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Name ____________________________
Teacher _______________Hour _______
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Unit 4: Humans: Consumers, Digestive System, Homeostasis, & Organ Systems
By the end of this unit, you should:
KNOW:
*





Consumer (13.3)
Carbohydrate (2.3)
Protein (2.3)
Fat/Lipid (2.3)
Calorie (32.1)
Chemical Reaction (2.4)


*
*

Enzyme (2.5)
Substrate (2.5)
Organ System (28.1)
Digestion (32.2)
Peristalsis (32.2)




*
Chyme (32.2)
Bile (32.2)
Absorption (32.3)
Villi (32.3)
Homeostasis (28.2)
Words that are underlined and have a star* are key vocabulary words. These are the most important vocabulary words to know!
After the vocab quiz, circle what you didn‘t get correct on the vocab quiz
UNDERSTAND:
 Dfkjaskfljsakf;adjkf
 Fdkajfklda;fjkdl;fjkd
DO:
Goal
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
Describe the role of humans as consumers (animals) in ecosystems.
Identify three types of nutrients (carbs, proteins, fats) that help maintain
homeostasis. (2.3/32.1)
Describe how enzymes regulate chemical reactions (they speed up
chemical rxns and combine or breakdown substrates) (2.5)
Summarize the difference between mechanical and chemical digestion.
(32.2)
Describe the location and function of digestive system organs (mouth,
esophagus, stomach, small intestine, large intestine, liver, gallbladder,
pancreas). (Also, follow carb digestion.) (32.2)
Describe how nutrients are absorbed in the small intestine. (bloodstream in
villli, but not microvillli) (32.3)
Describe water absorption and solid-waste elimination in the large
intestine. (32.3)
Relate homeostasis to the internal environment of the body. (28.2)
Describe the interaction between organ systems in terms of homeostasis.
(28.2)
Describe the effects of disruption of homeostasis. (28.3)
Construct a PPt presentation of a body system of their choice.
Present information in a coherent and informative manner.
Listen to, collect, and apply information taken from a PPt presentation.
I.20.2 Compare and combine data from a simple data presentation (e.g.,
order or sum data from a table)
I.20.3 Translate information into a data table.
S.20.1 Understand the methods & tools used in a moderately complex
experiment. (Read descriptions of actual experiments and discuss whether
the conclusions that were made support or contradict the hypotheses).
Progress on Goal
What do I still need to study?
61
Humans are Consumers
Memory Check: What is a consumer?
Check all that apply:
I am eukaryotic. (Each cell in my body has a nucleus.)
I am multicellular. (My body is made of many cells.)
My cells do not have a cell wall. (My cells only have a cell membrane.)
I am generally motile. (I am able to move voluntarily.)
I have specialized sensory organs for recognizing and responding to stimuli in the environment.
I am generally heterotrophic. (I depend on other organisms for energy.)
I generally digest food in an internal chamber. (I have a digestive tract.)
If you checked yes to all of the above, then by scientific definition you are an animal. Not in the crazy, really knowshow-to-party kind of way. Well maybe, but you also belong in the kingdom Animalia.
(1) As you saw above, all animals depend on other organisms for energy. Animals are heterotrophs or
consumers. What did you eat for your last meal?
(2) What plants and animals made up the foods that you listed above? (This can be difficult especially if you eat
a lot of processed foods.)
(3) In the space below, create a food web that includes many of the plants and animals you listed above. Make
sure you show where you think the other animals got their energy.
So, what is in the food that holds the energy?
62
The 3 Main Nutrients
A lot of our foods come with the main nutrients listed on a nutritional facts label. For
example, here are the facts for Kellogg‘s Froot Loops:
When we eat we are trying to take in Calories. What is a Calorie anyway?
(def.)_______________________________________________________________
_________________________________________________________________
From looking at this label can you identify the 3 main nutrients that contain the
calories that we need.
(1) ___________________________________
(2) ___________________________________
(3) ___________________________________
Well, it all goes back to plants right? Plants create glucose through photosynthesis. We can eat the glucose directly,
but sometimes the plant stores the surplus as other things we can eat. Also, animals that we eat store glucose too.
For example:
Mmm, like in potatoes
Mmm, like in the cell
walls of celery

These are all examples of carbohydrates. (def.) __________________________________________________
__________________________________________________________________________________________

Proteins are made of amino acids. They are a source of energy as well as
amino acids that we need to create our own proteins. (def.) ___________
___________________________________________________________
___________________________________________________________

Plants and animals also store energy as fats or lipids. (def.) _________________________________________
_________________________________________________________________________
Plants usually store liquid oils and animals store solid fats. Some fats are necessary.
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Enzymes
So how do we get that energy out of our food? It all starts with DIGESTION! Enzymes _____________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________. Enzymes allow these chemical reactions to occur quicker under the
tightly controlled conditions of our bodies. Read p55-56 of your text and fill in the organizer and answer the question
below.
1. How do enzymes weaken the bonds in substrates?
View the following animations as a class: http://www.kscience.co.uk/animations/anim_2.htm
2. How are substrates like keys and enzymes like locks?
View the catalase (liver) and hydrogen peroxide reaction and/or the amylase (saliva) and potato starch reaction.
3. What does the enzyme do in these reactions?
64
Mechanical vs. Chemical Digestion
Enzymes are responsible for the chemical digestion of the foods that you eat. However, you must mechanically break
down foods as well. This demonstration will show the differences between mechanical and chemical digestion.
Mechanical Digestion:
Chemical Digestion:
Apply only CHEMICAL Digestion:
Step 1: Obtain 1 unsalted Saltine cracker or small piece of bread.
Step 2: Place the cracker onto your tongue and into your mouth. DO NOT CHEW! (If the cracker is too big,
break it in half ahead of time.)
Step 3: Move your saliva around the cracker without chewing.
Step 4: Let it sit and observe a change in taste. If you don‘t taste it now you probably will after the next step.
How does it taste compared to when you 1st put it in you mouth? _________________________________________
Apply MECHANICAL and CHEMICAL Digestion:
Step 5: Chew but do not swallow. Try anyway.
Step 6: Let it sit and observe a change in taste.
Step 7: After you have made your observations, go ahead and swallow.
How does it taste compared to when you 1st put it in you mouth? _________________________________________
Complete the following Venn organizer as a class:
Mechanical:
Chemical:
Both:
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66
Digestion of Carbohydrates: An example of how the digestive system works
It is recommended that about 55 to 60 percent of total daily calories come from carbohydrates. Some of our most
common foods contain mostly carbohydrates. Examples include: bread, potatoes, rice, spaghetti, fruits, and
vegetables. Many of these foods contain both starch and fiber, but all of them require special enzymes and
processes within the digestive system to help in their break down.
Use the 'Carbohydrate Digestion' cards to fill in the boxes on the diagram below. As you read through the cards, be
sure to focus on the following things:
 In which structures are carbohydrates being digested?
 If digestion is occurring, is this mechanical or chemical?
 How does this structure help in carbohydrate digestion?
Carbs digested here? ____________
Carbs digested here? ____________
Mechanical OR Chemical (circle one)
Mechanical OR Chemical (circle one)
Helps digestion?: ________________
Helps digestion?: ________________
_______________________________
_______________________________
Carbs digested here?
____________
Carbs digested here? ____________
Mechanical OR Chemical (circle one)
Helps digestion?: ________________
_______________________________
Mouth
Mechanical OR
Chemical (circle one)
Carbs digested here? ____________
Helps digestion?:
Mechanical OR Chemical (circle one)
____________________
Helps digestion?: ________________
____________________
_______________________________
____________________
Carbs digested here? ____________
Carbs digested here? ____________
Mechanical OR Chemical (circle one)
Helps digestion?: ________________
_______________________________
Carbs digested here? ____________
Mechanical OR Chemical (circle one)
Helps digestion?: ________________
_______________________________
Mechanical OR Chemical (circle one)
Helps digestion?: ________________
_______________________________
67
Maintaining Homeostasis
Living cells can function only within a narrow range of such conditions as temperature, pH , ion concentrations, and
nutrient availability, yet living organisms must survive in an environment where these and other conditions vary from
hour to hour, day to day, and season to season. Organisms therefore require mechanisms for maintaining internal
stability in spite of environmental change. American physiologist Walter Cannon (1871–1945) named this ability
homeostasis (homeo means "the same" and stasis means "standing or staying"). Homeostasis has become one of
the most important concepts of physiology, physiological ecology, and medicine. Most bodily functions are aimed at
maintaining homeostasis, and an inability to maintain it leads to disease and often death.
Homeostasis literally means:
The human body, for example, maintains blood pH within the very narrow range of 7.35 to 7.45. A pH below this
range is called acidosis and a pH above this range is alkalosis. Either condition can be life-threatening. One can live
only a few hours with a blood pH below 7.0 or above 7.7, and a pH below 6.8 or above 8.0 is quickly fatal. Yet the
body's metabolism constantly produces a variety of acidic waste products that challenge its ability to maintain pH in a
safe range.
Body temperature also requires careful homeostatic control. On a spring or fall day in a temperate climate, the
outdoor Fahrenheit temperature may range from the thirties or forties at night to the eighties in the afternoon (a range
of perhaps 4 to 27 degrees Celsius). In spite of this environmental fluctuation, our core body temperature is normally
37.2 to 37.6 degrees Celsius (99.0 to 99.7 degrees Fahrenheit) and fluctuates by only 1 degree or so over the course
of 24 hours. Indeed, if core body temperatures goes below 33 degrees Celsius (91 degrees Fahrenheit) a person is
likely to die of hypothermia, and if it goes above 42 degrees Celsius (108 degrees Fahrenheit), death from
hyperthermia is likely.
Internal conditions are not
absolutely stable but
fluctuate within a narrow
range around an average
called the set point. The set
point for core body
temperature, for example,
is about 37.4 degrees
Celsius, but the
temperature fluctuates
within about (0.5 degrees
Celsius. Thus, it is more
accurate to say the body
maintains an internal
dynamic equilibrium than to
say it maintains absolute
stability.
68
Negative Feedback and Stability
The usual means of maintaining homeostasis is a general mechanism called a negative feedback loop. The body
senses an internal change and activates mechanisms that reverse, or negate, that change.
Positive Feedback and Rapid Change
The counterpart to negative feedback is the positive feedback loop, a process in which the body senses a change
and activates mechanisms that accelerate or increase that change. This can also aid homeostasis, but in many cases
it produces the opposite effect, and can be life-threatening.
Positive feedback is unique in two aspects:
1) Positive feedback loops are less common in homeostatic processes, and are often part of a larger negative
feedback loop.
2) Positive feedback loops sometimes produce the very opposite of homeostasis: rapid loss of internal stability
with potentially fatal consequences. For example, if the death of a small area of heart tissue triggers a heart
attack (myocardial infarction), the heart pumps an inadequate amount of blood. Thus, the heart muscle itself
is deprived of blood flow, and still more begins to die. This can lead to a rapid worsening of cardiac function
until a person dies. Many diseases involve dangerous positive feedback loops.
Info from: http://www.biologyreference.com/Ho-La/Homeostasis.html
Want to see how your blood clots? Visit this animation:
http://glencoe.mcgraw-hill.com/sites/9834092339/student_view0/chapter46/positive_and_negative_feedback.html
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Positive and Negative Feedback Loops
Below are some scenarios in which positive or negative feedback loops are being employed to maintain homeostasis. Read
each scenario and write a ‘P’ next to the scenarios that you think display positive feedback and write an ‘N’ next to the
scenarios that you think display negative feedback. Highlight the key words that lead you to believe this.
_____1. Body temperature regulation. If blood temperature rises too high, this is sensed by specialized neurons in the
hypothalamus of the brain. The neurons signal other nerve centers, which in turn send signals to the blood vessels
of the skin. As these blood vessels dilate, more blood flows close to the body surface and excess heat radiates
from the body. If this is not enough to cool the body back to its set point, the brain activates sweating. Evaporation
of sweat from the skin has a strong cooling effect, as we feel when we are sweaty and stand in front of a fan.
_____2. The process of blood clotting is initiated when injured tissue releases signal chemicals that activate platelets
(clotting factors) in the blood. An activated platelet releases chemicals to activate more platelets. This causes a
self-accelerating effect, so that once the clotting process begins, it runs faster and faster until, ideally, bleeding
stops.
_____3. The receptors of the pancreas are responsible for monitoring glucose levels in the blood. Two hormones are
responsible for controlling the concentration of glucose in the blood. Two different cell types release two different
hormones from the pancreas, and are called insulin and glucagon. In cases where glucose levels increase, insulin
is released by the pancreas and promotes the conversion of glucose into glycogen. In cases where glucose levels
decrease, glucagon is released, and promotes the conversion of glycogen into glucose. The lack of glucose can
be compensated for by the new supply of glucose brought about from glycogen.
_____4. The hypothalamus (a gland in the brain) detects changes in the amount of water present in the blood. If there is
too little water (the blood is too concentrated) it tells the pituitary gland to secrete Anti-Diuretic Hormone (ADH),
which makes the kidney re-absorb water from the blood. Higher levels of ADH make the kidney work harder to
reabsorb more and more water. This results in the production of very small quantities of very concentrated urine.
The result of reabsorbing water is to reduce the concentration of the blood. The hypothalamus relays this
information to the pituitary gland, which in turn, makes less ADH.
_____5. The onset of contractions in childbirth is known as the Ferguson reflex. When a contraction occurs, the hormone
oxytocin is released into the body, which stimulates further contractions. This results in contractions increasing in
amplitude and frequency.
_____6. pH is a measure of the concentration of H+ ions in a solution. In this case, the blood. If the blood becomes too
acidic (pH is below 7.4), the fluid in the spinal cord also becomes acidic. An area of the brainstem is sensitive to
the pH of this fluid. When it detects the lower pH, it causes more rapid breathing, which causes carbon dioxide to
be removed which then raises the pH of the blood and spinal fluid. When the spinal fluid returns to normal, the
respiration rate returns to normal.
_____7. The creation of nerve signals occurs when the membrane of a nerve fiber causes slight leakage of sodium ions
through sodium channels. This results in a change in the membrane potential, which in turn causes more opening
of channels, and so on. Therefore, a small leak results in an explosion of sodium leakage, which creates the
nerve action potential.
_____8. The presence of partially digested protein in the stomach triggers the secretion of hydrochloric acid and pepsin,
the enzyme that digests protein. Thus, more protein gets digested followed by the secretion of more hydrochloric
acid and pepsin.
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71
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Data Tables (I.20.3)
A data table is used to organize and record data that are collected. Data
tables can also help identify trends in data. Tables are organized
according to the independent and dependent variables in the experiment.
The dependent variable changes as a result of the independent variable.
Here is a classic example of a two variable table:
Table 1. How diameter of a nerve affects the speed of the signal.
Diameter of nerve (m) Speed of Signal Conduction (m/s)
6
30
12
70
18
110
Step 1: Read the introductory passage and/or lab and identify the
independent and dependent variables.
A scientist is growing bacteria in a petri dish and wants to know how the amount of a hormone solution
affects how large the cell clump grows. The scientist s tested four different hormone solutions: 0%, 25%,
50%, and 75%. After 24 hours she measured the diameter of the cell clump in millimeters. (S.16.1)
IV: _________________________________________________
DV: ________________________________________________
Step 2: When constructing a table, the first column (up and down) is where the heading for the independent variable
should go. Write in the IV in the table below. Don‘t forget to put units there so you do not have to write them every
time.
Step 3: The second column should be headed by the name of the dependent variable and the units. Write in the DV
in the table below.
Step 4: When recording data in a table, the values of the independent variable are ordered. Most data are arranged
smallest to largest. Record the different hormone solutions in the table below. You do not need to write ‗%‘ if you
wrote it in the heading.
Step 5: Data tables should always have a title that clearly communicates what is being shown in a table. The title
should make reference to all the variables in the experiment. Write in ―Table 2.‖ and include a title.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXxXXXXXXXXXXXXXXXXXXX
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Ok, so that was easy. Now, when and how could you take several tables and put them together?
Here is a classic example of a three variable table with two independent variables:
Table 3. How diameter of a nerve affects the speed of the signal in two trials.
Diameter of nerve (m) Speed of Signal Conduction (m/s)
Trial 1
Trial 2
6
32
30
12
67
70
18
112
110
Step 1: Read the introductory passage and/or lab and identify the independent and dependent variables. Note: there
are two things that are varied by the experimenter. There are two independent variables
A scientist is growing bacteria in a petri dish and wants to know how the amount of a hormone solution
affects how large the cell clump grows. The scientist s tested four different hormone solutions: 0%, 25%,
50%, and 75%. After 24 hours she measured the diameter of the cell clump in millimeters. She then
repeated the experiment the next day. (S.16.1)
IV: _________________________________________________
IV: _________________________________________________
DV: ________________________________________________
Step 2: When constructing a table, the first column (up and down) is where the heading for the primary independent
variable should go. When repeat trials are conducted, they are recorded as subdivisions of the dependent variable
column. Draw in the division line. Write in the primary IV in the table below. Don‘t forget to put units there so you
do not have to write them every time. White in the trial names as well.
Step 3: The second column should be headed by the name of the dependent variable and the units. Write in the DV
in the table below.
Step 4: When recording data in a table, the values of the independent variable are ordered. Most data are arranged
smallest to largest. Record the different hormone solutions in the table below. You do not need to write ‗%‘ if you
wrote it in the heading.
Step 5: Data tables should always have a title that clearly communicates what is being shown in a table. The title
should make reference to all the variables in the experiment. Write in ―Table 4.‖ and include a title.
Diameter of nerve (
m)
6
12
18
Speed of Signal
CondXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXuction
(m/s)
Trial 1
32
67
112
74
Great! Now what if there are multiple dependent variables? What if there are several things you are measuring with
the same independent variable?
Here is a classic example of a four variable table with three dependent variables.
Table 5. Characteristics of several samples of maple syrup
Sample # Volume (mL) Amount of sugar (g/L)
Color
1
360
102.3
Very dark
2
418
76.4
Medium dark
3
432
87.2
Medium light
4
476
75.2
Light
Step 1: Read the introductory passage and/or lab and identify the independent and dependent variables. Note: there
are three things that measured by the experimenter. There are three dependent variables
A scientist is growing bacteria in a petri dish and wants to know how the amount of a hormone solution
affects how large the cell clump grows, the pH of the clump, and the scent of the clump. The scientist tested
four different hormone solutions: 0%, 25%, 50%, and 75%. After 24 hours she measured the diameter of the
cell clump in millimeters, pH on the standard pH scale, and qualitatively tested scent. (S.16.1)
IV: _________________________________________________
DV: ________________________________________________
DV: ________________________________________________
DV: ________________________________________________
Step 2: When constructing a table, the first column (up and down) is where the heading for the primary independent
variable should go. Write in the IV below in a table. Don‘t forget to put units there so you do not have to write them
every time.
Step 3: The second, third, and fourth column should be headed by the name of the dependent variables and the
units (if present). Write in the DVs below in a table.
Step 4: When recording data in a table, the values of the independent variable are ordered. Most data are arranged
smallest to largest. Record the different hormone solutions in the table below. You do not need to write ‗%‘ if you
wrote it in the heading.
Step 5: Data tables should always have a title that clearly communicates what is being shown in a table. The title
should make reference to all the variables in the experiment. Write in ―Table 5.‖ and include a title.
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Read the entire lab and identify the variables, write the hypothesis, and construct a data table before
getting permission to start the lab.
Homeostasis and Exercise
Your body‘s temperature, heart rate, and blood pressure need to remain within certain set ranges. In this lab, you will
work in groups to examine the effects of exercise on the circulatory and respiratory systems and on perspiration level.
You will then observe how the body reacts when exercise is stopped.
Purpose:
How does exercise affect a person‘s heart rate, breathing rate, and perspiration level?
Introduction:
Read the following pages in your textbook to prepare for the lab: p858-859. There are several things that we are
measuring in this lab. In fact there are three dependent variables. Identify them:
IV: ________________________________________
DV: _______________________________________
DV: _______________________________________
DV: _______________________________________
Procedure:
1. Choose one volunteer to jump rope at a pace that can be maintained for
eight minutes. Make sure the volunteer is inactive for a few minutes before
the experiment begins.
2. Measure the heart rate by taking his or her pulse. To take the pulse, place your 2nd and 3rd fingers on the
volunteer‘s wrist where it meets the thumb. Press very lightly to feel the pulsations. Count the number of
beats in 15 seconds. Another student in the group will use the stopwatch to tell you when to start and when
to stop.
3. Multiply the number of beats in 15 seconds by 4 to calculate the beats per minute. Record the data.
# of beats X 4 = beats per minute
4. Measure the person‘s breathing rate by counting the number of breaths taken in 15 seconds. Multiply this
number by four to calculate breaths per minute. Record the data.
# of breaths X 4 = breaths per minute
5. Rate the person‘s perspiration level from 1 to 5 (1 = none; 5 = droplets dripping down the face). Note this
observation in the table.
6. Write a hypothesis about the effect of exercise on the dependent variables that you are measuring.
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Hypothesis: __________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. Have the volunteer jump rope for 2 minutes. Caution: If the person exercising feels discomfort at any time,
stop the experiment and inform your teacher. After 2 minutes, measure heart rate, breathing rate, and
perspiration level (refer to Steps 2 through 5), and record the data. Measure the pulse, breathing and
perspiration levels as quickly as you can so that the volunteer can resume exercise. Do not have volunteer
wait while you do the calculations and enter the data.
8. Repeat Step 7 three more times and record your data at each point.
9. After the final recording of the dependent variables, wait 1 minute with the volunteer at rest. Then measure
all of the variables again. Record the data.
Data: (construct your table here)
Results: Graph the relationship between the independent and dependent variables. You may choose one graph to
display all of your data, or you may use separate graphs for each of the dependent variables. Don‘t forget to choose
the proper graph choice. Ask your teacher what level of graphing you should do and they will give you the graph
paper.
Discussion/Conclusion:
1. Summarize: What are the effects of exercise over time on the circulatory and respiratory systems and on
perspiration level?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2.
Synthesize: What other processes could you have measured to determine the external and internal effects
of exercise on the body?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3.
Infer: How is perspiration level related to body temperature? How is perspiration related to homeostasis?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
77
Vocabulary Review for Vocab Quiz #5
Here are the words you need to know for the quiz. Words that are underlined and have a star* are key vocabulary
words. These are the most important vocabulary words to know! Use these words to answer the questions that
follow.
 Enzyme (2.5)
 Chyme (32.2)
* Consumer (13.3)
 Substrate (2.5)
 Bile (32.2)
 Carbohydrate (2.3)
 Absorption (32.3)
 Protein (2.3)
* Organ System (28.1)
 Villi (32.3)
 Fat/Lipid (2.3)
* Digestion (32.2)
 Calorie (32.1)
* Homeostasis (28.2)
 Peristalsis (32.2)
 Chemical Reaction (2.4)
Fill in the blank:
1. After swallowing the cookie, Noah‘s esophagus began _____________________________, which pushed
his food into his stomach.
2. The liver produces ______________________, which begins to mechanically break fats into smaller pieces.
3. When Cecily got a fever, she felt hot, then cold, and then hot again. Her body was having a difficult time
maintaining _____________________________ of her body temperature.
4. There was a _____________________________ that took place in Brock‘s body when he digested his
carbohydrates into glucose. As a result, he was able to get _____________________________, or energy,
out of his food.
Correct the mistakes. Cross of the incorrect word and replace it with a better answer:
5. Partially digested food is called enzymes.
6. There are several cells in the body that work together to maintain homeostasis. Some examples are the
nervous system, the skeletal system, and the digestive system.
7. Villi are small finger-like projections in the small intestine that increase the surface area so that the digestion
of nutrients is more efficient.
8.
Emily had a burger for dinner last night. She knew that she needed a good source of fat for muscle building
when she went weight lifting the next day.
Cross out the word that does not belong with the others in the group. Explain your reasoning on the line
below:
9. consumer / carbohydrate / protein / lipid
______________________________________________________________________________________
10. chemical reaction / digestion / enzyme / organ system
______________________________________________________________________________________
78
I give the examples and you give the category:
11. olive oil, canola oil, butter, lard: _____________________________
12. starch, cellulose, fiber, glucose: _____________________________
13. structural, keratin, collagen, enzymes: _____________________________
Analogies: The first set of words relate to each other the same way the second set of words relate. Fill in the
blank:
14. Lock: Key :: Enzyme: _____________________________
15. Cutting: Scissors :: Absorption: _____________________________
16. Coal: Energy :: Food: _____________________________
17. Starch: Amylase :: Substrate: _____________________________
Prefixes and suffixes: Use your prior knowledge and context clues of the prefixes, suffixes, and word origins
in the quotations to figure out the word being described:
18. "same" "state" = _____________________________
19. "one who" eats other living things for energy = _____________________________
20. "made of carbon" "combined with water" = _____________________________
21. the "process" of "compressing" "around" = _____________________________
22. the "action of" "sucking in" "away from = _____________________________
Write out the complete definitions for the following terms. Also, use the term in a descriptive sentence or
draw a picture:
23. Consumer: _________________________________________
__________________________________________________
__________________________________________________
24. Organ System: ______________________________________
__________________________________________________
__________________________________________________
25. Digestion: __________________________________________
__________________________________________________
__________________________________________________
26. Homeostasis: _______________________________________
__________________________________________________
__________________________________________________
79
Activity: The Nervous System
The Stroop Effect
Turn to p884 in your textbook. Write the names of the colors listed in
the Column 1 of the table below. Use the colored version on p884.
Copy the color of ink of each word in Column 2 on p884 into Table 2 on the following
page.
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1. Analyze: Compare the times for naming the ink colors in both column 1 and column 2. Was there
a difference between the two times? Explain why this difference exists.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Infer: How many incorrect responses did you give for column1? For column 2? Explain why
incorrect responses might have occurred.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Experimental Design: Design your own Stroop Effect test. For example, you could draw outlines
for animals and write the name of a different animal in the drawing and see if interference occurs.
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Activity: The Endocrine System
Data Analysis Practice: Combining Data
The following ACT standards will be used in this activity:

I.20.2 Compare or combine data from a simple data presentation
The pituitary gland produces a hormone called ADH
(antidiuretic hormone). The normal function of ADH is to cause
conservation of water at the kidney so it is not excreted in the
urine. ADH activity adds this water to the blood, diluting it.
Certain kinds of lung tumors can cause an abnormally large
production of ADH. As a result, the person retains an abnormally
large amount of water. As a result, their dissolved electrolytes in
the blood, such as sodium, get diluted
The normal range for blood sodium levels is 135 to 145
milliequivalents per liter (mEq/L). Anything below that is
considered hyponatremia.
http://www.virtualcancercentre.com/uploads/VMC/DiseaseImages/600_SIADH.jpg
Two different patients are admitted to the hospital with hyponatremia (low blood sodium). The following data was
gathered during their stay at the hospital. While they were there they received several treatments designed to bring
up their low blood sodium level.
View the following data and answer the questions that follow:
Blood Sodium Level (mEq/L)
Exam Day
Patient #1
Patient #2
1
110
105
2
111
114
3
115
130
4
120
130
5
135
138
Source: http://www.scielo.br/scielo.php?pid=s0004-282x2006000100031&script=sci_arttext
1. On day 1, what were the patients‘ combined blood sodium level? (I.20.2) __________________
2. For Patient #1, what was the gain in blood sodium level during his first three exam days at the hospital?
(I.20.2) __________________
3. For Patient #2, what was the total gain in blood sodium level during his stay at the hospital? (I.20.2)
__________________
4. On day 2, what was the combined gain in sodium for both patients? (I.20.2) __________________
5. Combined, how much did both patients gain during their full stay at the hospital? (I.20.2)
__________________
6. On average, how much blood sodium did the patients gain during their full stay at the hospital? (I.20.2)
__________________
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Activity: The Endocrine System
Data Analysis Practice: Inverse Relationships
The following ACT standards will be used in this activity:

I.24.4 Determine how the value of one variable changes as the value of another variable changes in a complex data presentation

E.24.2 Determine whether given information supports or contradicts a simple hypothesis or conclusion, and why
Lung tumors are not the only way a person can get hyponatremia. Sometimes athletes,
such as triathletes and ultradistance runners, can also develop hyponatremia. If the athlete
drinks a large amount of water while performing extreme physical exercise, they can dilute their
blood sodium levels.
Scientists wanted to understand more about how the low sodium condition develops. They collected data on
how the amount of sodium in the athlete changed as the athletes at rest consumed fluids. Fluid consumption levels
were measured as changes in body weight (in kilograms) of the athletes. In other words, the greater the change in
weight, the more the athlete drank. The graph below shows the results of the study.
1. Identify: Explain the relationship between sodium change and fluid levels (measured as changes in body
weight. (I.16.4 or I.24.4)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Conclude: Can you conclude that taking in large amounts of fluids causes the amount of sodium to lower?
Why or why not? (E.24.2)
______________________________________________________________________________________
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Activity: The Respiratory System
Lung Volumes
One way to detect disease in lungs is to use a devise called a spirometer. In order to understand the
following diagrams you may need to know a couple of basic definitions:


Inspiration = breathing in
Expiration = breathing out
Here is a picture of a spirometer:
Today we are going to use simpler versions of this model, to calculate some of our lung volumes. This
diagram shows all the different lung volumes we could measure or calculate:
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As you can see on the graph on the previous page, your vital capacity (VC) if
the amount of air forcefully expelled from a maximum inspiration. We are going
to use a balloon to calculate this volume.
1) Choose one student from your group to do the measurements on.
2) Breathe in as much air as possible and expel it into the balloon. Hold
the end shut when finished.
3) Measure the diameter of the balloon.
4) Perform the following calculation to get the vital capacity:
VC (in mL) = (500 x balloon diameter (in cm)) – 6000
*Note: this formula only works for balloons of more than 12cm
As you can see on the graph on the previous page, residual volume (RV) cannot ever be expelled from the
lungs because the alveoli and bronchioles never completely deflate. We will have to estimate this one. Residual
volume is about one third of a person‘s vital capacity.
RV = 0.333 x VC
Finally, by looking at the graph you can see that your total lung capacity (TLC) is your vital capacity and
residual capacity combined.
TLC = VC + RV
1. Hypothetically, if you were to fill your lungs with soda, how many 2-liter bottles of soda would fit in your lungs?
_________________________________________________________________________________________
2. The TLC of an average adult male is about 6 liters; for average adult females, the TLC is about 4.2 liters. Why
do you think that is?
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________
3. As people age, their residual volume increases but their vital capacity goes down. What could be causing this
change?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. How do you think asthma would affect your lung volumes?
__________________________________________________________________________________________
__________________________________________________________________________________________
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Activity: The Circulatory System
Factors affecting the heart rate of Daphnia
In the water flea (aka Daphnia), the single, small heart is easily visible when viewed under a low power microscope.
Daphnia is poikilothermic, which means that its body temperature and therefore its metabolic rate are affected directly
by the temperature of the environment. The change in metabolic rate is reflected in the rate at which the heart beats
(cardiac frequency). A scientist wanted to see how the Daphnia's heart rate was affected by both change in water
temperature and the addition various chemicals to the water.
Experiment 1
Seven Daphnia were placed into individual petri dishes and covered with pond water at 0°C. The petri dishes were
immediately placed onto the stage of a microscope and observed under low power. The heart rate of each Daphnia
was monitored for 20 seconds. The procedure was repeated for 10°C, 20°C, and 30°C. The results can be seen in
Table 1 below.
Daphnia
A
B
C
D
E
F
G
0
75
71
65
60
54
56
47
Table 1
Temperature (°C)
10
20
82
92
85
96
93
93
128
155
151
150
142
168
150
140
30
178
180
190
260
278
272
328
Experiment 2
A series of petri dishes were set up for Daphnia as described in experiment one, except all petri dishes were covered
with pond water at 20°C. Before the petri dishes (with Daphnia) were placed onto the stage of a microscope, each
petri dish was treated with the addition of one drop of one of four chemicals, with a few petri dishes not receiving any
treatment. The heart rate of each Daphnia was monitored, and the results can be seen in Table 2 below.
Table 2
Treatment
Surrounding water
20°C
Adrenalin in pond
water at 20°C
Acetylcholine in
pond water at 20°C
1% ethanol in pond
water at 20°C
10% ethanol in
pond water at 20°C
Heart Beat
mean rate
(per minute)
Sample Size
249.00
4
311.67
3
243.67
3
218.00
4
116.60
5
Information from: http://www.practicalbiology.org/areas/advanced/control-and-communication/control-of-heart-rate/investigating-factors-affecting-the-heart-rate-of-daphnia,92,EXP.html
86
1. In Experiment 2, the purpose of calculating heart rate at 20°C and without any additional chemicals was to:
(S.24.1)*
A. serve as a control
B. double check the measurements made in Experiment 1
C. show that each Daphnia's heart rate varies based on its size
D. have more numbers to average
2. Based on the information in Table 1, what is the average number of beats per minute at 30°C? (I.24.2)*
A. 240 beats per minute
B. 249 beats per minute
C. 316 beats per minute
D. 401 beats per minute
3. Based on the information about Daphnia and results from Table 1, as the temperature of the pond water
increases, the metabolic rate of Daphnia: (I.24.4)*
A. Decreases
B. Increases
C. Stays the same
D. There is not enough information to tell what happens to metabolic rate
4. The scientist conducting the experiment wants to produce an average heart rate of 500 beats per minute. To
do this, she will manipulate both the temperature of, and the type of chemical in the pond water. Which of
the following experimental set-ups would most likely produce the desired results? (S.24.4)*
A. 30°C and Acetylcholine
B. 30°C and Adrenaline
C. 10°C and 10% ethanol
D. 10°C and Adrenaline
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Activity: The Immune System
Pathogens and the Immune Response
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You know that vaccinations are given to people as a way to prevent
infection of a harmful or deadly disease. Vaccines usually consist
of weakened or dead forms of pathogens (bacteria or viruses).
When a weakened or dead pathogen is introduced into the
bloodstream, the body‘s B-cells go to work. It is these cells that are
responsible for fighting disease-causing pathogens. Once the Bcells are stimulated to act, antibodies are formed. These
antibodies will forever ‗remember‘ this pathogen if it ever re-enters
the body. As a result, the body‘s immune system will be fully
prepared to attack and destroy a more potent form of the pathogen
in the future. This is how the body develops immunity to a
particular pathogen. Once a person receives a vaccine and
develops immunity, he or she is usually protected for life.
Adapted from: http://www.wisegeek.com/how-does-a-vaccine-work.htm
Use the graph above to answer a few questions about the immune system:
1. Which of the following best defines a 'vaccine'? (I.16.3)
A. A deadly disease
B. A 'B-cell'
C. A pathogen introduced into the bloodstream
D. A weakened or dead form of a pathogen introduced into the bloodstream
2. Which of the following statements below best describes what happened to the levels of antibodies between
day 7 and day 10? (I.16.4)
A. The antibody level doubled
B. The antibody level tripled
C. The antibody level decreased by half
D. The antibody level decreased by a third.
3. At approximately which day was the immune response at its highest (at which day was the number of
antibodies at its highest)?
A. 12
B. 15
C. 19
D. 22
4. Why do you think the number of antibodies eventually decreases?
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Activity: The Excretory System
The Job of the Kidneys
Everybody knows that some organs in the human body are necessary for survival: you need your brain, your heart, your lungs,
your kidneys...KIDNEYS? Absolutely! Even though you won't find a Valentine's Day card with a kidney on the cover, the
kidneys are every bit as important as the heart. You need at least one kidney to live! Kidneys normally come in pairs. If you've
ever seen a kidney bean, then you have a pretty good idea what the kidneys look like. Each kidney is about 5 inches (about 13
centimeters) long and about 3 inches (about 8 centimeters) wide — about the size of a computer mouse. To locate your
kidneys, put your hands on your hips, then slide your hands up until you can feel your ribs. Now if you put your thumbs on your
back, you will know where your kidneys are. You can't feel them, but they are there. Read on to find out more about the kidneys.
Cleaning Up
One of the main jobs of the kidneys is to filter the waste out of the blood. How
does the waste get in your blood? Well, your blood delivers nutrients to your
body. Chemical reactions occur in the cells of your body to break down the
nutrients. Some of the waste is the result of these chemical reactions. Some
is just stuff your body doesn't need because it already has enough. The
waste has to go somewhere; this is where the kidneys come in.
First, blood is carried into the kidneys by the renal artery (anything in the
body related to the kidneys is called "renal"). The average person has 1 to
1½ gallons of blood circulating through his or her body. The kidneys filter that
blood as many as 400 times a day! More than 1 million tiny filters inside the
kidneys remove the waste. These filters, called nephrons (say: neh-fronz),
are so small you can see them only with a high-powered microscope.
The Path of Urine
The waste that is collected combines with water (which is also filtered out of the kidneys) to make urine (pee). As each kidney
makes urine, the urine slides down a long tube called the ureter (say: yu-ree-ter) and collects in the urinary bladder, a storage
sac that holds the urine. When the urinary bladder is about halfway full, your body tells you to go to the bathroom. Urine goes
from the urinary bladder down another tube called the urethra (say: yu-ree-thruh) and out of your body.
The kidneys, the bladder, and their tubes are called the urinary system. Here's a list of all of the parts of the urinary system:
 the kidneys: filters that take the waste out of the blood and make urine
 the ureters: tubes that carry the urine to the bladder
 the bladder: a bag that collects the urine
 the urethra: a tube that carries the urine out of the body
Keeping a Balance
The kidneys help to maintain homeostasis by balancing the volume of fluids and minerals in
the body. If you put all of the water that your body takes in on one side of a scale and all
of the water your body gets rid of on the other side of a scale, the sides of the scale would
balance. Your body obtains water when you consume it in other foods and liquids. Water
leaves your body in several ways. It comes out of your skin when you sweat, out of
your mouth when you breathe, and out of your urethra in urine when you go to the
bathroom. There is also water in your bowel movements (poop). When you feel thirsty, your
brain tells you to get more fluids to keep your body as balanced as possible. If you don't have enough
fluids in your body, the brain communicates with the kidneys by sending out a hormone that tells the
kidneys to hold on to some fluids. When you drink more, this hormone level goes down, and the kidneys will let go of more
fluids. You might notice that sometimes your urine is darker in color than other times. Remember, urine is made up of water
plus the waste that is filtered out of the blood. If you don't take in a lot of fluids or if you're exercising and sweating a lot, your
urine has less water in it and it appears darker. If you're drinking lots of fluids, the extra fluid comes out in your urine, and it will
be lighter.
Adapted from: http://kidshealth.org/kid/htbw/kidneys.html#
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Post-Reading Quiz
Use the reading about the kidneys to answer the following questions
1. Which of the following parts is not found in the
urinary system?
A. Ureters
B. Urethra
C. Urinary Bladder
D. Rectum
2. Urine is stored here until it's ready to leave
the body:
A. Kidneys
B. Urinary Bladder
C. Ureters
D. Urethra
3. The main function of the urinary system is to:
A. Get rid of waste and extra fluid
B. Keep waste in the body
C. Get rid of nutrients
D. Make you poop
4. Which of the following tasks of the kidneys is
important in helping to maintain homeostasis?
A. Making urine
B. Filtering waste out of the blood
C. Carries the urine out of the body
D. Stores the urine
E. A and B
F. C and D
G. A and D
5. Urine is carried from the kidneys to the
bladder by two thin tubes called:
A. Ureters
B. Tubulars
C. Capillaries
D. Urinary Tracts
6. Urine exits the bladder and the body through
a tube called the:
A. Ureter
B. Urinary Tract
C. Urethra
D. Bladder
7. If your urine is light or pale yellow, it means
that:
A. You are hydrated
B. You are dehydrated
C. You don't have enough protein in
your diet
D. You aren't eating enough water-filled
foods
8. The term "renal' refers to:
A. the liver
B. the kidney
C. the bladder
D. the circulatory system
9. Urine is made of:
A. Water and nutrients
B. Water and sweat
C. Broken-down food products
D. Water and waste products
10. Which of the following is the correct path for
blood flow through the excretory system?
A. bladder -> ureter-> renal artery->
nephron
B. ureter-> bladder-> nephron-> renal
artery
C. nephron-> ureter-> renal artery->
bladder
D. renal artery-> nephron-> ureter->
bladde
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