose OVER TIME and why that is happening.
Use the reading packet to answer the following questions: 1. What are two reasons why you chew food?
2. What is the function of an enzyme? What is the name of the enzyme began the digestion process on the saltine?
3. Hydrochloric acid (HCl) is a very concentrated acid present in the stomach. Although it is very strong, why doesn’t it damage the inside lining of the stomach?
4. How long does food typically spend in our stomachs before moving to the small intestines?
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What is Surface Area?
6. As the figures changed from # 2-# 5, what happened to the total number of blocks exposed? Did it increase or decrease? Explain why you think it did this.
7. Surface Area Defined:
8. Which of the above block figures had the most surface area?# 2, 3, 4, or 5? Why did it have the most surface area?
12. So what is the difference between food that is and is not chewed that makes there be a difference in how fast that food is broken down chemically?
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The way it could be Breakdown (Digestion)
Small Intestine
26 Lungs
Surface Area Notes:
The way it is
Why is it that way?
How is surface area involved?
How much surface area is there?
Activity 19: Heart-ily Fit Introduction: One way you can investigate your level of fitness is by measuring how long it takes for you heart to ___________ from exercise. The more physically fit a person is, the more _________ oxygen and nutrients can be _____________ to the muscles. The ___________ your heart recovers from exercise, the more ______ you are.
Challenge Question/Problem: How can you quantitatively measure your level of fitness?
Materials:
-Stop Watch
- Calculator
- Data Sheets
Procedures: 1. Measure your resting pulse so you can compare it to your pulse after exercise. 2. Take your resting pulse for 15 seconds, and then record your data in Table 1 on your Data Sheet. 3. Take your resting pulse two more times, to have multiple trials and more accurate data, and record your data for Trials 2 and 3 on your Data Sheet. 4. Calculate your pulse for 60 seconds (1 minute) by multiplying each 15-second pulse by 4. 5. Calculate you average resting pulse per minute. Do this by adding all the numbers in the column titled “60-Second Pulse.” Then divide your total by 3. Record your average resting pulse per minute on our Data Sheet. 6. As discussed and decided upon in class, exercise for 5 minutes. You should begin to feel your heart beating faster. (If you can have a normal conversation while exercising, you are not exercising hard enough. If you cannot talk at all, you are exercising too hard.) 7. After 5 minutes of exercise, stop exercising and sit down. Immediately being taking your pulse for 15 seconds, every 30 seconds, for the next 5 minutes. 8. Record your 15-second pulse data every 30 seconds on your Data Sheet. Continue to do so until you have been resting for 5 minutes, or, stopped exercising 5 minutes ago. 9. Now calculate your 60-second pulse for each time period by multiplying each 15-second pulse by 4, just like you did with your resting pulse earlier, on your Data Sheet.
Data/Observations: Table 1: Resting Pulse Trial 1 2 3 Table 2: Recovery Time Trial Immediately After 30 sec After 1 min After 1 min 30 sec After 2 min After 2 min 30 sec After 3 min After 3 min 30 sec After 4 min After 4 min 30 sec After 5 min
15-second Pulse
60-second Pulse
X4= X4= X4= Average 15-second Pulse
60-second Pulse X4= x4= X4= X4= X4= X4= X4= X4= X4= X4= X4=
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Graph 1: Recovery Time Create a line graph of pulse vs. time below. Plot the data from your 60-second pulse during the recovery period.
Analysis: 3a. Recovery time is the time it takes for your pulse to return to within 20% of your resting pulse. (In order to measure your recovery time, you must first know when you are within 20% of your resting pulse. Calculate this value by multiplying your resting pulse by 1.2.) Resting pulse x 1.2= __________beats/min 3b. What was your recovery time? Look at your 60-second pulse values in Table 2, “Recovery time”. How many minutes after you stopped exercising did it take you to return to within 20% of your resting pulse? Summary: What conclusions can you draw from this experiment? How fit are you? Give quantitative data to back up your answer. Your answer should be in paragraph form and be 3 or more sentences long.) Use the words Pulse, Quantitative Data, and Range in your answer. 28
Activity #21 Inside a Pump Challenge Question: What type of pump is better for pumping water? What does this tell you about the structure of your heart? Initial Thoughts: Evidence: Type
Pressure Bulb (black)
Siphon Bulb (blue)
Drawing
Observations
How do you think it works?
Analysis Questions 1. Add the following to your drawing up above: a. what do you think is inside each bulb? Complete the cross section by drawing and labeling what you think is inside each bulb. b. On your drawing of the bulb cross-section, add arrows showing which way water flows inside the bulb. c. What made one bulb work better than the other? 3. Your heart pumps blood around your body. Would you expect it to work more like the siphon bulb or the pressure bulb? Explain. Summary: Answer the challenge question again this time using the following vocabulary words (underline the words in your answer): - Structure - Function **Read the definitions in the Glossary (pages 4-6) prior to writing your answer. 30
Activity #22 The Heart: A Muscle Challenge Question: What does it mean when someone says your heart is an efficient muscle?
Initial Thoughts:
Evidence: 1. Take your resting pulse: ______bpm (beats per minute) 2. Who has the slowest pulse in your group (lowest number?) Write their name and pulse here: 3. _______________________________________ 4. Now use Figure 1 on page B-62 to find out how much blood this person’s heart pumps per minute based on their height (in feet and inches) ____’____”.. Record the volume of blood (in liters) pumped by their heart each minute. _______ liters. 5. Fill your tub with this amount of “blood” in water in one of your two tubs. Use extra tubs for water if necessary. 6. Have someone keep track of the time, and when they say “start”, the person with the slowest pulse begins pumping water as fast as they can. When one minute is up, write down the number of times they were able to pump the bulb in 1 minute __________. 7. Were you able to pump all the water in one minute. _________. 8. How did their hand feel after you pumped water? _____________________________________. If you have time, see if someone else can pump all the “blood” in one minute and in how many beats….
Analysis Questions 1. Compare the pressure bulb model to what you know about your heart. In what ways do you think the pressure bulb is a good model for your heart? What are the weaknesses of the pressure bulb as a model for the heart? 4. Why do you think that exercising regularly decreases your resting heart rate?
Summary: Answer the challenge question again this time explaining how your heart works. Make sure to use the term Efficient in your answer. 32
Activity #23 Heart Parts Challenge Question: How does your heart work as a double pump? Initial Thoughts: Evidence: Answer STT 3b and 3c and take any additional notes on page ____. (Color & label the following)
Heart Diagram pg B-63
The Circulatory System (in arm) pg B-66.
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Double loop diagram
Analysis Questions: You will need to use pages 554-561 in the Prentice Hall Textbook (Shark book) to help you. 1. How is the structure of the heart related to its function? 2. What structures prevent blood in the ventricles from backing up into the atria? Why is it important for your heart to have these structures? 3. Explain what is meant by the statement: “The heart is two pumps.” 4. What is the largest and the main artery of the circulatory system? 5. What are the names the blood vessels that carry blood from the upper and lower parts of the body? 6. What separated the left and right side of the heart? 7. What are the names of the blood vessels that carry blood to and from the lungs? 8. What are the four chambers of the heart? 35
Name: ______________________________ Period: ____ Immune System Mini Web-quest Germs are everywhere: in school, at home, at the gym, at the mall, even on your computer! You’re constantly exposed to germs. Fortunately for most of us, our immune systems defend us against germs and microorganisms daily to keep us healthy and prevent infection. The following discussion questions and activities will help your students learn all about the immune system. You will be following several steps below to help you learn more about the immune systems, its parts and how it protects your body. Step 1. Go to: http://www.ck12.org/biology/Immune-System-and-Disease/enrichment/Immune-SystemStructure-and-Function-Overview/?referrer=featured_content Watch the video and copy the notes.
Step 2. Go to: http://kidshealth.org/teen/flu_center/about_flu/immune.html# Read the article and answer the questions below in complete sentences. 1. How does the immune system work to protect us from disease and infection? (page 1)
2. What are leukocytes and where are they produced and stored in the body? (page 2)
3. How do leukocytes travel around the body during the immune system’s response to the invasion of a foreign substance? (page 2)
4. What are the 2 basic types of leukocytes? Explain the primary differences between the 2 types of cells. (page 2)
5. After reading the information on page 2 match the immune system cell with the function by drawing a line.
6. What are the 3 types of immunity? How can we develop immunity? (page 3)
Step 3: Go to: http://kidshealth.org/teen/your_body/health_basics/care_about_germs.html?tracking=T_RelatedArticle# Read the article and answer the question. Many diseases are caused by germs, what can teens do to keep their immune system healthy and strong?
Activity #30
It’s Catching!
Challenge Question: How does an infectious disease spread in a community? Initial Thoughts: Evidence Table 1: My movements Times Initial (Day 0) Day 1 Day 2 Day 3
Cup A B C D
Place Your Desk
Do you have the disease?
Table 2: Class Results Number of People Infected
Percent of People Infected
Initial(Day 0) Day 1 Day 2 Day 3
# of infected students
Graph 1:
Time
Analysis Questions 1. Use your graph of the class results to answer the following questions: a. What happened to the number of people infected with the disease over time? b. How does this compare to your initial prediction? 2. Think about how the infectious disease was spread from person to person in your community. If you were trying to avoid catching the disease, what could you do? Use evidence from this activity to support your answer. Summary Answer the challenge question again this time using the following vocabulary words (underline the words in your answer): - Infectious Disease - Evidence **Read the definitions in the Glossary (pages 4-6) prior to writing your answer Act # 30 pg 1 of 1 40
Activity #32 Who Infected Whom? Challenge Question: Who is (or are) the carrier(s) of the disease? Initial Thoughts: Evidence: Part 1: Include dates and how the people are connected.
Hypothesis: I believe that _____________ is the carrier of this disease. Pink=Positive for disease Name
Symptoms? (yes or no)
Disease Test Results
Is this person a carrier? (yes or no)
Analysis Questions (echo the question) 1a. Based on your test results, draw a web showing your proposed path of disease spread. In your web, identify who is infected, the dates that he or she became sick, and whether the person is a carrier and how each person is connected. 1b. How does this web compare to your original hypothesis? Explain. 2. A group of Abingdon parents have demanded that the family members and close friends of all infected individuals, including students and teachers, stay home until everyone with symptoms gets better. Explain whether you agree with their demand. Support your answer with evidence and identify the trade-offs of your decision. Hint: State your opinion. Provide two or more pieces of evidence to support your answer. Then consider all sides of the issue and identify the tradeoffs of your decision. Summary: Answer the challenge question again this time using the following vocabulary words (underline the words in your answer): - Carrier - Disease -Epidemiologist **Read the definitions in the Glossary (pages 4-6) prior to writing your answer
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“FORM FOLLOWS FUNCTION” Defined:
Body Part/Feature
Explanation of Form to Function Relationship
1. Mechanical Digestion
2. Villi in Small Intestines
3. Alveoli in Lungs
4. Heart
5. Muscles/Bones
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6. Eyes
