Download Complex organization - Colegio San Bartolomé La Merced

COLEGIO SAN BARTOLOME LA MERCED
SCIENCE – II TERM – 2010/2011
INDIVIDUAL WORKSHOP – NERVOUS SYSTEM
The following workshop includes questions related to the 4 sub-processes. Read the following
instructions and advices which are important to improve your work:
-
Read carefully instructions and possible answers. If the question is in Spanish,
answer and explain your answer in Spanish.
As more concepts and deeper information you include in your answers, as better the
grade will be.
Combining drawings with explanations is a great way to clarify your ideas.
SUB PROCESS 1:
1) You will find a reading bellow about some characteristics all living things must have. In this
question you have to explain, as good as you can, how those characteristics are related to
the nervous system (select at least 3 characteristics).
The following information was taken from:
http://www.cliffsnotes.com/study_guide/Characteristics-of-Living-Things.topicArticleId8741,articleId-8578.html
CHARACTERISTICS OF LIVING THINGS
Defining a living thing is a difficult proposition, as is defining “life”—that property possessed by living
things. However, a living thing possesses certain properties that help define what life is.
- Complex organization
Living things have a level of complexity and organization not found in lifeless objects. At its
most fundamental level, a living thing is composed of one or more cells. These units,
generally too small to be seen with the unaided eye, are organized into tissues. A tissue is a
series of cells that accomplish a shared function. Tissues, in turn, form organs, such as the
stomach and kidney. A number of organs working together compose an organ system. An
organism is a complex series of various organ systems.
-Metabolism
Living things exhibit a rapid turnover of chemical materials, which is referred to as
metabolism. Metabolism involves exchanges of chemical matter with the external
environment and extensive transformations of organic matter within the cells of a living
organism. Metabolism generally involves the release or use of chemical energy. Nonliving
things do not display metabolism.
-Responsiveness
All living things are able to respond to stimuli in the external environment. For example, living
things respond to changes in light, heat, sound, and chemical and mechanical contact. To
detect stimuli, organisms have means for receiving information, such as eyes, ears, and
taste buds.
To respond effectively to changes in the environment, an organism must coordinate its
responses. A system of nerves and a number of chemical regulators called hormones
coordinate activities within an organism. The organism responds to the stimuli by means of a
number of effectors, such as muscles and glands. Energy is generally used in the process.
Organisms change their behavior in response to changes in the surrounding environment.
For example, an organism may move in response to its environment. Responses such as
this occur in definite patterns and make up the behavior of an organism. The behavior is
active, not passive; an animal responding to a stimulus is different from a stone rolling down
a hill. Living things display responsiveness; nonliving things do not.
-Growth
Growth requires an organism to take in material from the environment and organize the
material into its own structures. To accomplish growth, an organism expends some of the
energy it acquires during metabolism. An organism has a pattern for accomplishing the
building of growth structures.
During growth, a living organism transforms material that is unlike itself into materials that are
like it. A person, for example, digests a meal of meat and vegetables and transforms the
chemical material into more of himself or herself. A nonliving organism does not display this
characteristic.
-Reproduction
A living thing has the ability to produce copies of itself by the process known as reproduction.
These copies are made while the organism is still living. Among plants and simple animals,
reproduction is often an extension of the growth process. For example, bacteria grow and
quickly reach maturity, after which they split into two organisms by the process of asexual
reproduction. Asexual reproduction involves only one parent, and the resulting cells are
generally identical to the parent cell.
More complex organisms engage in a type of reproduction called sexual reproduction, in
which two parents contribute to the formation of a new individual. During this process, a new
combination of traits can be produced. The process is generally more complex than asexual
reproduction, requiring that parents find one another, then (usually) care for their offspring
before it can live independently. Nonliving things have no such ability or requirements.
-Evolution
Populations of living organisms have the ability to adapt to their environment through the
process of evolution. During evolution, changes occur in populations, and the organisms in
the population become better able to metabolize, respond, and reproduce. They develop
abilities to cope with their environment that their ancestors did not have.
Evolution also results in a greater variety of organisms than existed in previous eras. This
proliferation of populations of organisms is unique to living things.
-Ecology
The environment influences the living things that it surrounds. Ecology is the study of
relationships between organisms and their relationships with their environment. Living things
can alter their environment, but nonliving things cannot. Living things, for example, may
migrate or hibernate if the environment becomes difficult to live in.
If something follows one or just a few of the rules listed above, it does not necessarily mean
that it is living. To be considered alive, an object must exhibit all of the characteristics of
living things. Sugar crystals growing on the bottom of a syrup container is a good example of
a nonliving object that displays at least one criteria for living organisms
2) It is very common to see that the nervous system is compared to a circuit. Write down and
explain three similarities and three differences between them(nervous systems and circuits).
3) The following meanings were taken from Wikipedia (2011)
Physics: (from Ancient Greek: φύσις physis "nature") is a natural science that involves the study of
matter and its motion through spacetime, along with related concepts such as energy and force.
More broadly, it is the general analysis of nature, conducted in order to understand how the universe
behaves.
Chemistry: is the science of matter, especially its chemical reactions, but also its composition,
structure and properties. Chemistry is concerned with atoms and their interactions with other atoms,
and particularly with the properties of chemical bonds.
Biology: is a natural science concerned with the study of life and living organisms, including their
structure, function, growth, origin, evolution, distribution, and taxonomy. Biology is a vast subject
containing many subdivisions, topics, and disciplines. Among the most important topics are five
unifying principles that can be said to be the fundamental axioms of modern biology:
1.
2.
3.
4.
Cells are the basic unit of life
New species and inherited traits are the product of evolution
Genes are the basic unit of heredity
An organism regulates its internal environment to maintain a stable and constant condition
(Homeostasis)
5. Living organisms consume and transform energy
Explain, as better as you can, how the nervous system is related to each of this science.
PREGUNTAS ICFES (Pruebas saber 11°). Escribe la letra de la respuesta que consideras
correcta en la hoja y argumenta porqué que esta es la explicala. Una buena explicación no es
simplemente negar que las demás respuestas sean correctas.
4) Un ejemplo de animales territoriales son los leones. Para cuidar su territorio deben
permanecer vigilantes en actitud de patrullaje. Se sabe que en periodos en los que un
mamífero está alerta, los diferentes órganos del cuerpo reciben estímulos del sistema
nervioso simpático; mientras que en condiciones de reposo es el sistema nervioso
parasimpático quien envía las señales. Un león percibe la cercanía amenazadora de otro
león que podría, poner en peligro la vida de sus crías. Entre las siguientes, la actividad que
se verá aumentada será la del sistema nervioso
A. parasimpático, las glándulas salivales, los ojos, los oídos y el corazón
B. parasimpático, las glándulas renales, el hígado, la lengua y el colon
C. simpático, los ojos, los oídos, la nariz y el corazón
D. simpático, los pulmones, los oídos, el apéndice y la lengua
No olvides argumentar tu respuesta
5) Un neurotransmisor es un agente químico que se produce en una neurona y permite alterar
el estado o actividad eléctrica de otra neurona, un músculo o una célula glandular, mediante
interacciones con receptores de membrana específicos. El siguiente esquema muestra el
proceso de sinapsis en el cual actúan neurotransmisores
Teniendo en cuenta lo anterior, se podría suponer que
la función de los neurotransmisores se puede ver
alterada cuando
A. la neurona presináptica no tiene receptores de
membrana específicos para un neurotransmisor
producido por la neurona postsináptica.
B. la neurona postsináptica tiene una mayor variedad
de proteínas de membrana que la neurona
presináptica.
C. la neurona presináptica produce neurotransmisores
que no tienen interacción química con las proteínas
de membrana de la neurona postsináptica.
D. la neurona postsináptica y la neurona presináptica
tienen el mismo tipo de receptores de membrana.
SUB-PROCESS 1 AND 4
6) A neurotoxin is a toxin that acts specifically on nerve cells, usually by
interacting with membrane proteins such as ion channels. One example
is the tetrodotoxin, which is a chemical produced by the puffer fish, and
blocks sodium channels. How does this toxin help the fish capture its
prey?
7) Write down an example of your real life in which the sympathetic nervous
system were activated and explain how your body activates it and reacts.
SUB-PROCESS 2
8) Design an experiment to test the following question: What gender, female or male, reacts
faster to a stimulus?
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The design has to include:
Steps.
Data that will be collected
Variables: dependent and independent variables
SUB PROCESS 3
9) In some region a poison is extracted from seed of plant from the genus Strophantus. The
poison is so potent that, applied to an arrow tip, it could kill a large animal. Observe and
analyze the following graph:
A) What is the graph
about?
B) According to the graph,
what is the effect of the
poison?
C) What is the
relationship between the
concentration of poison
and the Na+/K+ pump?
10) The following graph is a typical graph that describes the action potential in a neuron. Write
down three conclusions (not descriptions) from the graph, and explain them.
COLEGIO SAN BARTOLOME LA MERCED
SCIENCE – II TERM – 2010/2011
1. Neurons that conduct nerve impulses from the receptors to the central nervous system are
A. Motor neurons.
B. Efferent neurons.
C. Interneurons.
D. Sensory neurons.
2. Processes that carry nerve impulses away from the cell body are called
A. Dendrites.
B. Axons.
C. Synapses.
D. Myelin sheaths.
3. The neuroglia that produce myelin sheaths around axons in the peripheral nervous system
are
A. Schwann cells.
B. Oligodendrocytes.
C. Microglia.
D. Astroctyes.
4. The portion of the nervous system that is considered involuntary is the
A. Somatic nervous system.
B. Sensory nervous system.
C. Autonomic nervous system.
D. Motor nervous system.
5. All of the following are functions of the nervous system EXCEPT
A. Senses changes.
B. Analyzes changes.
C. Stores calcium.
D. Responses to changes.
6. The different charge between the outside and the inside of a neuron at rest is called
A. Action potential.
B. Synaptic potential.
C. Resting membrane potential.
D. Equilibrium potential.
7. The stage in an action potential that immediately follows depolarization is
A. Polarization.
B. Repolarization.
C. Threshold.
D. The resting period.
8. The gap between one nerve cell and the next is the:
A chemical transmitter substance
B synapse
C axon
9. The junction between two nerve cells is called
A. Neuromuscular junction.
B. Neuroglandular junction.
C. Gap junction.
D. Synapse.
10. Neurotransmitters are released at the
A. Dendrite.
B. Axon terminal.
C. Cell body.
D. Myelin sheath.
11. This is made up of the brain and spinal cord.
A. peripheral nervous system
B. central nervous system
C. enteric nervous system
12. Made up of sensory neurons, clusters of neurons called ganglia and the nerves connecting
them to each other and the central nervous system.
A. central nervous system
B. peripheral nervous system
C. enteric nervous system
13. Sensory nerves carry nerve impulses from the senses to the:
A brain
B motor nerves
C muscles
14. Motor nerves carry nerve impulses to the muscles from the:
A senses
B brain
C sensory nerves
15. The correct name for a nerve cell is the:
A nerve
B neurone
C neural link
15. A nerve impulse travels along a nerve cell:
A from the dendrites to the cell body and then along the axon
B from the cell body to the axon and then to the dendrites
C from the cell body to the dendrites and then the synap