control and coordination - richmond.k12.nc.us · control and coordination 3 name date class...

Glencoe Science

Chapter Resources

Control andCoordination

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

438-i-vi-MSS05-000000_CR 19.04.2004 10:21 Page i tammyb 301:goscanc:scanc438:layouts:

Glencoe Science

Photo CreditsSection Focus Transparency 1: Alan Thornton/Stone;Section Focus Transparency 2: Charles Preitner/Visuals Unlimited

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theControl and Coordination program. Any other reproduction, for use or sale, isprohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867111-6

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

438-i-vi-MSS05-000000_CR 3/24/04 6:09PM Pageiiimpos03301:goscanc:scanc438:layouts:

Control and Coordination 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Observing Balance Control . . . . . . . . . . . . . . . 3MiniLAB: Comparing Sense of Smell . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Improving Reaction Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Skin Sensitivity . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Which brain side is dominant? . . . . . . . . . . . . . 9Laboratory Activity 2: Parts of the Eye . . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

438-1-48-MSS05-000000_CR 3/24/04 6:16 PM Page 1 impos03 301:goscanc:scanc438:layouts:

2 Control and Coordination

Hands-OnActivities

Hands-On Activities


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Observing Balance ControlProcedure1. Place two narrow strips of paper on the wall to form two parallel vertical

lines 20–25 cm apart. Have a person stand between them for 3 min, withoutleaning on the wall.

2. Observe how well balance is maintained. Hand

s-On

Act

iviti

es

3. Have the person close his or her eyes, then stand within the lines for 3 min.

Analysis1. When was balance more difficult to maintain? Why?

2. What other factors might cause a person to lose his or her sense of balance?



Name Date Class

Comparing Sense of Smell

Hands-On Activities

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Procedure1. To test your classmates’ abilities to recognize different odors, blindfold

them one at a time, then pass near their noses small samples of differentfoods, colognes, or household products.WARNING: Do not eat or drink anything in the lab. Do not use any productsthat give off noxious fumes.

2. Ask each student to identify the different samples.

3. Record each student’s response in a data table according to his or her gender.

Data and Observations

Analysis1. Compare the numbers of correctly identified odors for males and females.

2. What can you conclude about the differences between males and females in their abilities torecognize odors?

Substance ResponsesMale/Female


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Lab PreviewDirections: Answer these question before you begin the Lab.

1. How do you use the ruler in this experiment?

2. Do you think your reaction times will be the same for your right and left hands? Explain.

Your reflexes allow you to react quickly without thinking. Sometimes you canimprove how quickly you react. Complete this lab to see if you can decreaseyour reaction time.

Real-World QuestionHow can reaction time be improved?

Materialsmetric ruler

Goals■ Observe reflexes.■ Identify stimuli and responses.

Procedure1. Have a partner hold the ruler as shown in

your text.2. Hold the thumb and index finger of your

right hand apart at the bottom of the ruler.Do not touch the ruler.

3. Your partner must let go of the ruler with-out warning you.

4. Catch the ruler between your thumb andfinger by quickly bringing them together.

5. Repeat this lab several times and record inthe data table below where the ruler wascaught.

6. Repeat this lab with your left hand.

Hand

s-On

Act

iviti

es


Improving Reaction Time

Where the Ruler Was Caught

Trial Right hand

1

Left hand

2

3



Name Date Class

Hands-On Activities

Communicating Your DataCompare your conclusions with those of other students in your class. For more help,refer to the Science Skill Handbook.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Conclude and Apply1. Identify the stimulus, response, and variable in this lab.

2. Use the following table to determine your reaction time.

Reaction Time

Where caught (cm) Reaction time (s)

510152025

0.10

0.140.170.20

0.23

30 0.25

3. Calculate the average reaction times for both your right and left hand.

4. Compare the response of your writing hand and your other hand for this lab.

5. Draw a conclusion about how practice relates to stimulus-response time.

(continued)


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.1. What safety symbols are associated with this lab?

2. What are the receptors called that allow you to sense touch located in the skin?

Your body responds to touch, pressure, temperature, and other stimuli. Notall parts of your body are equally sensitive to stimuli. Some areas are moresensitive than others are. For example, your lips are sensitive to heat. Thisprotects you from burning your mouth and tongue. Now think about touch.How sensitive is the skin on various parts of your body to touch? Whichareas can distinguish the smallest amount of distance between stimuli?

Real-World QuestionWhat areas of the body are most sensitive to touch?

Form a HypothesisBased on your experiences, state a hypothesisabout which of the following five areas of thebody—fingertip, forearm, back of the neck,palm, and back of the hand—you believe tobe most sensitive. Rank the areas from 5 (themost sensitive) to 1 (the least sensitive).

Goals■ Observe the sensitivity to touch on specific

areas of the body.■ Design an experiment that tests the effects of a

variable, such as how close the contact pointsare, to determine which body areas can distin-guish which stimuli are closest to one another.

Possible Materials3-inch ✕ 5-inch *glue

index card metric rulertoothpicks *Alternate materials

tape

Safety Precautions WARNING: Do not apply heavy pressure whentouching the toothpicks to the skin of your class-mates.

Test Your HypothesisMake a Plan1. As a group, agree upon and write the

hypothesis statement.2. As a group, list the steps you need to test your

hypothesis. Describe exactly what you will doat each step. Consider the following as youlist the steps. How will you know that sight isnot a factor? How will you use the cardshown below to determine sensitivity totouch? How will you determine that one orboth points are sensed?

3. Design a data table in your Science Journalto record your observations.

4. Reread your entire experiment to makesure that all steps are in the correct order.

5. Identify constants, variables, and controls of the experiment.

Design Your Own

Skin Sensitivity

Hand

s-On

Act

iviti

es



Name Date Class

Hands-On Activities

Communicating Your Data

Follow Your Plan1. Make sure your teacher approves your plan before you start.2. Carry out the experiment as planned.3. While the experiment is going on, write down any observations that you make and complete

the data table in your Science Journal.

Analyze Your Data1. Identify which part of the body is least sensitive and which part is most sensitive.

2. Identify which part of the body tested can distinguish between the closest stimuli.

3. Compare your results with those of other groups.

4. Rank body parts tested from most to least sensitive. Did your results from this investigationsupport your hypothesis? Explain.

Conclude and Apply1. Based on the results of your investigation, what can you infer about the distribution of touch

receptors on the skin?

2. What other parts of your body would you predict to be less sensitive? Explain your predictions.

Write a report to share with your class about body parts of animals that are sensitive totouch. For more help, refer to the Science Skill Handbook.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

(continued)


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Which brain side is dominant?

The human brain is divided into a left and a right side. Many things you do with the right sideof your body are controlled by your brain’s left side. Many things you do with the left side of yourbody are controlled by your brain’s right side. If much of what you do is done by your body’sright side, your dominant brain side is the left side. If much of what you do is done by your body’sleft side, your dominant brain side is the right side.

StrategyYou will check to see how many activities you do using your left hand or your right hand.You will check to see how many activities you do using your left foot or your right foot.You will find out if you draw or see objects more to the right side or the left side.You will find out if the left side or the right side of your brain is dominant.

Materials paperred pencil

Procedure1. Place a check mark in the proper column

in Table 1 to show which hand you usuallyuse to do the following tasks. Note: If youuse either hand just as often, then checkboth columns.Tell which hand you use to:

a. write your nameb. wave “hello”c. bat while playing baseballd. place on top when folding your handse. hold your spoon or fork while eating

2. Place a check mark in the proper columnin Table 1 to show which foot you usuallyuse to do the following tasks. Note: If youuse either foot just as often, check bothcolumns.Tell which foot you use to:

a. start down a flight of stairsb. start up a flight of stairsc. catch yourself from falling as you lean

forward

d. start skippinge. place most weight on when you are

standingf. start to rung. kick a ball

3. Draw, in the space provided, a simple sideview of a dog. Place a check mark in thecolumn in Table 1 that shows the directionthe nose faces.

4. Draw a circle in the space provided withyour right hand. Note the direction inwhich you made this circle. Now draw acircle with your left hand. Note the direc-tion in which you made this circle. If bothcircles were drawn clockwise, mark theright column in Table 1. If both circleswere drawn counterclockwise, mark the leftcolumn in Table 1. If you drew one circlein each direction, check both columns.

LaboratoryActivity11

Hand

s-On

Act

iviti

esLaboratoryActivity11



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Laboratory Activity 1 (continued)

Name Date Class

5. Roll a sheet of paper into a tube. Lookthrough the tube at some distant objectwith both eyes open as shown in Figure 1.Then while looking through the tube atthat distant object, close one eye and thenthe other. The eye that sees the objectthrough the tube is your dominant eye.Place a check mark in the proper columnin Table 1.

6. Total up the check marks for each columnof Table 1 and place the total at the bottomof the columns.

Figure 1 – Finding Your Dominant Side

Hands-On Activities

Dog drawing

Left hand Right hand


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Questions and Conclusions

1. Which column in Table 1 has the most check marks?

2. Which column in Table 1 has the fewest check marks?

3. Which body side seems to be your dominant side?

4. The human cerebrum is divided into left and right sides.

a. Which brain side controls the left side of your body?

b. Which brain side controls the right side of your body?

5. The brain side that you use the most is said to be your dominant brain side. Which is yourdominant brain side? (HINT: The answer will be the opposite from your answer to question 3.)

Hand

s-On

Act

iviti

es



Table 1

Dominant Side Data

Write name

Wave “hello”

Bat

Fold hands

Hold spoon or fork

Walk down stairs

Walk up stairs

Catch from falling

Skip

Stand

Start to run

Kick

Dog drawing

Circle drawing

Dominant eye

Totals =

Task Left side Right side



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

6. Look at Figure 2. It shows a top view of the brain. Label the following parts: Left cerebrum side,right cerebrum side. Use a red pencil to shade in your dominant brain side.

Figure 2

Hands-On Activities

Nose

EarEar

6. 7.

8. Your teacher will ask for a class survey of certain results. Complete the following data for your class.a. number of students who are right-handed and show the right body side as dominant

b. number of students who are right-handed and show the left body side as dominant

c. number of students who are left-handed and show the right body side as dominant

d. number of students who are left-handed and show the left body side as dominant

9. Use your results from question number 8 to answer these questions:a. Does a person who uses his or her right hand for writing always show a dominant right

body side?

b. Does a person who uses his or her left hand for writing always show a dominant left

body side?

Strategy Check

Can you tell whether you use your left or right hand more?

Can you tell whether you use your left or right foot more?

Can you tell whether you draw or see objects more to the left or right side?

Can you determine whether the left side or the right side of your brain is dominant?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Parts of the Eye

Hand

s-On

Act

iviti

es

Your eye is one of the most complex organs of your body. Much could be learned about eye functions if you could look inside a human eye and study its parts. This is not very practical,but you can study a cow eye. Cow eyes are very much like human eyes. Cow eyes have anotheradvantage—they are bigger than human eyes.

StrategyYou will dissect a preserved cow eye.You will identify the most important parts of the eye.You will describe the functions of these eye parts.

Materials cow eye (preserved)dissecting panscalpel

Procedure1. Cut away all of the muscle and fat that

surround the rear ball part of the eyeball.Use a scalpel to start cutting the muscle andfat from the front toward the back of theeye. Remove only small portions of tissue ata time. WARNING: Use care when cutting toavoid injury. Do not remove the optic nerveas you trim the eyeball of fat and muscle.(The optic nerve can be seen as a white,round, pencil-thick bundle of nerves surrounded by a dark-colored layer ofmuscle tissue at the back of the eye.) Use thedash line shown in Figure 1 as a guide tohow much muscle and fat must be removed.

2. You are now ready to cut into the eye. Cutin a circular pattern into the eye at theposition marked in Figure 1 with X marks.You must cut through a tough outer layercalled the sclera.

3. Cut the eye in half, separating the frontfrom the back. A jellylike material willprobably fall out as the eye is cut in half.This is the vitreous humor, a transparentjelly that fills the inside of the eye. The lensis a marble-shaped structure that may alsofall out of the eye.

4. Place the front portion of the eye with theoutside facing down. Use Figure 2B to helpyou identify the ciliary muscles, iris, pupil,and cornea. Hold the front portion of theeye up to the light and observe the cornea.The cornea will not be completely trans-parent, but it is transparent in a living eye.

5. Place the back portion of the eye with theinside facing up. Examine the back portion ofthe eye Figure 2A. You should have the cutsurface facing up. You should notice a thin,wrinkled, whitish tissue on the inside alongthe back. This is the retina. The retina in aliving eye is smooth. NOTE: The retina canbe removed for closer examination. Observethat it attaches to the back of the eye. This isthe blind spot leading to the optic nerve.

Muscleand fat

Opticnerve

Sclera

Cornea

LaboratoryActivity22

Figure 1



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

6. At the back of the eyeball is a bluish layer called the tapetum. This layer actsas a reflective surface and is found only in certain animals. Push the tapetumaside at its cut edge to find the choroid layer directly below.

7. Examine the solid, round, yellowish structure (Figure 2C) that fell out whenyou opened the eyeball. This is the lens. It is covered with a layer of finemuscle fibers that control the shape of the lens. Hold it up to the light. Thelens does not appear completely transparent now, but it is transparent in aliving eye. WARNING: Wash your hands thoroughly after handling the eye.

8. Correctly label Figure 3 in Data and Observations, which shows the sideview diagram of the eye.

9. Record the parts of the eye you identified and their functions in Table 1. Youmay use reference books and your textbook to complete the table.

Hands-On Activities

Choroid LensIris

Cornea(belowpupil)

Pupil(holein iris)

Ciliarymuscles

Vitreoushumor

Ciliary muscles(may or may not

be attachedto lens)

Tapetum(blue-black

in color)

Retina(light in color)

Blindspot

A B C


9.

8.

7.

6.

3.

4.

2.

1.

5.

Figure 2

Figure 3


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Questions and Conclusions1. Give a possible difference between what you observed in a preserved eye compared with

a living eye for the following parts:

a. retina

b. lens

c. cornea

d. vitreous humorHa

nds-

On A

ctiv

ities


Table 1

Structure of the Eye

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Part Function



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

2. List the following eye parts in the order that light passes through them: vitreous humor, retina,lens, cornea, pupil.

3. Explain why it is important that the lens and cornea be transparent in a living eye.

Strategy Check

Did you dissect a preserved cow eye?

Can you identify the most important parts of the eye?

Can you describe the function of each part you examined?

Hands-On Activities


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Control and Coordination

Directions: Use this page to label your Foldable at the beginning of the chapter.

Five SensesVision HearingSmell TasteTouchsense organ is the ear sense organ is the eye

sense organ is the nose sense organ is the skin

sense organ is the tongue

the olfactory cells send impulses to the brain

the optic nerve carries impulses to the brain

the taste buds respond to different sensations

vibrations move through tiny bones and the cochlea before reaching the brain

sensory receptors respond to touch, pressure, pain, and temperature

Name Date Class

Hand

s-On

Act

iviti

es



Meeting IndividualNeeds

Meeting Individual Needs


Name Date Class


OverviewControl and Coordination

Directions: Complete the concept map using the terms in the list below.

brain brain stem cerebellum cerebrum

Mee

ting

Indi

vidu

al N

eeds

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.Directed Reading for

Content Mastery

Directions: Answer the following questions on the lines provided.

1. Which sense organ has rods and cones that help you see light and color?

2. Which sense organ has olfactory cells that let you detect an odor?

1.

is made up of the

2. 3. 4.

coordinatesinvoluntary

muscles

coordinatesvoluntarymuscles

interpretssenses and stores

memory

spinal cord

Central nervoussystem

which contains

which which which


Name Date Class


Section 1 ■ The NervousSystem

Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct termin the blank at the left.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Directed Reading for

Content Mastery

Column I

1. a small space across which an impulse travels to move from one neuron to another

2. the system made up of the brain and spinal cord

3. the system made up of all the nerves outside the brain and spinal cord

4. the branch part of a neuron that receives messages and sends them to the cell body

5. the branch part of a neuron that transports messages away from the cell body

6. a nerve cell

7. a response caused by the spinal cord interpreting an impulse from sensory receptors

8. the part of the body made up of bundles of neurons that carry impulses from all parts of the body to the brain and from the brain to all parts of the body

9. regulation of steady, life-maintaining conditions inside an organism

10. largest part of the brain

11. coordinates voluntary muscle movements

Column II

a. homeostasis

b. cerebrum

c. dendrite

d. axon

e. spinal cord

f. central nervous system

g. peripheral nervous system

h. cerebellum

i. neuron

j. reflex

k. synapse


Name Date Class


Section 2 ■ The Senses

Directions: Study the following diagram. Then label the parts of the eye and the major parts of the brain usingthe correct terms from the list.

retina cornea cerebrum

optic nerve lens cerebellum

Mee

ting

Indi

vidu

al N

eeds

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.Directed Reading for

Content Mastery

Directions: Complete the paragraph using the terms in the list below.

balance olfactory taste buds salty

light rays bitter molecules

optic nerve stimuli sound

The senses act as the body’s alert system, reacting to 7. ________________ and

transmitting impulses to the brain. The eye detects 8. ________________ and trans-

mits impulses to the brain through the 9. ________________. The ear,

along with detecting and transmitting 10. ________________ waves, also

controls the body’s 11. ________________ by reacting to motion and gravity.

The 12. ________________ cells in the nasal passages detect 13. ________________

in the air, transmitting these impulses as odors. 14. ________________ on the

tongue can detect five different stimuli, sweet, sour, 15. ________________,

16. ________________, and the taste of MSG.

2.

1.

4.

3.

5.

6.


Name Date Class


Key TermsControl and Coordination

Directions: Use the following terms and the clues below to complete the crossword puzzle.

brain stem cochlea buds

reflex axon dendrite cells

cerebellum retina cerebrum neurons

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Directed Reading for

Content Mastery

2

7

6

3

98

5

1

4

Across

2. The largest part of the brain

4. Receives messages and sends them tothe cell body.

5. Neurons are nerve _____.

7. An involuntary and automaticresponse to a stimulus

8. Connects the brain to the spinal cord

9. The part of a nerve cell that carriesmessages away from the cell

Down

1. The nerve cells

2. The part of the brain that coordi-nates voluntary muscle movement

3. Taste ______ are the major sensoryreceptors for taste.

5. A fluid-filled structure in the inner ear

6. Tissue at the back of the eye that issensitive to light


Lectura dirigida para el

Dominio del contenido



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Control y coordinación 23

Nombre Fecha Clase

SinopsisControl y Coordinación

Instrucciones: Completa el mapa de conceptos utilizando los siguientes términos.

encéfalo bulbo raquídeo cerebelo cerebro

Instrucciones: Contesta las siguientes preguntas en las lineas dadas.

1. ¿Cuál órgano sensorial posee conos y bastoncillos que te ayudan a ver la luz y adistinguir los colores?

2. ¿Cuál órgano sensorial posee células olfativas que te ayudan a detectar los olores?

1.

está compuesto de

2. 3. 4.

coordinamúsculos

involuntarios

coordinamúsculos

voluntarios

interpreta sentidosy guarda memoria

médula espinal

El sistemanervioso central

el cual contiene

el cual el cual el cual

Satis

face

las n

eces

idad

es in

divi

dual

es


Nombre Fecha Clase

24 Control y coordinación

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Satisface las necesidades individuales



Sección 1 ■ El sistemanervioso

Instrucciones: Encuentra en la Columna I la descripción del término de la Columna II. Escribe la letra del tér-mino correcto en el espacio de la izquierda.

Columna I

1. espacio corto a lo largo del cual viaja un impulso al pasar de una neurona a la siguiente

2. sistema compuesto por el encéfalo y la médula espinal

3. sistema formado por todos los nervios fuera del encéfalo y la médula espinal

4. parte ramificada de la neurona que recibe mensajes y los envía al cuerpo celular

5. parte ramificada de la neurona que transporta los mensajes desde el cuerpo celular

6. célula nerviosa

7. respuesta que causa la médula espinal cuando interpreta un impulso proveniente de un receptor sensorial

8. parte del cuerpo formada por grupos de neuronas que llevan los impulsos de todo el cuerpo hacia el encéfalo y desde éste a todo el cuerpo

9. regulación de condiciones estables apropiadas para la vida dentro de un organismo

10. la parte más grande del encéfalo

11. coordina los movimientos de los músculos voluntarios

Columna II

a. homeostasis

b. cerebro

c. dendrita

d. axón

e. médula espinal

f. sistema nervioso central

g. sistema nerviosoperiférico

h. cerebelo

i. neurona

j. reflejo

k. sinapsis


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Control y coordinación 25

Nombre Fecha Clase

Satis

face

las n

eces

idad

es in

divi

dual

es



Sección 2 ■ Los sentidos

Instrucciones: Estudia el siguiente diagrama. Rotula las partes del ojo y las partes más importantes del encé-falo con los términos correctos de la lista.

retina córnea cerebro

nervio óptico lente cerebelo

Mee

ting

Indi

vidu

al N

eeds

Instrucciones: Completa el párrafo usando los términos de la siguiente lista.

equilibrio olfativas papilas gustativas salado

rayos luminosos amargo moléculas

nervio óptico estímulos sonoras

Los sentidos actúan como el sistema de alerta del cuerpo, reaccionando a

7. ________________ y transmitiendo impulsos al encéfalo. Los ojos detectan y

transmiten 8. ________________ al encéfalo por medio de 9. ________________.

Además de detectar y transmitir ondas 10. ____________ ___________, el oído

también controla el 11. ________________ del cuerpo reaccionando al movimiento

y a la gravedad. Las células 12. ________________ en las vías nasales detectan

13. ________________ en el aire y transmiten estos impulsos como olores. Las

14. ________________ de la lengua pueden detectar cinco estímulos diferentes,

dulce, ácido, 15. ________________, 16. ________________ y el sabor del MSG.

2.

1.

4.

3.

5.

6.


Nombre Fecha Clase

26 Control y coordinación

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.




Nombre Fecha Clase


Términos clavesControl y coordinación

Instrucciones: Usa los siguientes términos y las claves que se dan abajo para completar el crucigrama.

bulbo raquídeo cóclea papilas

reflejo axón dendrita células

cerebelo retina cerebro neurona

Horizontales

3. Estructura llena de líquido en el oídointerno.

5. Las vías nasales contienen ______olfatorias.

6. Conecta el encéfalo a la médulaespinal.

8. Unidad funcional básica del encéfalo.

9. Tejido en la parte de atrás del ojoque es sensible a la luz.

Verticales

1. Parte más grande del encéfalo.

2. La ______ recibe mensajes de otrasneuronas.

4. Parte de la célula nerviosa que llevalos mensajes desde la célula.

7. Respuesta involuntaria yautomática a un estímulo

10.Las ______ gustativas son los recep-tores sensoriales principales delgusto

2

10

1

7

4

6

3

5

9

8


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Directions: Define each term. Use the terms to label the diagram below.

1. neuron

2. dendrite

3. axon

4. synapse

The Nervous System

Mee

ting

Indi

vidu

al N

eeds

5.

6.

7.

8.

9.

Reinforcement11

Directions: Name the three kinds of neurons and describe the function of each.

10.

11.

12.

Directions: In the space below, make a simple drawing of the brain and label its three main parts.



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

The Senses

Directions: Study the following diagram. Then label the parts of the eye using the correct terms from the list.

retina cornea optic nerve lens


Reinforcement22

Directions: Answer the following questions on the lines provided.5. Using the terms with which you labeled the figure, describe how light entering your eye

becomes an image you see.

6. What are the three main sections of the ear?

7. What is the cochlea and what does it do?

8. In what cells does a smell impulse begin?

9. What five basic taste sensations do the taste buds have?

10. How do your senses help you maintain homeostasis?

1.

4.

2.

3.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


I Can’t Hear What I’m Seeing

Many people have a hard time reading simplewords on a page. People with this problem areusually very intelligent but have a nervous system problem called dyslexia [dis-lex-ee-ah].Dyslexia is a word that is used to describe manydifferent types of reading problems. One of themain problems for people with dyslexia is thatthey cannot see the letters and words on thepage correctly. They appear backwards or out of order.

Doctors and scientists once thought theproblem started in the brain itself. They incorrectly thought the problem was due tobrain damage. Some thought that certainbrain cells did not work as well as they should.Now, new research is helping us understandwhat really causes some types of dyslexia.

StimuliWhen stimuli enter the brain they are

decoded into signals that we recognize, like thesound of a dog barking or the sight of a ball.New information about people with dyslexiashows that, for them, certain kinds of stimulido not get translated properly by the brain.

Genetic TraitAlmost 98% of the people with this disorder

are male. This leads researchers to believe thatthis form of dyslexia is a genetic trait.

Many of the boys and men with dyslexia suffered numerous ear infections as children.

The Inner Ear and DyslexiaUsing these observations, researchers and

doctors are looking at a possible connectionbetween the inner ear and dyslexia. It isthought that the inner ear may have beendamaged or does not properly interpret stimuli. You may already know that the innerear is important for balance and coordination.A problem with the inner ear may preventsome people from unscrambling the signalsthat come into a particular part of the brain.

One of the leading scientists in this area ofresearch is Nobel Laureate Sir Robert Barany.He has designed a test to measure inner ear dysfunction. His data, along with the fact thatpeople with dyslexia are usually very intelligentand do not have brain damage, gives hope tomillions of people with the disorder. Thisresearch has led to this particular kind ofdyslexia being called Cerebellar Vestibulas dysfunction. (Cerebellar refers to the cerebellumof the brain, and vestibular refers to thevestibule of the inner ear.) New ways ofteaching people to read and to adjust to theirreading problems may be near.

Enrichment11

Mee

ting

Indi

vidu

al N

eeds

1. What are people with certain types of dyslexia unable to do very well?

2. What did doctors and scientists think caused dyslexia?

3. Some scientists think there is a genetic cause for dyslexia. Why do they think this?

4. The most common type of dyslexia is the brain’s inability to sort out visual stimuli of lettersand words on a page. Where does this inability seem to start?



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Making Sense

The human brain and the senses are amazing features of human life. Theykeep track of our environment and help us to survive and enjoy life. However,not all people have the full use of all their senses. Many people have limitedvision, hearing, or another sense. But these people often manage to do very wellin a world they cannot fully experience.

It is common to find that when one sense is damaged, the brain will enhanceother senses. Quite often, people who lack sight have above-average hearingand sense of touch. People who cannot hear are very sensitive to vibrationstheir muscles and bodies feel.

The brain is able to produce new neurons and nerve tracts to make up forthe loss of some nerve impulses. This is especially true when a person has lost asense due to an accident. Because the brains of young people and children arestill growing, they are more likely to develop new nerve tracts and are quickerto adapt their senses than adults.

In this activity you will deprive yourself of the sense of sight and observehow your other senses work to make up for the loss. To begin, read the sentencebelow, then close your eyes and write the sentence directly below it. Open youreyes and check your mistakes. Repeat this three more times to check forimprovement and to observe what senses you used to make your writing better.Write this sentence “My brother is going bicycle riding in Yugoslavia.”

Enrichment22


Directions: Answer the following questions on the lines provided.1. Was your first sentence written in a straight line? Explain your answer.

2. Were your letters as closely spaced as your regular writing? Explain your answer.

3. Which letters did you find the hardest to write?

4. What sense(s) did you use to improve your writing?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class



Section 1 The Nervous System

A. Your nervous system helps your body make adjustments to changes in your _______________.

1. Stimulus—any change inside or outside your body that brings about a(n) ____________

2. _______________—the regulation of steady conditions inside an organism

B. Neurons are made up of a cell body and ____________ called dendrites and axons.

1. _____________ receive messages and send them to the cell body.

2. _________ carry messages away from the cell body.

3. Messages carried by nerve cells are called ____________.

4. You have three kinds of nerve cells:

a. ___________ nerve cells receive information and send impulses to the brain or spinal cord.

b. ________________ relay the impulses from sensory nerve cells to motor nerve cells.

c. Motor nerve cells conduct impulses from the brain to ___________ and __________throughout your body.

5. Nerve cells do not touch each other, yet still pass ____________ to each other.

a. A synapse is a(n) _________ between nerve cells.

b. When an impulse reaches the end of an axon, the axon releases a(n) ____________.

c. This chemical flows across the synapse and relays the impulse to the ____________ ofthe next neuron.

C. The central nervous system is made up of the brain and _______________.

1. The _________ coordinates all of your body activities.

2. Cerebrum—the part of the brain that interprets impulses from the senses, stores

__________, and controls movements

a. ____________ takes place here.

b. ___________ part of the brain

c. Outer layer is called the __________, which allows more complex thoughts to be processed.

3. ______________—the part of the brain located behind and under the cerebrum

a. Interprets ___________ from the eyes, ears, muscles, and tendons

b. Coordinates _____________ muscle movements, maintains muscle tone, and helps

maintain ___________

Mee

ting

Indi

vidu

al N

eeds

Note-takingWorksheet



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Note-taking Worksheet(continued)

4. Brain stem—the part of the brain that extends from the cerebrum and connects it to the

_______________

a. Made up of the midbrain, the pons, and the ___________

b. The midbrain and pons are pathways connecting different parts of the _________ witheach other.

c. The medulla controls _______________ actions such as heartbeat, breathing, and bloodpressure.

5. The _______________ is made up of bundles of nerve cells that carry impulses to and from

the _________.

D. The peripheral nervous system connects your brain and spinal cord.

to ___________________________.

1. The somatic system controls _____________ actions.

2. The autonomic system controls _______________ actions.

E. Any __________ to the brain or spinal cord can be serious.

1. Injury to the spine can result in loss of muscle movement, called _____________.

2. It is important to wear _______________ when playing sports or riding in a car or on abicycle.

F. Reflex—an involuntary, automatic response to a stimulus controlled by the ________________

G. Drugs like alcohol and caffeine affect your __________________.

1. Alcohol _________ the activities of the central nervous system.

2. Caffeine _____________ the activity of the central nervous system.

Section 2 The Senses

A. Light rays, sound waves, heat, chemicals, or pressure that come into your personal territory

_____________ your sense organs.

B. Your body has ________ senses:

1. Vision

a. Light enters your eye, and the cornea and lens focus it onto the __________.

b. The light stimulates the ________ and _________, two types of cells found in your retina.



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


c. The rods and cones send impulses to the _______________, which carries them to the

visual area of the __________.

d. Your cortex ______________ the image and you “see.”

e. Nearsightedness occurs when light is focused _______________ the retina.

f. Farsightedness occurs when light is focused __________ the retina.

g. ___________ lens, thicker at edge than in middle, corrects nearsightedness.

h. __________ lens, thicker in middle than at edge, corrects farsightedness.

2. Hearing—when an object vibrates, it produces _______________ necessary for hearing sound.

a. Your outer ear catches sound waves and funnels them down the ear canal to

the ______________.

b. In the middle ear, the sound waves cause the ___________ to vibrate, and these vibrations

move through tiny bones—the hammer, anvil, and ___________.

c. In the inner ear, the vibrations cause the fluids in the ___________ to vibrate, stimulatingnerve endings.

d. The stimulated nerve endings send impulses to the _________, where the stimulus isinterpreted.

e. The cristae ampullaris and maculae in the middle ear control the body’s ___________.

3. Smell

a. Food and other objects give off _____________ into the air.

b. These molecules stimulate nerve cells, called ___________________, in your nasal passages.

c. The olfactory cells send impulses to the _________, where the stimulus is interpreted.

4. Taste

a. ______________ on your tongue are the major sensory receptors for taste.

b. When the solution of __________ and food washes over the taste buds, impulses are

sent to the _________, where the stimulus is interpreted.

5. Touch

a. Sensory receptors are found in ___________________ and ________.

b. Sensory receptors pick up changes in touch, pressure, pain, and temperature and send

impulses to the _________ or _______________.

Mee

ting

Indi

vidu

al N

eeds

Note-taking Worksheet(continued)



Assessment

Assessment


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Chapter Review


Part A. Vocabulary ReviewDirections: Write the correct term in the space beside each definition.

1. connects brain to spinal cord

2. receives messages and sends them to neuron cell body

3. keeps body conditions constant

4. nerve cell

5. brain part that maintains muscle tone

6. eye tissue made up of rods and cones

7. fluid-filled structure in inner ear

8. major sensory receptors for taste

9. cells that aid in the sense of smell

10. involuntary, automatic response to a stimulus

11. move messages away from neuron cell body

12. spinal nerves are part of this system

Directions: Complete the following sentences using the correct terms.

13. The space between one neuron and the next is a ____________________.

14. The system made up of the brain and spinal cord is the ____________________.

15. The ____________________ connects the brain and spinal cord to other body parts.

16. ____________________ are the basic functioning units of the nervous system.

17. ____________________ is the regulation of steady, life-maintaining conditions inside an organism.

Directions: Study the following diagram. Then label the parts of the brain shown.

Asse

ssm

ent

18.

20.

19.

Name Date Class


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Chapter Review (continued)


Part B. Concept Review1. Number the following steps in the order in which they happen when light enters the eye.

______ a. Light passes through the lens.

______ b. Impulses from rods and cones in the retina pass to the optic nerve.

______ c. The optic nerve carries the impulses to the visual area of the cortex

______ d. Light passes through the cornea.

______ e. The lens directs rays onto the retina.

2. How does a depressant affect your nervous system?

3. How does a stimulant affect your nervous system?

Directions: Name the sensory receptor and its stimulus for each of the following senses.4. Smell

5. Taste

6. Touch

Directions: Answer the following questions using complete sentences.7. You touch a hot pan and immediately pull your hand back without thinking. What was the

stimulus? Why did you react the way you did?

8. Name some major causes of spinal and head injuries and how you can help prevent them.Assessm

ent


Transparency Activities


Tran

spar

ency

Act

iviti

es


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Section FocusTransparency Activity11


In track competitions, time is critical. Sometimes, only a fraction of a second is the difference between winning a race and coming insecond. Adjustable starting blocks, as seen below, help sprinters gettheir best starts. It takes a lot of training and practice to coordinatenerves and muscles for competition.

Jump Start

1. What happens when the sprinters hear the starter’s pistol?

2. How do you think nerves are involved in this response?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Section FocusTransparency Activity22

Tran

spar

ency

Act

iviti

es

One of the attractions of a circus is the skilled performers. Walkingon a tightrope requires a keen sense of balance and years of practiceand training. Can you see this performer’s feet on the wire?

Life in the Balance

1. What sort of shoes is the performer wearing? Why?

2. What senses do you think help us maintain balance?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Tran

spar

ency

Act

iviti

es

Teaching TransparencyActivity11 The Brain



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Teaching Transparency Activity (continued)

1. What is the function of the brain?

2. What protects the brain?

3. What functions take place in the cerebrum?

4. What area of the brain coordinates voluntary muscle movement, muscle tone, and maintainsour balance?

5. What connects the brain to the spinal cord?



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Tran

spar

ency

Act

iviti

es

Directions: Carefully review the table and answer the following questions.


1. According to the information in the table, the student with thelowest reaction time is ___.A Leo C HansB Billy D Dorothea

2. Based on the relationship between catch distance and reactiontime, which is most likely Sandra’s reaction time?F 0.10 s H 0.19 sG 0.18 s J 0.21 s

3. Eleanor, another student, is asked to participate in the experiment.Her reaction time was determined to be 0.23 seconds. Based on theinformation in the table, Eleanor’s catch distance would be ___.A 31.15 cm C 24.25 cmB 26.67 cm D 21.67 cm

Reaction Experiment Results

Students

Dorothea

Billy

Hans

Sandra

Martha

Leo

Distance of catch (cm)

5

10

15

20

25

30

Reaction time (s)

0.10

0.13

0.16

?

0.22

0.25

AssessmentTransparency Activity


control and coordination - richmond.k12.nc.us · control and coordination 3 name date class...

Documents