2009 year 9 1 human systems - myp ib @ tma - home sam… · · 2009-07-03cell specialisation and...

2009

_Yea

r_9_

Uni

t 1_

Sys

tem

s o

f the

Hu

ma

n B

ody

MY

P u

nit p

lann

er

Sub

ject

/Cou

rse

SC

IEN

CE

Uni

t Titl

e

Cel

l Sp

ecia

lisat

ion

an

d H

um

an S

yste

ms

Yea

r le

vel(s

) /s

emes

ter(

s)

YE

AR

9 (

MY

P 4

) /1

Indi

cativ

e tim

e 1

TE

RM

– 1

0 w

eeks

, 2-3

less

ons

per

wee

k

Area of interaction focus

Significant concept(s) 1 or 2 max!

Which area of interaction will be our focus?

Why have we chosen this?

Note: All AOI to be covered every year

H &

SE

– b

ecau

se u

nder

stan

ding

asp

ects

of

hum

an p

hysi

olog

y ar

e in

trin

sic

to u

nder

stan

ding

he

alth

, and

hav

ing

a cu

ltura

l dim

ensi

on a

dds

the

inte

rnat

iona

l ele

men

t of u

nder

stan

ding

.

What are the big ideas?

What do I want my students to retain for years into the future?

19 L

A 1

, 19

LA 2

, 19

LA 4

, 19

LA 5

, 19

LA 1

7, 1

9 LA

20,

19

LA 3

, 19

LA11

, 20

LA 1

9 H

ow a

n or

gani

sm’s

bod

y sy

stem

s in

tera

ct to

mee

t its

nee

ds: t

he

impa

ct o

f cul

ture

s

Sci

entif

ic a

dvan

ces

som

etim

es c

halle

nged

und

erst

and

ings

and

pr

actic

es in

sci

ence

and

eve

ryda

y lif

e (e

.g. c

ause

s o

f dis

ease

)

Focus question(s)

Recall that a focus question does not have a clear answer, and helps students look beyond their

immediate subject – can any of the following be changed – remember we just need 1!

Is a

bal

ance

d ap

proa

ch a

lway

s th

e ke

y to

opt

imal

he

alth

? (H

ow d

o pa

rts

of th

e bo

dy a

ffect

the

who

le?

How

do

we

eval

uate

trea

tmen

t for

med

ical

con

ditio

ns?)

2009

_Yea

r_9_

Uni

t 1_

Sys

tem

s o

f the

Hu

ma

n B

ody

Sum

mat

ive

Ass

essm

ent (

prov

ided

at e

nd o

f doc

umen

t)

Maj

or

task

s

IBM

YP

Cri

teri

a

Cla

sses

had

a c

hoic

e of

two

essa

y ta

sks

- H

omeo

stas

is

- E

xplo

ratio

n of

the

dige

stiv

e sy

stem

T

he o

pen-

ende

d pr

actic

al w

ork

com

pare

d en

ergy

(qu

antit

ativ

e el

emen

t) a

nd o

ne o

ther

qua

litat

ive

feat

ure

in a

var

iety

of f

oods

. A

s di

ffere

nt te

ache

rs h

ad c

hose

n to

focu

s on

det

ail i

n di

ffere

nt o

rgan

sys

tem

s w

ith th

eir

clas

ses

(stu

dent

cho

ice)

, the

com

mon

test

pos

ed p

robl

ems.

A

test

was

dev

elop

ed w

ith a

com

mon

ban

d 1

(leve

l 1-2

) an

d 7

sect

ions

on

diffe

rent

org

an s

yste

ms

(ban

ds 2

, 3, l

evel

s 4-

6). T

each

ers

chos

e 4

of th

e or

gan

syst

ems

from

the

test

, and

edi

ted

out p

arts

they

wou

ld n

ot u

se. S

tude

nts

then

sel

ecte

d 3

parts

to a

nsw

er, d

epen

ding

on

thei

r co

nfid

ence

.

A

B

AB

D

EF

C

Sta

ge 2

: Bac

kwar

d pl

anni

ng: f

rom

the

asse

ssm

ent t

o th

e le

arni

ng a

ctiv

ities

thro

ugh

inqu

iry

Con

tent

Wha

t kno

wle

dge

and/

or s

kills

(fr

om th

e co

urse

ove

rvie

w)

are

goin

g to

be

used

to e

nabl

e th

e st

uden

t to

resp

ond

to th

e un

it qu

estio

n?

Wha

t (if

any)

sta

te, p

rovi

ncia

l, di

stric

t, or

loca

l sta

ndar

ds/s

kills

are

to

be a

ddre

ssed

? H

ow c

an th

ey b

e un

pack

ed to

dev

elop

the

sign

ifica

nt c

once

pt(s

) fo

r st

age

1?

Com

puls

ory

cont

ent (

dot p

oint

s)

• Id

entif

y de

tails

of c

ell s

truc

ture

and

thei

r fu

nctio

ns –

rem

ind

stud

ents

of t

hese

as

vario

us o

rgan

sys

tem

s ar

e co

vere

d.

• C

lass

ify le

vels

of o

rgan

izat

ion

in li

ving

thin

gs

• K

ey c

once

pts:

Sur

face

/vol

ume

ratio

; cou

nter

cur

rent

flow

; mec

hani

cal s

yste

ms

in th

e bo

dy

Neg

otia

ble

Con

tent

: Sel

ect 3

-4 o

f the

follo

win

g or

gan

syst

ems

and

stud

y in

det

ail

Fun

ctio

ns o

f the

ske

leta

l sys

tem

and

its

part

s F

unct

ions

of t

he d

iges

tive

sys

tem

and

its

part

s F

unct

ions

of t

he c

ircu

lato

ry s

yste

m a

nd it

s pa

rts

Fun

ctio

ns o

f the

res

pir

ato

ry s

yste

m a

nd it

s pa

rts

Fun

ctio

ns o

f the

rep

rod

uct

ive

syst

em a

nd it

s pa

rts

Fun

ctio

ns o

f the

exc

reto

ry s

yste

m a

nd it

s pa

rts

Fun

ctio

ns o

f the

ner

vou

s sy

stem

and

its

part

s

2009

_Yea

r_9_

Uni

t 1_

Sys

tem

s o

f the

Hu

ma

n B

ody

• E

xpla

in h

ow

sys

tem

s w

ork

to

get

her

to

co

ord

inat

e an

d co

ntro

l the

bod

y (h

omeo

stas

is)

Lear

ning

exp

erie

nces

- A

TL

Tea

chin

g st

rate

gies

– in

terd

isci

plin

ary

skill

s

Org

anis

atio

n st

rate

gies

– p

ract

ical

wor

k T

rans

fer

– P

E, s

port

s re

late

d C

once

pt m

appi

ng –

a s

kill

prac

ticed

with

cla

ss a

nd w

ith e

ssay

pla

nnin

g P

ract

ical

rep

ort w

ritin

g.

Rel

ate

som

e or

gan

syst

ems

to P

E

Ess

ay w

ritin

g sk

ills

– la

ngua

ge A

, Hum

aniti

es

Lear

ning

exp

erie

nces

– s

ubje

ct s

peci

fic

How

will

stu

dent

s kn

ow w

hat i

s ex

pect

ed o

f th

em?

Will

they

see

exa

mpl

es, r

ubric

s, te

mpl

ates

?

How

will

stu

dent

s ac

quire

the

know

ledg

e an

d pr

actis

e th

e sk

ills

requ

ired

? H

ow w

ill th

ey

prac

tise

appl

ying

thes

e?

Do

the

stud

ents

hav

e en

ough

pri

or k

now

ledg

e? H

ow w

ill w

e kn

ow?

Tea

chin

g st

rate

gies

diag

nost

ic (

D)

form

ativ

e as

sess

men

t (F

) W

hat d

iffer

ent t

each

ing

met

hodo

logi

es w

ill w

e em

ploy

?

Dis

sect

ion

tech

niqu

es –

chi

cken

win

g, h

eart

, kid

ney,

pig

sku

ll et

c

Foo

d te

st e

xper

imen

ts –

phy

sica

l and

writ

ten

orga

nisa

tion

skill

s Li

brar

y re

sear

ch s

kills

– fo

r es

say

and

for

writ

ing

prac

tical

rep

ort.

Var

ious

task

s de

pend

ing

on o

rgan

sys

tem

cho

sen

– e.

g., e

atin

g W

eetb

ix

with

and

with

out w

ater

(sh

ows

effe

ct o

f sal

iva)

, use

of s

teth

osco

pes,

hea

rt

mon

itors

, ner

vous

sys

tem

test

s (r

efle

xes

etc)

. N

ote

taki

ng w

ith s

ome

vide

os.

Som

e w

orks

heet

s (u

sed

with

rel

ief t

each

ers)

Dia

gnos

tic (

D)

T

each

er le

ad d

iscu

ssio

n, q

uest

ioni

ng a

bout

• K

now

ledg

e an

d un

ders

tand

ing

of c

ell s

truc

ture

(Y

ear

7 w

ork)

and

how

this

may

var

y is

sp

ecia

lised

org

ans

• S

port

s, e

xper

ienc

e of

illn

esse

s as

soci

ated

with

bod

y sy

stem

(eg

MS

and

ner

vous

sys

tem

) •

Als

o di

scus

s is

sues

aro

und

lifes

tyle

and

cul

tura

l im

pact

s on

org

an s

yste

ms.

F

orm

ativ

e as

sess

men

t (F

) M

any

of th

e no

n-as

sess

able

task

s, f

or e

xam

ple,

dis

sect

ions

of v

ario

us o

rgan

sy

stem

s, a

re fo

rmat

ive,

dur

ing

whi

ch s

tude

nts

may

be

rem

inde

d of

or

prai

sed

on th

eir

safe

ty p

ract

ices

, res

pons

ible

man

agem

ent o

f was

te e

tc.

Stu

dent

s ar

e co

nsta

ntly

invi

ted

to s

ugge

st th

eir

own

answ

ers/

writ

ten

equa

tions

to

expl

ain

dem

onst

ratio

ns (

eg, r

efle

xes

etc)

• W

orks

heet

s so

met

imes

giv

en to

pra

ctic

e sk

ills

or c

onsi

der

how

to r

espo

nd.

• T

each

ing

conc

eptu

ally

– c

once

pt d

iagr

ams

(eg

NS

, hea

rt s

truc

ture

) S

umm

ativ

e (S

)

List

ed a

bove

, atta

ched

bel

ow

2009

_Yea

r_9_

Uni

t 1_

Sys

tem

s o

f the

Hu

ma

n B

ody

Res

ourc

es

Wha

t res

ourc

es a

re a

vaila

ble

to u

s?

How

will

our

cla

ssro

om e

nviro

nmen

t, lo

cal e

nvir

onm

ent a

nd/o

r th

e co

mm

unity

be

used

to fa

cilit

ate

stud

ents

’ exp

erie

nces

dur

ing

the

unit?

Mic

rogr

aph

book

s, H

isto

logy

boo

ks

Res

ourc

e fo

lder

: Ele

ctro

n M

icro

grap

h R

esou

rce

kit.

Uni

vers

ity o

f Syd

ney

Ani

mal

sku

lls, b

ones

, ske

leto

n, p

last

ic to

rso

Per

ista

lsis

mod

el o

f sm

all &

larg

e in

test

ine

TP

S V

ide

os

How

to b

uild

a H

uman

ser

ies;

Ext

rem

e B

ody

Par

ts (

cont

empo

rary

med

ical

app

roac

hes)

ser

ies

and

man

y ot

hers

. R

es

ou

rce

kit

: How

You

r B

ody

wor

ks: T

he in

tera

ctiv

e E

ncyc

lopa

edia

of t

he H

uman

Bod

y S

oft

wa

re: E

at s

mar

t: H

ow w

ell d

o yo

u ea

t? E

xplo

re th

e vi

rtua

l kitc

hen

to fi

nd o

ut! T

est y

our

know

ledg

e of

food

and

nut

ritio

n!

Te

xts

• Q

uest

1: C

hapt

er 1

1

• D

isco

verin

g S

cien

ce 3

: Cha

pter

8

• N

ew F

unda

men

tal S

cien

ce B

k 2:

Cha

pter

2

• In

vest

igat

e, D

isco

ver

and

Lear

n! 7

: 53

• H

eine

man

n In

tera

ctiv

e S

cien

ce 2

: Cha

p 7

• H

eine

man

n In

tera

ctiv

e S

cien

ce 2

: Cha

p 6

• Q

uest

2: C

hapt

er 7

• D

isco

verin

g S

cien

ce 3

: Cha

pter

2

• D

isco

verin

g S

cien

ce 3

: Cha

pter

9

• In

vest

igat

e, D

isco

ver

and

Lear

n! 7

: 61

• In

vest

igat

e, D

isco

ver

and

Lear

n! 8

: 49,

54

Che

mic

als

for

food

test

s, c

andl

es/m

atch

es, t

herm

omet

ers

Libr

ary

2009

_Yea

r_9_

Uni

t 1_

Sys

tem

s o

f the

Hu

ma

n B

ody

Ong

oing

ref

lect

ions

and

eva

luat

ion

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching

and learning” section of MYP: From principles into practice.

Stu

dent

s a

nd t

each

ers

Wha

t did

we

find

com

pelli

ng?

Wer

e ou

r di

scip

linar

y kn

owle

dge/

skill

s ch

alle

nged

in a

ny w

ay?

Wha

t inq

uirie

s ar

ose

durin

g th

e le

arni

ng?

Wha

t, if

any,

ext

ensi

on a

ctiv

ities

aro

se?

How

did

we

refle

ct—

both

on

the

unit

and

on o

ur o

wn

lear

ning

?

Whi

ch a

ttrib

utes

of

the

lear

ner

prof

ile w

ere

enco

urag

ed th

roug

h th

is u

nit?

Wha

t opp

ortu

nitie

s w

ere

ther

e fo

r st

uden

t-in

itiat

ed a

ctio

n?

Pos

sibl

e co

nnec

tions

How

suc

cess

ful w

as th

e co

llabo

ratio

n w

ith o

ther

teac

hers

with

in m

y su

bjec

t gro

up a

nd fr

om o

ther

sub

ject

gro

ups?

Wha

t int

erdi

scip

linar

y un

ders

tand

ings

wer

e or

cou

ld b

e fo

rged

thro

ugh

colla

bora

tion

with

oth

er s

ubje

cts?

Assessment

Wer

e st

uden

ts a

ble

to d

emon

stra

te th

eir

lear

ning

?

How

did

the

asse

ssm

ent t

asks

allo

w s

tude

nts

to d

emon

stra

te th

e le

arni

ng o

bjec

tives

iden

tifie

d fo

r th

is u

nit?

How

did

I m

ake

sure

stu

dent

s w

ere

invi

ted

to a

chie

ve a

t all

leve

ls o

f th

e cr

iteri

a de

scrip

tors

?

Are

we

prep

ared

for

the

next

sta

ge?

Data collection

How

did

we

deci

de o

n th

e da

ta to

col

lect

? W

as it

use

ful?

We

unde

rsto

od c

lear

ly fo

r th

e fir

st ti

me

the

reas

on a

nd n

eed

for

task

-spe

cific

rub

rics,

as

a re

sult

of th

e st

uden

t ess

ays.

Man

y st

uden

ts d

id n

ot r

elat

e m

edic

al/te

chno

logi

cal

adva

nces

to th

e or

gan

syst

em/ h

omoe

osta

sis

they

cho

se to

res

earc

h. T

his

will

be

addr

esse

d in

the

next

uni

t, w

hen

stud

ents

will

be

requ

ired

to tr

ansl

ate

the

gene

ric, i

nter

im

rubr

ic to

wha

t thi

s m

eans

, for

this

par

ticul

ar ta

sk, i

n th

eir

own

wor

ds.

It w

as g

ratif

ying

to s

ee h

ow m

any

stud

ents

rel

ated

thei

r fo

od te

st r

esul

ts to

the

diet

ary

norm

s in

diff

eren

t cul

ture

s. T

he P

ower

Poi

nt (

take

n fr

om th

e A

ustr

alia

n M

agaz

ine

in

2006

) w

as o

f inv

alua

ble

assi

stan

ce (

and

mad

e av

aila

ble

to s

tude

nts

via

myc

lass

es);

man

y st

uden

ts h

owev

er d

iscu

ssed

diff

eren

t cul

ture

s ot

her

than

thos

e sh

own,

for

exam

ple,

trad

ition

al d

iets

from

thei

r ow

n ba

ckgr

ound

s.

On

the

othe

r ha

nd, t

here

was

a p

robl

em w

ith fi

ndin

g en

ergy

val

ues

for

wet

food

s. A

s a

resu

lt, th

e op

en-e

nded

inve

stig

atio

n ha

d to

be

mod

ified

so

that

the

ener

gy

com

pone

nt.

• N

ext y

ear,

mod

ify th

e op

en-e

nded

pra

c to

incl

ude

drie

d fo

ods

only

for

the

ener

gy c

ompo

nent

, and

pos

sibl

y ot

her

com

pone

nts.

The

atte

mpt

at a

‘the

med

’ app

roac

h w

as n

ot a

s su

cces

sful

as

hom

ed, p

ossi

bly

beca

use

the

essa

y to

pic

was

not

con

cord

ant w

ith th

e H

& S

E A

OI.

Nei

ther

ess

ay to

pic

was

do

ne p

artic

ular

ly w

ell.

Nex

t yea

r

• S

elec

t a s

ingl

e es

say

topi

c, a

nd a

lign

it m

ore

effe

ctiv

ely

with

the

AO

I and

hel

p st

uden

ts u

nder

stan

d th

e cr

iteria

thro

ugh

stud

ent-

desi

gned

task

-spe

cific

tran

slat

ions

.

2009_Year_9_Unit 1_ Systems of the Human Body

NAME: _______________________

Telopea Park School Lycée Franco-Australien

HOMEOSTASIS ESSAY

YEAR 9 2009 The student ….

Criterion A One World

does not reach a standard described by any of the descriptors given.

describes how science is applied to addressing a specific local or global issue. The student states some of the benefits or limitations of science in addressing the issue.

describes how science is applied to addressing a specific local or global issue. The student describes some of the benefits or limitations of science in addressing the issue. The student describes how science and its applications interact with at least one of the following factors: social, economic, political, environmental, cultural and ethical.

explains how science is applied to addressing a specific local or global issue. The student explains some of the benefits and limitations of science in solving the issue. The student discusses how science and its applications interact with some of the following factors: social, economic, political, environmental, cultural and ethical..

Achievement level(Circled)

0 1-2 3-4 5-6

Criterion B Communication Paragraphs Referencing and footnoting

does not reach a standard described by any of the descriptors given

attempts to communicate scientific information using some scientific language . The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is inaccurate .

communicates scientific information using scientific language . The student presents most of the information appropriately using symbolic and/or visual representation according to the task. The student acknowledges sources of information with occasional errors .

communicates scientific information effectively using scientific language correctly . The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately . .

Achievement level (Circled)

0 1-2 3-4 5-6

AOI Health and Social Education Homeostasis is the process of maintaining a state o f balance, so that the body can function properly. Examples you may chose from: • The control of electrolytes such as H + (affecting pH) salt (NaCl) and other ions (eg, K +, Ca2+). • How levels of Oxygen and Carbon dioxide (and other dissolved gases) are maintained within the blood. • Levels of various hormones and how these control, for example; blood glucose concentration, respiration and metabo lism rates, and fertility cycles. • How the delivery of nutrients and removal of waste products are controlled. The body also does not work as an isolated system– how might the following challenge

2009_Year_9_Unit 1_ Systems of the Human Body homeostasis? • Changes in temperature? • The effect of exercise • Introduction of harmful chemicals • Dehydration • Fasting/starvation

Date Set Date due

Chose one of the processes listed under ‘ Health and Social Education’ As you read about the process, draw a Concept Map* that links • Major organs (parts of the body) involved in the process • How homeostasis works in this process (Eg positive and negative feedback). • A list of examples (eg diseases ) where homeostasis fails.

*Concept maps are important approaches to learning (ATLs) and your sketch will provide a framework for your essay. The concept map is part of the planning to write your essay. 1. Your essay topic (or guiding question ��): Is a balanced approach always the key to optimal health?

• You need to answer this question somewhere in your essay. • You need to explain your answer using the homeostasis example you researched

� A guiding question is an open-ended question which can have more than one answer.


NAME: _______________________


Digestion Assignment

2009 YEAR 9

The student ….

Criterion A One World

does not reach a standard described by any of the descriptors given below.

names ways in which science is applied and used to solve local and global problems. gives an example of the effect of science on either people, societies or the environment states how science and technology depend on each other attempts to show that science is part of the world by naming at least one of the: social, economic, political, environmental, cultural or ethical factors

describes ways in which science is applied and used to solve local and global problems. give examples of the effects of science and describes some of their positive or negative effects on people, societies or the environment describes how science and technology depend on each other for the development of knowledge and technological applications attempts to show that science is a part of the world by stating how science and its applications are affected or influenced by some of the social, economic, political, environmental, cultural or ethical.

describes and explain s ways in which science is applied and used to solve local and global problems. gives examples of science and scientific applications and discuss some of their positive and/or negative effects on people, societies and the environment describes and explains how science and technology depend on each other for the development of knowledge and technological applications understand that science is part of the world they live in by describing how science and its applications are affected and/or influenced by some of the following factors: social, economic, political, environmental, cultural, ethical.


0 1-2 3-4 5-6

Criterion B Communication in Science


uses basic scientific language provides scientific information using limited modes of communication. attempts to format information, and uses one type of source bibliography is not present or incorrect uses with assistance information and communication technology

attempts to understand and use scientific language correctl y provides scientific information using some modes of communication consistent with the level of complexity of the units of work covered. presents formatted information correctly and uses more than one type of source uses a bibliography and attempts referencing with occasional errors limited use of information and communication technology applications to access, process and communicate scientific information.

understands and uses scientific language relevant to the units of work covered provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) consistent with the level of complexity of the units of work covered. presents scientific information in formats (such as laboratory reports, experimental accounts, explanations, essays, expositions, audio-visual presentations) appropriate to the work covered, and acknowledge sources. demonstrate honesty when handling data and information, and acknowledging sources use where appropriate information and communication technology applications (World Wide Web, data loggers, databases, spreadsheets and/or software for plotting graphs) to access, process and communicate scientific information.

2009_Year_9_Unit 1_ Systems of the Human Body Achievement level (Circled)

0 1-2 3-4 5-6

AOI Health and Social Education

Examples include • The organs of the digestive system. • The correct functioning of the digestive system and how a disease affects the whole body. • Are digestive system diseases inherited or acquired and • the treatment available for a sample disease

The affect of human population on the environment r esulting from overpopulation. Statistics on mortality and availability of medical treatment.

Date Set

Date due

THREE PARTS TO THE ASSIGNMENT You are a member of a new scientific crew who use nano technology to perform surgery on patients who have digestive tract diseases. You are living in the year 2307 and it has been possible for the last 50 years to shrink objects to a very small size. One drawback is that we still haven’t figured out how to make things bigger again. No matter, you volunteered for this highly prestigious and specialized work.

a). Your mission is to take your crew into a patient’s digestive system until you reach the tear in the wall of the large intestine, located just after the junction to the appendix. Your crew will use laser technology to seal the rupture.

1. Each of you, for legal reasons, must keep a log of your trip which includes a description of the entire passage to demonstrate that you have checked the system. See check list. 2. Your cameras will produce pictures which you must include to confirm the state of the system as you pass through each part.

3. Describe what lasers do to seal wounds..

b) The patient is also suffering from a mysterious disease, that you must discover and repair. Pick one from the list at the end as your mysterious disease and;

1. describe the disease. Is it an inherited disease? How does it show itself and when? A lifestyle disease? Then how did they become ill?

2. How it affects the patient. (symptoms) 3. Describe how it can be corrected if possible. 4. Include a picture. 5. If inherited describe how it is passed on; the symptom onset. 6. If lifestyle, describe what the patient did to become so ill. 7. Can there be a treatment or medicine that will correct the problem?

c) There is a great debate going on today about using the technologies available to us.

How do you think that medicine will affect people in the future? Many people are alive today who fifty years ago would have died. Before our modern medical techniques many people died naturally. Many of them from inherited diseases. What will happen to the world if we only die of old age?

2009_Year_9_Unit 1_ Systems of the Human Body Your Guiding Question

Diseases to choose from.

Tonsillitis Mouth cancer Carees Reflux Cirrhosis Anaemia Ulcers Rickets Diabetes Crohns disease Jaundice constipation Hyperglycemia Appendicitis Jaundice Hepatitis

Use the systems check sheet below to ensure that you have achieved each stage of your trip. √

Make sure that you understand the criteria by which you are being assessed.

Choose only one disease

Correctly cite bibliography

Check sheet _____ Log of the passage describing each step including the digestive actions you encounter and where the substances come from and go to. _____ Picture(s) and/or drawn diagram(s) _____ Describe the disease. Is it an inherited disease? A lifestyle disease? Then how did they become ill? _____ How does it show itself and when? _____ Curable? How?

_____ Ethical question answered. Criterion A _____ Correctly cited bibliography using at least one of each of - a book, - a reference source, - an internet site.

Some good sites to look up.

http://www.tvdsh.on.ca/westmin/science/sbi3a1/digest/Sm%20Intestine.htm http://health.howstuffworks.com/medical-animatio-channel.htm This site does not work on the student

network http://www.leads.ac.uk/chb/lectures/anatomy8.html http://www.Encarta.com http://www.Britanica.com

How do we evaluate treatment for a medical condition? Consider the impact of our uncontrolled population growth on the word’s ability to feed itself and on the environment..

.

2009_Year_9_Unit 1_ Systems of the Human Body NAME: _______________________


OPEN-ENDED PRACTICAL - FOOD

YEAR 9

The student ….

Criterion D Scientific Enquiry


attempts to define the question to be tested by a scientific investigation. attempts to form a simple hypothesis partially designs scientific investigations; most aspects are incomplete. comments on the method and error analysis is is either absent or incomplete

defines the problem or research question to be tested by a scientific investigation. . states and attempts to explain a simple hypothesis designs scientific investigations but the variables are not clearly identified the method suggested includes most of the materials/equipment and some of required data to be collected comments thoroughly on the method but the error analysis is limited suggests some irrelevant improvements to the method

recognizes and attempts to articulate the problem or research question to be tested by a scientific investigation. formulates a simple hypothesis and explain it using a logical reasoning and their knowledge of sciences (“If I do this, then that will happen because … ”) designs scientific investigations that include variables and controls that are identified ; identify materials/equipment needed; describes a method to be followed; suggest the data to be collected. comments on the method and the accuracy and/or precision of the results. suggest improvements to the method.


0 1-2 3-4 5-6

Criterion E Processing Data


collects and records limited data some data presented in simple numerical and diagrammatic forms. incomplete data presented. little or no analysis and interpretation of data attempts to draw conclusions

collects and records most data correctly attempts to organize and transform data into numerical and diagrammatic forms. attempts to present data in a variety of ways using some correct communication modes and conventions makes obvious interpretations of data. draws conclusions that are not consistently supported by data.

collect and record data using appropriate units of measurement organizes and transforms data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts) present data in a variety of ways using appropriate communication modes (oral, written and visual representation, and use of technologies) and conventions (units of measurement) analyse and interpret data by identifying trends, patterns and relationships. draw conclusions supported by explanations that are consistent with the analysis of the data.


0 1-2 3-4 5-6


Criterion F Attitudes to Science


requires constant reminders for correct use of materials, techniques and safe practice requires constant reminders when working in a team. requires regular reminders to show respect and act responsibly

confidently uses materials and techniques with guidance and requires occasional reminders to work safely works effectively as a member of a team, with occasional reminders. shows respect for themselves and others, and deal responsibly with the living and non-living environment with occasional reminders.

carries out scientific investigations using materials and techniques safely and skillfully works effectively as a member of a team , collaborating, acknowledging and supporting others as well as ensuring a safe working environment shows respect for themselves and others, and deal responsibly with the living and non-living environment


0 1-2 3-4 5-6

AOI H & SE Question The staple foods of many nations – what are the nut ritional differences?

Different countries have different food traditions – see the accompanying PDF Powerpoint.

Look carefully at the pictures and tables of what t he ‘average’ family buys in a week. Compare the lists with the food pyramid (bel ow). You can see from this that there are many different ways to compose a balanced diet.

Choose ONE group of foods from the food pyramid and investigate experimentally the nutritional differences between staple foods used i n TWO different countries. Note: for the purposes of Criterion E, you need qua ntitative data – either from nutritional

tables or experimentally.

You may investigate fats, sugars or proteins (one of these) and joules (as you need Quantitative = numerical data) to present for

You need to develop yo ur own investigation , and you are

welcome to use the techniques suggested at the back , which will be demonstrated before you start planning.

In your own investigation, you need to work through all the steps in part D and write them in your own words.

Criterion E Processing Data

Aim :

Background

Criterion D Scientific Enquiry


Food Test 1: Total joules

It takes 42 Joules of energy to raise the temperature of 10 ml of water by 1oC. This fact can be used to calculate the amount of energy in foods.

What to do.

1. To a test tube, add 10 ml water.

2. Measure the temperature of the water.

3. Attach a small, pre-weighed amount of food to a piece of wire and light it – so that it heats the water.

4. When the food has all burned, measure the temperature of the water in the test tube again.

5. Calculate the joules produced (multiply the change in temperature by 42)

6. Calculate the Joules per gram of food substance (Divide your answer to part 5 by the number of grams.)

2009_Year_9_Unit 1_ Systems of the Human Body Food Test 2: Sugar test-Benedict's solution Benedict's solution is used to test for simple sugars, such as glucose. It is a clear blue solution of sodium and copper salts. In the presence of simple sugars, the blue solution changes color to green, yellow, and brick-red, depending on the amount of sugar.

What to do.

1. Mix small amount of each food sample with distilled water to make a test liquid.

2. To a test tube, add 40 drops of liquid to be tested.

3. If testing more than one liquid, label each test tube with a marker.

4. Add 10 drops of Benedict's solution to each test tube. Carefully heat the test tubes by suspending in a beaker of hot water at about 40-50 degrees Celsius for five minutes.

Note any colour change. If sugar is present solution will turn green, yellow, or brick-red, depending on sugar concentration.

Food Test 3: Protein - Biuret solution

Biuret solution is used to identify the presence of protein. Biuret reagent is a blue solution that, when it reacts with protein, will change color to pink-purple.

What to do.

1. To a test tube, add 40 drops of liquid to be tested.

2. If testing more than one liquid, label each test tube with a marker.

3. Add 3 drops of Biuret reagent solution to each test tube. Shake gently to mix.

4. Note any color change. Proteins will turn solution pink or purple.

Food Test 4: fats

Foods that contain fat will leave a spot on the paper that light shines through. Different substances let light pass through them at different speeds. For example, light passes through air and paper at different speeds. Because of this, light gets scattered and very little light will pass through a paper bag, even though there are a lot of "holes" in paper bags. However, light travels through paper and fat at similar speeds. When foods containing fat are rubbed on paper, the fat fills up many of the "holes" in the paper and light can pass through the bag. Because of this, paper can become a fat detector.

What to do.

1. Cut the paper bag into squares. Label each square with the name of one of the foods you have.

2. Rub some of the food on the square with its name. If it’s liquid, put a few drops on

the square with its name. 3. Let the squares dry. 4. When the squares are dry, hold them up to the light. What effect did the different

foods have on the paper?

2009_Year_9_Unit 1_ Systems of the Human Body NAME: _______________________


2009 TERM 1 - TEST

YEAR 9

The student ….

Criterion C Knowledge and Understanding in Science


recalls limited scientific information recalls scientific information to solve simple problems states scientific information from one source

recognizes and recalls limited relevant scientific information recalls and applies scientific information to solve problems attempts to analyse simple scientific information by looking for relationships and causes discusses scientific information from different unverified sources.

recognizes and recalls scientific information relevant to the units of work covered explains and applies scientific information to solve problems in familiar and, with guidance, in unfamiliar situations analyses simple scientific information by identifying basic components, relationships and patterns, both in experimental data and ideas. discusses scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and comments on its credibility .


0 1-2 3-4 5-6

1. Match in terms of function the list of organs f ound in a human and the most appropriate item from the non biological list.

Human organ Matching non-biological term List on non-biological terms 1 Heart A Aerator 2 Kidney B Sensor 3 Brain C Receiver 4 Eye D Pump 5 Lung E Filter 6 Tongue F Camera 7 Bladder G Warehouse 8 Ear H Computer

Common Part 1 – MULTIPLE CHOICES, SIMPLE ANALYSIS, (MYP level 1, 2) :


1. Tendons join (a) bone to muscle (b) bone to bone (c) muscle to muscle (d) cartilage to cartilage

2. Which muscle would tire first?

(a) triceps (a) small intestine (b) diaphragm (c) cardiac

1. Most nutrients are absorbed in the (a) stomach (b) large intestine (c) small intestine (d) liver

2. Circle the statement that is false : (a) Arteries carry blood away from the heart. (b) The blood in veins is under high pressure. (c) Blood entering the right side of the heart is

deoxygenated. (d) Capillary walls are a single cell thick.

5. What does homeostasis mean?

THE NEXT SECTION COVERS 4 BODY SYSTEMS. ANSWER 3 OF THEM.

MUSCULAR-SKELETAL SYSTEM 6. The front part of the rib cage, the sternum, c onsists of cartilage, which is a softer more flexib le

material than bone. What is the main advantage of t his compared to a sternum made of bone?

7. Describe each of the parts listed and explain the function of each of these in your body

Bone marrow

Striated muscle

Smooth muscle

DISCUSSIONS, REQUIRING MORE THOUGHT (MYP level 3, 4):


8. Bones are living structures that change when bod ies grow and age, with the stresses placed on them during various sports and life-style activitie s. Bones degenerate during weightlessness. How would y ou tackle this problem on a long-distance space flight? Give the pros and cons of each solution you suggest.

OPEN-ENDED, NEW CONTEXTS (MYP level 5, 6) :


NERVOUS SYSTEM

6. Occasionally people have been born without pai n receptors. Do you think this would be an advantage or or a disadvantage? Explain your answer .

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ A large number of volunteers were tested to find ou t the lowest (minimum) skin temperature that causes the sensation of pain. The results are shown right. (a) Explain in words exactly what the graph shows

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ (b) What are the conclusions you can draw from the results? _________________________________________________ _________________________________________________

8. These very famous models from the Natural Hist ory Museum in London illustrate sensory homunculus and motor homunculus : ‘Homunculus’ means ‘little man’

Obviously, parts of the human anaotomy are shown in a very disproportionate scale. What do you think these models represent? (Hint – what do the n ames suggest?) Give 3 examples to support your reasoning.




_______

9. The diagram (right) is typical and is intended a s a reminder of the mechamisms of message-

transfer at the neuro-muscular junction (or how ner ve messages are transfered to muscle fibres). The table (below left) summarises the actions of so me (just a few!) well-known neuro- toxins.

Action Example Found in 1. Blocking agent

for ACh (ie, fills receptor site permanently)

curare Arrowhead poison from Chondrodendron tomentosum (a plant) used by South American Indians

Conotoxin From cone shells eg Conus geographicus.

2. Mimic of ACh These drugs therefore tend to act as stimulants.

muscarine From the mushroom Amanita muscara.

nicotine from tobacco plant Nicotiana tabacum.

3. Prevent ACh release (stops exocytosis)

Clostridium botulinus toxins

Toxins found in food contaminated with the anaerobic C. botulinus .

4. Block Na+ channels in neuron

Tetrodotoxin from puffer fish

Blue ringed octopus toxin

5. Enhance transport of Na+ and other ions by preventing closure of channels

Batrachotoxin From Central American frogs Phyllobates terribilis and P. aurotaena.

7. All ACh released together

Funnel web spider and red back spider toxins

8. Loss of ACh receptors.

an autoimmune disease, myasthenia gravis

Antibodies gradually destroy receptors. It is often first noticed in eyelids, which can no longer lift up.


EXCRETORY SYSTEM

6. The excretory system involves more than the wa ste produced by the kidneys. Give examples of some

other types of waste produced, and the main organs involved. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 7. What effect, with a brief reason, would you exp ect each of the following to have of the quantity a nd

composition of the urine? (a) Eating a bowl of salty chips. __________________________________________________________________ (b) Having a bath ______________________________________________________________________________ (c) Playing a game of tennis _____________________________________________________________________


Now here is the scenario you nee d to respond to : Imagine you are part of a ‘Survivor on a Desert Isl and (South American perhaps?) scenario, and one of your team members accidently steps on the spines of puff er fish that is gasping on the beach. As he lies writhing and hallucinating on the ground, how are y ou going to treat him? Meanwhile, the entire opposing team has eaten poiso nous mushrooms. Forgetting that you are meant to win this game (after all, as an IBMYP student, Comm unity & Service ranks highly with you), how are you going to save all their lives, as they lie writhing and hallucinating on the ground? In your answer, you must use the information in the table to demonstrate an understanding of the mechanism of neurological function . [This is not a question about resustician methods .]

2009_Year_9_Unit 1_ Systems of the Human Body (d) Drinking a cappuccino (caffeine is a mild diure tic) _______________________________________________ _____________________________________________________________________________________________

8. (a) Describe an experiment that you could con duct to test whether a person passes less urine

than in cold weather. (b) What results would you expect and how w ould you explain these?

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________



1 9. Complete the diagram of the nephron by:

(a) Adding blood capillaries to indicate areas of absorption.

(b) Naming any parts you recognise.

(c) Surface/volume ratio is an important principle found

in biological systems. Where in the nephron does th is design principle seem to apply – and what are you looking for?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

(d) Give another example in the human body where th e

Surface/volume ratio is very important. ___________________________________

___________________________________

(e) Counter-current exchange mechanisms are another common biological design principle. Where in the ki dney can you see an example?

________________________________________________________

___________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ (f) Explain the advantage of having two flows posit ioned side by side, but with very different propert ies?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________


CARDIO-VASCULAR SYSTEM

The diagram at right represents the pathway of bloo d throughout the body. 6. State one specific change that occurs in the oxy gen concentration of the blood moves from structure 6 t o structure 3.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 7. What is the role of red blood cells and what che mical do they use to carry this out ? _______________________________________________________________________________ 8. Veins have thin flexible walls and valves (which stop the blood flowing the wrong way), and arterie s have think muscular walls. Explain how the structure of veins and arteries relates to their role in transporting blood. ______ 9. Compare and contrast arteries and veins. Show ho w structural differences lead to differences in fun ction . ____________________________________ __________________________________________________________ ________________________ ____________________________________________________________________________________

2. A scientist investigated the number of red blood cells possessed by people living at sea level and in a mountainous region at a height of 5860 metres. Here are her results: Sea Level 5.0 million per mm 3 5860 m 7.4 million per.mm 3 a) Explain her results. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________



2009_Year_9_Unit 1_ Systems of the Human Body b) If a similar study was conducted the white blood cells what result would you predict and why? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ c) The Mexico City Olympics required athletes to tr ain at high altitude prior to the competition. Why was this necessary? ________________________________________________________________________________________ ________________________________________________________________________________________


DIGESTIVE SYSTEM

1. In which part of the digestive system does each of the following occur, and how? a) Poisons are broken down _________________________________________________________________________________ b) Water is absorbed ________________________________________________________________________________ c) Insulin is produced _______________________________________________________________________________ 2. What would happen if: a) You had your gall bladder removed? ______________________________________________________________________________ b) The mucous lining of your stomach had an ulcer o r a hole in it? _____________________________________________________________________________ c) The sphincter at the top of your stomach failed to work. _____________________________________________________________________________ 8. The following results were obtained from a surve y on tooth decay amongst a group of young people

Front of mouth Back of mouth Tooth number 1 2 3 4 5 6 7 8 Numbers of teeth showing decay 1 3 2 7 16 27 40 2

a) What trend does this show in the young people’s dental health? _________________________________________________________________________________________ b) Explain why decay occurs in these areas. ________________________________________________________________________________________ _________________________________________________________________________________________ c) What specific advice would you give to these peo ple to reduce their tooth decay? _________________________________________________________________________________________ _________________________________________________________________________________________



9. After a person has begun a meal, how does he/she know when to stop eating? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 10. There is a disease in which the villi in the sm all intestine are destroyed and the inner lining of the small intestine becomes smooth. What do you think would h appen to the person with this disease and why ? ____________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

CARDIO-VASCULAR SYSTEM. 6. Describe how the various parts of your torso wor k together to allow you to breathe . __ __ __ __ __ 7. List three variables that you would need to control if an inv estigation was undertaken to compare the effects of exercise on the breathing of an athl ete and a non-athlete. __ __ __

The graph below shows William’s heart rate over a

period of 10 minutes. Use this graph to answer the

following questions.

Explain what William was probably doing over these ten

minutes, including what he was doing at 1 minute, 3

minutes and 7 minutes.

______

Heart rate

0

20

40

60

80

100

120

140

160

0 2 4 6 8 10 12

Time (minutes)

Hea

rt ra

te (

beat

s pe

r m

inut

e)

Heart rate




Name one other thing that may have changed when Wil liam’s heart rate changed, and explain the

homeostatic effect of this change .

Based on what you know about respiration, explain w hy you breathe faster when you exercise.

When carbon dioxide (CO 2) levels in the blood rise, the brain receives a si gnal which tells it to

breathe. William’s can normally hold his breath for 50 seconds. However, after exercising hard for a

few minutes, he can only hold his breath for 20 sec onds.

(a) Explain what is happening in William’s body whi le he exercises, and

(b) how this affects how long he can hold his breat h.

2009 year 9 1 human systems - myp ib @ tma - home sam… · · 2009-07-03cell specialisation and...

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