Unit B: Body Works Table of Contents

Page # Name of Document For Absent Students- PH page # or internet search

topic

52 Unit B Body Works Title Page (Titled “Unit B: Body Works” and includes 2+ colored pictures that illustrate what we will be studying)

53 Table of Contents (this sheet)

54 Index Cards (1 blank page titled, “Index Cards”)

55-58 Key Concepts (4 blank pages all titled, “Key Concepts”)

59-61 Activity #12: What’s Happening Inside? (1 blank page) PH 13-1 pg 510-515

62-64 Activity #SSM: Super Size Me (1 blank page) ---

65-67 Activity #14: Breakdown Search: chemical and mechanical digestion

68-69 What is Surface Area? + Surface Area Notes Search: surface area in biology

70-71 Activity #15: Digestion: An Absorbing Tale (1 blank page) Search: digestive system

72-75 Activity #17: Gas Exchange (2 blank pages) PH 14-3 pg 570-578

76-80 Activity #18: The Circulation Game (3 blank pages) PH 14-1 pg 552-561

81-83 Activity #21: Inside a Pump (2 blank pages) PH 14-1 pg 552-561

84-86 Activity #22: The Heart: A Muscle (2 blank pages) PH 14-1 pg 552-561

87-90 Activity #23: Heart Parts (2 blank pages) PH 14-1 pg 552-561

91-92 Bill Nye: Bones and Muscles + Joints Notes (1 blank page) PH 13-2 pg 518-854 PH 13-3 pg 526-530

93 OTM Concept Map PH 13-2 pg 518-854 PH 13-3 pg 526-530

94-96 On The Move (2 blank pages) PH 13-2 pg 518-854 PH 13-3 pg 526-530

97-98 Bill Nye: Eyeballs (1 blank page) PH 15-3 pg 614-617

99-100 Eyeball Dissection (1 blank page) PH 15-3 pg 614-617

101 Form Follows Function PH 1-2 pg 16

102 Activity #14 FDQ

103 Unit B Crossword Puzzle

104 Unit B Study Guide

Back Cover of

Notebook Vocabulary (Stapled on top of previous unit’s vocabulary)

My Table Group for Unit B

Name (1st & last) Phone # Email

53

Activity #12 What’s happening inside? Challenge Question: Prediction: (Wait for directions)

Evidence: (Draw, color and label how your Clay model looked when it was complete)

59

Complete the table below. Systems include:Circulatory, Digestive, Excretory, Muscular, Nervous, Reproductive, Respiratory, Skeletal

Function Organs and Structures System 1. Removes waste in the form of urine 2. Releases carbon dioxide into the air 3. Stores and breaks down food 4. Absorb oxygen from the air 5. Moves food into the body 6. Protects the spinal cord & supports the head and back 7. Holds solid waste before it is expelled from the body 8. Breaks down and neutralizes poisons 9. Helps the body move 10. Signals the body to react to changes in the environment like danger and the smell of food

11. Pumps blood around the body 12. Holds urine before it is expelled from the body

13. Protects the lungs and supports breathing 14. Absorbs water and salts from food 15. Carries messages from the sense to the brain. Organ Systems: Summarize the function of each organ system.

Organ system Function (job/purpose) Organ System Function

Circulatory

pg 512

Nervous

pg 515

Digestive

pg 512-513

Reproductive

pg 514

Excretory

Pg 513-

Respiratory

pg 512

Muscular

pg 511

Skeletal

pg 511

Analysis Questions

1. The liver is the largest internal organ of the human body. (Was the liver the largest organ in your model? Do you think that the other organs you modeled were accurate in size? Why or why not?)

2. Was the model that you created in Part Two a good model of the human body? Why or why not? Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2.Give examples or information from the activity to help explain your answer.

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“Super Size Me” Challenge Question: Can Americans be healthy while also eating fast-food regularly? If so, what is regularly? How often? Initial Thoughts: Evidence: 1. What is the problem the filmmaker, Morgan Spurlock, is addressing in his movie/experiment? 2. What kind of data does he collect at the beginning of his experiment? 3. What does this data suggest? 4. What is the variable he is testing? 5. What variables is he attempting to control and how? 6. In what ways do companies, like McDonalds, cater to children? Why? 7. What is “The Toxic Environment”? 8. In the last 20-25 years, what has happened to the number of obese and overweight children in the United States? 9. After 5 days into the experiment, what does the dietician tell Morgan about his calorie intake? 10. What quantitative data does Morgan collect at his first weigh in? 11. From Day 7 to Day 9, what kind of qualitative data does Morgan report? 12. After his first blood test and second weigh in, what data does Morgan collect about his experiment’s effects so far? Be specific.

Super Size Me pg 1 of 262

13. According to the movie, how has the demands of testing affected other areas of education that could affect your health? 14. On Day 18, what kind of qualitative data does Morgan report? 15. On Morgan’s 3rd weigh in, he weighs one pound less. What does the dietician suggest may be the reason for this? 16. What quantitative data does the doctor report to Morgan on his follow-up visit? 17. What does Morgan report on Day 21, only 9 days away from the end of his experiment? 18. Why is Morgan’s diet “pickling his liver”, as the doctor calls it? (HINT: What is the job of the liver?) 19. What does a “lobby group”, like the GMA (Grocery Manufacturers of America), do? 20. At the end of Morgan’s experiment, what happened overall to his weight, cholesterol, his body fat percentage? Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples and information from the video to help explain your answer. Super Size Me Assignment Background: At the end of the film, it is noted that the lawsuit against McDonalds was “thrown out” by the judge because the plaintiffs (the lawyer of the two obese girls) “failed to show that McDonald’s caused their injuries.” In a way, Morgan Spurlock uses his film to try to show what the lawyer of these two girls did not. Many people were affected by this film, including McDonalds, who did away with their “Super Size” option only 6 weeks after the movie premiered, and then introduced their “Go Active! Adult Happy Meal” in May. Many others, including McDonalds, said the film was biased, noting that no one eats McDonalds every day for every meal and that it is irresponsible to do so. In this way, many believe that this film is not credible. Your Assignment: Imagine you go home tonight, and your parents and you discuss the movie. You talk about how the movie not only focuses on McDonald’s fast

food, but also cafeteria food, soda, serving sizes, and the state of health in America. One of your parents asks you if you agree with Morgan

Spurlock’s point of view. You say:

a. I agree with him. It is the consumers fault.

b. I disagree with him. It is McDonalds’ Fault

Pick one of the answers above, and use evidence from the movie (collected in your three days of notes) to support your answer. HINT: To write a complete answer, first state your opinion. Provide two or more pieces of evidence that support your opinion. Then consider the other side of the issue and support the opposing view with two pieces of evidence. Finally, explain a specific trade-off people face when making decisions about their health and diet. Write your answer in FDQ, NOT IN YOUR SCIENCE NOTEBOOK, so you can hand it in on ______________________.

Super Size Me pg 2 of 2 63

Activity #14 Breakdown

Challenge Question: Initial Thoughts: Evidence: Part One: Testing the Model

THE MODEL Material/Process Represents Antacid tablet Breaking the tablet Adding Vinegar Discuss your observations with your group and write at least 3, specific, qualitative observations your group discussed. 1. 2. 3. 4. Part Two: Designing The Experiment Review the materials list (2 antacid tablets, 1 120-ml bottle of vinegar, 2 SEPUP trays, two 30-ml graduated cups). With your group, design an experiment to test the effect of mechanical breakdown on the speed of chemical breakdown. In other words, how does the size of your food affect the speed at which chemical breakdown occurs?

When designing your experiment, think about these questions as a group and then record your group’s ideas.

What is the purpose of your experiment?

What variable are you testing?

What is your hypothesis?

What variables will you keep the same?

What is your control?

How many trials will you conduct?

How will you collect qualitative and quantitative data? How will these data help you form

a conclusion?

How will you record these data?

Act #14 pg 1 of 3 65

Names (first and last) Period, Group, Date Title: _________________________ Problem: Hypothesis/Prediction: Materials: (give exact amounts of what you will need) Procedure: (Write out each of the steps and number them) 1. 2. Record and Analyze Data: Data Table (Design your own data table using a straight edge. When you have designed your

data table, but have not filled it in get approval from your teacher to collect materials and begin the experiment.)

Act #14 pg 2 of 3 66

Bar Graph:

Conclusion: 1) What conclusion can you make based on the results of your experiment? (Be sure that you are answering the problem question in complete sentences.) 2) Use your data to explain how you came to this conclusion. 3) Use your data to explain whether your hypothesis was supported or disproved. 4) Were there any mistakes made during your experiment or anything else that might have made your data inaccurate (sources of error)? 5) Suggest ways that you could improve the experiment. What could you do differently? 6) How could you extend this experiment further? Analysis Questions

1a. In your experiment, what variables did you keep the same? 2a. What part of digestion was modeled by breaking the tablet? _______________________ 2b. What part of digestion was modeled by adding vinegar? _________________________

Summary: none

Act #14 pg 3 of 3 67

What is Surface Area?

6. As the figures changed from # 2-# 5, what happened to the total number of blocks exposed? Did it increase or decrease? Explain why you think it did this. 7. Surface Area Defined: 8. Which of the above block figures had the most surface area?# 2, 3, 4, or 5? Why did it have the most surface area? 9. Now, let’s relate this back to our lab. Draw a picture of your tablets used in your experiment(in Cup A, B, C, D and E) . 10. Which of your tablets (in Cup A, B, C, D or E) had the most surface area? Why did that tablet have more surface area? 11. Which cup’s tablet dissolved the fastest? Why do think it dissolved the fastest? 12. So what is the difference between food that is and is not chewed that makes there be a difference in how fast that food is broken down chemically? Answer this question on the index card passed out to you.

What is surface area page 1 of 1 68

Surface Area Notes:

The way it could be

The way it is

Why is it that way?

How is surface area

involved?

How much surface

area is there?

Breakdown (Digestion)

Small Intestine

Lungs

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Activity #15 Digestion

Challenge Question: Initial Thoughts:

Evidence: (Color and label the two following Diagrams)

2. Fill in the table by placing an “X” to indicate the function(s) of each organ.

Organ (or structure)

Mec

han

ical

B

reak

do

wn

Ch

emic

al

Bre

akd

ow

n

Nu

trie

nt

Ab

sor p

tio

n

Ab

sorp

tio

n

and

So

lid

W

aste

Function

Mouth

Stomach Small Intestine

Pancreas

Liver Large Intestine

Analysis Questions 1. Did you remember to label the two diagrams? (Circle one) Yes or No If you answered “no”, go back & label them. 3.Imagine taking a bite of a burrito. Follow the beans in the burrito through the process of digestion. Include what happens in the small intestines, mouth, large intestine, stomach. Explain what types of changes take place and where each change happens. Use vocabulary words and underline them to make your answer complete. 5. Take a closer look at the villi of the small intestine. How do the villi help nutrients move into the blood quickly? (Hint: What would happen if there were no villi, only a smooth surface?) Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples and/or information from the reading and/or class discussion to help explain your answer.

The Human Digestive System Cross Section of Your Small Intestines

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Activity #17 Gas Exchange Challenge Question: How can you prove that there is more Carbon Dioxide in your exhaled breath than in the air around you? Initial Thoughts: Evidence:

Part 1: Using BTB to Test for Carbon Dioxide

Alveoli increase the ________ _____ of the lungs and allow for maximum _____ ___________.

Our cells use ____________ to access the ____________ from our food. The waste from this process is ____________

Act #17 pg 1 of 2 72

Part 1: Using BTB to Test for Carbon Dioxide BTB color= High levels of CO2 ---------------Medium levels of CO2----------------Low levels of CO2 DATA TABLE #1 Cup A Cup B Cup C Cup D Cup E

Initial Color

What did you

do to it?

Final Color

After you add sodium hydroxide:

After you add sodium hydroxide:

Analysis Questions (if you finish Part 1 before rest of class, start these. Otherwise do tonight as homework): 1. What was the purpose of the solution in Cup A? 2a. Which of the solutions in Part One contained carbon dioxide? Support your answer with evidence from your experimental results. 2b.What does this tell you about the exhaled breath of human beings? 4. Look again at Figure 1, “Human Respiratory system.” Considering all the oxygen that has to get into your blood and all of the carbon dioxide that has to escape from your blood, why do you you think the inside of the lungs is structured the way it is? 6b. Explain how gases are exchanged within the respiratory system.

DATA TABLE #2: Fill in later as class when directed: Cup A Cup B Cup C Cup D Cup E

Contained CO2? (yes or no?)

Evidence

Explain why it did or did not contain CO2

Data Table 3: Composition of Breath Component of Earth’s atmosphere Composition of Air Breathed In (%) Composition of Air Breathed Out (%)

Nitrogen Oxygen Argon Carbon Dioxide Water Vapor

Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give data from the lab and information from the class discussion to explain your answer.

Act #17 pg 2 of 2 73

Activity #18 The Circulation Game

Challenge Question: Initial Thoughts: Evidence: Draw the Circulatory Path: (draw the path blue or red indicating if it has high or low level of O2) Part 1:

Path A: Path B:

Which organs does the blood have to pass through each time it goes around the human body? Why do you think blood always has to pass through these organs? Table 1: Functions of Certain Organs

Function Organ Pumps blood Brings oxygen into the body Carries carbon dioxide out of the body Absorbs nutrients Removes waste

Act #18 pg 1 of 2 76

blue red

Part 2: 1) Role:

Function:

Start with:

Location:

Your Job:

1)

2)

3.)

Observations about Round 1 of your specific

role:

Observation about Round 1 as a system:

2) Role:

Function:

Start with:

Location:

Your Job:

1)

2)

3.)

Observations about Round 2 of your specific

role:

Observation about Round 2 as a system:

What organ/structure failed?

Why did it fail?

Whose fault was it that it failed?

How can we fix it?

1

2

3

4

Analysis Questions 2. Do all parts of the human body use oxygen and nutrients? Explain your answer. 4. What are the functions of the blood as it travels around the human body? Be specific. 5a. Pick one organ that failed or would have eventually failed during Round 1 that affected blood’s ability to do its job. What is it? 5b. Explain how the failure of this organ affected blood’s ability to do its job. (you must include what bloods job to write a complete answer) 5c. How did this contribute to the failure of the system as a whole? Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give data and/or examples from the activity to help explain your answer.

77

Activity #21 Inside a Pump Challenge Question: Initial Thoughts: Evidence:

Type Pressure Bulb (black) Siphon Bulb (blue) Drawing

Observations

How do you think it works?

Analysis Questions 1. Add the following to your drawing up above: a. what do you think is inside each bulb? Complete the cross section by drawing and labeling what you think is inside each bulb. b. On your drawing of the bulb cross-section, add arrows showing which way water flows inside the bulb. c. What made one bulb work better than the other? 3. Your heart pumps blood around your body. Would you expect it to work more like the siphon bulb or the pressure bulb? Explain. Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give data and/or examples from the lab to help explain your answer.

Act #21 pg 1 of 1 82

Activity #22 The Heart: A Muscle

Challenge Question: What does it mean when someone says your heart is an efficient muscle? Initial Thoughts: Evidence:

1. Take your resting pulse: ______bpm (beats per minute)

2. Who has the slowest pulse in your group (lowest number?) Write their name and pulse here:

3. _______________________________________

4. Now use Figure 1 on page B-62 to find out how much blood this person’s heart pumps per minute based on their height (in feet and inches) ____’____”.. Record the volume of blood (in liters) pumped by their heart each minute. _______ liters.

5. Fill your tub with this amount of “blood” in water in one of your two tubs. Use extra tubs for

water if necessary.

6. Have someone keep track of the time, and when they say “start”, the person with the slowest pulse begins pumping water as fast as they can. When one minute is up, write down the number of times they were able to pump the bulb in 1 minute __________.

7. Were you able to pump all the water in one minute. _________.

8. How did their hand feel after you pumped water?

_____________________________________.

If you have time, see if someone else can pump all the “blood” in one minute and in how many beats….

Analysis Questions 1. Compare the pressure bulb model to what you know about your heart. In what ways do you think the pressure bulb is a good model for your heart? What are the weaknesses of the pressure bulb as a model for the heart? 4. Why do you think that exercising regularly decreases your resting heart rate? Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give data and/or information from the lab to help explain your answer.

84 Act #22 pg 1 of 1

Activity #23 Heart Parts

Challenge Question: Initial Thoughts: Evidence: Answer STT 3b and 3c and take any additional notes on page ____. (Color & label the following)

Heart Diagram pg B-63

The Circulatory System (in arm) pg B-66.

87

Double loop diagram

Analysis Questions 1a. Did you remember to label the two diagrams? (Circle one) Yes or No “ If you answered “no”, please go back and label them. 1b. How is the structure of the heart related to its function? 2. What structures prevent blood in the ventricles from backing up into the atria? Why is it important for your heart to have these structures? 3. Explain what is meant by the statement: “The heart is two pumps.” (Draw and label a diagram to support your explanation.) See page 556-557 in ph for additional help with this question. Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples and/or information from the reading to help explain your answer.

88

Bill Nye: Bones and Muscles

Challenge Question: How do bones and muscles work together to provide a structural framework for movement? Initial Thoughts: Evidence: Answer the following in complete sentences. 1. How do muscles move? 2. About how many bones in the human body? ____ 3. What do tendons do? 4. About how many muscles in the human body? ____ 5. What are the five different kinds of joints? 6. How do bones and muscles work together to make our bodies move? 7. What is the name of the lubricant that helps our joints move? ____________

Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples and/or information from the video to help explain your answer.

Joint Drawing (pg 520)

Describe motion and amount of motion

Ball and Socket

Gliding/Sliding

Hinge

Pivot

91

Can only pull, OR

Attach

To

Move

Connect

Are within OR in

Are the meeting places of

Work in pairs for

Provide a structural framework for

Allow for different kinds of

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On the M

ove concept Map

On The Move Planning Sheet Table members:___________________________________________________________________ 1. Pick a movement to model. What types of activities cause this movement to occur? Provide at least 3 examples of activities in life that would cause the body to move in this fashion. 1.___________________________________________________________________________ 2.___________________________________________________________________________ 3.___________________________________________________________________________ more________________________________________________________________________ 2. The movement you pick should include a way to “undo” the movement. For example, if you choose to model a bending knee, you should be able to straighten your model after it is bent. Use the box below to show the movement in a drawing.

Beginning position Position after movement Return to beginning position

3. Using the Textbooks, pick the two bones and muscles you will be using in the model (you can use more than two bones, but two bones is the minimum). Draw and label those bones and muscles in the on pg _____. 4. Now, refer to the Green Prentice Hall Textbook page 520 and decide what type of joint you are modeling. Type of Joint=_____________________________________________________ 5. Next devise a plan for making your model and decide what materials you will need. Be sure you pick a movement and a plan that can be achieved in just one block period to complete it. What materials will you use to model bones? What materials will you use to model muscles? What materials will you use to connect the parts of your model together? Use the table to plan.

On the Move Presentation Questions Be prepared to answer all of these questions. Each member of the group will answer one. You will find out who is doing which question you will answer to the class by drawing from a hat at the time of your presentation.

1. Explain and demonstrate the motion of your joint. Show how the motion is made, and undone using the muscles on your model. How do muscles work?

2. Identify the muscles and bones in your project (point them out). Where does the muscle attach to each bone? How many muscles are on it and what are their positions relative to each other?

3. What type of joint have you made? Where are the ligaments and tendons in your model? Explain the difference. 4. How do bones and muscles work together to make our bodies move? State the answer to this in one-two concise, NON-

RAMBLING, sentences.

5. For groups of 5 only: We've been talking a lot about 'Form Follows Function'. Explain how muscles (their placement and how they work) fit this idea in terms of how they are able to move our bodies efficiently

Model Planning Worksheet

Item What materials will

you use? Be specific.

Are all of these materials available at school? If so, which

ones?

If not, who is bringing what?

Bones

Muscles

Tendons

Ligaments

Any other materials you will need to assemble

your model?

Other important notes?

94

Bill Nye: Eyeballs

Challenge Question: How do the structures of the eye work together to help us see? Initial Thoughts: Evidence: Answer the following in complete sentences.

1. When images pass through our eyes, how do they appear on the back of your eyeball? Why?

2. What part of your eye controls the light and color of your eyes? How does it control it?

3. How does our eye adapt when an image is out of focus?

4. What do rods and cones do? Where are they located?

5. Why is having 2 eyes as opposed to just one a benefit? Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples and/or information from the video to explain your answer. _____________________________________________________________________________________ Label the following diagram of the eye.

97

Activity: Sheep Eye Dissection Challenge Question: What are the various parts of the eye and how do they work together to enable an organism to see? Initial Thoughts: Sheep Eye Dissection Checklist: As you read through and complete the lab, check off each structure take notes.

Structure to Locate

Check off

when found

What does it do? Where is it located?

What does it look like? What structures is it connected to/work with?

Fat

Optic nerve

Muscles

Eyelids

Sclera

Cornea (external view)

Iris (external view)

Pupil (external view)

Cornea (internal view)

Aqueous humor

Iris (internal view)

Ciliary body

Lens

Vitreous humor

Retina

Tapetum

Analysis Questions:

1. Refer to your Checklist above: What parts were easy to locate and which were difficult to identify? 2. Describe the passageway light travels through the eye to produce nerve impulses as messages to the brain. Start with the cornea

and end with the optic nerve. Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give data and/or examples from the lab to help explain your answer.

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“FORM FOLLOWS FUNCTION”

Defined:

Body Part/Feature Explanation of Form to Function R elationship

1. Mechanical Digestion

2. Villi in Small Intestines

3. Alveoli in Lungs

4. Heart

5. Muscles/Bones

6. Eyes

Unit B: Body Works WORD

& Descriptive, detailed & COLORED

drawing explaining the word’s definition.

-Handwritten- DEFINITION

(from the SALI book, Prentice Hall textbook, or teacher’s website)

Give an example of the word in a sentence. If an example does not

apply, write a thoughtful sentence using the vocabulary word in context (showing

that you know its definition).

12 Organ system

12 Excretory system

12 Model

14 Mechanical breakdown

14 Chemical Breakdown

14 Digestive system

14 Teeth

Pg 1 of 5

14 Saliva

14 Stomach

15 Esophagus

15 Small intestine

15 Pancreas

15 Liver

15 Nutrients

15 Absorption

Pg 2 of 5

15 Large intestine

15 villi

17 Respiratory system

17 Lungs

17 Trachea

17 Alveoli

17 Oxygen (O2)

17 Carbon dioxide (CO2)

17 BTB

Pg 3 of 5

18 Circulatory system

18 Blood

18 Heart

18 Pulse

22 Valve

22 Muscles – 3 types

22 blood Pressure

23 Atrium (Left and Right)

Pg 4 of 5

23 Ventricle (Left and Right)

23 Arteries

23 Veins

23 Blood Vessels

23 capillaries

OTM Bones

OTM Joint

OTM Tendon

OTM Ligament Pg 5 of 5