Download Human Body Systems Packet

Biology
human body systems
packet
Name ______________________
Purpose
In order to provide you with every possible opportunity to be successful on the Biology EOC
exam, WE MUST CONTINUE THE WORK!!! The Biology Team has compiled a packet just for
you with the materials that you will need to prepare for your upcoming assessment. Please
take the time to complete all assignments. Work alone, with a buddy, as a team or as a class to
learn the material and complete the work.
Grading
Human Reproduction
50 points
Blood Flow
50 points
Human Brain
50 points
Immune System
50 points
Unit 7 Assessment
100 points
Time Management Plan
Date
Lesson
Time frame
Human Reproduction
Video Lecture &
Content Review
Human Reproduction
Independent
Practice Problems &
EOC Practice
Questions
Blood Flow Video
Lecture, Content
Review, &
Independent
Practice #1-7
Blood Flow
Independent
Practice #8-11 &
EOC Practice
Questions
The Human Brain
Video Lecture,
Content Review,
Independent
Practice #1-5, &
EOC Practice
Questions
30 minutes
Completed
√
Parent Signature
Date
Lesson
Time frame
Completed
√
Parent Signature
The Immune System
Video Lecture,
Content Review, &
Independent
Practice #1-5
The Immune System
Independent
Practice #6-14
The Immune System
EOC Practice
Questions
DUE DATE & TESTING DAY
B-DAY: TUESDAY, APRIL 22TH
A-DAY: WEDNESDAY, APRIL 23TH
YOU WILL USE YOUR COMPLETED PACKET TO TAKE YOUR UNIT 7
ASSESSMENT – NO INCOMPLETE PACKETS WILL BE ALLOWED!!!
ADDITIONALLY, YOUR COMPLETED PACKET MUST BE TURNED IN ON TIME –
NO EXCEPTIONS!!!
Biology Spring Break
Packet
Student Name:
Benchmark: SC.912.L.16.13 Describe the basic anatomy and physiology of the human
reproductive system. Describe the process of human development from fertilization to
birth and major changes that occur in each trimester of pregnancy.
Date:
Period:
Learning Objectives:



SWBAT describe the process of human development from fertilization to birth.
SWBAT identify and describe the basic anatomy and physiology of the human
female reproductive system including the ovaries, oviduct (fallopian tube), uterus,
cervix, and vagina.
SWBAT identify and describe the basic anatomy and physiology of the human
male reproductive system including the seminal vesicle, prostate gland, vas
deferens, urethra, epididymis, scrotum, penis, and testes.
Video Lecture: ( YouTube.com or class website)
Choose one of the following:
 Crash Course Biology: The Reproductive System-How Gonads Go
 Khan Academy: Male & Female Reproductive Anatomy
Choose one of the following:
 Crash Course Biology: Animal Development-We’re Just Tubes!
 Khan Academy: Embryonic Stem Cells
Choose one of the following:
 The Miracle of Life: Old School
 The Miracle of Life: New School
Original
Mastery:
Page of 22
Reassessed
Mastery:
Vocabulary:















Seminal vesicle
Prostate gland
Vas deferens
Urethra
Epididymis
Scrotum
Penis
Testes
Fertilization
Ovary
Oviduct (fallopian tube)
Uterus
Cervix
Vagina
Content Review:
The basic anatomy of the female reproductive system
Ovary – In human females, organs that produce egg cells
and reproductive hormones.
Oviduct (fallopian tube) – The tube through which an egg
passes on its way from the ovary to the uterus.
Uterus – In mammals, the organ in which the fertilized egg
implants and develops into a fetus.
Cervix – The neck of the uterus that opens into the vagina.
Vagina – the birth canal in mammals. It it the part of the
female reproductive system that opens to the outside.
The basic anatomy of the
make reproductive
Seminal vesicle – A gland in
makes that secretes the fluid
componenet of semen, which
lubricates and nourishes
sperm.
Prostate gland – A gland in
human males that secretes an
acid-neutralizing component of
semen.
Vas Deferens – The part of the
male reproductive system
through which sperm leaves
the testes. In humans it is also
called the sperm duct, the tube
through which sperm moves
from the epididymis to the
urethra.
during ejaculation. It is also the passageway urine takes from the bladder to the outside.
Urethra – In males the urethra
conveys semen out of the body
Epididymis – A long coiled tube in which sperm mature and are stored after leaving the testis.
Scrotum – The pouch of skin outside of the abdomen that houses testes. Once in the scrotum, sperm cool and therefore
remain viable longer.
Penis – The organ used in copulation.
Testicle (testis) – Male organ which produces sperm and male reproductive hormones (plural:testes).
Structures Relating to the Development of the Fetus
Placenta – In most mammals (including humans), the organs that provides nutrients and oxygen to the growing embryo.
The placenta also removes wastes as the embryo
grows. Although the placenta is closely associated
with the mother’s blood vessels, the mother’s blood
and the embryo’s blood are not in direct contact;
maternal and fetal blood do not mix.
Umbilical cord – A flexible tube-like structure
containing blood vessels (two arteries, one vein) that
attach the abdomen of the fetus to the placenta.
Amniotic sac – A double layered membrane in the
uterus which surrounds the growing embryo and is
filled with amniotic fluid.
Amniotic fluid – Watery substance which surrounds
the embryo, serving to cushion the embryo.
The stages of development in humans are:
1. Fertilization (union of egg and sperm to
form a diploid zygote) starts embryonic
development.
2. Cleavage is the rapid series of cell divisions (mitosis) that produces a ball of cells from the zygote.
3. As cleavage continues, a fluid-filled cavity (blastocoel) forms in the center of the growing embryo forming a
hollow ball (blastula) consisting of the blastocoel surrounded by one or two layers of cells.
4. Gastrulation is the next major phase
in which cells are added to the embryo and
begin to differentiate into distinct layers. Each
layer will eventually form into all the adult
parts such as the brain and spinal cord,
digestive tract and respiratory systems, and all
other organs and tissues.
5. Organs start to form after
gastrulation.
The mileposts in human pregnancy are:
1. First Trimester (weeks 0-12 or 0-3
months): After implantation of the embryo,
vital organs form and the heart begins to beat. At the end
of this trimester the embryo is now called a fetus.
2. Second Trimester (weeks 13-24 or 4-6 months): Fetus
moves, kicks, and swallows. All internal organs are
maturing.
3. Third Trimester (weeks 25-40 or 7-9 months): Rapid
growth of the fetus. All organs are fully developed and
the respiratory system is maturing. At the end of this
trimester, the baby is considered “full-term”.
4. Childbirth: Strong contractions of the uterus (labor) bring
about the birth of the baby. Hormones (proteins) play a
key role in starting labor. They are also important
afterwards, allowing the uterus to return to its prepregnancy condition, and allowing the mother’s body to
start manufacturing milk.
Hormones of Reproduction:
 Females:
o
o
o

GnRH (gonadotropin releasing hormone) – produced in the hypothalamus, stimulates the anterior
pituitary gland to release follicle stimulating hormone (FSH) and luteininzing hormone (LH).
FSH – stimulates the follicle to release estrogen necessary for egg maturation.
LH – stimulates the egg to mature and erupt from the follicle and stimulates the ruptured follicle to
produce progesterone (prepares and maintains uterine lining awaiting implantation).
hCG – a pregnancy promoting hormone, and the hormone detected by pregnancy tests.
Progesterone & Estrogen: produces female characteristics.
o
o
Males:
o FSH – stimulate sperm production.
o LH – stimulates production of testosterone.
o Testosterone & Progesterone – produces male characteristics.
Independent Practice
Label the important structures with their functions.
Directions: Complete all practice questions by using your background knowledge, notes
from class, the biology textbook, and the key points in the box above. You will be
required to re-take the exit ticket for this benchmark once you complete these practice
questions.
Complete the following charts for each of the three trimesters in human embryo development. For each week, list the major growth activity. Be sure
to include the points at which the zygote becomes an embryo and an embryo becomes a fetus.
First Trimester
Weeks
1
2
3
4
5
6
7
8
9
10
11
12
Semester Trimester
Weeks
13
14
15
16
17
18
19
20
21
22
23
24
Months
Major Events
Conception: egg fertilized by sperm
Heart begins to beat
Umbilical cord joins embryo to placenta
Months
Major Events
Fetus flexes and kicks; bone starts to replace cartilage
Genitals distinct and recognizable on ultrasound
Lungs developing, baby practices breathing
Third Trimester
Weeks
Months
Major Events
25
26
27
28
29
30
31
32
33
34
35
36
37-40
Bones becoming solid, hands fully formed
Toenails and fingernails complete
If born this week considered “full term”
Baby continues to gain weight until born
EOC Practice Questions
1.
2.
3.
4.
5.
Which of the following statement about reproductive hormones is TRUE?
a. Only women produce progesterone.
b. Estrogen levels are highest during early pregnancy.
c. Reproductive hormones affect only the reproductive system.
d. Men and women produce both estrogen and testosterone.
Spermatozoa are male gametes, which contain haploid DNA. Where are spermatozoa produced?
a. Ovaries
b. Penis
c. Prostate
d. Testes
Spermatogenesis is the process by which sperm develop and mature. Which of the following sequences correctly describes the
anatomical path of spermatozoa from formation to ejaculation?
a. Testes, vas deferens, prostate, urethra
b. Testes, urethra, prostate, vas deferens
c. Prostate, vas deferens, tests, urethra
d. Prostate, urethra, testes, vas deferens
In the male reproductive system, gametes are produced in the testicles. Which of the following structures of the female reproductive
system has the same function as the testicles?
a. Cervix
b. Uterus
c. Fallopian tubes
d. Ovaries
A normal human gestational period lasts forty weeks. Which of the following explains why the eight week of gestation is notable?
a. The gender of the fetus can be determined.
b. The embryo is approximately the size of a lime.
c. The embryo stage ends and the fetal stage begins.
d. Most organ systems are developed and functional.
Biology Spring Break
Packet
Student Name:
Benchmark: SC.912.L.14.36 Describe the factors affecting blood flow through the
cardiovascular system.
Date:
Period:
Learning Objectives:
 SWBAT describe the function and structure of the cardiovascular system.
 SWBAT describe how factors such as blood pressure, blood volume, resistance, disease,
and exercise affect blood flow through the cardiovascular system.
Video Lecture: (YouTube.com or class website)
Choose two of the following:
 Khan Academy: Blood Flow through the Heart
 Khan Academy: Pressure, Flow, and Resistance in the Human Body
 Blood Flow and Heart Disease
Original
Mastery:
Page 11 of 22
Reassessed
Mastery:
Vocabulary:
 Cardiovascular System
 Heart
 Blood Vessels
 Artery
 Vein
 Blood pressure
 Blood volume
 Resistance
 Disease
 Exercise
 Viscosity

Content Review:
 The cardiovascular system moves blood to all parts of the body. The two main
components of the cardiovascular system are the heart and blood vessels. The
heart is a muscular pump, about the size of your fist, which keeps the blood
moving to every part of the body. Blood vessels transport the blood from the heart
to the rest of the body.
 The cardiovascular system carries blood, oxygen, and nutrients to organs and
tissues of the body, and carries waste and carbon dioxide from these tissues for
removal from the body.
 Factors that affect the blood flow:
o Blood Pressure:
 Blood pressure is the force with which blood pushes against the
wall of an artery (carries oxygen rich-blood away from the heart).
Veins carry oxygen-poor blood to the heart to be “replenished.” Blood pressure depends on how elastic
and unblocked the arteries are. It also depends on the strength of the heart’s
contraction (beating).
 The less elastic (stretchy) the arteries and the more
blockages that reduce blood flow, the harder the heart must pump. As a result,
blood pressure rises. Blood pressure also rises naturally with activity, stress, and
strong emotions, but it should drop again with rest. If the pressure remains high,
there could be a problem in the cardiovascular system and the chance of heart
related diseases rises.
 Most people can lower their blood pressure through weight loss, proper diet, and exercise. If these
remedies fail, people can use medications to reduce blood pressure.
o Blood Volume:
 Blood volume is the amount of blood present in the body. The more blood present in the body, the
higher the rate of blood returns to the heart. When does your blood volume increase? An example is salt
intake. People that consume high amounts of salt might have their blood volume increase. With more
blood in your body, the arterial pressure (pressure in your arteries) could increase. When pressure in
your arteries increases, so does your blood pressure.
o Blood Viscosity:
 Blood viscosity is a measure of the resistance of blood flow which is caused by thick blood. Blood is a
liquid that consists of plasma and particles, such as the red blood cells. The viscosity of blood depends
on the thickness of the plasma or how much water-content is found within the plasma. As you increase
the viscosity of the blood, it becomes harder to circulate through the blood vessels. This causes strain
on the heart, because it pumps harder to get the blood to circulate. Blood viscosity also causes the
blood pressure to elevate.
o Resistance:

o
In the circulatory system, your blood vessels have a certain level of resistance. The higher the
resistance, the higher the arterial pressure from the resistance to blood flow.
Disease:
 Lifestyle choices strongly influence the health of your circulatory system.
Smoking, lack of exercise, excessive weight, long-term stress, and a diet low in
fruits and vegetables but high in saturated fats are all linked to an increased rick
of developing circulatory diseases. These diseases mainly affect the heart and
the arteries. High blood pressure is often only the warning sign of these
problems. Disease can lead to heart attack, stroke, or kidney damage. Some
blocked arteries supplying the heart muscle can be opened using surgery.
 To reduce the risk of cardiovascular diseases, physicians urge people either not
to smoke or to quit smoking, to maintain a healthy weight, and to exercise
regularly. Medications can also help to reduce the risks of heart disease.
Directions: Complete all practice questions by using your background knowledge,
notes from class, the biology textbook, and the key points in the box above. You will
be required to re-take the exit ticket for this benchmark once you complete these
practice questions.
Independent Practice
1.
What is the cardiovascular system?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
2.
Complete the flow chart below:
Factors Affecting
Blood Flow in the
Cardiovascular System
Questions 5-10 are True/False questions. IF you choose false, explain why it is false in one complete sentence.
3.
True or False: Lifestyle plays a key role in circulatory diseases.
4.
True or False: Arteries carry rich-oxygen blood to the heart while veins carry poor-oxygen blood away from the heart.
5.
True or False: Arteries have to be thicker than veins because they are under great pressure to reach every part of the body in order to
replenish it with nutrients.
6.
True or False: Having a poor diet could affect your blood flow and risk of disease.
7.
True or False: Having a low blood flow resistance can increase your arterial pressure and therefore blood pressure.
8.
How can lifestyle choices help reduce the risk of heart disease?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
9.
People who smoke often have cold hands and feet. What might explain this condition in terms of blood flow?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
10. Explain why narrowing of the arteries decreases blood flow but increases blood pressure.
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
11. If a person has a weak heart, how might his or her ability to maintain a stable body temperature be affected?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
EOC Practice Questions
1.
Which of the following statements best describes blood flow
in the human body?
A. As blood pressure increases, the rate of blood flow
decreases.
B. As the length of a vein decreases, the resistance to
blood flow decreases.
C. As the viscosity of the blood decreases, the rate of
blood flow increases.
D. As the diameter of a blood vessel decreases, the
rate of blood flow increases.
4.
If an individual experiences a severe injury leading to a drop
in blood volume, which of the following will occur?
A. a decrease in blood pressure
B. an increase in blood viscosity
C. a decrease in blood pH
D. an increase in blood oxygen
2.
Marie transitions from a resting state to exercise. Which of
the following correctly describes what happens to Marie's
body during exercise?
A. heart rate decreases
B. blood volume increases
C. blood pressure increases
D. resistance to blood flow increases
5.
If a person has coronary heart disease, some of the vessels
that supply blood to the heart can become narrowed. Which
of the following would you also expect to find in a patient with
coronary heart disease?
A. low heart rate
B. high blood pH
C. low blood volume
D. high blood pressure
3.
Which of the following factors decreases blood flow?
A. a decrease in blood viscosity
B. an increase in blood pressure
C. an increase in overall blood volume
D. a decrease in the radius of a blood vessel
Biology Spring Break
Packet
Student Name:
Learning Objectives:
Benchmark: SC.912.L.14.26 Identify major parts of the brain on diagrams or models.
Date:
Period:
Original
Mastery:
Vocabulary:
Page 13 of 22
Reassessed
Mastery:

SWBAT Identify the major parts of the brain on diagrams or models.
Video Lecture: (YouTube.com or class website)
Choose one of the following:
 Basic Parts of the Brain – Part 1






CNS
Cerebrum
Cerebellum
Brain stem
Pons
Medulla
Content Review:
CNS: (Central Nervous System) composed of the brain and spinal
cord
Cerebrum: largest part of the brain, in charge of voluntary, or
conscious, activities of the body. Has four different parts, the frontal
lobe, paretial lobe, temporal lobe, and occipital lobe.
Frontal lobe: voluntary muscle movement
Paretial lobe: integrates (combines) sensory information
Temporal lobe: Auditory perception and processing meaning for
speech and vision
Occipital lobe: visual processing center
Cerebellum: Located at the back of the skull, coordinates and
balances the actions of the muscles so that the body can move
gracefully and efficiently.
Brain stem: Connects the brain and spinal cord. Has 2 regions – the
Pons and Medulla. Regulates vital activities like breathing.
Independent Practice
Directions: Complete all practice questions by using your background knowledge,
notes from class, the biology textbook, and the key points in the box above. You will be
required to re-take the exit ticket for this benchmark once you complete these practice
questions.
1.
Label the following diagrams. Use the terms from the key points section above.
2.
Match the letters on the diagram with the following list of terms and insert the appropriate letters in the answer blanks. Then, select
different colors of each of the areas of the brain provided with a color-coding square and use them to color in the coding squares and
corresponding structures in the diagram.
#
Color
Structure
1
Frontal lobe
2
Parietal lobe
3
Temporal lobe
4
Cerebellum
5
Occipital lobe
6
Brain stem: Pons & Medulla
3.
What does the CNS consists of? ____________________________________________________________________________________
4.
What are the structures within the brain that make up the brain stem? ______________________________________________________
5.
Describe the structure of the cerebellum. What is the difference between the cerebrum and cerebellum? _________________
______________________________________________________________________________________________________________
EOC Practice Questions
1.
In the diagram below, which lobe is located at the posterior
(back) section of the brain, as indicated by the red arrow?
A.
B.
C.
D.
3.
2.
A.
B.
C.
D.
frontal lobe
occipital lobe
parietal lobe
temporal lobe
In the diagram below, which area of the brain is indicated by
the letter D?
Which of the following structures of the brain is visible in the
diagram below?
4.
Brain stem
Cerebellum
Cerebrum
Medulla oblongata
In the diagram below, which structure is represented by the
letter C?
A.
B.
C.
D.
5.
Brain stem
Cerebellum
Cerebrum
Parietal lobe
Which structure is found directly below the pons and is
indicated by the letter A?
A.
B.
C.
D.
Cerebellum
Medulla oblongata
Occipital lobe
Temporal lobe
A.
B.
C.
D.
Cerebellum
Cerebrum
Medulla oblongata
pons
Biology Spring Break
Packet
Student Name:
Benchmark: SC.912.L.14.52 Explain the basic functions of the human immune system,
including specific and nonspecific immune response, vaccines, and antibiotics.
Date:
Period:
Learning Objectives:
 SWBAT explain the basic functions of the human immune system
 SWBAT explain the difference between specific and non specific immune response
Video Lecture:
Choose one of the following:
 Crash Course Biology: The Immune System – Natural Born Killer
Original
Mastery:
Page 18 of 22
Reassessed
Mastery:
Vocabulary:
 Immunity
 Inflammatory response
 Fever
 Interferon
 Immune response
 Antigen
 Humoral immunity
 Cell-mediated immunity
 Antibody
 Vaccination
 Active immunity
 Passive immunity
Content Review:
 Pathogen: a disease-causing agent
1. There are different types of pathogens.
 Bacteria: single-celled organisms. Some release chemicals that are toxic to their host. Others destroy healthy cells. Food
poisoning is caused by bacteria.
 Viruses: are strands of DNA or RNA that are surrounded by protein coats. They are so small that they can be seen only
with an electron microscope. Viruses enter healthy cells and take them over, forcing they healthy cells to produce more
viruses. Viruses cause illness such as colds and AIDS.
 Fungi: can have one cell or more than one cell. They can invade healthy cells and take the cell’s nutrients. Fungal
infections usually occur in places that are warm and damp. For example, athlete’s foot is a fungus that invades skin cells
between the toes.
 Protists: single-celled organisms. They can prey on healthy body cells. Malaria is a disease of the red blood cells that is
caused by a protist.
 Parasites: organisms that grow on a host and feed off it. Some parasites even kill their host. Intestinal worms are one kind
of parasite.
2. Pathogens can enter the body in different ways.
 Direct contact: a pathogen is spread through physical touch.
 Examples: rabies are transmitted when a sick animal bites an healthy one. HIV can be transmitted during sexual
intercourse or while sharing needles.
 Indirect contact: a pathogen can infect a person without that person touching an infected person.
 Examples: the fungus that causes athlete’s foot can survive on a bathroom floor for some time. Eating
contaminated food, or touching an infected doorknob.
 Vector: anything that can carry a pathogen and pass it to other organisms.
 Example: mosquito transmitting the West Nile Virus to humans.
3. Many body systems protect you from pathogens.
 Immune system: The body system that fights off infection
4. Immunity prevents a person from getting sick from a pathogen
 Passive Immunity: occurs without your body having to become sick.
 Example: Mother to child or parent to offspring through DNA
 Active Immunity: the immunity the body produces in response to an infection.
 Example: Body infected with pathogen once will be less likely to get sick from the same pathogen again.
 Antigen: a substance able to get past the nonspecific immune response and trigger the immune response (viruses and bacteria).
5. Many body systems work to produce nonspecific responses
 When individual cells respond to pathogens, the response is called specific. Specific responses are different for each
pathogen. But the body can also respond to pathogens in other, “nonspecific” ways
 Nonspecific immune response: nonspecific defenses that do not discriminate between one threat and another.
(Examples include both physical and chemical barriers.)
 EXAMPLES of nonspecific response:
o First Line of Defense - Skin, mucus, saliva, tears, sweat glands, and hair keep pathogens from
entering the body.
Second Line of Defense:
 Inflammatory response: white blood cells enter the infected tissue
 Fever: raises temperature to destroy pathogens
 Interferons: Proteins that interfere with growths of viruses
 Specific response: after a pathogen is able to get past the body’s nonspecific defenses (above ) the immune
system reacts with a series of specific defenses that attack the pathogen. This is called the Immune Response
 EXAMPLES of specific response:
o Humoral Immunity: “Memory” B cells use a specific antibody to kill antigens and pathogens in the
body fluids. Called “Memory” because it remembers how to beat the specefic antigen or virus if it
encounters it again.
o Cell-mediated immunity: T cells provide a defense by killing abnormal cells and pathogens inside
living cells.
The Immune System rejects foreign tissues.
 If you receive an organ transplant, your body must learn to treat the new cells as if they were its own. Otherwise, your
immune system will attack the new cells and destroy them, a process called tissue rejection. If new organ is from a
close relative, the cells are more like your own. Your body would be less likely to attack them.
 In some cases, the body stops recognizing its own cells and attacks them as “foreign” cells. Diseases caused by these
attacks are called autoimmune diseases.
Many methods are used to control pathogens
 Outside the body: many pathogens outside the body can be killed with heat or chemicals.
 Antiseptics are chemicals, such as soap, vinegar, and rubbing alcohol, that kill pathogens.
 Inside the body: Inside the body pathogens are killed with medicines.
 Antibiotics: Used against Pathogens. Compounds that kill bacteria without harming the human or animal
host Antibiotic resistance occurs when bacteria are not affected by antibiotics survive and reproduce.
 Vaccines: stimulate the immune system to produce plasma cells, creating a humoral immunity (passive
immunity).
o
6.
7.
Independent Practice
Directions: Complete all practice questions by using your background
knowledge, notes from class, the biology textbook, and the key points in the box
above. You will be required to re-take the exit ticket for this benchmark once you
complete these practice questions.
1. The immune system is:
Part
Skin
Mucous membrane
Circulatory system
Phagocyte
T cell
B cell
Antibody
Interferon
How It Contributes to the Immune System (1st, 2nd, 3rd line of defense)
2.
Passive Immunity
Active Immunity
Both
3. Nonspecific immune responses are
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Example: ______________________________________________________________________________________________________
Example: ______________________________________________________________________________________________________
4.
Specific Immune Response
detect
produce
include
give
uses
uses
detect
to produce
form
5.
Method Used to
Control Pathogens
Details
6.
What are examples of the body’s non specific defense against pathogen ___________________________________________________
7.
Jamal sprained his ankle and it became inflamed (swelled). What kind of response was Jamal doing? _____________________________
8.
A substance that triggers an immune response is an ____________________________________________________________________
9.
A vaccine is a weakened antigen that is injected into a person’s body. Why would a person want to get a vaccine if it has antigens inside of
it?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
10. How might a fever be beneficial to a person who is sick?
______________________________________________________________________________________________________________
11. What is the difference between humoral immunity and cell mediated immunity?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
12. What is the difference between specific and nonspecific immune response?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
13. How do antibiotics work?
______________________________________________________________________________________________________________
14. How did people develop immunity to a disease before the development of vaccines?
_____________________________________________________________________________________________________________
EOC Practice Questions
1.
Each fall, Sandra goes to her doctor to get vaccinated for the
flu. As a baby, she was vaccinated against Hepatitis B, and
has not had to get vaccinated for Hepatitis since then. Why
must Sandra get vaccinated each year for the flu when she
does not need to get vaccinated each year for Hepatitis?
a. The flu virus is more dangerous than Hepatitis.
b. The flu virus is more likely to mutate than Hepatitis.
c. The flu virus is more likely to kill people than
Hepatitis.
d. The flu vaccine is not as strong as the vaccine for
Hepatitis.
2.
Which of the following factors is the most effective in
preventing the spread of food-borne illnesses?
a. growing your own food
b. practicing safe food handling
c. purchasing only packaged food
d. testing your food for contaminants
3.
Which of the following would be the best way to determine
whether or not an individual has a viral infection?
a. Look for evidence of a high-grade fever.
b. Look for the presence of redness and swelling.
c. Look for evidence of specific antibodies in the
blood.
d. Look for the presence of white blood cells in the
blood.
4.
Which of the following statements regarding the nonspecific
immune response is true?
a. It is antigen-dependent.
b. It results in immunological memory.
c. It combines physical, chemical, and mechanical
factors.
d. It involves a long delay between exposure and
maximal response.
5.
Huntington's disease is a genetic disorder that affects muscle coordination and cognitive ability. Which of the following pieces of
information would be most helpful in the diagnosis of this disorder?
a. The patient has a family history of the disease.
b. The patient has a history of exposure to radiation.
c. The patient is sedentary and has a history of smoking.
d. The patient has a poor diet and a history of high cholesterol.