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Support material annexes.
Unit 1.
Life’s building blocks
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Activity 1. Pupils’ text page 8.
Cell theory. Historical time line activity∗
Hans and Zacharias Janssen
Dutch lens grinders, father and son
produced first compound microscope (2 lenses)
Robert Hooke (1665)
English scientist
looked at a thin slice of cork (oak cork) through a compound
microscope
observed tiny, hollow, roomlike structures
called these structures 'cells' because they reminded him of the rooms
that monks lived in
only saw the outer walls (cell walls) because cork cells are not alive
Anton van Leeuwenhoek (around the same time as Hooke 1680?)
Dutch fabric merchant and amateur scientist
looked at blood, rainwater, scrapings from teeth through a simple
microscope (1 lens)
observed living cells; called some 'animalcules'
some of the small 'animalcules' are now called bacteria
Matthias Schleiden (1838)
German botanist
viewed plant parts under a microscope
discovered that plant parts are made of cells
Theodor Schwann (1839)
German zoologist
viewed animal parts under a microscope
discovered that animal parts are made of cells
Rudolph Virchow (1855)
German physician
stated that all living cells come only from other living cells
∗
From http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/sciber/cellhist.htm
Unit 1
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Activity 1. Pupils’ text page 8.
Landmarks in Study of Cell Biology∗
1595
Jansen credited with 1st compound microscope SCROLL DOWN
1626
Redi postulated that living things do not arise from spontaneous generation.
1655
Hooke described 'cells' in cork.
1674
Leeuwenhoek discovered protozoa. He saw bacteria some 9 years later.
1833
Brown described the cell nucleus in cells of the orchid.
1838
Schleiden and Schwann proposed cell theory.
1840
Albrecht von Roelliker realized that sperm cells and egg cells are also cells.
1856
N. Pringsheim observed how a sperm cell penetrated an egg cell.
1858
Rudolf Virchow (physician, pathologist and anthropologist) expounds his famous
conclusion: omnis cellula e cellula , that is cells develop only from existing cells
[cells come from preexisting cells]
1857
Kolliker described mitochondria
1869
Miescher isolated DNA for the first time.
1879
Flemming described chromosome behavior during mitosis
1883
Germ cells are haploid, chromosome theory of heredity.
1898
Golgi described the golgi apparatus
1926
Svedberg developed the first analytical ultracentrifuge.
1938
Behrens used differential centrifugation to separate nuclei from cytoplasm.
1939
Siemens produced the first commercial transmission electronic microscope.
∗
From http://fig.cox.miami.edu/~cmallery/150/unity/cell.text.htm
Unit 1
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Activity 1. Pupils’ text page 8.
1941
Coons used fluorescent labelled antibodies to detect cellular antigens.
1952
Gey and co-workers established a continuous human cell line.
1953
Crick, Wilkins and Watson proposed structure of DNA double-helix.
1955
Eagle systematically defined the nutritional needs of animal cells in culture.
1957
Meselson, Stahl and Vinograd developed density gradient centrifugation in cesium
chloride solutions for separating nucleic acids.
1965
Ham introduced a defined serum-free medium. Cambridge Instruments produced the
first commercial scanning electron microscope.
1976
Sato and colleagues publish papers showing that different cell lines require different
mixtures of hormones and growth factors in serum-free media.
1981
Transgenic mice and fruit flies are produced. Mouse embryonic stem cells line
established.
1987
First knockout mouse created.
1998
Mice are cloned from somatic cells.
2000
Human genome DNA sequence draft.
Unit 1
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Activity 4. Pupils’ text page 16
Cell Photographs∗
Cell Photographs for Cell Comparison Lab
Is it a plant cell or is it an animal cell?
Here are 6 microscope images of cells, some are animal some are plant cells.
∗
From http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/sciber/cellhist.htm
Unit 1
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Microscope activity
Cell Comparison Lab Student Answer Sheet
* Draw the cells you see from your microscope field in the circles below.
* Label on the first line whether it is a plant cell or an animal cell.
* Explain what distinguishing characteristic(s) makes them a plant or an animal
cell.
1)
2)
Plant or Animal?_______________
Plant or Animal?_______________
Explain:
Explain:
3)
4)
Plant or Animal?_______________
Plant or Animal?_______________
Explain:
Explain:
5)
6)
Plant or Animal?_______________
Plant or Animal?_______________
Explain:
Explain:
Unit 1
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Unit 1
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Lab 1. Introduction to the microscope.
Lab practice. Introduction to the microscope.
In this lab, we will be using a microscope to look at different types of cells.
A microscope (micro = tiny or small; scope = to see) is really just two
magnifiers or lenses working together. The objective lens (near the object)
is down near the slide and the other is inside the cylinder that you look into (it
is called the eyepiece, being near your eye). Together, these lenses are
able to magnify an object much more than a single lens can. You can
change how much you magnify an object by using different objective lenses.
Part A: Microscope Handling
1. Carry the microscope with both hands --- one on the arm and the other
under the base of the microscope. Keep the base parallel to the ground.
2. Take off the dust cover and plug it in. Do not turn it on until the teacher
tells you to do it.
3. Listen to your teacher and pay attention to the rules about using a
microscope.
4. Let’s explore the microscope. What are the functions of the following parts
of the microscope?
a) diaphragm
b) ocular
c) objective
d) course adjustment
e) fine adjustement
f) stage
5. Turn off the microscope and wind up the wire so it resembles its original
position. Place the low power objective in place and lower the body tube.
Cover the scope with the dust cover. Place the scope back in its original
space in the cabinet.
Part B: Calculation of magnification.
1. Find the ocular of the microscope; examine the ocular to determine its
magnification.
2. Find the objectives; examine the objectives to determine the magnification
of each.
3. The total magnification is calculated by multiplying the magnification of the
ocular by the magnification of the objective being used.
4. Determine the minimum total magnification of the microscope.
Locate the numbers on the eyepiece and the low power objective and fill in
the blanks below.
Eyepiece magnification
__________
Objective magnification
Total Magnification
X
=
_________
_________ X
10. Determine the maximum total magnification of the microscope.
Unit 1
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Lab 1. Introduction to the microscope.
Part C: Preparing a wet mount of the letter “e”.
11. One person from each group will now go over to the microscope storage
area and properly transport one microscope to your working area.
12. The other person in the group will pick up a pair of scissors, newspaper, a
slide, and a cover slip.
13. Remove the dust cover. Plug in the scope. Do not turn it on until the
teacher tells you to do it.
14. With your scissors cut out the letter "e" from the newspaper.
15. Place it on the glass slide the right way round so it looks like an “e”.
16. Using your eyedropper, place a drop of water on top of the letter
17. Cover it with a clean cover slip. Lower the outer edge of the coverslip
toward the slide and when it has reached about 45º or less, gently release
it, so that no air gets trapped. See the picture below.
18. Turn on the microscope and place the slide on the stage, making sure the
"e" is facing the normal reading position. Using the course focus and
low power, move the body tube down until the "e" can be seen clearly.
Draw what you see.
A) Describe the relationship between what you see through the eyepiece
and what you see on the stage.
B) Offer an explanation of why this happened.
19. Looking through the eyepiece, move the slide to the upper right area of
the stage. What direction does the image move?
20. Now, move it to the lower left side of the stage. What direction does the
image move?
21. Re-centre the slide and change the scope to high power. You will notice
the "e" is out of focus. Do Not touch the coarse focus knob, instead use the
fine focus to resolve the picture. Draw the image you see of the letter e (or
part of it) on high power.
22. Locate the diaphragm under the stage. Move it and write down the
changes in light intensity that you observe.
Unit 1
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Lab 1. Introduction to the microscope.
Conclusion Questions:
1. Write down 3 procedures which must be used to handle a light microscope
properly.
2. Explain why the light microscope is also called the compound microscope.
3. Images observed under the light microscope are reversed and inverted.
Explain why.
4. Explain why the specimen must be centered in the field of view on low
power before going to high power.
5. A microscope has a 20 X ocular (eyepiece) and two objectives of 10 X and
43 X respectively:
a.)
Calculate the low power magnification of this microscope.
Show your formula and all work.
b.)
Calculate the high power magnification of this microscope.
Show your formula and all work.
6. In a minimum of three steps using complete sentences, describe how to
make a proper wet mount of the letter e.
7. Describe the changes in the field of view and the amount of available light
when going from low to high power using the compound microscope.
8. Explain what the microscope user may have to do to combat the problems
incurred in question # 7.
9. How does the procedure for using the microscope differ under high power
as opposed to low power?
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
Unit 1
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Unit 1
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Unit 1
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Microscope activities
1. eyepiece-where you look through to see
the image of your specimen.
2. body tube-the long tube that holds the
eyepiece and connects it to the objectives.
3. nosepiece-the rotating part of the
microscope at the bottom of the body tube; it
holds the objectives.
4. objective lenses-(low, medium, high, oil
immersion) the microscope may have 2, 3 or
more objectives attached to the nosepiece;
they vary in length (the shortest is the lowest
power or magnification; the longest is the
highest power or magnification).
5. arm-part of the microscope that you carry
the microscope with.
6. coarse adjustment knob-large, round knob
on the side of the microscope used for
focusing the specimen; it may move either
the stage or the upper part of the microscope.
7. fine adjustment knob-small, round knob on the side of the microscope used
to fine-tune the focus of your specimen after using the coarse adjustment knob.
8. stage-large, flat area under the objectives; it has a hole in it (see aperture)
that allows light through; the specimen/slide is placed on the stage for viewing.
9. stage clips-shiny, clips on top of the stage which hold the slide in place.
10. aperture-the hole in the stage that allows light through for better viewing of
the specimen.
11. diaphragm-controls the amount of light going through the aperture.
12. light or mirror-source of light usually found near the base of the microscope;
the light source makes the specimen easier to see.
From http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/sciber/micrpart.htm
Unit 1
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Microscope activities
Introduction
"Micro" refers to very small, "scope" refers to view or look at. Microscopes are
tools used to enlarge images of small objects so they can be studied. The
compound light microscope is an instrument containing two lenses, which
magnifies, and a variety of knobs to resolve (focus) the picture. Because it uses
more than one lens, it is sometimes called the compound microscope in
addition to being referred to as being a light microscope. In this lab, we will
learn about the proper use and handling of the microscope.
1. Always carry the microscope with two hands - one on the arm and one
underneath the base of the microscope. Hold it up so that it does not hit tables
or chairs. Never swing the microscope.
2. Do not touch the lenses. If they are dirty, ask your teacher for special lens
paper or ask the teacher to clean the lenses for you. Teachers - remember that
you may use a soft cloth dipped in a small amount of isopropyl alcohol to clean
the lenses.
3. If using a microscope with a mirror, do not use direct sunlight as the light
source. Eye damage can result. If using a microscope with a light, turn off light
when not in use.
4. Be cautious when handling glass slides and coverslips. Notify your teacher if
a slide or coverslip breaks. Students should not handle broken glass.
Safety concerns:
Teachers and students, be sure to keep all Glass and Sharp
instrument Safety Rules that are given by the teacher and in all
general laboratory experiences when preparing microscope
slides.
5. Always clean slides and microscope when finished.
6. Store microscope set on the lowest objective with the nosepiece turned down
to its lowest position (using the coarse adjustment knob). Turn off light.
6. Cover microscope with dust cover and return microscope to storage, if
requested by teacher.
From http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/sciber/micrhand.htm
Unit 1
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Microscope activities
14th century, Italian monks developed the art of grinding lenses; these lenses
were made into spectacles to improve the monks' failing eyesight.
In 1590, Hans and Zacharias Janssen (Dutch lens grinders) mounted 2 lenses
in a tube to produce the first compound microscope (one with 2 main lenses).
In 1665, Robert Hooke used a crude compound microscope to observe thin
slices of cork cells from 'cork oak' trees. Cork is the very fast growing bark of
the tree. The bark can be periodically stripped from a tree and used to build
ships as it is a very durable wood that resists rotting from water and mold when
wood is constantly wet. Hooke may have studied cork because it was
economically very valuable to the English and their ship-building industry.
Around the same time as Hooke, Anton van Leeuwenhoek used a simple
microscope (1 lens) to look at blood, rainwater, teeth scrapings, etc.
A Light microscope - is a compound microscope that uses mirrors or a light
source to see the specimen in a better way.
Transmission electron microscope was invented in the 1930's. It forms an
image by electrons passing through a specimen. It is capable of higher
resolution than the scanning electron microscope.
Scanning electron microscope was developed later than transmission electron
microscope. It forms an image by having electrons bombard the surface of the
specimen and allowing the secondary (lower energy) electrons to be emitted
"Look at the wee-beasties" is a phrase attributed to Anton Van Leeuwenhoek.
No matter what your interest is, most of us enjoy finding things through a
microscope! Cells can only be discovered by looking through microscopes. Join
us now and explore this hidden world.
Read the text carefully, and then answer the questions about the text, in full
sentences, in your jotter.
Turn over the sheet of paper to see the questions
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
From http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/sciber/micrhist.htm
Unit 1
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Microscope activities
Questions:
(Remember to answer in complete sentences and write the answers in your
jotter)
1. Who developed the first lenses and when?
2. Who made the first compound microscope? When did this happen?
3. What is a compound microscope?
4. What did Robert Hooke observe with a compound microscope?
5. Why did he choose cork?
6. What did Leeuwenhoek look at with a simple microscope?
7. What is a light compound microscope?
8. What do you know about transmission electron microscopes?
9. Why was the invention of the microscope so important?
10. Who said “Look at the wee-beasties”?
11. Now translate the text into your mother tongue!
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
Unit 1
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Microscope activities
Making and staining wet mounts
Lab practice. Making and staining wet mounts.
Aim: To learn to make and stain wet mounts of animal and plant cells.
Apparatus and Materials:
Microscope
Toothpicks
Slides
Cover slips
Methyl blue
Onion root
Tincture of iodine (lugol solution)
Method:
Part A: Human cheek cells
1. Hold a clean toothpick and gently scrape the inside of your cheek. This will
release some of the cells lining your cheek.
2. Take a clean microscope slide and spread the cells over the centre of the
slide, make sure you get plenty on the slide so you can easily find them under
the microscope.
3. Add NO more than one or two drops of methyl blue stain on the cells. Place a
small drop of water on it if necessary.
4. Count to ten and then carefully place the cover slip over the area at an angle
to avoid bubbles.
4.1. Place one edge of the cover slip along one side of the slide.
4.2. Lower the outer edge of the cover slip toward the slide and when it
has reached about 45º or less, gently release it.
5. Focus the slide on low power. Examine the slide carefully, and when you see
an area where the cheek cells are clearly seen, go to a higher power.
The methyl blue stain allows you to see the cells clearly. Look carefully for
some pale irregular shapes with blue circle or oval in the middle. Most cheek
cells will show this; the oval is the nucleus of the cell.
6. Draw the cells at a low and a high power and label the drawings. Are any of
your cells in groups?
Unit 1
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Microscope activities
Making and staining wet mounts
Part B: Onion root cells.
1. Peel a thin transparent layer of onion skin approximately 2 cm2. This should
be taken from the inside of the onion.
2. Place it onto a clean microscope slide. Ensure that it is flat and not folded
over.
3. Place a drop of lugol solution over the onion skin. Let it sit for 2-3 minutes to
absorb the stain.
4. Place a drop of water on the onion skin and then take a cover slip and place
it over the area at an angle to avoid bubbles. See point 4 in part A.
5. Take a paper towel fold it over and then place it on top of the cover slip.
6. Take your thumb and roll it gently, but firmly, over the centre of the slide.
This flattens the cells.
7. Remove the paper towel. This method is called “squashing” and the slide you
are preparing is called a “squash”
8. Examine the slide under low power. Examine the slide carefully. Find an area
where the onion root cells are clearly seen. Draw the cells at low power.
9. Go to the next highest magnification and draw the cells and label it.
Onion root is a plant cell, but there are No chloroplasts that can be seen.
Explain why.
What differences can you see in comparison to the human cheek cells?
Part C: Elodea Leaf Cells.
1. With scissors cut a small piece (approximately 1 cm2) of the top of an elodea
leaf.
2. Place it on a clean slide an place a drop of water on it.
3. Cover it with a cover slip (remember to avoid bubbles).
4. This slide will not be stained and will be examined under the microscope
without any further preparation. This is called a “whole mount”.
5. Examine the slide under low power. Find an area where the elodea cells are
clearly seen. Go to the next highest magnification and make a properly drawing
and label it.
What differences can you see in comparison to the human cheek cells? Onion
root cells?
Elodea is a plant cell, notice the chloroplasts and a large central vacuole. The
chloroplasts in Elodea often undergo “cytoplasmic streaming”. Explain what this
is.
Unit 1
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Microscope activities
Making and staining wet mounts
Comparison of onion epidermal cells and epithelial (cheek) cells from the
mouth. Fill in the table below with the information requested
Differences
Cheek Epithelial Cells
Onion Epidermal Cells
Cheek Epithelial Cells
Onion Epidermal Cells
Cheek Epithelial Cell
Onion Epidermal Cell
Write the differences
between cheek cells and
onion cells in the box
under their titles.
Similarities
Write your likenesses
between the cheek cells
and the onion cells in the
box under their titles.
Drawing of Cells
Draw the two types of
cells in the box under
their titles.
Unit 1
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Microscope activities
Lab practice. Observation of prepared slides of blood cells.
Aim: To learn draw and label prepared slides.
Apparatus and Materials:
Microscope
Prepared slides of blood cells
Method:
1. Look at the prepared slide of human blood given to you. The blood cells have
been stained with a dye similar to methyl blue.
2. Place it under the microscope and examine it at the lowest power.
3. Observe very carefully and try to identify individual cells. Find the red cells;
they are the ones you see everywhere. What do they do for us? Look carefully:
do the red blood cells have nuclei?
4. See if you can find some other cells with nuclei among the red cells.
5. Draw what you see on low power. Pay attention to detail
6. Increase the magnification and draw what you see. Label any parts of the cell
that are visible.
Lab practice. Observation of pond or aquarium water.
Aim: To observe and identify living cells.
Apparatus and Materials:
Microscope
Pond or aquarium water
Slides
Cover slips
Method:
1. Place a few drops of pond or aquarium water on a slide and put a cover slip
on top.
2. Do not use any dye (methyl blue), as it will kill the protists!
3. Look at the slide under your microscope starting at low power.
4. Look near the decaying leaves of the water plants and try to find living cells. If
the cells or animals are moving they are probably alive.
5. Draw what you see. If you can identify any parts, label them. Try to identify
what organisms you have discovered.
How do you think the cheek cells and red cells get food as compared to the
protists?
Could cheek cells or blood cells survive as a single-celled organism? Why?
Unit 1
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Microscope activities
Lab practice. Observation of yeast cells.
Aim: To observe and identify living yeast cells.
Apparatus and Materials:
Microscope
Solution with yeast culture
Slides
Cover slips
Method:
1. Place a few drops of the yeast culture on a slide and put a cover slip on top.
2. Do not use any dye (methyl blue…)
3. Look at the slide under your microscope starting at low power.
4. Try to find yeast cells. Some of the cells may be dividing.
5. Draw what you see.
6. In order to see the cells more clearly a stain will be used. Place a drop of
lugol solution just at the edge of the cover slip. It should be in contact with the
water under the cover slip.
7. Place an absorbent paper towel or tissue at the other side of the cover slip.
The towel will draw the water from beneath the slip, which will, in turn, draw the
stain into the specimen.
This simple method is commonly called “Pulling a stain”.
8. Look at the slide under your microscope starting at low power and draw what
you see.
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
Unit 1
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Microscope activities
Here are some common protozoa to help with identification.
Unit 1
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Microscope activities
Rotifera
Euglena
Amoebae
Unit 1
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Crosswords. Unit 1.Life’s building blocks.
1
2
4
5
3
6
7
8
9
10
1
2
4
5
3
6
7
8
9
10
Unit 1
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Crosswords. Unit 1.Life’s building blocks.
1. Organelle. In the animal cells they are small
2. Organelle. The cellular respiration takes place in it.
3. Cellular division
4. “Father” of the cell theory
5. Cells that transform organic material from other beings
6. Made up of cellulose, protects the cell.
7. Glucose + O2
CO2 + H2O + Energy (ATP)
8. Organelle that build proteins
9. All the chemical reactions that take place in a cell
10. Organelle that control and regulate all cell activities.
1. Organelle. In the animal cells they are small
2. Organelle. The cellular respiration takes place in it.
3. Cellular division
4. “Father” of the cell theory
5. Cells that transform organic material from other beings
6. Made up of cellulose, protects the cell.
7. Glucose + O2
CO2 + H2O + Energy (ATP)
8. Organelle that build proteins
9. All the chemical reactions that take place in a cell
10. Organelle that control and regulate all cell activities.
1. Organelle. In the animal cells they are small
2. Organelle. The cellular respiration takes place in it.
3. Cellular division
4. “Father” of the cell theory
5. Cells that transform organic material from other beings
6. Made up of cellulose, protects the cell.
7. Glucose + O2
CO2 + H2O + Energy (ATP)
8. Organelle that build proteins
9. All the chemical reactions that take place in a cell
10. Organelle that control and regulate all cell activities.
Unit 1
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Introducing cells: Quiz
Open your jotter and answer these questions.
Write in full sentences.
Copy the question before answering it.
1. What 3 things (structures) do all plant & animal cells contain?
2. What are the 3 things that are only found in green plant cells?
3. What structure would you find in a green plant cell and not in a plant root
cell?
4. What is the function of the cell wall in a plant cell?
5. What do you call the jelly-like substance where chemical reactions take
place?
6. What is the function of the nucleus in a cell?
7. What is the function of the cell membrane?
8. What is contained in the vacuole in plant cells?
9. What do red blood cells do?
10. What do white blood cells do?
11. Why would you stain plant cells with iodine solution?
12. Why do you slice material to be viewed under the microscope very thinly?
13. What is the color change in iodine solution when there is starch present?
14. What is the cell wall made of?
15. What do you call the substance in cells that makes you look like you do?
16. Where in the cell would you find this substance?
17. List any cell structures you can think of… and then write down their
function.
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
Unit 1
xxv
Maze.
Help the poor chromosomes to find their way to the cell.
Once finished, glue it in your jotter.
Maze.
Help the poor chromosomes to find their way to the cell.
Once finished glue it in your jotter.
Unit 1
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Chopped words.
osome
vac
sues
chrom
tis
cell
chlor
org
leus
brane
ophyll
uole
ans
ondria
cell mem
oplast
nuc
ribo
chlor
plasm
cyto
mitoch
some
wall
Directions: The table
contains words that
have been chopped in
half. Find the pieces
that fit together and
write them down and
glue them in your
jotter.
Chopped words.
osome
vac
sues
chrom
tis
cell
chlor
org
leus
brane
ophyll
uole
ans
ondria
cell mem
oplast
nuc
ribo
chlor
plasm
cyto
mitoch
some
wall
Directions: The table
contains words that
have been chopped in
half. Find the pieces
that fit together and
write them down and
glue them in your
jotter.
Chopped words.
osome
vac
sues
chrom
tis
cell
chlor
org
leus
brane
ophyll
uole
ans
ondria
cell mem
oplast
nuc
ribo
chlor
plasm
cyto
mitoch
some
wall
Unit 1
Directions: The table
contains words that
have been chopped in
half. Find the pieces
that fit together and
write them down and
glue them in your
jotter.
xxvii
Unit 1
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Unit 1
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Mitosis phases
Unit 1
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_________is the process of ______________, which is used for:
_________is the process of ______________, which is used for:
Unit 1
Growth
Growth
Healing wounds
Healing wounds
Reproduction (babies develop from single cells)
Reproduction (babies develop from single cells)
Replacement of old and damaged cells
Replacement of old and damaged cells
Mitosis ______________ the number of cells. It produces _______
_______________cells from the__________________, each one is
_______________cells from the__________________, each one is
___________________ to the _________ cell, and has exactly the
___________________ to the _________ cell, and has exactly the
_________________________ as the parent. This makes sure the
_________________________ as the parent. This makes sure the
_________________________________________________.
_________________________________________________.
The ____________ of mitosis are:
The ____________ of mitosis are:
___________ : ____________ to form_____________, made from
___________ : ____________ to form_____________, made from
a______________________. ____________________________.
a______________________. ____________________________.
Metaphase: Chromosomes line up at ______________ (the central
Metaphase: Chromosomes line up at ______________ (the central
plane) of the cell. The spindle fibres _________________ of every
plane) of the cell. The spindle fibres _________________ of every
chromosome.
chromosome.
Anaphase: Pair of identical ____________________ towards the
Anaphase: Pair of identical ____________________ towards the
poles (top and bottom, north and south) of the cell.
poles (top and bottom, north and south) of the cell.
Telophase: Chromatids ___________________. Cytoplasm divides
Telophase: Chromatids ___________________. Cytoplasm divides
and_____________________________. Cell division is completed.
and_____________________________. Cell division is completed.
xxxi
If the __________________________________ like a human one,
then the _____________________________________________.
If the __________________________________ like a human one,
then the _____________________________________________.
Mitosis summary
Mitosis ______________ the number of cells. It produces _______
Mitosis summary
Fill in the gaps of the text with words or phrases from the list:
Mitosis
pair of chromatides
chromosomes
attach to the centromere
cell division
Prophase
parent cell started
chromosomes
off
with
46
original parent cell
genetically identical
pulled completely to the poles.
parent
DNA condenses
same chromosome component
increases
Nuclear membrane disappear.
chromatides is pulled apart
nuclear membrane reforms
two new daughter
organism keeps the characteristics of
its species
2 new daughter cells will each have
46 too!!
phases
the equator
Fill in the gaps of the text with words or phrases from the list:
Mitosis
pair of chromatides
chromosomes
attach to the centromere
cell division
Prophase
parent cell started
chromosomes
off
with
46
original parent cell
genetically identical
pulled completely to the poles.
parent
DNA condenses
same chromosome component
increases
Nuclear membrane disappear.
chromatides is pulled apart
nuclear membrane reforms
two new daughter
organism keeps the characteristics of
its species
2 new daughter cells will each have
46 too!!
phases
the equator
Unit 1
xxxii
Key words for mytosis
Cut out all the sentences and words. Match them correctly. Glue them in your
jotter.
Stages in the life of a cell.
One half of a chromosome.
Daughter cells:
Structure that holds 2 chromatids together.
Cell cycle:
Condensed DNA, which can be seen when the
cell is dividing by mitosis.
Spindle fibre:
The 2 new cells produced by mitosis.
Chromosomes:
Programmed cell division, which produces 2 new
cells. Each of these cells has exactly the same
number of chromosomes as the parent cell.
Mitosis:
These are attached to the centromeres of
chromosomes during mitosis. They pull the
chromosomes apart into 2 chromatids.
Centromere:
Chromatid:
Cut out all the sentences and words. Match them correctly. Glue them in your
jotter.
Stages in the life of a cell.
Daughter cells:
One half of a chromosome.
Cell cycle:
Structure that holds 2 chromatids together.
Spindle fibre:
Condensed DNA, which can be seen when the
cell is dividing by mitosis.
Chromosomes:
The 2 new cells produced by mitosis.
Mitosis:
Programmed cell division, which produces 2 new
cells. Each of these cells has exactly the same
number of chromosomes as the parent cell.
Chromatid:
Centromere:
These are attached to the centromeres of
chromosomes during mitosis. They pull the
chromosomes apart into 2 chromatids.
Unit 1
xxxiii
Cells: Glossary
Surrounds plant cells. It is made of cellulose.
The basic building blocks of all living things.
Cells:
Structural carbohydrate found in plant cell walls.
Cytoplasm:
Found in green plants, it contains the green pigment
chlorophyll. Photosynthesis occurs in them.
Organ:
Jelly-like substance where chemical reactions take place.
Contained in the nucleus of a cell, it controls everything
the cell does.
Controls entry and exit of substances in to and out of the
cell.
An apparatus which makes small objects seem larger.
Controls the functions of the cell; contains DNA.
Large group of tissues, which work together.
Makes it easier to see the cell’s structures.
Large group of similar cells joined together.
Cavity in plant cells which stores water, minerals and
sugars.
Chloroplast:
Cell wall:
Microscope:
Stain:
Cellulose:
Vacuole:
Membrane:
Tissue:
DNA:
Nucleus:
Surrounds plant cells. It is made of cellulose.
The basic building blocks of all living things.
Cells:
Structural carbohydrate found in plant cell walls.
Cytoplasm:
Found in green plants, it contains the green pigment
chlorophyll. Photosynthesis occurs in them.
Organ:
Jelly-like substance where chemical reactions take place.
Contained in the nucleus of a cell, it controls everything
the cell does.
Controls entry and exit of substances in to and out of the
cell.
An apparatus which makes small objects seem larger.
Controls the functions of the cell; contains DNA.
Large group of tissues, which work together.
Chloroplast:
Cell wall:
Microscope:
Stain:
Cellulose:
Vacuole:
Membrane:
Makes the cell’s structures more easily seen.
Tissue:
Large group of similar cells joined together.
DNA:
Cavity in plant cells which stores water, minerals and
sugars.
Nucleus:
Unit 1
xxxiv
Chromosomes summary
Read the text carefully and fill in the gaps with words or sentences from the
box below.
A chimpanzee and a _____________ each have _______ of __________.
So, the number of chromosomes is not responsible for making them different.
The thing that makes the ____________ is the __________ _______ in the
chromosomes. Each _________________ carries __________ in the form of
a ________. Each piece of information is ________________ and the coded
information is the ________ one for every individual _______________.
For example the genes which ______________ are different from the _____
that make a ___________ although __________________ of chromosomes.
It is_________ that the ______ of chromosomes ______________________
_________ If they didn’t, the cell being copied would not be the same as the
original cell. The ________________ is responsible for the _____________
in all cells and the ________________________________. For example if
cells in your pancreas lost a chromosome it might be the chromosome that
contained the insulin gene, so you would then get diabetes.
In some _________________ the cell division _________ and the number of
_____________________ (23 pairs + __________) and not the 46, which we
should have. The babies are then born with _______________. Babies like
this show ____________________________________.
Here are the sentences or words to use; the first one is already done for you.
Chromosomes; genes; privet hedge; difference; important;
some mental and physical problems;
stays the same every time a cell divides;
tobacco plant; number of chromosomes;
individual plant or animal;
coded information must remain the same;
24 pairs;
human pregnancies;
information carried;
pair of chromosomes;
number;
chromosomes is 47;
chimpanzee;
an extra one;
both have 23 pairs;
Down’s syndrome;
code;
make us human; called a gene;
goes wrong;
information;
right;
genes;
number of genes;
Unit 1
xxxv
Do not write on this sheet
No doubts!
Read all these questions carefully and choose the correct answer. Write it
down in your jotter.
1. Which of these organelles is NOT found in plants?
a) Vacuole
c) Mitochondrion
b) Centriole
d) Nucleus
2. Are vacuoles more prominent in plant or animal cells?
a) Plants
b) Animal
3. Which is the SMALLEST of these four?
a) Bacterium
c) Virus
b) Red blood cell
d) Lymphocite
4. In what stage of mitosis are chromatides pulled apart towards the poles of
the cell?
a) Anaphase
c) Prophase
b) Telophase
d) Metaphase
5. Which of the following is not a part of the cell theory?
a) All animals are formed by cells.
b) Cells are the reproductive unit of
all living beings
c) Cells are the smallest form of
life.
d) Abnormal cells self destruct by
apoptosis.
6. What type of microscope would allow you to study the sequence of events
that lead to the separation of chromosomes during mitosis?
(Chromosomes are found inside the cell's nucleus.)
a) Scanning electron microscope
b) Light microscope
c) Transmission electron
microscope
d) long-range telescope
7. What is Robert Hooke known for?
a) the microscope
c) onion cells
b) cork cells
d) Peter pan
Turn page
Unit 1
xxxvi
Do not write on this sheet
No doubts!
8. Cells than don’t have a nucleus are called:
a) Eukaryotes
c) Plurikaryotes
b) Prokaryotes
d) Heterotrophics
9. The cellular respiration takes place in:
a) Ribosome
c) Chloroplast
b) Golgi apparatus
d) Mitochondrion
10. Cells that transform inorganic material into its own organic material are
called:
a) Aerobics
b) Heterotrophics
b) Autotrophics
d) Eukaryotes
11. The organelle that controls and regulates all cell activities is:
a) The nucleus
c) Centrosome
b) Endoplasmic reticulum
d) Plastids
12. Proteins are built in:
a) The nucleus
c) Golgi apparatus
b) Centrosome
d)Ribosome
13. Human cells have 46 chromosomes. How many chromosomes does a
human spermatozoon have:
a) 23
c) 92
b) 46
d) None
14. What is the name of the phase of mitosis in which the chromosomes line
up at the equator (the central plane) of the cell:
a) Prophase
c) Anaphase
b) Metaphase
d) Telophase
15. An organ is:
a) Similar cells with the same
function
b) Several organelles with the
same function
Unit 1
c) Different tissues that work
together to perform a specific
activity
d)
A
cell
without
a
nucleus
xxxvii
Support material annexes.
Unit 2
Nutrition
Activity 9. Human body blood vessels
Unit 2
i
Activity 9. Human body blood vessels
Unit 2
ii
Activity 13. Skin drawing
Unit 2
iii
Label the digestive system
Simple version
Unit 2
iv
Label the digestive system
Unit 2
v
Digestive glossary
Parts of the digestive system (Here are 6 copies)
Large intestine
Large intestine
Large intestine
Gallbladder
Gallbladder
Gallbladder
Salivary glands
Salivary glands
Salivary glands
Mouth
Mouth
Mouth
Small intestine
Small intestine
Small intestine
Stomach
Stomach
Stomach
Anus
Anus
Anus
Liver
Liver
Liver
Pancreas
Pancreas
Pancreas
Rectum
Rectum
Rectum
Teeth
Teeth
Teeth
Large intestine
Large intestine
Large intestine
Gallbladder
Gallbladder
Gallbladder
Salivary glands
Salivary glands
Salivary glands
Mouth
Mouth
Mouth
Small intestine
Small intestine
Small intestine
Stomach
Stomach
Stomach
Anus
Anus
Anus
Liver
Liver
Liver
Pancreas
Pancreas
Pancreas
Rectum
Rectum
Rectum
Teeth
Teeth
Teeth
Unit 2
vi
Digestive glossary
Functions (Here are three copies)
First part of the digestive system.
First part of the digestive system.
Used for biting and tearing off food.
Used for biting and tearing off food.
Saliva provides some enzymes to Saliva provides some enzymes to
start breaking down cooked starch. start breaking down cooked starch.
Churns food up to allow digestive Churns food up to allow digestive
juices to get at every bit of the food. juices to get at every bit of the food.
Digests protein.
Digests protein.
Stores glycogen, makes bile, Stores glycogen, makes bile,
removes excess nitrogen, and many removes excess nitrogen, and many
other toxins from the body.
other toxins from the body.
Stores bile, which is added to food Stores bile, which is added to food
in the small intestine..
in the small intestine..
Produces insulin, regulates blood Produces insulin, regulates blood
sugar level and converts glucose to sugar level and converts glucose to
glycogen.
glycogen.
Food is broken down and absorbed Food is broken down and absorbed
through villi.
through villi.
Water is absorbed, and faeces are Water is absorbed, and faeces are
formed
formed
Faeces fully formed and stored.
Faeces fully formed and stored.
Faeces get to the outside world Faeces get to the outside world
from here.
from here.
First part of the digestive system.
Used for biting and tearing off food.
Produces insulin, regulates blood
sugar level and converts glucose to
glycogen.
Saliva provides some enzymes to Food is broken down and absorbed
start breaking down cooked starch. through villi.
Churns food up to allow digestive Water is absorbed, and faeces are
juices to get at every bit of the food. formed
Digests protein.
Faeces fully formed and stored.
Stores glycogen, makes bile,
removes excess nitrogen, and many Faeces get to the outside world
from here.
other toxins from the body.
Stores bile, which is added to food
in the small intestine..
Unit 2
vii
Digestion summary
Digestion summary
Food is digested from _______________________________ into small soluble
molecules.
In the_________, ____________food into________________. The food
particles then move down the _____________ (gullet) into the _________where
it is ____________, to ___________________________________________..
Food leaves the stomach and is _____________________________________.
Digested food particles pass through__________________________________.
___________ is an ___________ found in__________, which breaks ______
into
glucose.
______
are
digested
by
the
enzyme
________
in
the_________________. The enzyme _________ in the ___________ digests
____________.
The ___________________________ the ___________ amount of_______, as
it is______________, and has a ____________________.
The ____________________ absorbs ________ from food.
_______ is _______ by the _______, and ________ by the _______________.
The ___________ makes ______________.
Use words from the list to complete the text, the first one is already done.
teeth chew
stomach
made
enzyme
digested
churned up
pancreas
small intestine
liver
Fats
starch
gall bladder
stored
pepsin
maximum
insulin
mouth
food
Bile
proteins
Amylase
large intestine
oesophagus
very long
saliva
water
stomach
lipase
smaller particles
small intestine absorbs
large surface area
large insoluble molecules
allow digestive enzymes and acid to get at it more easily
further digested in the small intestine
villi in the walls of the small intestine
Unit 2
viii
DO NOT WRITE ON THIS SHEET
Breathing in and out.
The table has information all about breathing. Open your jotter and copy the
table with ONLY the correct answer.
Breathing in
Breathing out
The ribs move
The ribs move
down and in
or
out and up
down and in
or
out and up
What does the
diaphragm do?
The diaphragm moves
The diaphragm moves
up or down
up or down
What happens to the
space inside your
chest?
The space inside your
chests gets
The space inside your
chests gets
bigger or smaller
bigger or smaller
Your lungs get
Your lungs get
full (inflated)
or
empty (deflated)
full (inflated)
or
empty (deflated)
What do the ribs do?
What happens to your
lungs?
Respiration
Copy out the information below into your jotter. Use the words in the list to help
you complete the blanks.
I get energy from the food I ____________. Food like _______________ has a
lot of energy in it.
To get the energy out of the sugar I have to break it down in my body using
________________. This is called ___________________.
Oxygen is taken into my body when I ____________________ in.
When I do ____________ I need more energy to help my ____________ work.
To get more energy I have to __________________ more sugar. I also have to
breathe in more oxygen. This is why my ______________________________
goes up when I do exercise.
Unit 2
breathe
oxygen
exercise
respiration
breathing rate
eat
muscles
sugar
breakdown
ix
DO NOT WRITE ON THIS SHEET
Digestive and respiratory systems: Quiz
Open your jotter and answer these questions.
Write in full sentences.
Copy the question before answering it.
1. What are the 5 main things you need food for?
2. What molecule is made from long chains of glucose?
3. What are the sub-units of protein?
4. What enzyme breaks down protein in your stomach?
5. What enzyme is found in saliva?
6. What enzyme breaks down fats?
7. What part of your intestine absorbs food?
8. What is absorbed in your large intestine?
9. Muscles in the small intestine, contract behind food, to push it along (called
peristalsis)? (True or false?)
10.
Apart from digesting protein, what does your stomach do to food?
11.
Where is bile made in your digestive system?
12.
Where is bile stored in your digestive system?
13.
What do you call the breathing tube that goes from your mouth to your
lungs?
14.
What is the name of the 2 tubes that carry air into your lungs?
15.
What is the small air sac called?
16.
Why is the air sac well designed for exchanging gases?
17.
What 2 gases get exchanged in your lungs?
18.
What protects the lungs?
19.
What happens to your diaphragm when you breathe in?
20.
What happens to your ribs when you breathe in?
21.
What covers the surface of the alveoli in your lungs?
22.
What is the function of mucus in your airways?
23.
What gas do we breathe in?
24.
What gas do we breathe out?
25.
What is your diaphragm made of?
Unit 2
x
Label those systems!
Unit 2
xi
Do not write on this sheet
Respiration summary
Respiratory summary
Our lungs are designed for ____________________, they __________ and
___________________________.
This
exchange
of
gases
happens
________________. These are at the ______________________ in the lungs.
The ______________ from the __________________;
the _______then
pumps the blood around the body, where the cells perform __________ using
the ___________. The respiration process ___________________ we have
taken in ___________________.
______________________ diffuses out of the cells as a ______________ of
________________. It then goes into _____________________________
where it is _______________.
The _______________ starts in the ____________________ where air is
breathed in. It goes from there down the ______________________ and from
there to the ___________, the ______________ and eventually to the
_____________________.
The trachea is lined with cells. These cells are edged with tiny hairs called
__________,
and
cells
which_______________.
The
mucus
traps
____________________, which are then swept upwards by the tiny hairs.
When the mucus reaches the throat it can be swallowed, then it goes into the
stomach where the _____________________________.
Use words from the list to complete the text. The first one is already done.
lungs
make mucus
carbon dioxide
Respiration
bronchi
from our food
breathed out
waste product
cilia
dirt and germs
respiration
heart
bronchioles
oxygen
oxygen diffuses
respiratory system
mouth and nose
alveoli (air sacs)
lungs into the blood
breathe in oxygen
exchanging gases
trachea (windpipe)
releases the energy
breathe out carbon dioxide
stomach acid kills the germs
the bloodstream to the lungs
in the air sacs (alveoli)
very end of the airways
Unit 2
xii
Reading comprehension
DO NOT WRITE ON THIS SHEET!!
Read the text and then answer the questions, in full sentences, in your jotter.
What have we learnt about the respiratory system?
The lungs are found in the chest, where they are protected by
the rib cage.
Air passes from the mouth and nose, down the windpipe until
it gets to the air sacs inside the lungs.
Oxygen from the air passes from the air sacs into red blood
cells, which then carry the oxygen all round the body.
Carbon dioxide from the body is carried in the blood, to the
air sacs, where it is breathed out.
Inside the windpipe, mucus traps dirt and germs, which are then swept up into
the throat and swallowed. Acid in the stomach destroys them.
When we breathe in, our ribs move out and up, and the diaphragm moves
down. This allows the lungs to expand. When we breathe out, our ribs move in
and down, and the diaphragm relaxes. This allows our lungs to contract to push
the air out of them.
Cigarette smoking damages our lungs, by destroying the small hairs. Smoke
contains nicotine, tar and carbon monoxide.
Questions:
1. Where are the lungs found? How are they protected?
2. Explain how the air gets from the nose to the alveoli.
3. Where does the oxygen go? What for?
4. What happens to the carbon dioxide?
5. What is the job of the mucus?
6. What happens to the diaphragm and the ribs when we breathe in?
7. What happens to the diaphragm and the ribs when we breathe out?
8. What does cigarette smoke contain?
9. What does cigarette smoking do to our lungs?
10.
Translate the text into your mother tongue.
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
Hiccups are muscle spasms
in the diaphragm
Unit 2
xiii
Breathing System Crossword
1
2
3
4
5
6
7
8
9
Clues Across
2. They are protected by the ribs.
5. Little bags found at the end of the air passages.
6. These protect the lungs.
9. A sheet of muscle stretched across the bottom of the rib cage.
Clues Down
1. Sticky substance found in the windpipe.
3. Trapped by the mucus in the windpipe.
4. They sway to sweep dirt away from the lungs.
7. This is carried in vessels to the lungs.
8. Air enters the lungs through this.
Unit 2
xiv
Circulatory system
Unit 2
xv
Label a Herat!. Internal anatomy
Unit 2
xvi
Label a Herat!. Internal anatomy
aorta - the biggest and longest artery (a blood vessel carrying blood away from
the heart) in the body. It carries oxygen-rich blood from the left ventricle of the
heart to the body.
inferior vena cava - a large vein (a blood vessel carrying blood to the heart)
that carries oxygen-poor blood to the right atrium from the lower half of the
body.
left atrium - the upper left chamber of the heart. It receives oxygen-rich blood
from the lungs via the pulmonary vein.
left ventricle - the lower left chamber of the heart. It pumps the blood through
the aortic valve into the aorta.
mitral valve - the valve between the left atrium and the left ventricle. It prevents
the back-flow of blood from the ventricle to the atrium.
pulmonary artery - the blood vessel that carries oxygen-poor blood from the
right ventricle of the heart to the lungs.
pulmonary valve - the flaps between the right ventricle and the pulmonary
artery. When the ventricle contracts, the valve opens, causing blood to rush into
the pulmonary artery.
pulmonary artery. When the ventricle relaxes, the valve closes, preventing the
back-flow of blood from the pulmonary artery to the right atrium.
pulmonary vein - the blood vessel that carries oxygen-rich blood from the
lungs to the left atrium of the heart.
right atrium - the upper right chamber of the heart. It receives oxygen-poor
blood from the body through the inferior vena cava and the superior vena cava.
right ventricle - the lower right chamber of the heart. It pumps the blood into
the pulmonary artery.
septum - the muscular wall that separates the left and right sides of the heart.
superior vena cava - a large vein that carries oxygen-poor blood to the right
atrium from the upper parts of the body.
tricuspid valve - the flaps between the right atrium and the right ventricle. It is
composed of three leaf-like parts and prevents the back-flow of blood from the
ventricle to the atrium.
Unit 2
xvii
Cardiovascular system Word find
From
http://kidshealth.org/kid/misc/cardiovascular_word_find.html
From http://kidshealth.org/kid/misc/cardiovascular_word_find.html
Unit 2
xviii
What am I? Vein, artery, capillary or heart?
Thick-walled, carry blood away from the heart
Thin-walled, carry blood toward the heart
Carry oxygenated blood (high levels of oxygen)
Carry deoxygenated blood
Contains valves which help prevent the backflow of blood
Very thin-walled (one cell thick)
Site for the exchange of materials between the blood and body cells
Connect arterioles and venules
Composed of cardiac muscle
It is a 4-chambered pump composed of 2 atria and 2 ventricles
Thick-walled, carry blood away from the heart
Thin-walled, carry blood toward the heart
Carry oxygenated blood (high levels of oxygen)
Carry deoxygenated blood
Contains valves which help prevent the backflow of blood
Very thin-walled (one cell thick)
Site for the exchange of materials between the blood and body cells
Connect arterioles and venules
Composed of cardiac muscle
It is a 4-chambered pump composed of 2 atria and 2 ventricles
Thick-walled, carry blood away from the heart
Thin-walled, carry blood toward the heart
Carry oxygenated blood (high levels of oxygen)
Carry deoxygenated blood
Contains valves which help prevent the backflow of blood
Very thin-walled (one cell thick)
Site for the exchange of materials between the blood and body cells
Connect arterioles and venules
Composed of cardiac muscle
It is a 4-chambered pump composed of 2 atria and 2 ventricles
Unit 2
xix
Reading comprehension
DO NOT WRITE ON THIS SHEET!!
Read the text and then answer the questions, in full sentences, in your jotter.
Reading comprehension: YOUR HEART!
Your heart is really a muscle. It's located a little to the left of the middle of your
chest, and it's about the size of your fist. There are lots of muscles all over your
body - in your arms, in your legs, in your back, even in your behind. But this
muscle is special because of what it does - the heart sends blood around your
body. The blood provides your body with the oxygen and nutrients it needs. It
also carries away the waste that your body has to get rid of.
Your heart is similar to a pump, or two pumps in one. The right side of your
heart receives blood from the body and pumps it to the lungs. The left side of
the heart does the exact opposite: it receives blood from the lungs and pumps it
out to the body. By the time you're grown up, your heart will be beating
(pumping) about 70 times a minute.
How does the heart beat? Before each beat, your heart fills with blood. Then it
contracts to squirt the blood out. When something contracts, it squeezes tighter
- try squeezing your hand into a fist. That's similar to what your heart does so it
can squirt out the blood. Your heart does this all day and all night, all the time.
Every day, an adult heart pumps 2,000 gallons (7,500 liters) of recycled blood
by filling and contracting. The heart is one tough worker!
Question:
1. Where is your heart located?
2. Where else can you find muscles in your body besides the heart?
3. Why do we need a heart?
4. Which organ(s) work directly with the heart?
5. Write a summary of the text in English and translate it into your mother
tongue.
Unit 2
xx
DO NOT WRITE ON THIS SHEET!!
DIRECTIONS: Answer the questions below
Answer the questions using complete sentences.
Recap Nutrition Quiz!
as
fully
as
possible.
You may use diagrams or pictures to supplement your answers, but a diagram
or picture alone without an appropriate explanation is inadequate.
1. This equation describes the process of aerobic respiration.
Glucose + .............................. → carbon dioxide +.............................. [+ Energy]
a) Write in the names of the two missing substances.
b) Give two examples of processes which use this energy.
2. The diagram below shows some organs in the human body.
a) Which of the parts, labelled A - J on the
diagram, is where:
(i) water is absorbed; ……………..
(ii) villi are found; ……………..
(iii) bile is stored? ……………..
b) In which part is amylase produced?
c) What is the name of that system?
3. This diagram shows a side view of the chest, after breathing in.
a) What is the name of A?
b) What is the name of the part of the body below A?
c) Copy the diagram and draw 2 arrows to show the
movement of A and B when the person breathes out.
d) What is the name of this system?
Unit 2
xxi
DO NOT WRITE ON THIS SHEET!!
Recap Nutrition Quiz!
e) Complete each sentence by choosing the correct word from the box.
oxygen, blood, lungs, carbon dioxide, breathing
When you breathe in, air fills your ____________. The __________ passes
from the air into your _____________. The gas that passes in the opposite
direction is called ____________. This total process is called ___________.
The oxygen is used with glucose in the cells to release ____________.
4. This diagram shows a red blood cell.
a) What is the name of the red pigment found in red blood cells?
b) What is the function of red blood cells?
c) Apart from being red, what other characteristics do red blood
cells have?
5. Read the passage below and underline the right word in each group of three
words in bold type so that it makes sense. The first one has been done for you.
Food containing protein passes into the stomach and is acted on by amylase /
lipase / protease enzymes, producing amino acids / fatty acids / sugars.
The products of protein digestion pass via the bloodstream / gullet / windpipe
to the brain / ear / liver. Then they are transported by the digestive /
circulatory / breathing system to all the cells in the body.
Cells use these products to carry out respiration and produce energy and also
some waste substances
Eventually this waste substance is taken to the intestines / kidneys / teeth
which remove it from the blood cells / plasma / platelets and produce urine as
a result.
This liquid is stored in the bladder / blood / rectum.
The removal of this waste product from the body keeps the body’s internal
environment fairly constant – a process called homeostasis.
6. Blood functions as a transport system. Fill in the table below about
substances carried in blood plasma.
substance
origin
destination
carbon dioxide
urea
soluble digestion products
Unit 2
all body organs
organs of the body
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Recap Nutrition Quiz!
7. The diagram shows a cross section of the heart:
a) Which chamber of the heart
does deoxygenated blood from the
body enter first?
b) Which chamber contracts to
pump blood at the highest
pressure?
c) Why are there valves between
the atria and ventricles?
d) Complete each sentence by choosing the correct word from the box.
arteries; capillaries; fibres; thick; thin; valves; veins
Blood flows from the heart and into the organs of the body in ……….. which
have……….. walls containing muscle and elastic ……….. .
In the organs blood flows through ……….. which are narrow and have very
……….. walls.
Blood flows back to the heart in ……….. which have ……….. to stop blood
flowing backwards.
8. Look at these pictures showing the shapes of 3 types of cells found in your
body:
A
B
C
a) One type of cell moves oxygen around your blood. Choose which type
(from A, B or C).
b) One type of cell moves mucus along your air passages. Choose which
type (from A, B or C) and say something you know about it.
c) One type of cell fights infection. Choose which type (from A, B or C) and
describe one way it can do this.
9. This apparatus is used to investigate
breathing:
a) What gas do we test for using lime water?
b) What happens to lime water when this gas
passes through it?
c) Which tube is testing the air we breathe out?
d) Give 3 other differences between the air we
breathe in and the air we breathe out.
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Recap Nutrition Quiz!
10. Gemma and Beth measured their breathing rate (in breaths per minute)
before they ran a race. Then they measured their breathing rates again after the
race, every minute, until their rates returned to normal. They recorded their
results in a table:
Before
exercise
Gemma
16
Beth
13
1
45
35
2
38
32
Minutes after exercise
3
4
5
31
24
20
28
22
18
6
17
13
7
16
13
a) Plot 2 line-graphs on the same sheet. Use the vertical axis for breathing rate
and the horizontal axis for time.
b) Who took longer to recover from the exercise?
c) Who do you think was the fitter of the two girls? Give your reasons.
11. Match words in column A with the description in column B.
A
Superior Vena Cava
B
Receives blood from the right ventricle and transports it to the
lungs
Inferior Vena Cava
Receives oxygenated blood from the lungs and transports it to the
left atrium
Pulmonary Artery
The pathway that carries blood from the heart to all parts of the
body with the exception of the lungs
Pulmonary Vein
The pathway from which blood flows from the heart to the lungs
and back to the heart
Aorta
Brings deoxygenated blood from the lower portion of the body and
into the right atrium
Pulmonary Circulation
Supply oxygenated blood to the muscle tissue of the heart
Systemic Circulation
Brings deoxygenated blood from the upper portion of the body and
into the right atrium
Coronary arteries
Receives blood from the left ventricle and transports it to the rest of
the body
12. Match the parts of the body in the first column with the descriptions in the
second column.
a) stomach
1) most water is absorbed
b) small intestine
2) saliva is made here
c) large intestine
3) most food is absorbed here
d) mouth
4) carries food down to the stomach
e) gullet
5) is very acidic
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No doubts!
Read all these questions carefully and choose the correct answer. Write it down
in your jotter.
1. Where in your body are the following found:
a) diaphragm?
c) valves?
b) air sacs?
d) capillaries?
2. Blood has many different jobs. Which part of your blood:
a) carries oxygen?
c) carries dissolved food?
b) fights germs?
d) helps your blood to clot?
3. In humans, for carbon dioxide to be breathed out, it must pass from the blood
into:
a) Kidneys
c) liver
b) alveoli
d) stomach
4. Which of the four options below describes how air passes from outside into
our lungs?
a) nasal cavity, bronchi, bronchioles, pharynx, trachea
b) nasal cavity, trachea, pharynx, bronchi, bronchioles
c) nasal cavity, pharynx, trachea, bronchi, bronchioles
d) nasal cavity, bronchioles, trachea, pharynx, bronchi
5. The exchange of air between the human body and the environment is the
result of coordinated contractions of the muscles of the rib cage and the:
a) lung
c) heart
b) diaphragm
d) pleura
6. Which is the correct pathway for the elimination of urine?
a) urethra, ureter, bladder, kidney
c) bladder, ureters, kidney, urethra
b) kidneys, urethra, bladder, ureter
d) kidneys, ureters, bladder, urethra
7. The place where gas exchange happens is the:
a) nasal cavity
c) pleura
b) trachea
d) alveoli
8. A blockage in a ureter would interfere with:
a) urine entering the kidney
c) urine leaving the body
b) urine entering the bladder
d) urea entering the kidney
9. In order for gas exchange to take place, alveoli must be closely associated
with:
a) capillaries
c) veins
b) villi
d) arteries
10. A structural difference between the trachea and oesophagus which prevents
the trachea from collapsing is the presence of:
a) smooth muscle
c) respiratory cilia
b) skeletal muscle
d) rings of cartilage
Unit 2
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No doubts!
11. Which is NOT a metabolic waste in humans?
a) carbon dioxide
c) salt
b) oxygen
d) urea
e) water
12. What is the main organ of the cardiovascular system?
a) trachea
c) lungs
b) heart
d) capillary
13. Which blood vessel contains valves?
a) artery
b) capillary
c) vein
14. What is the function of the aorta?
a) To take deoxygenated blood to the body
b) To take deoxygenated blood to the lungs
c) To take oxygenated blood to the body
d) To take oxygenated blood to the heart
15. What is the purpose of the Vena Cava?
a) To take deoxygenated blood to the body
b) To take deoxygenated blood to the lungs
c) To take oxygenated blood to the body
d) To take deoxygenated blood to the heart
16. What is the purpose of the septum?
a) Separate the left and right hand side of the heart and stop the blood from
mixing.
b) To carry oxygenated blood to the rest of the body
c) Carry deoxygenated blood to the lungs
d) Prevent the backflow of blood
17. What is the function of the heart?
a) To pump blood around the body
b) To help us move
c) To aid us in breathing
d) To fall in love
18. How many chambers are there in the heart?
a) 2
c) 6
b) 4
d) 8
19. What is the name of the valve on the right hand side of the heart that
separates the right atrium from the ventricle?
a) bicuspid
c) ventricular
b) tricuspid
d) semi-lunar
20. What is the name of the valve that stops the backflow of blood into the left
ventricle?
a) pulmonary valve
c) ventricular valve
b) bicuspid valve
d) aortic valve
Unit 2
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No doubts!
21. Name the two circulatory systems:
a) Atrial & ventricular
b) Oxygenated & Deoxygenated
c) Pulmonary & Systemic
d) Cardiovascular & Respiratory
22. What four constituents make up blood?
a) water, nutrients, cells, oxygen
b) oxygen, carbon dioxide, red blood cells, platelets
c) plasma, platelets, red blood cells, white blood cells
d) haemoglobin, plasma, nutrients, oxygen
23. What does Haemoglobin do?
a) Carries oxygen in blood from lungs to tissues
b) Carries oxygen in blood from tissues to lungs
c) Carries carbon dioxide from tissues to lungs
d) Carries carbon dioxide from lungs to tissues
24. Fill in the missing blank: Heart- ______________- Arterioles
a) Veins
c) Capillaries
b) Arteries
d) Venules
25. Which of these best describes a vein?
a) One cell thick, no valves
c) Thick walls & valves
b) Small lumen & valves
d) Thin walls & valves
26. Why do veins have valves?
a) To release blood slowly
b) To increase blood pressure
c) To stop backflow of blood
d) To stop bacteria from entering the blood
27. Which vessel carries blood away from the heart?
a) Arteries
c) Veins
b) Capillaries
d) Vessels
28. What supplies the hearts own blood?
a) Cardiac veins
b) Haemoglobin
c) Cardiac valve
d) Coronaries arteries
29. Digestion consists of:
a) mixing food with water and saliva.
b) the absorption of nutrients
c) breaking the food down into smaller molecules
d) eliminating waste molecules
30. During respiration cells:
a) Take carbon dioxide
b) Digest food
c) Eliminate waste molecules
d) Obtain energy for their vital activities.
Unit 2
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Laboratory activities
Lab practice. Let amylase do its job.
Aim: To observe the action of the enzyme amylase on starch.
Introduction:
Amylase changes starch into a simpler form, which is soluble in water. Amylase
is present in our saliva, and begins to act on the starch in our food while it is still
in the mouth.
Lugol solution (iodine solution) is a test solution that reacts positively with
starch. When the colour of Lugol solution changes from yellow to black or dark
blue, this indicates the presence of starch. If the solution is yellow, this means
no starch is present, having been hydrolyzed by the amylase.
Exposure to heat or extreme pH (acid or base) will denature proteins.
Enzymes, including amylase, are proteins. If denatured, an enzyme can no
longer act as a catalyst for the reaction.
Apparatus and Materials:
Distilled water
Saliva
Lugol solution
Rubber bands
HCl dissolution
Test tubes
Boiling water bath
Test tube rack
1% starch solution
Method:
1. Obtain a sample of saliva (1-2 ml). This can be done by chewing a clean
rubber band and drooling into a test tube.
2. Mark 3 test tubes A, B and C. Place 10 drops of saliva(no bubbles) in each
test tube.
3. Mark a 4th tube D. Place 10 drops of water (not saliva) in it
4. Add 10 drops of 1% starch solution to each tube.
5. Into tube A, add 2 ml of HCl solution. Into tubes B, C and D, add 2 ml of
distilled water. Shake the tubes to mix.
6. Place tube B into the boiling water bath.
7. Allow the tubes to stand for approximately 15 minutes.
8. After the 15 minutes, remove tube B from the bath, and place back into the
test tube rack.
9. Add 1-2 drops of lugol solution and observe what happens.
A black or dark blue colour indicates the presence of starch; the yellow iodine
(lugol) colour means no starch remains, having been hydrolyzed by the
amylase.
Turn over the sheet of paper to answer the questions.
Unit 2
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Laboratory activities
OBSERVATIONS:
1. Complete with your observations.
Tube A: Starch + saliva treated with HCl (acid)
Was the test positive or negative? __________________________
What does this indicate? ___________________________________________
_______________________________________________________________
Tube B: Starch + saliva and water, treated in a boiling water bath
Was the test positive or negative? ________________________
What does this indicate? ___________________________________________
_______________________________________________________________
Tube C: Starch + saliva
Was the test positive or negative? ____________________________
What does this indicate? ___________________________________________
_______________________________________________________________
Tube D: Starch + water
Was the test positive or negative? ____________________________
What does this indicate? ___________________________________________
_______________________________________________________________
2. What do you think happens to the activity of amylase in the stomach?
3. Why do you think test-tube D contains only starch?
Do not write on this sheet. Answer in class jotter in
sentences, you can use your notes if you have to!
Unit 2
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Laboratory activities
Lab practice. A change of air.
Aim: To demonstrate that the air that we breathe out contains a larger amount
of CO2 than the air we breathe in.
Introduction:
Calcium hydroxide (lime water) reacts with carbon dioxide producing
INSOLUBLE calcium carbonate. The reaction is as seen:
Calcium Hydroxide + Carbon Dioxide
Ca(OH)2
+
CO2
Calcium Carbonate
CaCO3
So if you breathe into Lime water, it goes milky because the carbon dioxide in
your breath produces INSOLUBLE Calcium Carbonate, but if you continue to
breath into it, the solution will go clear again because the Calcium Carbonate
reacts with more carbon dioxide and water to form SOLUBLE calcium hydrogen
carbonate
Apparatus and Materials:
Lime water (Calcium Hydroxide) solution
Distilled water
Test tubes
Straws
Test tube rack
Method:
1. Mark two test tubes A and B. Fill them with 5 ml of lime water solution
(calcium hydroxide).
2. Breathe out through a straw into test-tube A. What change do you see?
3. Use a distilled water bottler to pump out air into test-tube B. What change do
you see?
Let’s try a different experiment:
1. Set up the apparatus as shown In
the diagram:
2. Breathe gently in and out of the
mouth piece several times.
OBSERVATIONS:
1. When you breathe in, does the air
go out through A or through B?
2. When you breathe out, does the air
come in through A or through B?
3. In which tube did the lime water turn
cloudy first?
Write down your conclusions for your experiment.
Lime water!
Unit 2
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Laboratory activities
Lab practice. How do you get oxygen into your body?
Aim: To show how breathing works, looking and maybe making a simple
apparatus that works as lungs do.
Apparatus and Materials:
Two balloons
Bell jar (old plastic Fanta bottle)
Rubber band
Plastic straw
Plasticine
Method:
1. Make up an apparatus similar to the figure. Your own “model lungs”.
Make a hole in the
top for the straw and
make it air-tight with
plasticine.
Put a balloon on the
end of the straw and
fix them together.
Cut away the bottom
of the bottle and
stretch a balloon over
it for a diaphragm.
2. Pull the rubber sheet
(balloon at the end)
down and then push it up. Do this a few times and watch what happens to
the balloon attached to the straw.
Observations:
a. When you breathe in, do your lungs get bigger (inflate) or smaller (deflate)?
b. What happens to your lungs when you breathe out?
c. When you breathe in, does your diaphragm move up or down?
d. What happens to it when you breathe out?
Now try this activity:
1. Measure the size of your chest with a tape.
2. Now take in a deep breath and measure the size of your chest again.
3. Put your hands on your chest. Breath in and out deeply and slowly.
Answer those questions:
e. What happens to the size of your chest when you breathe in?
f. What happens when you breathe out?
g. Which way do your ribs move when you breathe in and out?
Unit 2
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Laboratory activities
Lab practice. Problem solving.
Problem solving 1.
Emma measured her breathing rate (in breaths per minute) at rest and then
after light exercise and heavy exercise.
Her results are shown in the table below.
Breathing rate at rest
(breaths per minute)
Breathing rate after light
exercise
(breaths per minute)
Breathing rate after
heavy exercise
(breaths per minute)
16
24
46
1. Copy and complete the sentence below with the correct answer.
After Emma exercised her breathing rate
increased or decreased
2. Draw three bar graphs to show how Emma’s breathing rate is at rest, after
light exercise and after heavy exercise.
Problem solving 2
Now Emma wants to go a little bit further and she measures her breathing rate
(in breaths per minute) before running a race. When finished she measured her
breathing rate again, every minute until her breathing rate returned to normal.
Her results are shown in the table below.
Time (min)
Before exercise
1
2
3
4
5
6
7
8
Breathing rate (per min)
16
46
38
31
24
20
17
16
16
What to do:
1. Plot a line graph for the above results on graph paper.
2. Use the vertical axis for breathing rate
3. Use the horizontal axis for time
4. How long did it take Emma’s breathing rate to return to normal?
Unit 2
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Laboratory activities
Now prepare yourself to do the same as Emma did.
A) Draw a similar table to write down your breathing rate.
B) Run a race for 5 minutes. When finished, measure your breathing rate
every minute until it returns to normal and write it down in the table.
C) Plot a line graph with your results and compare them with Emma’s ones.
Problem solving 3.
The graph shows the activity of 2 enzymes: amylase and pepsin.
a) At which pH does pepsin work best?
b) Pepsin is made in the stomach. How does the stomach keep its pH just
right for pepsin to work best?
c) Pepsin breaks down proteins. What will be formed as a result?
d) At what pH does amylase work best?
e) Amylase breaks down starch. What will be formed as a result?
Activity of enzyme
f) Amylase works in your mouth. Why is it useful that saliva contains an
alkali?
pepsin
amylase
2
3
4
acid
Unit 2
5
6
7
pH
8
9
10
11
12
alkaline
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Laboratory activities
Lab practice. What is in our food?
Aim: To know how to test for starch, glucose, protein and fat in food samples.
Apparatus and Materials:
Lugol solution
Biuret solution (A & B)
Benedict solution
Starch solution
Glucose solution
Test tubes
Test tube rack
Distilled water
Beaker
Bunsen burners
Albumin solution
(protein)
Oil
Filter paper
Method:
First of all let’s test some starch, glucose, protein and fat solution:
1. Mark 3 test tubes A, B and C.
2. Place 4 ml of starch solution in test tube A, add 5 drops of lugol solution.
What do you see? Observe and make notes of what happens.
3. Place 4 ml of glucose solution in test tube B, add 10 drops of Benedict’s
solution. Heat carefully in a water bath. What do you see? Observe and
make notes of what happens.
4. Place 4 ml of albumin solution in test tube C, add 10 drops of biuret
solution A and then 10 more drops of biuret solution B. What do you
see? Observe and make notes of what happens.
5. Rub some drops of oil onto a piece of filter paper. Hold the paper up to
the light. What do you see? Observe and make notes of what happens.
Now try testing a few food samples. If the food is a solid you will have to mix it
up with a little water first.
Record your results in a table like this:
Food
Starch
Glucose
Protein
fat
Milk
Now it is your turn.
Plan an experiment to compare the amount of water in a piece of plant food with
the amount of water in a piece of meat. You can use the sort of apparatus found
in your science laboratory. Remember to make it a fair test and check your plan
with your teacher before carrying it out.
Unit 2
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Unit 2
Laboratory activities
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Laboratory activities
Lab practice. A model gut.
Aim: To understand, through the making of a model, how nutrients are
absorbed by gut walls.
Apparatus and materials:
Cellophane
Beaker
Test tubes
Test tube rack
Distilled water
Elastic band
Syringe or dropper
Starch solution
Lugol solution
Benedict’s solution
Glucose solution
Method:
1. Make a bag with your cellophane. Make sure it is completely sealed, with no
openings, except the top.
2. Use a syringe or a dropper (or even a pipette) to fill the bag with 5 ml of
starch solution and 5 ml of glucose solution.
3. Wash the outside of the bag.
4. Support your model gut in a beaker with an elastic band.
5. Fill the beaker with water and leave for 15 minutes.
6. After 15 minutes, test the water for starch and for glucose:
Mark 2 test tubes A and B.
Place 5 ml of the water of the beaker (outside the model gut) in each test
tube.
Add 5 drops of lugol solution to test tube A.
Add 10 drops of Benedict’s solution to test tube B.
What do you see? Observe and make notes of what happens.
Questions:
A) Which food passed through the “model gut” into the water?
B) Which food did not pass through the “model gut” into the water?
C) What would have to happen to this food before it could pass through the
“model gut”?
D) Can you explain why saliva is important?
E) Which part of the apparatus was like:
Unit 2
i)
food in your gut?
ii)
your gut wall?
iii)
the blood around your gut?
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Laboratory activities
Lab practice. Plaque attack.
Aim: To prove how effective different toothpastes are at killing bacteria.
Introduction: In this lab practice you will have to work with bacteria, so you
have to take into consideration the following rules:
1. Agar plates must always be opened near a bunser burner.
2. Anything used to touch bacteria or an agar plate must be sterile.
3. The best system to sterilize metal is to “burn it” in a bunsen burner for
some seconds, and then wait till it gets cooler.
4. If in doubt, ask your teacher.
Material and apparatus:
Agar plates
Tweezers
Bacteria culture
Filter paper
Sterile syringe and needle
Bunsen burner
Method:
1. Take an agar plate. Use a marker pen to divide the underside of your plate in
four parts. Write a number from 1 to 4 in each division.
2. Turn on the bunser burner and work near it. Use a sterile syringe and needle
to scatter 1 ml of bacteria culture on the agar plate. Spread it out evenly.
3. Use tweezers to pick up a disc of filter paper and bunsen some toothpaste on
it.
4. Lift the lid of the agar plate (remember near the bunsen burner) and with
tweezers carefully place the paper disc onto the agar. Make sure the side of
the disc with toothpaste on is in contact with the agar.
5. Repeat this for 3 different toothpastes making a note of each one’s number.
6. Place your agar plate in a warm incubator at 25ºC for 2 days.
7. Wash your hands with soap and warm water.
8. After 2 days, measure the diameter of any clear areas. Sketch your results
using a diagram of the plate.
Do not open the plate.
When finished, return the plate to your teacher.
Questions:
A) What effects do the different toothpastes have on the bacteria?
B) Which toothpaste do you think is best to use and why?
C) Many toothpastes are alkaline. How does this help them fight tooth
decay?
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Laboratory activities
Lab practice. Take your pulse rate.
Aim: To learn how to use a stopwatch and a stethoscope. To learn how and
where to take your pulse rate. To learn what recovery time is. To learn that a
lower heart rate is healthier than a higher one.
Introduction:
Every time the heart beats it pushes blood into arteries. This makes the arteries
swell. You can feel this as a pulse. Your pulse can be felt in the neck, the wrist,
and the temple.
Material and apparatus:
Stethoscope
Stopwatch
Pulsometer
Method:
1. Sit down comfortably.
2. Try to find your pulse in your neck, wrist or temple.
3. Use a stop watch to count how many times your heart beats in 10 seconds.
What do you have to do to calculate your beats per minute?
4. To make the results more reliable repeat the process 4 times and calculate
the average pulse (beats per minute).
5. Stand up and repeat from step 2.
6. Lie down and repeat from step 2.
7. Write down your results in your lab jotter, in a table like this one:
Condition
Pulse rate (beats Average pulse rate in
in 10 seconds)
beats per minute
1
2
3
4
Sitting
Standing up
Lying down
8. Repeat the whole process but using a pulsometer to take your pulse.
9. Write down your results in your lab jotter, in a table.
10.
Answer these questions:
A. Which piece of equipment made it easier to take your pulse rate?
B. In what type of blood vessels can you feel your pulse?
C. Does the position of your body affect your pulse rate?
D. What other factors do you think that can affect the pulse rate?
Unit 2
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Laboratory activities
Let’s now try and use the pulse rate to determine fitness levels.
1. Open your jotter and write down a table like this one:
Condition
Pulse rate (beats/10
seconds)
Pulse rate (beats/minute)
Resting pulse
After exercise
1 minute
2 minutes
3 minutes
4 minutes
5 minutes
2. Fill in the table with your resting pulse rate.
3. Run a race for 15 minutes and take your pulse rate just after exercise.
4. Fill in the rest of the table. Use your results to draw a line graph. Use the
vertical axis for pulse rate (beats/minute) and the horizontal for
condition/time.
5. Answer these questions:
A. How much time do you need to recover your resting pulse rate?
B. How
fit
are
you?
Remember that a short
recovery time and a low
pulse rate can be a sign of
fitness. Use the table to
find out how fit you are.
Unit 2
Resting pulse rate Level of fitness
(beats/minute)
Below 50
Outstanding
60 – 70
Good
71 – 80
Over 80
Normal
Fair/poor
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Laboratory activities
Lab practice. Listen to your heart.
Aim: To learn how to use a stethoscope and a sphygmomanometer. To learn
how the hear heart sounds and how to measure blood pressure.
Introduction:
As you know your heart is 2 separate pumps side-by-side. When your heart
beats, the muscle squeezes the blood out. The 2 pumps both beat at the same
time.
You can hear your or your partners’ heartbeat by using a stethoscope.
You should hear 2 sounds. Doctors call them lub-dub sounds. The 2 noises are
caused by the valves in your heart closing.
Blood pressure is the pressure of blood in our arteries. Blood pressure is taken
as two readings:
1. The first one is the HIGHER pressure and is caused when the heart
contracts and pushes blood into the arteries.
2. The second one is the LOWER pressure and is caused when the heart
relaxes and fills with blood.
Material and apparatus:
Stethoscope
Sphygmomanometer
Method:
Listening to your heart.
1. Take a stethoscope and get used to it. Make sure you know how to listen
through it.
2. Put it in the top left of your partner’s back, just below the shoulder blade.
3. Listen carefully to hear the lub-dub sound of a heart beat.
4. Count how many lub-dubs you hear in a minute.
Taking your blood pressure
1. Listen to your teacher’s instructions about how to use a sphygmomanometer
or a stethoscope and a digital manometer. There are slight differences!
2. Make sure that your partner is sitting comfortably.
3. Take their blood pressure 3 times and take an average. That will be the
resting blood pressure. Write down the results.
4. Copy the blood pressure of all the pupils in the class in a table like this;
making sure that you separate girls and boys.
Name
Unit 2
Boy or girl? Higher blood Lower blood pressure
pressure
Heart beat
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Laboratory activities
5. Measure the blood pressure again, but this time make sure that your partner
is lying down.
6. Take the blood pressure again
Blood pressure
Conditions of
(mmHg)
after exercise, for example
Measurement
High
Low
running fast for 3 minutes. Write
reading
reading
down your results in a table like
Standing up
this one:
Lying down
After exercise
Things to do:
1. Use a calculator to work out the average higher and lower blood pressure of
boys. Do the same for girls. Can you see any difference?
2. Plot 4 bar graph as follows:
On the first one you will show the higher blood pressure of the boys. Use the
horizontal axis for the blood pressure. Use the vertical axis for the number of
colleagues that have that blood pressure. What do you observe?
On the second one do the same with the lower blood pressure of the boys.
What do you observe?
On the third and forth ones repeat the process for the girls.
3. What can blood pressure changes depend on?
4. What can high blood pressure changes be caused by?
5. High blood pressure can cause some problems. Name them.
6. Match the words in column A with the definitions in column B. Copy them into
your jotter.
A
B
Angina Pectoris
Instrument used to measure the pressure of the
blood in the artery of the arm
High Blood Pressure
Are diseases of the heart and blood vessels
Diastole
Increased pressure in the arteries due to
stress, diet, cigarette smoking, and aging
Systole
Blockage of the coronary artery resulting in
oxygen deficiency in the heart muscle
Cardiovascular Diseases
Narrowing of the coronary artery causing an
inadequate supply of oxygen to the heart
muscle
Is the period when the ventricles are filling with
Coronary Thrombosis
blood. The A-V valve is open and blood flows
from the atrium to the ventricle
Is the period when the ventricle pumps blood
Sphygmomanometer
out of the heart. A-V valve closes and the semilunar valve opens
Unit 2
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Laboratory activities
Lab practice. Heart dissection.∗
Aim: Using a pig heart, to observe the major chambers, valves, and vessels of
the heart and to be able to describe the circulation of blood through the heart to
the lungs and back and out to the rest of the body.
The pig heart is used because it is very similar to the human heart in structure,
size, & function.
Introduction:
Mammals have four-chambered hearts and double circulation.
The heart of a mammal has two atria and two completely separated ventricles.
The double-loop circulation is similar to amphibians and reptiles, but the
oxygen-rich blood is completely separated from oxygen-poor blood.
The left side of the heart handles only oxygenated blood, and the right side
receives and pumps only deoxygenated blood.
These hearts can deliver oxygen to all parts of the body (need for cellular
respiration) because:
There is no mixing of the two kinds of blood,
and there is a double circulation that restores pressure after blood has
passed through the lung capillaries.
As endotherms, which use heat released from metabolism to warm the body,
mammals require more oxygen per gram of body weight than other vertebrates
of equal size.
Birds and mammals descended from different reptilian ancestors, and their fourchambered hearts evolved independently. This is an example of convergent
evolution.
Material and apparatus:
Dissecting pan, dissecting kit, safety glasses, lab apron, pig heart, & gloves
Method:
External Structure.
1. Place the heart in a dissecting pan. The heart is now in the pan in the
position it would be in a body as you face the body with the portion on the
right being the left side of the heart and vice versa.
2. Examine the heart and locate any remains of the thin membrane or
pericardium that may still cover the heart.
3. The aorta is clearly visible at the top, with an atrium on either side, while the
ventricles are in the bottom left
4. Locate the following chambers of the heart:
a. Left atria - upper chamber to your right
b. Left ventricle - lower chamber to your right
c. Right atria - upper chamber to your left
∗
From http://heartlab.robarts.ca/dissect/dissection.html & http://sps.k12.ar.us/massengale/heart_dissection.htm
Unit 2
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Laboratory activities
d. Right ventricle - lower chamber to your left
5. While the heart is still in this position in the dissecting pan, locate these blood
vessels at the broad end of the heart:
• Coronary artery - this blood vessel lies in the groove on the front of the
heart.
• Pulmonary artery – it can be found curving out of the right ventricle.
• Aorta - major vessel located near the right atria & just behind the pulmonary
arteries to the lungs. Locate the curved part of this vessel known as the aortic
arch.
• Pulmonary veins - these vessels return oxygenated blood to the left atrium
(upper chamber on your right)
• Inferior & Superior Vena Cava - these two blood vessels are located on the
left of your heart and connect to the right atrium (upper chamber on your left).
Use your probe to feel down into the right atrium. These vessels do not
contain valves to control blood flow.
Internal Structure.
6. Use scissors to cut through the side of the pulmonary artery and continue
cutting down into the wall of the right ventricle. Be careful to just cut deep
enough to go through the wall of the heart chamber. (Your cutting line should be
above & parallel to the groove of the coronary artery.)
7. With your fingers, push open the heart at the cut to examine the internal
structure.
8. Locate the right atrium. Notice the thinner muscular wall of this receiving
chamber. Find where the inferior & superior vena cava enter this chamber &
notice the lack of valves.
9. Locate the valve between the right
atrium and right ventricle. This is
called the tricuspid valve.
The tricuspid valve
The valve consists of three flaps & has
This valve allows blood flow from the
long fibers of connective tissue called
right atrium into the right ventricle
chordae tendinae that attach it to
papillary muscles of the heart.
during diastole (period when the
heart is relaxed). When the heart
begins to contract (systole phase),
ventricular pressure increases until it is greater than the pressure in the atrium
causing the tricuspid to close. Use your fingers to feel the thickness of the right
ventricle and its smooth lining.
10. Find the septum on the right side of the right ventricle. This thick muscular
wall separates the right & left ventricles from each other.
11. Inside the right ventricle, locate the pulmonary artery that carries blood
away from this chamber. Find the one-way valve called the pulmonary valve
Unit 2
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Laboratory activities
that controls blood flow away from the right ventricle at the entrance to this
blood vessel.
12. Let’s attack the left side of the heart! Using your scissors start a cut on the
outside of the left atrium down into the left ventricle cutting toward the apex.
13. Open the heart at this cut with your fingers. Examine the left atrium. Find the
openings of the pulmonary veins to the lungs. Observe the one-way, semilunar valves at the entrance to these veins.
14. Inside this chamber, look for the
valve that controls blood flow
between the left atrium and left
ventricle.
This valve is called the bicuspid or
mitral valve.
The bicuspid or mitral valve
This valve consists of two flaps & blood
flows from the left atrium into the left
ventricle during diastole.
15. Examine the left ventricle.
Notice the thickness of the ventricular wall. This heart chamber is responsible
for pumping blood throughout the body.
16. Using your scissors cut across the left ventricle toward the aorta & continue
cutting to expose the valve. Count the three flaps on this valve going from the
left ventricle into the aorta and note their half-moon shape (semi-lunar!). This is
called the aortic valve.
17. Using scissors, cut through the aorta and examine the inside. Find the hole
or coronary artery which carries blood to the heart muscle itself.
Do you want to get dirtier?
Let’s try a transversal cutting of the heart.
1. If you want to, you can try to sew up your latest cuttings before starting a
new one.
2. The first incision is across the ventricles, bisecting the heart in the horizontal
plane. This section leaves the mitral valve on the top half of the heart.
Unit 2
xliv
Support material annexes.
Unit 3.
In touch with the world
Do not write on this sheet
Unit 3
Activity 5. Pupils’ text page 55
i
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Unit 3
Activity 5. Pupils’ text page 55
ii
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Activity 5. Pupils’ text page 55
Muscles of the Head and Neck∗
Humans have well-developed muscles in the face that permit a large
variety of facial expressions. Because the muscles are used to show
surprise, disgust, anger, fear, and other emotions, they are an
important means of nonverbal communication. Muscles of facial
expression include frontalis, orbicularis oris, laris oculi, buccinator,
and zygomaticus. These muscles of facial expressions are identified in
the illustration below.
There are four pairs of muscles that are responsible for chewing
movements or mastication. All of these muscles connect to the
mandible and they are some of the strongest muscles in the body.
Two of the muscles, temporalis and masseter are identified in the
illustration above.
There are numerous muscles associated with the throat, the hyoid
bone and the vertebral column. Only two of the more obvious and
superficial neck muscles are identified in the illustration. They are
sternocleidomastoid and trapezius.
∗
From http://training.seer.cancer.gov/module_anatomy/unit4_1_muscle_functions.html
Unit 3
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Activity 5. Pupils’ text page 55
Muscles of the Trunk
The muscles of the trunk include those that move the vertebral
column, the muscles that form the thoracic and abdominal walls, and
those that cover the pelvic outlet.
The erector spinae group of muscles on each side of the vertebral
column is a large muscle mass that extends from the sacrum to the
skull. These muscles are primarily responsible for extending the
vertebral column to maintain erect posture. The deep back muscles
occupy the space between the spinous and transverse processes of
adjacent vertebrae.
The muscles of the thoracic wall are involved primarily in the process
of breathing. The intercostal muscles are located in spaces between
the ribs.They contract during forced expiration. External intercostal
muscles contract to elevate the ribs during the inspiration phase of
breathing. The diaphragm is a dome-shaped muscle that forms a
partition between the thorax and the abdomen. It has three openings
in it for structures that have to pass from the thorax to the abdomen.
The abdomen, unlike the thorax and pelvis, has no bony
reinforcements or protection. The wall consists entirely of four muscle
pairs, arranged in layers, and the fascia that envelops them. The
abdominal wall muscles are identified in the illustration above.
The pelvic outlet is formed by two muscular sheets and their
associated fascia.
Unit 3
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Activity 5. Pupils’ text page 55
Muscles of the lower extremity
The muscles that move the thigh have their origins on some part of
the pelvic girdle and their insertions on the femur. The largest muscle
mass belongs to the posterior group, the gluteal muscles, which, as a
group, abduct the thigh.
The iliopsoas, an anterior muscle, flexes the thigh. The muscles in the
medial compartment adduct the thigh. The illustration below shows
some of the muscles of the lower extremity.
Muscles that move the leg are located in the thigh region. The
quadriceps femoris muscle group straightens the leg at the knee. The
hamstrings are antagonists to the quadriceps femoris muscle group,
which are used to flex the leg at the knee.
The muscles located in the leg that move the ankle and foot are
divided into anterior, posterior, and lateral compartments. The tibialis
anterior, which dorsiflexes the foot, is antagonistic to the
gastrocnemius and soleus muscles, which plantar flex the foot.
Unit 3
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Activity 5. Pupils’ text page 55
Muscles of the upper extremity
The muscles of the upper extremity include those that attach the
scapula to the thorax and generally move the scapula, those that
attach the humerus to the scapula and generally move the arm, and
those that are located in the arm or forearm that move the forearm,
wrist, and hand. The illustration below shows some of the muscles of
the upper extremity.
Muscles that move the shoulder and arm include the trapezius and
serratusanterior. The pectoralis major, latissimus dorsi, deltoid, and
rotator cuffmuscles connect to the humerus and move the arm.
The muscles that move the forearm are located along the humerus,
which include the triceps brachii, biceps brachii, brachialis, and
brachioradialis. The 20 or more muscles that cause most wrist, hand,
and finger movements are located along the forearm.
Unit 3
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Activity 8. Pupils’ text page 58
from
http://kidshealth.org/kid/misc/name_that_bone.html
From http://kidshealth.org/kid/misc/name_that_bone.html
Unit 3
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Activity 8. Pupils’ text page 58
Unit 3
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Activity 8. Pupils’ text page 58
Your Spine∗
Your spine is one part of the skeleton that's easy to check out: reach around to
the center of your back and you'll feel its bumps under your fingers.
The spine lets you twist and bend, and it holds your body upright. It also
protects the spinal cord, a large bundle of nerves that sends information from
your brain to the rest of your body. The spine is special because it isn't made of
one or even two bones: it's made of 26 bones in all! These bones are called
vertebrae (say: vur-tuh-bray), and each one is shaped like a ring.
There are five types of vertebrae in the spine, and each does a different kind of
job:
• The first seven vertebrae at the top are called the cervical (say: sir-vih-kul)
vertebrae. These bones are in the back of your neck, just below your brain,
and they support your head and neck. Your head is pretty heavy, so it's lucky
to have help from the cervical vertebrae!
• Below the cervical vertebrae are the thoracic (say: thuh-rah-sick) vertebrae,
and there are 12 in all. These guys anchor your ribs in place.
• Below the thoracic vertebrae are five lumbar (say: lum-bar) vertebrae.
• Beneath the lumbar vertebrae is the sacrum (say: say-krum), which is made
up of five vertebrae that are joined together.
• Finally, all the way at the bottom of the spine is the coccyx (say: cok-sicks),
which is made of four fused vertebrae.
The bottom sections of the spine
are important when it comes to
carrying weight and giving you a
good center of gravity. So when
you pick up a heavy backpack,
the lumbar vertebrae, sacrum,
and coccyx give you the power.
When you dance, skip, and even
walk, these parts help keep you
balanced.
In between each vertebra (the
name for just one vertebrae) are
small disks made of cartilage.
These disks keep the vertebrae
from rubbing against one another,
and they also act as your spine's
natural shock absorbers. When
you jump in the air, or twist, the disks give your vertebrae the cushioning they
need.
∗
From http://training.seer.cancer.gov/module_anatomy/unit3_1_bone_functions.html
Unit 3
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Activity 8. Pupils’ text page 58
Your Ribs
Your heart, lungs, and liver are all very important, and
luckily you've got ribs to keep them safe. Ribs act like
a cage of bones around your chest. It's easy to feel
this cage by running your fingers along the sides and
front of your body, a few inches below your heart. If
you breathe in deeply, you can easily feel your ribs
right in the front of your body, too. Some thin kids can
even see a few of their ribs right through their skin.
Your ribs come in pairs, and the left and right sides of
each pair are exactly the same. Most people have 12
pairs of ribs, but some people are born with one or more extra ribs, and some
people might have one pair less.
All 12 pairs of ribs attach in the back to
the spine, where they are held in place
by the thoracic vertebrae. The first
seven pairs of ribs attach in the front
to the sternum (say: stur-num), a
strong bone in the center of your chest
that holds those ribs in place. The
remaining sets of ribs don't attach to
the sternum directly. The next two or
three pairs are held on with cartilage
to the ribs above them.
The very last two sets of ribs are
called floating ribs because they aren't connected to the sternum or the ribs
above them. But don't worry; these ribs can't ever float away. Like the rest of
the ribs, they are securely attached to the spine in the back.
Unit 3
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Activity 8. Pupils’ text page 58
Your Skull
Your skull protects the most
important part of all, the brain. You
can feel your skull by pushing on
your head, especially at the back a
few centimetres above your neck.
The skull is actually made up of
different bones. Some of these bones
protect your brain, others make up
the structure of your face. If you
touch beneath your eyes, you can
feel the ridge of the bone that forms
the hole where your eye sits.
And although you can't see it, the
smallest bone in your whole body is in
your head, too. The stirrup bone behind
your eardrum is only .2.6 to 3.3
millimeters long! Want to know
something else? Your lower jawbone is
the only bone in your head you can
move. It opens and closes to let you talk
and chew food.
Your skull is pretty cool, but it's changed
since you were a baby. All babies are
born with spaces between the bones in their skulls. This allows the bones to
move, close up, and even overlap as the baby goes through the birth canal. As
the baby grows, the space between the bones slowly closes up and disappears,
and special joints called sutures (say: soo-churs) connect the bones.
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Activity 8. Pupils’ text page 58
Your Hands
As you sit and type at the
keyboard, while you swing on a
swing, even when you pick up your
lunch, you're using the bones in
your fingers, hand, wrist, and arm.
Each arm is attached to a shoulder
blade or scapula (say: sca-pyuhluh), a large triangular bone on the
upper back corner of each side of
the rib cage. The arm is made up
of three bones: the humerus (say:
hyoo-muh-rus), which is above
your elbow, and the radius (say:
ray-dee-us) and ulna (say: ul-nuh), which are below the elbow.
Each of these bones is wider at
the ends and skinnier in the
middle, to help give it strength
where it meets another bone. At
the end of the radius and ulna
are eight smaller bones that
make up your wrist. Although
these bones are small, they can
really move! Twist your wrist
around or wave and you'll see
how the wrist can move.
The center part
of your hand is
made up of five separate
bones. Each finger on
your hand has three
bones, except for your
thumb, which has two. So
between your wrists, hands, and all your
fingers, you've got a grand total of 54
bones - all ready to help you grasp
things, write your name, pick up the
phone, or throw a softball!
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Activity 8. Pupils’ text page 58
Your Legs
Sure, arm, wrist, hand, and finger bones are great for picking up the phone, but
how are you supposed to run to answer it? Well, with the bones of the legs and
feet! Your legs are attached to a circular group of bones called your pelvis. The
pelvis is a bowl-shaped
structure that supports the
spinal column. It is made up of
the two large hip bones in front
and behind are the sacrum
and the coccyx. The pelvis
acts as a tough ring of
protection around parts of the
digestive system, the urinary
system, and parts of the
reproductive system.
Your leg bones are very large and
strong to help support the weight of
your body. The bone that goes from
your pelvis to your knee is called the
femur (say: fee-mur), and it's the
longest bone in your body. At the
knee, there's a triangular-shaped
bone called the patella, or kneecap
that protects the knee joint. Below
the knee are two other leg bones:
the tibia (say: tih-bee-uh) and the
fibula (say: fih-byuh-luh). Just like
the three bones in the arm, the three
bones in the leg are wider at the
ends than in the middle to give them
strength.
The ankle is a bit different from the wrist; it
has three larger bones and four smaller ones.
But the main part of the foot is similar to the
hand, with five bones. Each toe has three tiny
bones, except for your big toe, which has just
two. This brings the bone total in both feet and
ankles to 52!
Most people don't use their toes and feet for
grabbing stuff or writing, but they do use them
for two very important things: standing and
walking. Without all the bones of the foot
working together, it would be impossible to
balance properly. The bones in the feet are
arranged so the foot is almost flat and a bit
wide, to help you stay upright.
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Activity 8. Pupils’ text page 58
Taking Care of Bones
Your bones help you out every day so make sure you take care of them. Here
are some tips:
Protect those skull bones (and your brain inside!) by wearing a helmet for bike
riding and other sports.
When you use a skateboard, in-line skates, or a scooter, be sure to add wrist
supports and elbow and knee pads. Your bones in these places will thank you if
you have a fall!
If you play a sport like football, soccer, or ice hockey, always wear all the right
equipment.
Never play on a trampoline. Many kids end up with broken bones from jumping
on them. Broken bones can eventually heal, but it takes a long time and isn't
much fun while you wait.
Strengthen your skeleton by drinking milk and eating other dairy products (like
low-fat cheese, frozen yogurt, and ice cream). They all contain calcium, which
helps bones harden and become strong.
Be kind to your bones, and they will treat you right!
Unit 3
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Label the brain!
Unit 3
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Label the brain!
Cerebellum - the part of the brain below the back of the cerebrum. It regulates
balance, posture, movement, and muscle coordination.
Corpus Callosum - a large bundle of nerve fibres that connect the left and right
cerebral hemispheres. In the lateral section, it looks a bit like a "C" on its side.
Frontal Lobe of the Cerebrum - the top, front regions of each of the cerebral
hemispheres. They are used for reasoning, emotions, judgment, and voluntary
movement.
Medulla Oblongata - the lowest section of the brainstem (at the top end of the
spinal cord); it controls automatic functions including heartbeat, breathing, etc.
Occipital Lobe of the Cerebrum - the region at the back of each cerebral
hemisphere that contains the centers of vision and reading ability (located at the
back of the head).
Parietal Lobe of the Cerebrum - the middle lobe of each cerebral hemisphere
between the frontal and occipital lobes; it contains important sensory centers
(located at the upper rear of the head).
Pituitary Gland - a gland attached to the base of the brain (located between
the Pons and the Corpus Callosum) that secretes hormones.
Pons - the part of the brainstem that joins the hemispheres of the cerebellum
and connects the cerebrum with the cerebellum. It is located just above the
Medulla Oblongata.
Spinal Cord - a thick bundle of nerve fibers that runs from the base of the brain
to the hip area, running through the spine (vertebrae).
Temporal Lobe of the Cerebrum - the region at the lower side of each
cerebral hemisphere; contains centers of hearing and memory (located at the
sides of the head).
Unit 3
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Label a neuron!
Unit 3
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Nervous system summary!
Nervous System Summary
Messages arriving at the CNS from every part of the body, keep the ______
informed of what is going on around it.
There are __________________, one carries messages ________________to
the CNS, and are called __________________. The other, a motor nerve
(Motor = movement) takes nerve impulses to a_____________, which responds
in the way that is needed. For example, if you burn your finger, the motor nerve
will
make
you
pull
your
finger
out
of
the
flame.
This
is
called
a________________.
The largest part of the brain, the _______________is in 2 halves (hemispheres)
the ________ hemisphere controls the left side of the body, and the left
hemisphere controls the ________. The cerebrum is responsible for sight,
speech, personality, hearing, intelligence,…
The medulla controls all unconscious behaviour, such as__________________.
This is why if you become unconscious you carry on breathing. Excess alcohol
can act on the medulla, so your brain forgets to stimulate breathing and you can
die.
The _______________ co-ordinates muscular movements.
Use words from the list to complete the text. The first one is already done.
CNS
brain
right
right
Unit 3
cerebrum
muscle or gland
cerebellum
reflex action
two main kinds of nerves
breathing and heart rates
from the sense organs
sensory nerves
xviii
Skeletal and Muscular systems summary!
Skeletal and Muscular Systems Summary
The main uses of the skeleton are for support, ______________ and protection
of internal organs
__________, is a mixture of flexible _____________, and hard_____________,
mainly calcium phosphate.
_________ are where two bones meet. Bones are held together at the joints by
_____________.
The _____________ types of joint are _________ e.g. knee and elbow, (allows
movement back and forward) & ___________________ e.g. shoulder and hip
(allows rotation in most directions).
Muscle work in opposing ________ (antagonistic) so that they can pull in
different or opposite directions. ____________(shortens) while the other relaxes
(lengthens).
____________ attach the muscles to bones.
A muscle fibre is made up two types of protein filaments; thick ones called
___________ and thin ones called ________.
There are three types of muscles: ___________, __________, and _________.
The longest bone in our body is the __________.
Use words from the list to complete the text. The first one is already done.
Support
proteins
pairs
joints
hinge
actin
bone
Unit 3
cardiac
myosin
smooth
femur
skeletal
movement
tendons
minerals
one contracts
ligaments
two main
ball and socket
xix
Skeletal system word find!
From
http://kidshealth.org/kid/misc/skeletal_word_find.html
From http://kidshealth.org/kid/misc/skeletal_word_find.html
Unit 3
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Maze!
Maze.
Help poor skeleton to find the way to his hat.
Once finished glue it in your jotter.
Maze.
Help poor skeleton to find the way to his hat.
Once finished glue it in your jotter.
Unit 3
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Skeletal and Muscular crossword!
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Clues:
DOWN:
1. Type of joint found in the shoulder
and hip.
2. As one muscle ____, the other
relaxes.
4. Type of muscle that is voluntary
and striated.
8. Produced by bones.
10. Occurs when a bone is forced
out of its joint.
11. Only type of tissue that is able to
contract.
14. Mineral found in bone; Ca.
Unit 3
ACROSS:
3. Flexible connective tissue that
makes up our nose
and ears.
5. ____ hold bones together.
6. Type of joint found in the knee
and elbow.
7. Place where bones come
together.
9. ____ attach bones to muscles.
12. Mineral found in bone; P.
13. One of the arm bones, below the
elbow.
15. Muscle tissue found in the heart.
16. Type of muscle that is
involuntary and not striated.
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Brain, Muscles and Bones quiz!
Open your jotter and answer those questions.
Write in full sentences.
Copy the question before answering it.
1.
What type of nerves carry messages from the senses?
2.
What kind of nerve carries signals back to a muscle or gland?
3.
What part of the brain controls the breathing rate?
4.
What part of the brain controls memory and intelligence?
5.
What part of the brain controls balance?
6.
What side of the brain controls your left hand?
7.
What kind of action makes you quickly move your hand out of a flame?
8.
What are the main functions of the skeleton?
9.
Which is the largest bone in the human body?
10.
What bones protect the heart and lungs?
11.
What bony structure protects the brain?
12.
Name a hinge joint.
13.
Name a ball and socket type joint.
14.
What holds bones together at the joints?
15.
What attaches the muscles to the bones?
16.
What happens to a muscle when it contracts?
17.
What happens to a muscle when it relaxes?
18.
Where would you find the biceps muscles?
19.
Where would you find the radius and ulna bones?
20.
Where would you find the tibia and fibula bones?
21.
What do you call one spinal bone?
Unit 3
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DO NOT WRITE ON THIS SHEET!
In touch with the world recap quiz!
DIRECTIONS: Answer the questions below as completely as possible.
Answer the questions using complete sentences.
You may use diagrams or pictures to supplement your answers.
1. Look at the illustration. Structure 2 in the
diagram is the
a. Spinal cord
c. cerebellum.
b. medulla
d. cerebrum
2. Look at the illustration. Structure 1 is the
a. Spinal cord
c. cerebellum.
b. medulla
d. cerebrum
Complete each statement.
3. The part of the nervous system that does not include the spinal cord and
brain is called the ____________________ nervous system.
4. A sudden, involuntary movement in response to a stimulus is called a(n) …....
5. The cells that carry messages throughout the nervous system are called …....
6. Neurons that carry impulses from the sense organs to the brain and spinal
cord are called __________________________________ neurons.
7. The ______________ is the biggest part of a neuron, and consist of the
nucleus and much of the cytoplasm.
8. Neurons that carry impulses from the brain and spinal cord to muscles or
glands are called _________________________________ neurons.
9. A neuron may have dozens or even hundreds of _________________ but
usually only one __________________.
10. A Neuron consists of three main parts, list them:
A.__________________________________________________
B.__________________________________________________
C.__________________________________________________
11. What are the spaces between adjacent neurons called?
12. What are the two major divisions of the nervous system?
A.______________________________________________________________
B._____________________________________________________________
13. Some axons are surrounded by an insulating structure called a _________.
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In touch with the world recap quiz!
14. Draw the structure of a typical neuron and label it with all its parts:
Dendrite; Cell body; Nucleus; Axon; Myelin Sheath; Node of Ranvier;
Schwann’s cell; Axon Terminal.
15. Messages are carried across synapses by _________________________.
16. Copy and complete the following diagram∗:
17. Thick filaments of skeleton muscle are composed of a protein called ……….
18. Which muscle tissue is described by the following words; involuntary; single
large nucleus, and are not striated. ______________.
19. Thin filaments of skeleton muscle are composed of a protein called ………...
20. Which muscle tissue is described by the following words; voluntary, striated,
large cells with more than one nucleus. ________________.
21. Muscles are joined to bones by ……..
22. What type of muscle tissue is found only in the heart?
23. What are the three types of muscle tissue and the functions of each?
24. MATCHING: Match the two columns.
membrane covering the outside of bones
Skeletal system
connective tissue that connect bones to bones
Periosteum
made up of bones, joints and connective tissue
Ligaments
connective tissues that connect muscles to bone
Tendons
places where bones meet
Joints
25. What mineral gives bone their strength?
26. Each bone is surrounded by a tough membrane called the …………...
∗
From http://www.sirinet.net/~jgjohnso/biologyII.html
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In touch with the world recap quiz!
27. The junction of two bones is called a (an) __________________________.
28. Bones are held together at the joints by _________________.
29. The heart and lungs are protected by the _____________________.
30. The rib cage is formed by ribs. They go from the backbone and they join
together in the front at the bone called the __________________.
31. Identify each trait as a characteristic of one of the three types of muscle
tissue.
A. The nervous system controls it.
B. It is a striated and involuntary muscle.
C. It is found in many internal organs, but not the heart.
D. It regulates the width of blood vessels.
E. It is a striated and voluntary muscle.
F. It regulates the contractions of the digestive system.
G. The muscle that makes up the heart.
H. It is an unstriated and involuntary muscle.
32. Copy and complete the following diagram∗:
∗
From http://www.sirinet.net/~jgjohnso/biologyII.html
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No doubts!
Read all these questions carefully and choose the correct answer. Write it down
in your jotter.
1. The periosteum is a section of the bone that contains
a) blood vessels
b) osteocytes
c) spongy bone
d) red bone marrow
2. Which of the following types of muscle tissues is found in the walls of the
stomach, intestines, and blood vessels?
a) cardiac muscle
b) smooth muscle
c) skeletal muscle
d) voluntary muscle
3. Which of the following types of muscle tissues is responsible for moving most
parts of the body?
a) cardiac muscle
b) smooth muscle
c) skeletal muscle
d) involuntary muscle
4. Muscles move bones by
a) puling them
b) pushing them
c) stretching back and forth
d) relaxing
5. An example of a hinge joint is
a) a joint in your elbow
b) a parieto-temporal joint
c) pivot joint
d). none of the above
6. Which type of joint allows the shoulder to make circular motions?
a) pivot joint
b) angular joint
c) hinge joint
d) ball-and-socket joint
7. Information is carried from the central nervous system to a muscle by
a) sensory neurons.
c) afferent neurons.
b) reticular neurons.
d) motor neurons.
8. Sensory neurons transmit messages
a) from the central nervous
system to a muscle or gland.
b) from the brain to the spinal cord.
c) from the environment to the
spinal cord or brain.
d) inside the brain.
9. Motor neurons transmit messages
a) from the environment to the brain.
b) from the environment to the
spinal cord.
c) from the spinal cord to the brain.
d) from the central nervous system
to a muscle or gland
10. The peripheral nervous system
a) is not linked to the central
nervous system.
b) connects the CNS to the rest
of the body.
Unit 3
c) consists of the cerebellum and
spinal cord.
d) is composed only of motor
neurons.
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11. The autonomic nervous system controls
a) reflexes.
b) voluntary movement.
c) involuntary functions of the internal
organs.
d) locomotion
12. A reflex
a) may involve only two or three
neurons
b) is not under controlled consciously.
c) is not learnt.
d) all of the above.
13. Extensions at one end of a neuron’s body that receive an impulse are called
a) axons.
b) synapses.
c) cell bodies.
d) dendrites.
14. The central nervous system consists of
a) the brain and spinal cord.
b) the cerebrum and cerebellum.
c) the spinal nerves only.
d) the cerebrum and spinal cord
15. The voluntary functions of the nerve system are controlled by the:
a) cerebrum
b) cerebellum
c) medulla
d) spinal cord
16. A muscle fibre is made up of millions of two protein filaments called:
a) neurotransmitter & myosin
b) myosin & actin
c) actin & tendons
d) tendons & ligaments
17. Which one is NOT a muscle?
a) pectoralis
b) humerus
c) biceps
d) quadriceps
18. Which is the longest bone in your body?
a) rib
b) tibia
c) femur
d) ulna
19. Which one is NOT a bone?
a) sternum
b) fibula
c) pelvis
d) deltoid
20. What is the function of bone marrow?
a) Make blood cells
b) Make proteins
c) Give strength to the bone
d) Make the bone flexible
21. The tissue that connect bones together in a joint is:
a) tendons
b) myosin
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c) ligaments
d) joint-protein
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Laboratory activities
Lab practice. Knee Jerk Reflex (Patellar Reflex)∗
Aim: To know how a typical reflex action works.
Apparatus and Materials:
None
Method:
The knee jerk reflex is one that you may have had tested at a check up at the
doctor's.
In this test, the doctor hits your knee at a spot just below your knee cap (patella)
and your leg kicks out. Try it!
1. Have a partner sit with their legs crossed so that their leg can swing freely.
2. Hit their leg just below the knee with the side of your hand. DO NOT USE A
HAMMER!!!! The leg will kick out immediately (if you hit the right place).
3. Repeat steps 1 & 2, but this time do it while your partner is doing a mental
process, for example solving a math problem or reading a text.
The knee jerk reflex is called a monosynaptic reflex because there is only one
synapse in the circuit needed to complete the reflex. It only takes about 50
milliseconds between the tap and the start of the leg kick. That is fast!
The tap below the knee causes the thigh muscle to stretch. Information is then
sent to the spinal cord. After one synapse inside of the spinal cord, the
information is sent back out to the muscle...and there you have the reflex.
Answer these questions:
1. Draw a diagram of the patellar reflex action. Try to show presynaptic and
postsynaptic neuron, the spinal cord, the muscle, the leg,…
2. Can you see any difference in the speed of the reaction if the person is
doing a mental activity or not? Try to explain why.
∗
From http://faculty.washington.edu/chudler/chreflex.html
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Laboratory activities
Lab practice. Blink Reflex.
Our reflexes really protect us. Another demonstration of these “built-in” (not
learnt) capabilities is the blink reflex.
Aim: To know how a typical reflex action works.
Materials:
• Cotton balls (or rolled-up paper towels)
• A transparent barrier (a wire screen, plastic or glass window)
Method:
1. Have a student stand behind a see-through barrier like a window or a
wire screen.
2. Throw a cotton ball at the person. Did they blink? Probably. This is the
blink reflex and serves to protect our eyes from damage.
Did you know?
People typically blink about 15 times per minute. If you are awake for
16 hours each day, then you blink approximately 14,400 each day!
(Source: Schiffman, H.R., Sensation and Perception. An Integrated
Approach, New York: John Wiley and Sons, Inc., 2001)
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Laboratory activities
Lab practice. How Fast are You?
Aim: To measure your response time to something that you see.
Introduction: This reaction time experiment requires visual information (the
movement of the ruler) to travel to your brain. Then your brain sends a motor
command ("grab that falling ruler") to the muscles of your arm and hand. If all
goes well, you catch the ruler!!
Material:
Ruler, calculator
Method:
1. Get a ruler
2. Hold the ruler near the end (highest number) and let it hang down.
3. Have a partner put his or her hand at the bottom of the ruler and have them
ready to grab the ruler (however, they should not be touching the ruler).
4. Tell your partner that you will drop the ruler sometime within the next 5
seconds and that they are supposed to catch the ruler as fast as they can after
it is dropped.
5. Record the level (centimetres) at which they catch the ruler (you can convert
the distance into reaction time with the table below).
6. Test the same person 3 to 5 times (vary the time of dropping the ruler within
the 5 seconds "drop-zone" so your partner cannot guess when you will drop the
ruler).
Here is a table to convert the distance on the
ruler to reaction time. For example, if you
catch the ruler at the 20 cm mark, then your
reaction time is equal to 0.20 seconds (200
ms). Remember that there are 1,000
milliseconds (ms) in 1 second.
Questions and Comparisons:
Distance
5 cm
10 cm
15 cm
20 cm
25.5 cm
30.5 cm
43 cm
61 cm
79 cm
99 cm
123 cm
175 cm
Time
0.10 sec (100 ms)
0.14 sec (140 ms)
0.17 sec (170 ms)
0.20 sec (200 ms)
0.23 sec (230 ms)
0.25 sec (250 ms)
0.30 sec (300 ms)
0.35 sec (350 ms)
0.40 sec (400 ms)
0.45 sec (450 ms)
0.50 sec (500 ms)
0.60 sec (600 ms)
A. Try the experiment in dim light. Does your
reaction time increase, decrease or stay the
same? Can you explain your results?
B. Test the whole class. Who is fastest?
C. Compare boys vs. girls. On average, are
the boys or girls faster?
D. Compare different ages. Who is the fastest? older students or younger
students?
E. Compare the scores after practice. Does reaction time improve with practice?
F. Compare kids' scores vs. parents' scores. Who is faster?
G. Test the whole school!!
H. Test the whole city!!................you get the idea.
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Laboratory activities
Want to work harder?
If you want to be more precise with your calculations, use the following
formulas:
Formula 1
Formula 2
Formula 1 provides you with the distance an object will fall in a given amount of
time. By rearranging Formula 1 into Formula 2, you can get the amount of time
it takes an object to fall a certain distance...that's what you want to find out. All
you have to do is replace “y” withthe distance (in either centimeters or inches)
that the ruler fell into Formula 2 - this will give you the reaction time.
In the formulas, t = time (in seconds); y = distance (in cm); g = 980 cm/sec2
(acceleration due to gravity).
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Laboratory activities
Lab practice. Test your reaction time!
Aim: To measure your response time to different stimuli.
Material:
Computer, calculator
Method:
This exercise consists of four internet experiments with the aim to test how fast
you respond to different situations.
1. Turn on your computer and open Netscape navigator. (some of the
experiments do not work on Explorer)
2. Go into this page:
http://faculty.washington.edu/chudler/java/reacttime.html
3. Follow the instructions on the screen
4. Remember to do the experiment 5 times and to calculate the average.
5. Write down your results in your jotter.
6. At the end of the class copy the results of the rest of the pupils.
7. Repeat from step 2 for the other experiments. Here are the web pages you
have to go to to do the activity.
Hit-the-dot
http://faculty.washington.edu/chudler/java/dottime.html
Colorful reaction time tester
http://faculty.washington.edu/chudler/java/backtime.html
Check boxes
http://faculty.washington.edu/chudler/java/boxes.html
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Support material annexes.
Final activities
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Final activities!
20 Little Known Facts About The Human Body∗
1. A human being loses an average of 40 to 100 strands of hair a day.
2. A cough releases an explosive charge of air that moves at speeds of up to
100 km/h.
3. Every time you lick a stamp, you're consuming 1/10 of a calorie.
4. A fetus acquires fingerprints at the age of three months.
5. A sneeze can exceed the speed of 160 km/h.
6. Every person has a unique tongue print.
7. According to German researchers, the risk of heart attack is higher on
Monday than any other day of the week.
8. After spending hours working at a computer display, look at a blank piece of
white paper. It will probably appear pink.
9. An average human drinks about 60.000 litres of water in a lifetime.
10. A fingernail or toenail takes about 6 months to grow from base to tip.
11. An average human scalp has 100,000 hairs.
12. It takes 17 muscles to smile and 43 to frown.
13. Babies are born with 300 bones, but by adulthood we have only 206 in our
bodies.
14. Beards are the fastest growing hairs on the human body. If the average man
never trimmed his beard, it would be nearly 10 meters long by the end of his
life.
15. By the age of sixty, most people will have lost half of their taste buds. By the
time you turn 70, your heart will have beaten some two-and-a-half billion times
(taking an average of 70 beats per minute.)
16. Each square centimetre of human skin consists of one meter of blood
vessels.
17. Every human has spent about half an hour as a single cell.
18. Every square centimetre of the human body has an average of 5 million
bacteria on it.
19. Fingernails grow faster than toenails.
20. Humans shed about 600,000 particles of skin every hour - about 500 grams
a year. By 70 years of age, an average person will have lost up to 50 kilograms
of skin.
∗
From http://www.teach-nology.com/
Final activities
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