humanoid discovery - museum of tropical queensland

‘Humanoid Discovery’ - Education kit 2014 – Museum of Tropical Queensland 1

Education Kit This Education Kit has been developed by the Museum of Tropical Queensland to provide teachers with resources to plan a successful visit to Humanoid Discovery: Wonders of the Human Body at the Museum of Tropical Queensland from 9th June to 24th August 2014.

Educational materials are included in this kit for a series of pre and post visit lessons linked to the students’ visit. While the kit is aimed at years 3-10 it has material that could be used for other year levels. Teachers may copy material in this kit for educational purposes.

Acknowledgements

This Education kit was developed by Claire Speedie, Learning Activities Officer, Museum of Tropical Queensland, using material developed by Scitech and Scienceworks, Museum Victoria.

Humanoid Discovery: Wonders of the Human Body is a travelling exhibition produced by Scitech, Perth, Western Australia.

© Museum of Tropical Queensland 2014


Contents Page Teachers Notes

The exhibition 3

Description of individual exhibits 4-6

Curriculum links 7

Activities

Activity 1: Mission to Earth 9-12

Activity 2: Uh oh! 13

Activity 3: The good, the bad and the ugly 13

Activity 4: That doesn’t look good! 14

Activity 5: Instant Earthling 14

Activity 6: Piece of junk! 15

Activity 7: The different uses key 15

Activity 8: Simply the best 16

Activity 9: Humanoid diaries 16

Activity 10: The reverse key 17

Activity 11: The what if key 17

Activity 12: Humanoid model of a neuron 18

Activity 13: Metaphorically speaking 19

Activity 14: The commonality key 19

Activity 15: It must be love 20

Activity 16: Three’s a crowd 20

Activity 17: Thinking by numbers 21

Activity 18: Chair swap 22

Educational Resources 23

Hints for Mission to Earth activity sheets 24-26


Teacher Notes

Humanoid Discovery: Wonders of the Human Body allows students to explore the structure and function of the human body from the perspective of a visitor from outer space. All the exhibits in the exhibition are highly interactive and engaging, allowing the students to experiment and test how different body systems and organs function. While the exhibition has been specifically designed for a target age range of 5 – 12 years old, it would appeal to all ages, particularly students studying the workings of the human body. Humanoid Discovery is on display at the Museum of Tropical Queensland, 70-102 Flinders Street, Townsville from 9th June until the 24th August 2014.

Visits to Humanoid Discovery may be either Museum staff or teacher led with supporting worksheets and teacher notes supplied. A self-led guide is available for students to use throughout the exhibition.

Costs

Self-led visits to the exhibition are free to schools in the Townsville, Burdekin, Hinchinbrook and Charters Towers council areas.

Led programs are $5.50 per student for schools in the Townsville, Burdekin, Hinchinbrook and Charters Towers council areas and $7.50 per student for all other schools.

Teachers, carers and accompanying adults at a ratio of 1:5 for school groups will be admitted free of charge. Groups may opt to pay prior to their visit, pay on the day of the visit, or be invoiced on the day of the visit for the number of students attending.

The Exhibition

Humanoid Discovery presents the human as a study object. Visitors to the exhibition enter the Humanoid Discovery Academy, where they can explore their own bodies from the perspective of a visitor from outer space. Visitors are encouraged to complete a training guide as they move through the exhibition. The training guide provides visitors with a framework for discovery as well as space to complete some vital statistics about themselves.

Through 22 individual interactive exhibits, the exhibition includes insights into the workings of:

• the circulatory system • the respiratory system • the digestive system • human senses and the brain • human development • human vision • muscles/movement

Exhibition layout

At the Museum of Tropical Queensland, the Humanoid Discovery exhibition is spread over two gallery spaces:


• the temporary exhibition gallery (next to the Pandora gallery) on the first level • the Great Gallery (life-size Pandora model)

Description of individual exhibits Each exhibit has an interactive element with clear ‘what to do’ instructions and supporting text and images. A Wide View Visitors test their peripheral vision. This exhibit allows the visitor to determine how effectively their peripheral vision can notice colour, shapes and movement. It includes text and diagrams about the structure of the eye. Body of Water How many litres of blood and water are there in the human body? This exhibit uses an interactive screen to allow the visitor to calculate how many litres of blood and water are in their individual body. It includes information about the importance of water and blood in humans. Skin Deep Visitors learn about the different layers of tissue found in a human arm by dissecting a model arm, layer by layer. It includes text and diagrams about the structure of human skin. Womb With A View Visitors learn about the development process of humans from fertilisation to birth. In this interactive, visitors can select a time period during human pregnancy to view an image of the developing human accompanied by an audio explanation. In later stages participants can use an ultrasound on the model of the pregnant woman to reveal corresponding ultrasound images of the embryo. This exhibit includes information about pregnancy and the operation and purpose of ultrasounds. See O2 How does oxygen enter the human body and move through it? How is carbon dioxide removed from the human body? Different Light Emitting Diodes are used in this exhibit to illustrate the answers to these questions. The exhibit includes information about the respiratory system. Filter and Flush Visitors start this exhibit by pumping blood through the body’s blood vessels. This will enable them to see blood movement into the kidneys and the production of urine. They can then empty the bladder. The exhibit includes information about the function of the kidneys. Have You Got the Guts? This exhibit allows visitors to pull out the whole human digestive system model to its full length and to identify each part. Once released the organs retract back into the model body. The exhibit includes information about the digestive system. Finger on the Pulse Visitors investigate how hard the human heart has to work during exercise. They take their pulse rate electronically before and after exercise to test just how hard their heart has to work. The exhibit includes information about the human heart, including a diagram of its structure. Pupil Shrinker In this exhibit visitors investigate how the pupil in the human eye responds to light.


Breathing Easy In this exhibit visitors investigate the changes that take place to their breathing rate as a result of exercise and why they need to take place. It includes information about respiration and the function of the human lungs. Bed of Nails By hopping onto a bed of nail visitors can test the nerve endings in their skin and the pain receptors in their brain. Insides Out Visitors see an image of their head with the different body systems projected below it. With the accompanying audio descriptions, this exhibit is a fun way to learn about the different body systems and how they work. Looks Like…. This exhibit explores some of the characteristics of human vision. Visitors can test their 3D vision, the after-effect phenomenon and more. This exhibit consists of five stations that test different functionalities of the human visual system. It includes information about how humans see. Tastes Like…. Human taste and smell are very complex senses. This exhibit allows visitors to guess some mystery smells of different types of food. It includes information about the sense of taste and small. Sounds Like…. Visitors test their hearing range and how well they can identify sounds. The exhibit includes information about how humans hear, including a diagram of the structure of the ear. Feels Like…. Visitors test their ability to identify objects using only the sense of touch. They explore how the sense of touch can help differentiate between rough and smooth surfaces, hot or cold, and sensations of pain and pressure. The exhibit includes information about the human sense of touch. Aim High This exhibit tests the participants’ ability to defy gravity. The visitor must firstly measure their height and then see how high they can jump from a standing position. The exhibit includes information about muscles and movement. Beat the Brain This exhibit challenges the visitor to take on eight of the human brain’s tasks to see if they can control the simulated functions of the body. It includes information about voluntary and involuntary actions and the role of the brain.

Dial a Desire From an alien’s perspective, some of the things that humans do are really quite strange, from our addiction to sleep to our desire to be loved. In this exhibit, visitors can select one of two telephones and then choose the desire they wish to hear about. Remember When…. In this exhibit the visitors’ ability to memorise images, text and numbers is tested in a series of challenges. The exhibit includes information about memory, including the different types of memory.


Pull My Finger Different inputs of foods, drinks and habits such as eating too fast can have an effect on what comes out of the digestive system. Visitors select a food, a drink and an activity to see the results of digestion. The exhibit includes information (and sound and visual effects) about burps, farts, and vomit. Sperm Racer This exhibit illustrates the process of fertilisation, in which sperm and ova join to create a new life. (Please note that no visual or audio references of sexual intercourse or external genitalia are made in this exhibit). This interactive allows visitors to race sperm through the female reproductive tract in the hope of fertilising a female egg. It includes diagrams of internal reproductive organs and how twins are made.


Curriculum links The Humanoid Discovery exhibition has direct links to the National science curriculum in years 8-9 and senior biology. However children of all ages and stages are interested in how the human body works; and with its sensory and exploratory focus, the exhibition would be relevant to all ages.

Curriculum Links National Curriculum Humanoid Discovery demonstrates strong links through the Australian Science Curriculum in the Science Understanding strand in years 8 and 9 and Units 2 in senior biology. Year 8 Science Understanding Biological sciences Elaborations

Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce (ACSSU150)

• identifying the organs and overall function of a system of a multi-cellular organism in supporting the life processes

• describing the structure of each organ in a system

and relating its function to the overall function of the system

• examining the specialised cells and tissues

involved in structure and function of particular organs

Year 9 Science Understanding Biological sciences Elaborations

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)

• describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems such as the respiratory, circulatory, digestive, nervous and excretory systems

• explaining how body systems work together to

maintain a functioning body using models, flow diagrams or simulations

• identifying responses using nervous and

endocrine systems • investigating the response of the body to

changes as a result of the presence of microorganisms


Senior Biology Science Understanding Unit 2: Cells and multicellular organisms

Multi-cellular organisms have a hierarchical structural organisation of cells, tissues, organs and systems (ACSBL054) The specialised structure and function of tissues, organs and systems and can be related to cell differentiation and cell specialisation (ACSBL055) In animals, the exchange of gases between the internal and external environments of the organism is facilitated by the structure and function of the respiratory system at cell and tissue levels (ACSBL056) In animals, the exchange of nutrients and wastes between the internal and external environments of the organism is facilitated by the structure and function of the cells and tissues of the digestive system (for example, villi structure and function) and the excretory system (for example, nephron structure and function) (ACSBL057) In animals, the transport of materials within the internal environment for exchange with cells is facilitated by the structure and function of the circulatory system at cell and tissue levels (for example, the structure and function of capillaries) (ACSBL058)


Activity 1: Mission to Earth

Objective This activity introduces students to the concepts in the exhibition and provides a focus for their investigation of five body systems. Mission to Earth sheet Students use the exhibits to answer key questions about five human body systems: excretory, digestive, nervous, muscular and circulatory systems (See attached Mission worksheet).

Mission to Earth exhibit hints for teachers / supervisors

See pages 26-28 for hints on which exhibits provide the information to complete the Mission to Earth worksheet.

Extension 1. Present the following scenario:

“After leaving earth and returning home the information gained about the human body will be presented to the Grand Council of Scientists.”


2. Students use the information gathered in the Mission to Earth worksheets and other information in the exhibition to present the information as either: • newspaper article • slide show presentation • audio recording diary or log/video report

3. Points to consider and include:

• How is the alien body different to the human body?

• Are there any similarities?

• What purpose do some of these unique systems have that make them so useful to Earth’s environment?

• How is food processed?

• How are wastes removed?

• How do humans sense their surroundings?


The ___________________system

1. What type of tissue makes up muscle? 2. Explain how the muscles work to allow

humans to jump. 3. Write down three things you have learnt

about the muscular system from the Insides Out exhibit.

The ___________________system 1. List three substances the circulatory

system carries around the body. 2. Why does the heart beat faster during

strenuous activity? 3. Name the vessels that take blood

a. To the heart b. Away from the heart

4. Name the largest blood vessel in the body. 5. Name the smallest blood vessels involved

in delivering and receiving substances to or from the body’s cells.


Activity 2: Uh oh! Objective Students either:

• create an assembly instruction manual, including diagrams, for putting a human body together, or

• make a model and video its construction

Instructions 1. Present the following scenario: “In ‘beaming-up’ an earthling to the mother ship, a slight mishap took place. We have all the components of the human body but need the reassembly instructions.” 2. Questions to consider: • How do all the different components fit together to make the human body work? • What are some of the crucial systems and how should they be assembled back

together?

Activity 3: The good, the bad, and the ugly

Objective To encourage students to explore the importance of human senses

Instructions 1. Choose a sense that will no longer be able to be used. 2. Ask the students to consider the following questions; a. What would be good or positive about losing that sense? b. What would be bad or negative about losing that sense? c. What would be weird or strange about losing that sense?

3. Encourage the students to give as many responses to each of these questions

for the chosen sense, in as creative a way as possible. Topics How would life be different if one of the following senses was lost? • Sight • Hearing • Smell • Taste • Touch


Activity 4: That doesn’t look good!

Objective Students reconstruct a video from a probe’s perspective (see Instructions), as it travels down the digestive tract.

Instructions 1. Present the following scenario: “In their studies of the human body, the aliens used a nano-probe (a miniaturised device) to take video footage (including sounds) of the internal parts of the human body. This device can also take environmental readings as it moves through different organs.”

2. Points to consider:

• Try to superimpose the environmental readings/data on the video for each segment of the digestive tract.

• Don’t forget to include sounds! 3. Related articles http://www.prokerala.com/news/articles/a125635.html

Activity 5: Instant Earthling

Objective Students write ‘User instructions’ or produce an infomercial for an instant earthling

Instructions 1. Instruct the students that a new product has just been released with the

following description:

‘Instant Earthling’ – from Galactic Enterprises has just come onto the market – Just add water and like magic, instant earthling (not recommended for young aliens between the ages of two – five planetary years – Note: contains choking hazards). Kit contains human DNA and an enclosed Biosphere Dome that maintains a human friendly environment for keeping your earthling. Exercise wheel and vegetarian diet packs (for low methane emission) are also included.

2. Points to consider and include: • What are the earthling’s requirements and how are they met within the

Biosphere Dome?

• How does the human body process the food provided and how does it nourish every part (or cell) in its body?

• Explain how the earthling body will be created using your knowledge of major

body systems.


Activity 6: Piece of junk!

Objective Students demonstrate or prepare an online journal or blog exploring how damage to the human body’s circulatory and respiratory system effects how the body functions.

Instructions 1. Present the following scenario: “We have discovered that the morphing process has some shortcomings that we had not anticipated. With constant exposure to Earth’s environment, the morphed bodies start to develop some problems; • there is a premature breakdown of red blood cells that results in fewer of these cells circulating around the body • damage to the inner lining of the lungs is also experienced which reduces their ability to exchange gases”

2. Points to consider: • How would these conditions affect the function of their bodies? • How would these effects change the day to day activities of the morphed

individual?

Activity 7: The different uses key

Objective This activity provides a thinking skill that students use to investigate body parts or body functions. Students use their imagination to list a number of different uses for a chosen object. These may be serious, silly or anywhere in-between.

Instructions 1. Students choose one part of the human body, or function that the human body

carries out. 2. Make a list of as many different uses as possible for the body part, or function of

the body. This task may be done individually or in groups of up to four people.

Possible topics a. Find ten different ways aliens could use their skin. b. Find six animals that have at least one different way of sensing than humans do. c. Find six different ways of moving from one place to another instead of walking

or running.


Activity 8: Simply the best

Objective Students join with other invited scientists and present to the Grand Council what has been learned about a body system, providing research-based support as to why the selected body system is the most important.

Instructions 1. Present the following scenario: “An argument has broken out amongst the aliens. They all love their morphed forms, especially learning how to use each body system. They disagree however over which body system is the best. The Grand Council of Scientists has called a very special meeting to determine once and for all which is the most important humanoid body system.

2. Groups of three to four students select one body system that is different to the

other groups’ selections. 3. For the selected body system students list all the roles or functions it carries out. 4. Students research each role or function to learn of the importance of that body

system. (What it does, how it does it, why it does it, does it rely on other body systems to help carry out its duties?)

5. Summarise the findings in such a way as to clearly show that the body system

chosen is the most important of all the body’s systems.

6. Have a class debate.

Activity 9: Humanoid diaries

Objective Students produce a video or online journal/blog comparing human senses to alien senses.

Instructions Human senses are very different to the ones found in other alien species. Students assume the role of a documentary maker from a distant planet, explaining what the human senses are, how they work and why they are useful to earthlings. They also compare them to the senses found in an alien species.


Activity 10: The reverse key Objective This activity provides a thinking skill which students use to investigate body systems. It could be used to find out what students know about the human body, generate deeper thinking and/or reflect about what they have learnt. As a result it may be used before, during, or after a visit to the exhibition.

Instructions 1. Select a topic based on a function carried out by the human body. 2. The topic is then altered so that it becomes the reverse of the initial function. 4. Come up with the number of examples for the year level (e.g. Year 4 students

come up with four examples, Yr 10 students come up with ten examples) on the reverse of the topic.

For example if the topic chosen requires students to list what things or

substances humans excrete or remove from their body, then the reverse of this would be what things or substances should aliens never excrete or remove from their body.

If the group is made up of Year 5 students the statement becomes; List five

things that aliens should never remove or excrete from their morphed body Possible topics a. List ‘x’ things the alien circulatory system should not carry. b. List ‘x’ substances aliens should not try to breathe. c. List ‘x’ things the immune system should never fight. d. List ‘x’ ways the skin should not be cleaned. e. List ‘x’ foods aliens should never eat.

Activity 11: The what if key

Objective: This activity provides a tool for introducing a new topic or generating lots of creative ideas. The question can be serious, silly or anywhere in-between.

Instructions Ask a ‘what if’ question based on an issue or idea Possible topic What if aliens outnumbered humans?


Activity 12: Humanoid model of a neuron

Objective In this activity students demonstrate the function of the human neuron.

Instructions 1. Make up a group that has seven students in it. 2. Each group member is to represent a different part of a neuron. 3. Every group member needs to explain what part they represent and what their

role is within the neuron.

Roles Dendrites Cell body Axon Myelin sheath (two) Terminal buttons Dendrite of the next cell or muscle

Considerations • How will the group represent the message being passed to the neuron? (Think

about the form the message reaches the neuron as.)

• How will the group represent the message being passed along the neuron? (Again think about the form the message passes through the neuron.)

• How will the group represent the message being passed from the end of this

neuron to the next neuron? (Yep still need to consider the form the message is passed on as.)

Extension All the groups could line up and have a message passed from one neuron to the next.

All groups will probably have a different representation of the neurotransmitter.

(Discuss whether this is accurate and what would happen in a real nerve chain?)


Activity 13: Metaphorically speaking

Objective To encourage students to develop a simile or analogy in response to a specific concept related to the functions of body systems and body parts.

Instructions 1. Working with a partner, students write the topic heading at the top of a blank

piece of paper. 2. Over the next five minutes each pair brainstorms as many different responses

as possible. 3. Select the best response to feedback to the larger group. Possible topics a. A windpipe or trachea is like a ….. because both ….. b. A heart is like a ….. because both ….. c. An intestine is like a ….. because both ….. d. A tongue is like a ….. because both ….. e. Skin is like a ….. because both ….. f. A kidney is like a ….. because both ….. g. A bladder is like a ….. because both ….. h. An eye is like a ….. because both ….. i. A …. is like a ….. because both …..

Activity 14: The commonality key

Objective This activity stretches the ability of students to come up with creative ideas and the development of unusual concepts. It can be used when exploring the functions of the different body systems

Instructions 1. Select two objects that normally would have nothing in common (one could be

based on a system or organ). 2. List as many common points between them as possible. This task may be done individually or in groups of up to four people.

Possible topics a. Compare a vacuum cleaner with the digestive system. b. Compare a football with the excretory system. c. Compare a swimming pool with the circulatory system. d. Compare an air conditioner with the respiratory system. e. Compare a book with the skeletal system. f. Compare a dishwasher with the nervous system.


Activity 15: It must be love

Objective Students use a POOCH analysis (see below) to solve a scenario about reproduction.

Instructions 1. Present the following scenario “The morphed aliens love their new forms so much they want to remain in them permanently. They also want to breed with humans. This is something the Grand Council of Scientists certainly did not expect to happen. An emergency meeting has been called to determine the Grand Council’s position on this matter.” 2. Instruct the students to conduct a POOCH analysis (see below). 3. Points to consider

• What are the social, moral, political and economical considerations for the aliens?

• What are the social, moral, political and economical considerations for the humans?

POOCH analysis Instructions

1. Identify the problem. (P) 2. Come up with three options the aliens on earth could take. (O) 3. List three possible outcomes that may result if the aliens took each option. (O) 4. Choose the best option and give several reasons to the aliens on earth as to

why the option chosen is the best one given the circumstances. (CH)

Activity 16: Three’s a crowd

Objective Students produce a pamphlet or web page that provides the most up-to-date information available about how the human body works.

Instructions Present the following scenario: “Another alien race wishes to morph into humanoid form to learn for themselves what it is like to be human. The Grand Council of Scientists has been asked to provide this new alien race with some information about what they need to know about human bodies to accurately morph into humanoid form.”


Activity 17: Thinking by numbers

Objective This activity uses a type of thinking skill to explore the human digestive system. Any of the human body systems could be substituted.

Instructions

1. Write the numbers 1 to 6 on icy pole sticks/table tennis balls/pieces of card. 2. Arrange students into groups of six. 3. Each student picks one icy pole stick/table tennis ball/piece of card (If a group

has less than six members, some students may need to have two items). 3. The student who has selected number 1 begins by stating the question or task

to the group and then that student records the groups’ responses. 4. Once the time limit has expired or the group cannot think of any more responses

(if there is no time limit), the student with number 2 reads out their question or task and then that student records the groups’ responses.

5. This continues until all questions or tasks have been completed. The six questions below are allocated a number (this could be done randomly or arranged in a particular order that students will answer them in), and students respond to question 1 first and then question 2 and so on. a. Ask your group to think of three of the important features of the digestive

system. Write them down and say why they are important. b. Ask your group to identify two hidden or quirky features of the digestive system

that most people wouldn’t think of. Write them down. c. Ask your group to think of all the main purposes of the digestive system. Write

them down. You have a two minute time limit. d. Ask your group to decide on two reasons why the digestive system works well. e. Ask everyone in your group to give two examples of the digestive system in

action. Write down each example. f. Ask everyone in your group to come up with two parts of the digestive system

that have different environmental conditions. State how they are different or what they should be. Write down all responses.


Activity 18: Chair swap

Objective This activity provides a tool for brainstorming different points of view ‘for’ or ‘against’ a topic or question.

Instructions 1. Place two chairs at the front of the classroom. 2. Select two students to sit at the front. 3. Each student takes a different point of view ‘for or against’ the issue, topic or question. 4. The rest of the class can either individually or in small groups come up with questions that the two students up the front must respond to from their point of view. Extension The two students to swap chairs ‘points of view’ and respond for the idea they were initially against.

Possible topics Should aliens be allowed to marry humans? (One person takes the point of view that aliens should be allowed to marry humans and the other person takes the point of view that aliens should not be allowed to marry humans.) a. Should aliens be granted citizenship? b. What would be the status of children born to a human and humanoid couple? c. Should an alien be allowed to run for Prime Minister? d. Should alien doctors be allowed to perform surgery on human patients?


Educational resources

The Museum of Tropical Queensland has educational resources available for free loan including:

• Models of human skeletons • Skeletons of other animals for comparison • Reference books about the human body

Web resources

1. Museum Victoria Practical activities that demonstrate the function or structure of different body systems. http://museumvictoria.com.au/pages/2314/our-human-body-classroom-1-13.pdf 2. Enchanted learning This site contains a lot of information about the body systems and other relevant biology. http://www.enchantedlearning.com/subjects/anatomy/titlepage.shtml 3. Kids health Some basic activities on body systems http://kidshealth.org/PageManager.jsp?lic=1&ps=110&article_set=31936 Animated explanations, quizzes, activities and articles of how the body systems work and related topics. It also contains topics on sexual development and health which teachers will need to decide whether it is appropriate for their students to view. http://kidshealth.org/kid/htbw/ 4. Medtropolis Guided tours and activities on the circulatory, skeletal and digestive system and the human brain. http://www.medtropolis.com/VBody.asp 5. BBC Interactive activities on the body systems. It also contains activities on the topic of puberty which teachers will need to decide whether it is appropriate for their students to view. http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml 6. Kitses An interactive guided tour of the digestive system and how various foods are broken down. http://kitses.com/animation/swfs/digestion.swf 7. E-learning for kids Animated explanations of body systems, senses and other health related topics. It also contains information on the topic of puberty in ‘Endocrine Systems’ which teachers will need to decide whether it is appropriate for their students to view. http://www.e-learningforkids.org/courses.html#health


The muscular system

1. What type of tissue makes up muscle?

(Exhibit hint: Skin deep) 2. Explain how the muscles work to allow

humans to jump. (Exhibit hint: Aim high) 3. Write down 3 things you have learnt about

the muscular system from the Insides Out exhibit.

The circulatory system 1. List three substances the circulatory

system carries around the body. (Exhibit hint: Finger on the Pulse)

2. Why does the heart beat faster during

strenuous activity? (Exhibit hint: Finger on the Pulse)

3. Name the vessels that take blood (Exhibit

hint: Finger on the pulse, See O2)

a. To the heart b. Away from the heart

4. Name the largest blood vessel in the body.

(Exhibit hint: Finger on the pulse, See O2) 5. Name the smallest blood vessels involved

in delivering and receiving substances to or from the body’s cells. (Exhibit hint: Finger on the pulse, See O2)

humanoid discovery - museum of tropical queensland

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