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Muscle Action
We have been observing and investigating the human body
and how the body moves because of muscle and bones/joints
working together.
For this task, design and build a model that represents muscle
action at one joint of the human body. The model should move
at the joint and have components that represent bone, muscle,
ligaments and tendons. Use common materials found around
your home and connect all the parts securely. Do not build a
model of a fixed joint, as these are immovable.
• Label the parts of the model and tell what kind of joint it is.
• Make a detailed drawing of your model and include labels.
• Describe what your model is made of and the process of
making it.
• Explain step by step how your model works.
• List any problems that you had and tell how you solved
them.
• When you consider how humans move, in what ways is the
human body like a machine? Explain your answer.
Muscle Action
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Muscle Action
Suggested Grade Span
6–8
Task
We have been observing and investigating the human body and how the body moves because
of muscle and bones/joints working together.
For this task, design and build a model that represents muscle action at one joint of the human
body. The model should move at the joint and have components that represent bone, muscle,
ligaments and tendons. Use common materials found around your home and connect all the
parts securely. Do not build a model of a fixed joint, as these are immovable.
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•
•
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•
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Label the parts of the model and tell what kind of joint it is.
Make a detailed drawing of your model and include labels.
Describe what your model is made of and the process of making it.
Explain step by step how your model works.
List any problems that you had and tell how you solved them.
When you consider how humans move, in what ways is the human body like a machine?
Explain your answer.
Big Ideas and Unifying Concepts
Design
Form and function
Models
Systems
Life Science Concepts
Regulation and behavior
Structure and function
Design Technology Concepts
Design constraints and advantages
Invention
Muscle Action
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Mathematics Concepts
Diagrams
Measurement
Time Required for Task
Two to three class sessions.
Context
During the study of the human body, students learned that the body moves because of muscle
and bone working together. They learned that muscles can work only by contracting and,
therefore, must work in opposing pairs in order to move a joint. The attachment of skeletal
muscles at the joints allows for a wide range of movement. Muscles are attached to bones by
tendons, and ligaments connect bone to bone. Students investigated a variety of commercially
produced models of joints and other related body parts in the skeletal and muscular systems.
Students learned about the function of these in movement and observed their own bodies and
how they move. Students learned about the four main types of joints: hinge, ball and socket,
gliding and pivot.
What the Task Accomplishes
This task should be used after a study of the skeletal and muscular systems. It allows the
students to show the relationship between structure and function by creating a model of a
human joint. An understanding of types of joints and their range of motion is also demonstrated.
It can also be used to assess students in their understanding and use of the design process.
How the Student Will Investigate
Students will use their prior knowledge and experiences to create a model of a movable human
joint. They will begin the process by selecting a joint in the body to build. They will then select
the necessary materials to build the model. During the building process, students will draw a
detailed diagram of their models, with labels and descriptions. Students will then test their
models to see if they work and correct any problems as necessary. They will describe this
process and how they solved any problems. They will also explain step by step how their model
works and compare the human body to a machine.
Interdisciplinary Links and Extensions
Science and Technology
This task could be connected with a study of simple machines, bio-engineering, prosthesis
design and construction.
Muscle Action
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Personal Health
There are a variety of issues related to personal health and the human body. Students can
learn more about specific diseases, smoking and alcohol consumption, diet and exercise, food
and nutrition, aging, etc., and the effects of these on the skeletal and muscular systems of the
body.
Teaching Tips and Guiding Questions
Emphasize with the students the use of common, inexpensive and safe materials. Discuss
safety issues in choosing materials as well as during construction of the model. It is also helpful
to have some examples of models (commercially produced) for students to view.
Possible guiding questions to ask students include:
What joint did you select? Why did you choose this joint? Is it movable?
What do you know about this joint?
How does this joint work? What is its function?
What materials will you choose to use to build your model of the joint?
What materials will you use for the bones, tendons, ligaments, muscles? What role does
each play in the joint?
• Did your joint work? Why or why not? How will you change it so it does work?
• What steps did you follow in making your joint?
• How is the human body like a machine? Can you give a specific example?
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Concepts to be Assessed
(Unifying concepts and big ideas and science concepts to be assessed using the Exemplars
Science Rubric under the criterion: Science Concepts and Related Content)
Life Science – Structure and Function; Regulation and Behavior: Students observe, explain
and represent characteristics of the human body and its systems. Students understand that
each body system has different structures that serve different functions in reproduction, growth
and survival. Students can describe how organs in a system work together to help a system
function properly and how systems in the body work together to help the body function properly.
Design Technology – Design Constraints and Advantages; Invention: Students can
demonstrate that some materials are better than others, depending on the task and
characteristics of the materials, and that several steps are involved in making things. Students
identify characteristics of materials.
Scientific Method – Models: Students see that a model works after changes are made to it may
suggest how the real thing would work if the same thing were done to it and that choosing a
useful model (not too simple/not too complex) to explore concepts encourages insightful and
creative thinking in science, mathematics and engineering.
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Mathematics: Students use diagrams appropriately and precise measurements.
Skills to be Developed
(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Predicting, problem solving, designing and building, testing ideas, creating
models, drawing conclusions based upon results, communicating what was learned and
challenging misconceptions.
Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
The Designed World: Students use tools to extend their ability (to make things, to move
things, to shape materials). Students demonstrate that manufacturing requires a series of steps
and, depending on the task, careful choice of materials (based on their characteristics).
Communication: Students use verbal and nonverbal skills to express themselves effectively.
Suggested Materials
Will vary with choice of student model.
Possible Solutions
The model and the diagram should include all of the required components: bones, muscles,
ligaments and tendons. Each should be properly labeled and connected correctly. A pivot joint
should show circular motion in one plane; a hinge joint should show linear motion in one plane;
a gliding joint should show limited motion in all planes; and a ball and socket joint should show
full range of motion in all planes. Work should also describe the construction process, explain
how the joint moves and relate many body motions to the lever action of machines.
Task-Specific Assessment Notes
Novice
The student draws a labeled diagram of the model and identifies the materials used. The type
of joint is not indicated. The student labels the bones on the model, but not the ligaments,
tendons or muscles. S/he describes the process of building the model, but does not explain the
problem-solving process used. There is no comparison of the human body to a machine.
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Apprentice
The student draws a diagram of the model and identifies the materials used. The type of joint is
not indicated. The student does not label the bones, ligaments, tendons or muscles on the
model. S/he describes the process of building the model. The student explains the problemsolving process used, but there is no comparison of the human body to a machine.
Practitioner
The student draws a diagram of the model and identifies the materials used. The type of joint is
indicated. The student labels the bones and muscles, but not the tendons and ligaments on the
model. The student describes the process of building the model and explains the problemsolving process used. There is no comparison of the human body to a machine.
Expert
The student draws a diagram of the model and identifies the materials used. The type of joint is
indicated. The student labeles the bones, ligaments, tendons and muscles on the model and
describes the process of building the model. S/he explains the problem-solving process used.
There is no comparison of the human body to a machine.
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Novice
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Apprentice
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Practitioner
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Expert
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