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1/05/11 The Human Body pg 119 Objective: To learn the systems of the body, their functions, and how they are related Bell work: Let’s see how much you know about your systems! Let’s help Arnold find all of his organs. Then, a quick pre-assessment to see what you know about the 11 systems of the body! What do you know? You have 10 minutes to complete the Human Body Pre-Assessment on the front of your INB sheet by matching the body system with its function. If you finish before time is up, move on to the Medical Jargon sheet. “Jar-WHAT?!?!?” Look at the sheet and try to infer what the word “jargon” means. Using the terminology on the left, try to determine the meaning of the words on the right. Then match the term with its correct meaning. For homework tonight… Complete a new unit title page on the left side of your notebook under today’s bell work. For your unit page for this unit, I want you to draw two body systems INSIDE the human body. The first is the system with which you are most familiar. The second system should be one that you want to learn more about. You must include in your drawings the major organs of those systems. Remember that unit pages have a TITLE and color. I will be checking for this to be complete when I return on Friday. 1/7/11 The Largest Organ: SKIN! pg 121 Objective: To learn the structure and function of the Integumentary System. Bell Work: Put the terms in the correct order from most simple to most complex: SKIN OIL GLAND INTEGUMENTARY SYSTEM EPIDERMAL CELL Made up of the skin, hair, and nails Skin has four main functions 1. Protection - forms a protective covering over the body a. Prevents infection and water loss 2. Help us sense our environment- touch 3. Formation of Vitamin D 4. Regulation of body temperature a. Blood vessels in skin help release/hold heat b. Perspiration or sweating to keep cool and shivering to keep warm Your skin is the largest organ of your body. Skin is made up of three layers of tissue: 1. Epidermis - the outer, thinnest layer a. Outermost cells are dead and rub off b. New cells are constantly made at the base/bottom of the epidermis. c. Cells produce melanin pigment that protects your skin and gives it color 2. Dermis - the middle layer a. Contains blood vessels, nerve fibers, muscles, oil, sweat glands, and other structures. 3. Fatty layer - covers and insulates the body Skin Cross-section Skin Sensitivity Activity (Say that three times fast!) Purpose: To determine which part of the body is most sensitive. Prediction: Predict which areas are most sensitive ranking 3 (least sensitive) to 1 (most sensitive). Procedure: Using the card you are given, test each area described and ask whether your partner can feel one or two points. For 1, record a “-” in the chart, for 2, record a “+”. Record your PARTNER’S data in YOUR chart. Switch roles and repeat. When finished, answer the questions pertaining to the activity. These will be checked on Monday when you return to school. 1/18/11 The Muscular System pg 123 Objective: To learn the structure and function of the muscular system Bell Work: Put the terms in the correct order from most simple to most complex: SKELETAL MUSCLE STRIATED MUSCLE CELL MUSCULAR SYSTEM BICEP Turn to your Skin Sensitivity Lab… Let’s review the questions from last Friday Now, the Muscular System… Muscle - an organ that can relax and contract, which moves your body. 1. Voluntary muscles - muscles you can control (bicep) 2. Involuntary muscles - muscles you cannot control (heart) There are three types of muscle tissue 1.Skeletal muscles move bones a.Tendons connect muscle to bone b.Voluntary c.Contract quickly and tire more easily d.Look striped or striated Draw & Label the striated muscle in the circle on your paper 2. Smooth Muscles - found in digestive tract and blood vessels a.Involuntary b.Ex: Muscles in the stomach Draw & Label the smooth muscle in the circle on your paper 3. Cardiac Muscle a. Found only in the heart b. Is striated (striped) c. Involuntary Draw and Label the cardiac muscle in the circle on your paper You move because pairs of muscles work together 1.When one muscle of a pair contracts, the other relaxes 2.Muscles always pull 3.Blood carries energy-rich nutrients to the muscles so they can do their work. Mini-Lab: Blinking Activity Purpose: To perform 3 different activities to see if blinking is voluntary, involuntary or both. Make your hypothesis Part 1: You will count the number of times your partner blinks in one minute and then switch roles. You will do this for two trials. Part 2: You will record the amount of time your partner can go WITHOUT blinking and then switch roles. Part 3: You will record whether or not your partner blinks when an object is thrown at them, and then switch roles. When complete, answer the questions, due tomorrow at the beginning of class! 1/19/11 Dem Crazy Bones! pg 125 Objective: To learn the function and structure of the skeletal system. Bell Work: Put the terms in the correct order from most simple to most complex (use your medical jargon or root words for the one(s) you don’t know!) MARROW SKULL SKELETAL SYSTEM OSTEOCYTE 1. Cranium (skull) Bones of the Skeleton 2. Frontal (forehead) (left side) 3. Mandible (jaw) 4. Cervical Vertebrae (neck - 7) 5. Thoracic Vertebrae (vertebrae with ribs – 12) 6. Xiphoid Process 7. Lumbar Vertebrae (lower back – 5) 8. Ilium (hipbone) 9. Sacrum 10. Coccyx (tailbone) 11. Ischium (buttbone) 12. True ribs (directly attached to sternum) 13. False ribs (attached to sternum by cartilage) 14. Floating ribs (not attached at all) 15. Intercostal cartilage 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. Nasal bone Ocular Orbit (eye socket) Bones of the Skeleton Maxilla (upper jaw) (right side) Clavicle (collar bone) Scapula (shoulder blade) Sternum (breast bone) Humerus (upper arm) Radius (closest to the thumb) Ulna (furthest from thumb) “Ulna you didn’t!” Carpals (wrist bones) Metacarpals (palm of hand) Phalanges (fingers) Femur (thigh bone) Patella (knee cap) Tibia (shin bone) Fibula (I told a “little fib”ula) Calcaneus (heel bone) Tarsals (ankle bones) Metatarsals (sole of foot) Phalanges (toes) The Skeletal System All the bones in your body make up your skeletal system - has five major functions 1. Shapes and supports body 2. Protects organs 3. Movement 4. Blood cells are made in bone marrow 5. Stores calcium and phosphorus Bone Structure 1. Periostium - soft thin substance that covers and protects the bone 2. Compact bone – tough, hard bone that can heal itself when broken 3. Spongy bone – contains red marrow which makes red blood cells that carry oxygen and carbon dioxide throughout the day 4. Marrow – soft, inner center of bones containing blood vessels and fat cells. Manufactures blood cells Your skeleton begins as cartilage, which is gradually broken down and replaced with bone which is why babies have more bones (300) than adults (which have 206). Introduction to Joints Joint - any place where two or more bones come together • Cartilage - rubbery tissue that cushions bones , located at joints • Ligament – attaches bone to bone Types of Joints 1. Fixed joint a. Allows little movement ex: joints of the bones in your skull 2. Pivot Joint a. One bone rotates around another bone ex: turning your head 3. Ball-and-socket joint a. The ball end of one bone fits into a cuplike cavity on another bone. ex: Shoulder joint 4. Hinge joint a. Back and forth ex: knee 5. Sliding joint a. One part of a bone slides over another bone. ex: Hand bone (bones in your palm) How many do you remember? Ready for a test (round 1)? One more time (round 2) Fun Links! • Virtual hip replacement • Virtual knee surgery • Virtual hip resurfacing Dem Bones- Worth 150 Points!!! Fold directions in ½ and glue down on p. 125 1. Cut out the paper model of the skeleton. 2. Put your model together in order using glue and the construction paper. (20 pts) 3. Remember that your skeleton must be in a scene and your project must have a TITLE! (20 pts) 4. Label the following bones using a pen and ruler (WRITE SMALL AND NEAT): (70 pts) 5. Outline ALL bones that are used for protection YELLOW. (5 pts) 6. Outline TWO bones that make blood cells (long bones) RED. (5 pts) 7. Draw and shade in a BLUE circle around 1 pivot joint. (5 pts) 8. Draw and shade in a GREEN circle around 1 ball-and-socket joint. (5 pts) 9. Draw and shade in a PURPLE circle around 1 hinge joint. (5 pts) 10. Draw and shade in an ORANGE circle around 1 gliding/sliding joint. (5 pts) 11. Create a KEY for your skeleton that explains the colors used in # 5-10. (10 pts) Body Story- Broken Bones After your direction sheet for Dem Bones is folded and glued in, write on the back of the sheet: Broken Bones- 5 Facts Then list 5 fun or interesting facts from the movie underneath. Remember, this is part of your INB grade too: 1. 2. 3. 4. 5. 1/26/11 Trek the Tract! pg 127 Objective: To learn the structure and function of the digestive system Bell work: Put the terms in the correct order from most simple to most complex (use your root words for the ones you don’t know!) DIGESTIVE SYSTEM SMALL INTESTINE VILLI EPITHELIAL CELLS Your cells needs nutrients found in food 1.Provide energy and materials for cell development, growth, and repair: Proteins (meats), Carbohydrates (sugars = energy), Fats (Lipids), Vitamins, Minerals, and Water 2.Maintain homeostasis 3.No food has every nutrient, so eat a variety of foods 4.Foods that contain the same nutrients belong to a food group: 5 Groups - Grains, Vegetable, Fruit, Dairy, Meat 5.Bacteria live in many organs of digestive tract & make vitamins for the body (ex: vit. B12 & K) Digestion: breaks food down into small molecules that are absorbed into bloodstream 1. Mechanical digestion: PHYSICAL process food is chewed, mixed and churned 2. Chemical digestion: CHEMICAL process food is turned into a mushy substance using stomach acid, bile, saliva, & other enzymes (proteins that speed up chemical reactions) Organs of the digestive system 1. Accessory organs: food DOES NOT pass through: includes tongue, teeth, salivary glands, liver, gallbladder, & pancreas 2. Digestive tract: food DOES pass through: mouth, esophagus, stomach, small & large intestine, rectum & anus Digestion begins NOW! 1. Mouth: tongue, teeth, & saliva change food into soft mass (bolus) Go back to your diagram on the front and label the mouth! 2. Esophagus: muscular tube moves food to stomach using peristalsis (muscle contractions) Go back to your diagram on the front and label the esophagus! 3. Stomach: muscular sac that turns food into a thin, watery liquid called chyme 1. Mechanical digestion by peristalsis 2. Chemical digestion by digestive juices/enzymes Go back to your diagram on the front and label the stomach! 4. Small Intestine: long tube lined with villi that increase surface area for nutrient absorption. Blood transports absorbed nutrients to cells Go back to your diagram on the front and label the small intestine! 1. Accessory Organs of Small Intestine: a. Liver: large red-brown organ that makes bile b. Gallbladder: stores bile which is released into the S.I. and helps break down fat c. Pancreas: makes digestive enzymes & insulin which regulates blood sugar Go back to your diagram on the front and label the liver, gallbladder and the pancreas! 5. Large intestine: absorbs water from undigested chyme 1. Chyme can be in L.I. as long as three days 2. Appendix: sac attached to the L.I. once used to digest raw meat in primitive man 6. Rectum & anus: control release of solid waste (feces) from body Anus Go back to your diagram on the front and label the large intestine, rectum & anus! 1/27/11 Trek the Tract! pg 127 Objective: To learn the structure and function of the digestive system Bell work: Let’s review the organs of the digestive system with a fun digestion animation: Where does your food go? Trek the Tract! Purpose: To show the length of each organ involved in digestion and describe how food moves through the digestive system. Using the chart on your sheet, measure out the length of your digestive organ. Follow the directions for making your organ. When time is up, you’ll present your organ and then join it with the other organs in class. How long is the digestive system really? 2/1/11 It just keeps Circulatin’ pg 129 Objective: To determine the structures and functions of the circulatory/cardiovascular & lymphatic systems Bell work: Put the terms in the correct order from most simple to most complex – you have TWO sets today! HEART BLOOD CIRCULATORY SYSTEM RED BLOOD CELL WHITE BLOOD CELL TONSILS LYMPHATIC SYSTEM LYMPH Circulatory system includes, heart, blood vessels, blood FUNCTION: • Carries nutrients & oxygen to cells & waste and carbon dioxide away from cells • Contains cells that fight disease Heart - pumps blood to all parts of body and has four chambers 1. Atria (atrium) - upper two chambers 2. Ventricles - lower two chambers Types of Circulation 1. Coronary circulation- supplies blood to heart 2. Pulmonary circulation - blood from heart pumped to lungs to pick up O2 & drop off CO2 and then back to heart 3. Systemic circulation- oxygen-rich blood pumped to body cells and returns oxygen-poor blood back to heart Blood Vessels - carry blood to every cell 1. Arteries - oxygen-rich blood AWAY FROM heart to body 2. Veins - oxygen-poor blood from body BACK TO heart 3. Capillaries - microscopic blood vessels connect arteries to veins (only ONE CELL THICK!!) 1. Nutrients and oxygen diffuse into body cells 2. Waste and carbon dioxide diffuse out of body cells Parts of Blood 1. Plasma – “watery” part of blood that carries nutrients, minerals, oxygen to cells and carries waste away 2. Red blood cells – carry oxygen to cells using hemoglobin (made in bone marrow) 3. White blood cells - fight bacteria and viruses. When sick, body makes more WBC’s (made in bone marrow) 4. Platelets - cell fragments that work to form a scab 5. Four types of blood: A, B, AB, & O Cardiovascular diseases 1.Atherosclerosis - fat builds up on artery walls and clogs arteries (can cause heart attack) 2.Hypertension - high blood pressure, often caused by atherosclerosis 3.Sickle Cell – red blood cells are deformed & can’t carry oxygen efficiently 4.Hemophilia – lack platelets to help in blood clotting 5.Leukemia – cancer of white blood cells Low Pressure High Pressure Lymphatic/Immune System includes a network of vein-like vessels and lymph nodes that filter and return fluid (lymph) to the bloodstream; fights disease 1.Lymph: consists of water, glucose and white blood cells 2.Lymph nodes filter lymph, trapping bacteria; makes white blood cells; enlarge when fighting disease 3.Lymph moves through lymph vessels by skeletal muscle contraction 4. Connects to circulatory system through lymphatic veins in the chest that return the filtered fluid to the bloodstream Title: The Heart as a Pump Purpose: To determine what pulse rate tells you about how the heart works and to determine your heart rate before and after exercise Procedure: Count your pulse rate before and after several activities: Rest, After standing, After jogging, After holding breath, After raising arms in the air. Hypothesis: Which activity will affect your heart rate the most? Which will affect it the least? Why? 2/2/11 Respiratory & Excretory Systems pg 131 Objective: To learn the structure and function of the respiratory and excretory systems Bell work: Put the terms in the correct order from most simple to most complex! LUNG ALVEOLI ALVEOLAR CELL RESPIRATORY SYSTEM Organs of the Respiratory System 1. Nose and Mouth (#1): passageway into respiratory system that helps to warm air 2. Pharynx (#2) (Throat): transports air, food, and water, includes parts of the trachea and esophagus 3.Larynx (#3) (Voice Box): vocal cords are stretched across larynx opening 4.Trachea (#4) (Wind Pipe): carries air from larynx to lungs. Covered in cartilage for protection 5. Bronchi/Bronchial tubes (#5) : two tubes split off from trachea - one tube goes to each lung. Each tube splits into tiny tubes (bronchioles #7) 6. Alveoli (#6) (Air Sacks): tiny sacks in lungs (#8) are surrounded by capillaries (oxygen enters bloodstream and carbon dioxide exits). Breathing and Respiration 1.Respiration: Body obtains and uses oxygen and removes carbon dioxide & water 2.Two parts to respiration: 1.Breathing: 1.Inhale - Diaphragm muscle moves down/lungs expand 2.Exhale - Air moves out automatically 2.Cellular respiration: chemical reaction that uses oxygen to release energy from food. Respiratory Disorders 1. Asthma - irritants cause bronchioles to constrict 2. Pneumonia - bacteria cause bronchioles to become inflamed with fluid Excretory System: collects wastes produced by cells and removes it from the body. Includes kidneys, lungs, skin and liver. Organs of the excretory/urinary system: 1.Kidneys: filter blood of waste using tiny structures called nephrons 2.Ureters: tubes that carry urine from each kidney to the urinary bladder 3.Bladder: stores urine until it is released from the body 4.Urethra: carries urine from the bladder to the outside of the body Title: Lung Capacity Purpose: To determine total, residual, vital and tidal lung capacities. Procedure: Using a balloon and a conversion chart, determine your tidal and vital lung capacity. The amount (volume / capacity) of air in the lungs can be measured several ways: TOTAL LUNG CAPACITY – the amount of air in the lungs after a deep inhalation; The vital capacity plus the residual volume RESIDUAL LUNG CAPACITY – the amount of air left in the lungs after deep exhalation VITAL LUNG CAPACITY – the amount of air exhaled in one breath; The maximum amount of air that can be forcibly exhaled after breathing in as much as possible. TIDAL LUNG CAPACITY – The amount of air your lungs hold during normal breathing; the amount of air moved in and out of the body in one breath Hypothesis: Which do you think will be larger: Tidal or Vital lung capacity? Procedure: 1. Measure your Tidal Capacity (NORMAL BREATHING) a. Stretch a round balloon several times to stretch it out. b. Inhale normally and then exhale normally into the balloon. c. Pinch the end of the balloon and measure its diameter. Record the data. See diagram: d. Repeat for a total of 5 measurements. Record the data. 2. Measure your Vital Capacity (BIG BREATH IN & OUT) a. Repeat step 1 of this procedure and repeat for a total of 5 measurements. 3. Use the graph below to convert the balloon diameters to volume. Then record results in your data table. 2/4/11 Reproductive & Endocrine Systems pg 133 Objective: To learn the structure and function of the reproductive and endocrine systems Bell work: Put the terms in the correct order from most simple to most complex! REPRODUCTIVE SYSTEM UTERUS EGG UTERINE LINING Reproductive System: consists of endocrine glands that control sexual reproduction 1. Sexual Reproduction involves the production of egg and sperm 2. Egg and sperm join together in fertilization 3. A fertilized egg is called a zygote 4. The purpose of sexual reproduction is to increase the diversity of traits within a species Organs of the Male Reproductive System 1. Testes: Create sperm and male hormone called testosterone 2. Penis: Carries semen (mixture of sperm and fluid) from testes to outside of body Organs of the Female Reproductive System 1. Ovaries: Create eggs and female hormone called estrogen 2. Fallopian tubes: Carry eggs from ovaries to uterus 3. Uterus: muscular organ that houses egg if it becomes fertilized 4. Vagina: (birth canal) muscular organ that delivers the baby Endocrine System: made of glands that release chemicals (hormones) directly into the bloodstream These chemicals control body activities and regulate growth and development Glands of the Endocrine System 1. Pituitary: “master” gland, controls other endocrine glands and controls growth, water balance, and blood pressure 2. Adrenal: produces adrenaline, a chemical that controls “flight or fight” response 3. Pancreas: produces insulin which regulates blood sugar 4. Thyroid: regulates metabolism (getting energy from food) 5. Ovaries & Testes: release sex hormones which regulate puberty and development 2/7/11 The Nervous System pg 135 Objective: To determine the structure and function of the nervous system. Bell work: Put the terms in the correct order from most simple to most complex! NERVE NEURON NERVOUS SYSTEM SPINAL CORD This is a dissection of the entire human nervous system, removed from the body and left intact. The dissection was done by two students at the Kirksville Osteopathic College in the 1920's. Courtesy of the Still National Osteopathic Museum, Kirksville Missouri Nervous System: receives & responds to information from inside and outside of body; made up of the brain, spinal cord, and nerves 1. Stimulus: any change that brings about a response (reaction) 2. Maintains homeostasis Neuron: nervous system cell that carries nerve impulse information; has three parts: 1. Dendrites: delivers impulse to cell body 2. Cell body: contains nucleus & organelles 3. Axon: carries impulse away from cell body Nerve cells have a space between them called a synapse. When a message reaches the end of a cell, a chemical moves across the synapse of one cell to the next, delivering the “message” The Nervous System is divided into two sections: 1. Central Nervous System (CNS): includes the brain and spinal cord A. Brain: control center of the body 1. Cerebrum: section that stores/interprets senses, thoughts, memories, and controls movement 2. Cerebellum: coordination and balance 3. Brain stem: controls involuntary muscles (heartbeat, breathing, & blood pressure, etc.) B. Spinal cord: links brain with body nerves, controls reflexes. Protected by vertebrae 2. Peripheral Nervous System (PNS): nerves branch from CNS (brain/spinal cord) to body 5 Senses: The nervous system responds to stimuli such as light, sound, heat, chemicals or pressure in your environment B. Five senses: 1.Vision - Light stimulates rods (dim light) and cones (colors) and sends impulse to brain. Sometimes you can confuse the brain with illusions. 2. Hearing – ears gather sound waves which vibrate bones and fluid that send impulse to brain 3-4. Smell & Taste – molecules in air stimulate nerve cells: olfactory cells - nasal passages, taste buds - tongue 5. Touch - found in organs and skin. Detect changes in pressure, pain, and temperature. “Olny srmat poelpe can” I cdnuolt blveiee that I cluod aulaclty uesdnatnrd what I was rdanieg. The phaonmneal pweor of the huamn mnid, aoccdrnig to rscheearch at Cmabridge Uinervtisy, is it deosn’t mttaer in what order the ltteers in a word are, the only iprmoatnt thing is that the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the haumn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt!! 1. Why is it that the human brain is able to read the above passage? 2. What do you think the above passage says about the importance of spelling words correctly for human understanding? 3. Do you think your language arts teachers would be swayed into believing that spelling is unnecessary in their class? Why or why not? Title: Reaction Time Purpose: To determine reaction time by measuring how long you take to catch a falling ruler. Procedure: During two separate tests, you will catch a falling ruler released by your classmate using your thumb and forefinger. In one test, you will focus on catching the ruler. In the other, you will be distracted with doing multiplication in your head while trying to catch the ruler. Hypothesis: Will your reaction time be faster during normal conditions or distracted conditions? Why? Directions: While a classmate holds the top end of a ruler, place your thumb and forefinger close to, but not touching, the zero-centimeter bottom end of the ruler. When your partner releases the ruler, try to catch it as quickly as you can using only your thumb and forefinger. Record the number of centimeters the ruler fell before you caught it under “Normal Conditions”. Repeat three more times and record your data in the table. Now, repeat the whole experiment again (four trials) while you try to solve a multiplication problem that your partner asks you. Again, record your information in the table, this time under “Distracted Conditions”. Use the table on the right to convert centimeters to time in seconds and record that in the table. Total ONLY the time in seconds and determine your average reaction time for both conditions. Switch places and repeat the whole experiment. Answer the conclusion questions on a separate piece of paper and turn in before you leave. Conclusions: • What is meant by reaction time? • What is your average reaction time in seconds under normal conditions (no distraction)? Under distracted conditions? • Under which condition (undistracted or distracted) was your average reaction time shorter? Why do you think this happened? • Does any student have a reaction time of zero? Why might this be an unusual thing? • What is the stimulus in this experiment? What is the response?