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IntroductiontotheUnitGreetingsandwelcometotheunitonLifeScience,Part2:HumanAnatomy.Ihopeyouwillfindthishelpfulinpreparingtoteachyourstudents,exhaustivelythoroughincontentandawholelotoffun,becausethat’swhenstudentsandteachersdotheirbestwork.

Thiscurriculumcoursehasbeenpreparedtobecompletedoverseveralweeks,completing1‐2lessonsperweek.Youwillfindthatthereare37lessonsoutlinedtotakeyoufromanintroductionofhumananatomyonthroughseveraladvancedphysiologyactivitiescomplexenoughtowinaprizeatthesciencefair.Ifyoucompletethiscourseandsendyourkidsoff,you’llfindtheirhighschoolteachersentirelyblownawaybytheirmasteryofthesubject,andthenwillreallybeabletoflywiththem.EachlessonhasaTeacherPageandaStudentWorksheet.

ThefollowingfeaturesoneachsetoftheTeacherPages:

Overview:thisisthemaingoalofthelesson SuggestedTime:makesureyouhaveenoughforcompletingthislesson Objectives:thesearethecoreprinciplescoveredwiththislesson Materials:Gatherthesebeforeyoustart LabPreparation:Thisoutlinesanypreparationyouneedtodoaheadoftime Lesson:Thisoutlineshowtopresentthetopictothestudents,stirsupinterestandgetsthestudents

motivatedtolearnthetopic LabTime&Worksheets:Thisincludesactivities,experiments,andprojectsthatreinforcetheconceptsand

reallybringsthemtolife.You’llalsofindworksheetsthatmakeuptheirScientificJournal. BackgroundLessonReading:Thisisoptionaladditionalreadingmaterialyoucanutilizeaheadoftimeto

helpyoufeelconfidentwhenthestudentsaskquestionsduringtheLabTime.Idon’trecommendgivingthisreadingtothekidsbeforehand.Ifyoumustshareitwiththem,thendosoafterthestudentshavegottenachancetorollaroundwiththeactivities.Bydoingthis,itteacheskidstoasktheirownquestionsbygettingcuriousabouttheconceptsthroughtheexperiments,thewayrealscientistsdointherealworld.

Exercises&AnswerKey:Howwelldidyouteach?Howwelldidtheylearn?Timetofindout. Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestions

thattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.

ImmediatelyfollowingtheTeacherPagesare“StudentWorksheets”foreachoftheactivities.Eachsetofstudentworksheetshasthefollowingsections:

Overview WhattoLearn Materials LabTime&Worksheets Exercises

Inadditiontothelessons,wehavealsopreparedthefollowingitemsyou’llfinduseful:

ScientificMethodGuide MasterMaterialsandEquipmentList LabSafetySheet

WrittenQuiz(withAnswerKey) LabPracticalTest(withAnswerKey)


MasterMaterialsListforAllLabsThisisabrieflistofthematerialsthatyouwillneedtodoalloftheactivities,experimentsandprojects.Thesetofmaterialslistedbelowisjustforonelabgroup.Ifyouhaveaclassoftenlabgroups,you’llneedtogettensetsofthematerialslistedbelow.Aneasywaytokeeptrackofyourmaterialsistomakeuptenseparatelabkitsusingsmallplastictubsorbaskets,filleachtubwiththematerialslistedbelow,andcopytheselistsandsticktheminthebinforeasytracking.Partsnumbersarefromwww.hometrainingtools.comunlessnoted.

#3one‐holestopper(CE‐STOP03A)”Y”hoseconnector(CE‐TUBEY)aluminumtartpanammoniaammoniumnitrate(UN1942)baggie,gallonsizebaggies(6,re‐sealable)bakingsodaballoons(4round,9‐inch)bathroomscalebeansdoubleconvexlens(OP‐LEN4X30)blackcoffee(1cup)blackmarker,permanentblacktea(1bag)blindfoldbromothymolblue(CH‐BROMOBL)calciumchloride(CH‐CACL2)chalkcinnamonoilclockwithsecondhandcoffeefilterorcheeseclothcottonballs(11)cottonswabs(4)craftstickcups(8)cuttingboarddarkorbitterchocolatedimedisposablecupsdistilledwhitevinegardrill(withadulthelp)energydrink,likeGatoradeeyedropper(CE‐DROPPER)

fabric(1smallpiece)fan(variable‐speed)filmcanisters(10)funnel(CE‐FUNNEL)garlic(fresh,oneclove)garlicpressglassjarglovesgoggles“goldenrod”coloredpapergroundcinnamonhard‐boiledegghose(4’)(CE‐TUBERU2)hotgluewithgluesticksiodine(CH‐IODINE)kitchenknife(withadulthelp)largeplasticbowllatexgloveslemonliquidcrystalthermometer(www.teachersource.comLC‐2530B)magnifyinglensmatchesmeasuringcupsmeterstickoryardstickmicroscopeslide(MS‐SLIDEPL)microwavemirrornewsprintwithsmalltypenylonstockings(oneoldpair)onionpaperplates(2)papertowelpaperclipspenniespetroleumjelly(orlipbalm)

pHpaperstrips(CH‐PHSTRIP)PTCpaper(CH‐PTCTEST)reddisclosingtablets(fromyourdentist)redfooddyeredvinegarricerubberbandrubberbands(8)rubbingalcoholsaltsaltyandsodacrackerssandsandpapersawdust(orpencilshavings)scissorsscrapofcardboardshoeboxeswithlids(4)smallcontainerswithlids(10)soda(likecola)sodabottle(2)soupcansoysaucespoonsstraws(50)straws,flexible(5)string,12incheslongstyrofoamcupssugartapetennisballthermometertoiletpapertubetoothpicks(2)vanillaextractvotivecandlewasher(3/8”insidediameter)


waxpaper(1sheet)

TABLEOFCONTENTSIntroductiontotheUnit........................................................................................................................................................................................2

MasterMaterialsListforAllLabs.....................................................................................................................................................................3

UnitPrep.....................................................................................................................................................................................................................6

LabSafety...................................................................................................................................................................................................................7

TeachingScienceRight.........................................................................................................................................................................................8

EducationalGoalsforLifeScience2..............................................................................................................................................................10

Lesson#1:RoboticHand...................................................................................................................................................................................12

Lesson#2:ChemicalFingerprinting.............................................................................................................................................................18

Lesson#3:DetectiveBoxes...............................................................................................................................................................................24

Lesson#4:DetectingTemperatureChanges.............................................................................................................................................29

Lesson#5:RubberEggs.....................................................................................................................................................................................34

Lesson#6:FoggyHands.....................................................................................................................................................................................38

Lesson#7:FingerThermometers..................................................................................................................................................................43

Lesson#8:CoolingandHeating......................................................................................................................................................................48

Lesson#9:TestingMuscleStrength..............................................................................................................................................................52

Lesson#10:InsideBones..................................................................................................................................................................................56

Lesson#11:TendonReflex...............................................................................................................................................................................61

Lesson#12:DetectingPlaque..........................................................................................................................................................................65

Lesson#13:PTCTesting....................................................................................................................................................................................69

Lesson#14:TestingSpitSamples..................................................................................................................................................................73

Lesson#15:MappingYourTongue...............................................................................................................................................................78

Lesson#16:TastyTasteBuds..........................................................................................................................................................................83

Lesson#17:Stethoscope....................................................................................................................................................................................87

Lesson#18:HeartRateMonitoring..............................................................................................................................................................95

Lesson#19:What’sYourLungCapacity?...................................................................................................................................................99

Lesson#20:WorkingLungModel..............................................................................................................................................................105

Lesson#21:DetectingCarbonDioxide.....................................................................................................................................................108

Lesson#22:ScentMatching..........................................................................................................................................................................110


Lesson#23:Swallowing..................................................................................................................................................................................115

Lesson#24:Diffusion.......................................................................................................................................................................................119

Lesson#25:ConsumingOxygen..................................................................................................................................................................123

Lesson#26:EyeBalloon.................................................................................................................................................................................128

Lesson#27:WaterLens..................................................................................................................................................................................134

Lesson#28:DisappearingFrog....................................................................................................................................................................138

Lesson#29:VisualReflex...............................................................................................................................................................................142

Lesson#30:CameraEyes...............................................................................................................................................................................146

Lesson#31:HumanLevers............................................................................................................................................................................150

Lesson#32:SoundSpeed...............................................................................................................................................................................155

Lesson#33:SoundMatching........................................................................................................................................................................157

Lesson#34:SoundWhackers.......................................................................................................................................................................161

Lesson#35:BigEars.........................................................................................................................................................................................165

Lesson#36:NerveTester...............................................................................................................................................................................169

Lesson#37:AllAboutKidneys.....................................................................................................................................................................173

LifeScience2Evaluation.................................................................................................................................................................................181

LifeScience2Quiz.............................................................................................................................................................................................184

LifeScience2LabPractical............................................................................................................................................................................186

TheScientificMethod.......................................................................................................................................................................................187

VocabularyfortheUnit....................................................................................................................................................................................189


UnitPrep

Thisisashortlistofthingsthatyoumaywanttoconsiderasyouprepareforthisunit.

StudentLabBooks:Ifyou’rethekindofteacherwholikestopreparelabbooksforyourkids,nowisagoodtimetodothis.YoucancopytheIntroductionforKidsandtheStudentWorksheetsforeachoftheexperiments,3‐holepunchthem,andstickitinabinder.You’llwantonebinderperstudent.

ScienceJournals:Oneofthebestthingsyoucandowithyourstudentsistoteachthemhowtotakenotesinajournalasyougoalong.Thisisthesamewayscientistsdocumenttheirownfindings,andit’salotoffuntolookbackatthesplatteredpageslateronandseehowfaryou’vecome.Ialwaysjotdownmyquestionsthatdidn’tgetansweredwiththeexperimentacrossthetopofthepagesoIcanresearchthesetopicsmore.

MasterSetofMaterials:Ifyouplanondoingallthelabsinthisunit,you’llwanttostartgatheringyourmaterialstogether.There’samastermaterialslistsoyou’llhaveeverythingyouneedwhenyouneedit.

TestCopies:Studentswilltaketwotestsattheendofeachsection.Therearequizzesandlabpracticaltestsyoucancopyandstashawayforwhenyouneedthem.

ClassroomDesign:Asyouprogressthroughtheunits,you’llbemakingdemosoftheexperimentsandkidswillbemakingposters.Youcanhangtheseuponyourbulletinboards,stringthemfromtheceiling,ordisplaytheminauniqueway.Ialwaysliketosnapphotosofthekidsdoingtheirexperimentsandhangthoseupalongwiththeirbestlabssotheycanseetheirprogressaswegoalong.


LabSafetyGogglesshouldbewornwhenworkingwithchemicals,heat,fire,orprojectiles.Thisprotectsyoureyesfromchemicalsplatter,explosions,andtinyfast‐movingobjectsaimedattheeyes.Ifyouwearglasses,youcanfindgogglesthatfitoverthem.Don’tsubstituteeyeglassesforgoggles,becauseofthelackofsideprotection.

CleanupMesses:Yourlabareashouldbeneat,organized,andspotlessbeforeyoustart,duringyourexperiment,andwhenyouleave.Scientistswastemoretimehuntingforlostpapers,piecesofanexperiment,andtryingtorepositionsensitiveequipment…allofwhichcouldhaveeasilybeenavoidedhadtheybeentaughttheseskillsfromthestart.

DisposeofPoisons:Ifapoisonoussubstancewasused,created,orproducedduringyourexperiment,youmustfollowtheproperhandlingproceduresfordisposal.You’llfinddetailsforthisinexperimentsasappropriate.

SpecialNotesonBatteries:Donotusealkalinebatterieswithyourexperiments.Findthesuper‐cheapkindofbatteries(usuallylabeled“HeavyDuty”or“SuperHeavyDuty”)becausethesetypesofbatterieshaveacarbon‐zinccore,whichdonotcontaintheacidthatalkalinebatterieshave.Thismeanswhenyourstudentswireupcircuitsincorrectly(whichyoushouldexpectthemtodobecausetheyarelearning),thecircuitswillnotoverheatorleak.Ifyouusealkalinebatteries(likeEnergizerandDuracell)andyourstudentsshortacircuit,theirwiresandcomponentswillgetsuper‐hotandleakacid,whichisverydangerous.

NoEatingorDrinkinginLab:Allfoodsanddrinksarebannedfromyourclassroomduringscienceexperimentation.Whenyoueatordrink,youruntheveryrealriskofingestingpartofyourexperiment.Forelectricityandmagnetismlabs,alwayswashyourhandsafterthelabisovertorinseofftheleadfromtheelectricalcomponents.

NoHorsePlay:Whenyougoofaround,accidentshappen,whichmeanschemicalsspill,circuitsshort,andallkindsofhazardscanoccurthatyouweren’texpecting.Neverthrowanythingtoanotherpersonandbecarefulwhereyouputyourhands–itcouldbeinthemiddleofasensitiveexperiment,especiallywithmagnetismandelectricity.Youdon’twanttoruntheriskofgettingshockedorelectrifiedwhenit’snotpartofyourexperiment.

Fire:Ifyouthinkthere’safireintheroom(evenifyou’renotsure),letyourteacherknowrightaway.Iftheyarenotaround(theyalwaysshouldbe),smotherthefirewithafireblanketoruseafireextinguisherandsendsomeonetofindanadult.Stop,drop,androll!

Questions:Ifyou’renotsureaboutsomethingstopandask,nomatterwhatit’sabout.Ifyoudon’tknowhowtoproperlyhandleachemical,dopartofanexperiment,ask!Ifyou’renotcomfortabledoingpartoftheexperiment,thendon’tdoit.


TeachingScienceRightTheseactivitiesandexperimentswillgiveyouatasteofhowsciencecanbetotallycoolANDeducational.Butteachingscienceisn’talwayseasy.There’salotmoretoitthanmosttraditionalsciencebooksandprogramsaccomplish.Ifyourstudentsdon’trememberthesciencetheylearnedlastyear,youhaveaproblem.

Whatdokidsreallyneedtoknowwhenitcomestoscience?Kidswhohaveasolidscienceandtechnologybackgroundarebetterequippedtogotocollege,andwillhavemanymorechoicesoncetheygetoutintotherealworld.

Learningscienceisn’tjustamatterofmemorizingfactsandtheories.Onthecontrary,it’sdevelopingadeepcuriosityabouttheworldaroundus,ANDhavingasetoftoolsthatletkidsexplorethatcuriositytoanswertheirquestions.Teachingscienceinthiskindofwayisn'tjustamatterofputtingtogetheratextbookwithafewscienceexperimentsandkits.

Scienceeducationisathree‐stepprocess(andImeanteachingscienceinawaythatyourstudentswillreallyunderstandandremember).Herearethesteps:

1.Getkidsgenuinelyinterestedandexcitedaboutatopic.

2.Givethemhands‐onactivitiesandexperimentstomakethetopicmeaningful.

3.Teachthesupportingacademicsandtheory.

Mostsciencebooksandcurriculumjustfocusonthethirdstepandmaythrowinanexperimentortwoasanafterthought.Thisjustisn’thowstudentslearn.Whenyouprovideyourstudentswiththesethreekeys(inorder),youcangivethemthekindofscienceeducationthatnotonlyexcitesthem,butthattheyrememberformanyyearstocome.

Sowhatdoyoudo?First,don’tworry.It’snotsomethingthattakesyearsandyearstodo.Itjusttakescommitment.

Whatifyoudon’thavetime?WhatI’mabouttodescribecantakeabitoftimeasateacher,butitdoesn’thaveto.Thereisawaytoshortcuttheprocessandgetthesameresults!ButI’lltellyoumoreaboutthatinaminute.First,letmetellyouhowtodoittherightway:

PuttingItIntoAction

Stepone:Getstudentsgenuinelyinterestedandexcitedaboutatopic.Startbydecidingwhattopicyouwantyourstudentstolearn.Then,you’regoingtogetthemreallyinterestedinit.Forexample,supposeIwantmyfifth‐gradestudentstolearnaboutaerodynamics.I’llarrangeforthemtowatchavideoofwhatit’sliketogoupinasmallplane,orevenfindsomeonewhoisapilotandcancometalkwiththekids.Thisisthekindofexperiencethatwillreallyexcitethem.

Steptwo:Giveyourstudentshands‐onactivitiesandexperimentstomakethetopicmeaningful.ThisiswhereItakethatexcitementandletthemexploreit.Ihaveflyinglessonvideos,airplanebooks,andrealpilotsinteractwithmystudents.I’llalsoshowvideosonhowpilotsplanforaflight.Mystudentswilllearnaboutnavigation,figuringouthowmuchfuelisneededfortheflight,howtheweighttheplanecarriesaffectstheaerodynamicsofit,andsomuchmore.(AnddidIjustseeaspotforafuturemathlessonalso?)I’llusepilottrainingvideostohelpus


figurethisout(shortofalivedemo,avideoisincrediblypowerfulforlearningwhenusedcorrectly).

Mystudentsareincrediblyexcitedatthispointaboutanythingthathastodowithairplanesandflying.Theyareallpositivetheywanttobepilotssomedayandarealreadywantingflyinglessons(remember‐theyareonlyfifth‐graders!).

Stepthree:Teachthesupportingacademicsandtheory.Nowit’stimetointroduceacademics.Honestly,Ihavemypickofsomanytopicsbecauseflyingincludessomanydifferentfields.Imean,mystudentsuseanglesandmathinflightplanning,mechanicsandenergyinhowtheengineworks,electricityinalltheequipmentonboardtheplane,andofcourse,aerodynamicsinkeepingtheplaneintheair(tonamejustafew).

I’mgoingtousethisasthefoundationtoteachtheacademicsideofallthetopicsthatareappropriate.Westartwithaerodynamics.Theylearnaboutliftanddrag,makepaperandbalsa‐woodglidersandexperimentbychangingdifferentparts.Theycalculatehowbigthewingsneedtobetocarrymoreweight(jellybeans)andthentrytheirmodelswithbiggerwings.Thenwemoveontothegeometryusedinnavigation.Insteadofdrawinganglesonablanksheetofpaper,ourworkspaceismadeofairplanemaps(freefromtheairport).We’reactuallyplanningpartofthenextflightmystudentswill“take”duringtheirgeographylesson.Suddenlyanglesarealotmoreinteresting.Infact,itturnsoutthatweneedabitoftrigonometrytofigureoutsomethings.

Ofcourse,a10‐yearoldcan’tdotrigonometry,right?Wrong!Theyhavenoideathatit’susuallyforhighschoolandlearnsaboutcosinesandtangents.Throughoutthis,I’mgivingthemchancestotalkwiththepilotinclass,sharewhatthey’velearnedwitheachother,andevenplanarealflight.Howcoolisthattoakid?

Thekeyistofocusonbuildinginterestandexcitementfirst,thentheacademicsareeasytogetstudentstolearn.Trystartingwiththeacademicsand...well,we’veallhadtheexperienceoftryingtogetkidsdosomethingtheydon’treallywanttodo.

TheShortcut:Okay,sothismightsoundlikeit’stime‐intensive.Ifyou’rethinking“Ijustdon’thavethetimetodothis!”Ormaybe“Ijustdon’tunderstandsciencewellenoughmyselftoteachittomystudentsatthatlevel.”Ifthisisyou,you’renotalone.

Thegoodnewsis,youdon’thaveto.Theshortcutistofindsomeonewhoalreadyspecializesintheareayouwantyourstudentstolearnaboutandexposethemtotheexcitementthatthepersongetsfromthefield.Then,insteadofyoubeingtheonetoinventanentirelynewcurriculumofhands‐onactivitiesandtheacademics,useasolidscienceprogramorcurriculum(livevideos,notcartoons).Thiswillprovidethemwithboththehands‐onexperimentsandtheacademicbackgroundtheyneed.

Ifyouuseaprogramthatisself‐guided(thatis,itguidesyouandyourstudentsthroughitstep‐by‐step),youdon’tneedtobehassledwiththepreparation.That’swhatthisunitisintendedtodoforyouandyourstudents.Thisprogramusesthesecomponentsandmatchesyoureducationalgoalssetbystatestandards.

Thisunitimplementsthethreekeystepswejusttalkedaboutanddoesthisforyou.Myhopeisthatyounowhavesomenewtoolsinyourteachingtoolboxtogiveyourstudentsthebeststartyoucan.Iknowit’slikeawildrollercoasterridesomedays,butIalsoknowit’sworthit.Havenodoubtthatthatthecaringandattentionyougivetoyourstudents’educationtodaywillpayoffmanyfoldinthefuture.


EducationalGoalsforLifeScience2Yourbodydoesatremendousnumberofthingsallthetime.You’regoingtolearnaboutyourskeleton,bonejoints,muscletension,bloodcells,lungs,ears,andeyes!Someoftheexperimentsyou’llbecreatinginclude:aworkinglungmodelsoyoucanseehowpressuredifferencesaffectthelungsanddiaphragm;arobotichandmodelwithrealtendons;workingeyemodelwhichyoucanadaptfornear‐andfarsightedconditions;howtodochemicalfingerprinting…andsomuchmore!

Wewillgooverintegumentary,skeletal,andmuscularsystemsbybeginningwithageneraloverviewofthebody.We’llalsolearnaboutwhatweshouldeatanddiscoverwhathappenstofoodonceweswallowit.Anothersystemwe’llcoveristherespiratorysystem,whichisresponsibleforprovidingyourorganswiththeoxygentheyneedandremovingthecarbondioxidetheydon’t.Speakingofthingsyourbodydoesn’tneed,ournexttopicwillbetheexcretorysystem,theoneresponsibleforgettingridofallwastefromthebody.We’lltalkabouthowyourbodyallowsyoutodoallthethingsyoudo.Inordertodothosethings,yourbodymuststayhealthy,andkeepingyouhealthyisthejoboftheimmunesystem.

Herearethescientificconcepts:

Aninheritedtraitcanbedeterminedbyoneormoregenes. Thesequentialstepsofdigestion,andtherolesofteethandmouth,esophagus,stomach,smallintestine,

largeintestine,andcoloninthefunctionofthedigestivesystem. Organsystemsfunctionbecauseofthecontributionsofindividualorgans,tissues,andcells.Thefailureof

anypartcanaffecttheentiresystem. Howbonesandmusclesworktogethertoprovideastructuralframeworkformovement. Howtorelatethestructuresoftheeyeandeartotheirfunctions. Howtocomparejointsinthebody(wrist,shoulder,thigh)withstructuresusedinmachinesandsimple

devices(hinge,ball‐and‐socket,andslidingjoints). Howleversconfermechanicaladvantageandhowtheapplicationofthisprincipleappliestothe

musculoskeletalsystem. Howkidneysremovecellularwastefrombloodandconvertitintourine,whichisstoredinthebladder. Howbloodcirculatesthroughtheheartchambers,lungs,andbody,andhowcarbondioxide(CO2)and

oxygen(O2)areexchangedinthelungsandtissues. Contractionsoftheheartgeneratebloodpressure,andheartvalvespreventbackflowofbloodinthe

circulatorysystem. Howthefivesenses(sight,smell,sound,taste,andtouch)worktogether.

Bytheendofthelabsinthisunit,studentswillbeableto:

Designandbuildaworkingrobotichandbyunderstandinghowtendonsworktocreatemovement. Knowhowtodemonstratehowtheeyeworks,anddemonstratecommoneyeproblems. Understandhowtodeterminelungcapacity,monitorheartrate,andseveralothermeasurablefunctionsof

thebody. Demonstratehowthebodycanbemodeledbysimplemachinesandjointmodels. Differentiateobservationfrominference(interpretation)andknowscientists’explanationscomepartly

fromwhattheyobserveandpartlyfromhowtheyinterprettheirobservations.


Measureandestimatetheweight,lengthandvolumeofobjects. Formulateandjustifypredictionsbasedoncause‐and‐effectrelationships. Conductmultipletrialstotestapredictionanddrawconclusionsabouttherelationshipsbetween

predictionsandresults. Constructandinterpretgraphsfrommeasurements.

Followasetofwritteninstructionsforascientificinvestigation.


Lesson#1:RoboticHandTeacherSection

Overview:Yourbodymoveswhenthemusclespullonthebonesthroughligamentsandtendons.Ligamentsattachthebonestootherbones,andthetendonsattachthebonestothemuscles.If you place your relaxed arm on a table, palm-side up, you can get the fingers to move by pushing on the tendons below your wrist. We’re going to make a real working model of your hand, complete with the tendons that move the fingers! Are you ready?

SuggestedTime:30‐45minutes

Materials(perlabgroup)

flexiblestraws(5) scrapofcardboard(atleastasbigasyourhand) rubberbands(5) stringorthinrope(5feettotal,andalighterwithadulthelpifyou’reusingnylonrope) hotgluewithgluesticks scissors razor pen

LabPreparation

1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.

BackgroundLessonReading

Voluntarymusclesareonetypeofmusclesinourbody.Theyallowhumanstowalk,jump,carrythings,andmuchmore.Thesevoluntarymusclesareattachedtoourboneswithsmallthreadlikestructurescalledtendons,whichareaconnectivetissue.Ligamentsandcartilageareotherexamplesofconnectivetissuesinourbody.Astheirnamesuggests,connectivetissueconnectsonepartofthebodytoanotherandisalsoinvolvedinstructuralsupport.Ligamentsaresimilartotendons,buttheyjoinonebonetoanotherbone.Tendonsattachmusclestobone,helpingthemusclestoshorten(orcontract)andmovethebone.Withouttendons,itwouldbeimpossibleforourbodytomoveasitdoes.

Thewristhastwotypesoftendons.Flexortendonscurlthefingersandthumb,andallowthewristtobend.Extensortendonsworktostraightenandextendthefingers.

Lesson


1. Whoknowswhatbodystructuresconnectourmusclestoourbones?(Thedifferentconnectivetissuescanbeconfusing,sobesuretodefinetendonsastheconnectivetissuethatconnectsvoluntarymusclestobones).

2. Withouttendons,wewouldn’tbeabletowalk,jump,carrythings,orplayamusicalinstrument.Tendonsaretheconnectivetissuethatallowsourvoluntarymusclestorespondthebrain’scommandstomoveourbones.Othertypesofconnectivetissueincludeligamentsandcartilage,buttodaywe’refocusingonthemuscle‐to‐boneconnectingtendons.

3. Todaywe’regoingtomakearobotichand,whichwillalsorelyontendonsinordertomove.Ourwristhasbothflexortendons,whichcurlourfingersandthumb,alsoallowingthewristtobend,andextensortendons,whichallowustostraightenandextendourdigits.

LabTime

1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheir

observations.3. Usingthepen,traceagrown‐up’shandonthecardboard.4. Cutoutthehandshapewithscissors,orarazor(withadulthelp).Ifusingarazor,alsoroundoffthetipsof

thefingersusingscissors.5. Placeyourhandpalmupbesidethecardboardcutout.Useyourhandasaguidetomarkapproximately

wherethesegmentsofyourhandsareonthecardboard.6. Thelowestsegmentlinesareprobablybelowthecutportionofthecardboard,sousethescissorstocutthe

cardboardfingersapartdowntothefirstsegmentline.7. Besurethereisasegmentlinethatindicatesthemoundwhereyourthumbbendsintothepalm.8. Openuptheflexiblepartofthestraws.Takethefirststrawandlineitupwiththebottomofthecardboard

hand,makingsurethebendypartisabouthalfwayupthecardboardpalm.9. Makeastripeofhotgluedownthecardboard.Thenplacethestrawonthecardboardhandandreinforceit

withanextrastripeofgluedowneithersideofthestraw.Dothisforeachfinger.Ifyoucan’tgettoeachside,it’sfinetodoonlyone.

10. Forthethumb,placetheflexibleportionalittlefurtherdownsothatthestrawoverhangsthebottomofthehand.Flipoverthehandtotrimoffthisexcessandalsotrimtheexcessstrawfromthetopofeachfinger.

11. Youwillneedadulthelptonotchthestraws.Notetheguidelinesyoudrewforeachfingersegment.Holdingtherazorbladeata45°angle,carefullypiercethestrawandslicedownwards.Dothisoneachsideofthelineandforeachsegmentofeachfingerandthumb.Besuretomakeawideenoughnotchtoallowforagoodrangeofmotionforyourhand.

12. Notingthenotchpositionsfromthesideofthehand,turnthehandoverandscoreONLYthetoplayerofcardboard.Thisallowsthefingerstomove,butkeepsthemattached.Dothisforeachsegmentoneachfingerandthethumb.

13. Cutyourstringintofiveequalpieces.Ifusingnylonrope,haveanadulthelpsingetheendstopreventfraying.

14. Cutopeneachoftherubberbandsandtieeachofthemtooneoftheropepieces.Makesuretheknotisverysecureandisasclosetotheendoftheropeaspossible.Pullontherubberbandtoensureitissecure.

15. Threadtheropeendthroughthetopofthestrawssothattherubberbandgoesoverthetopofthehandtoaroundtothefront.Givealittlebitofstretchtotherubberband,butnotsomuchthatthestringispulled


outofthestraw.Theknotshouldstayatthetopofthefinger,butalittletensionisneededtoensurethehandreturnstothispositionafterpullingonthestrings.Hotgluedowntherubberbands.

16. Therubberbandsmaynotlineupperfectly,dependingontheportionusedineachknot.17. Now,thestringsatthebottomofthecardboardhandwillactastendons.Trytopullthemandseehow

yourhandworks.Adjustanyrubberbandthatslipsoffbypullingitup,movingitover,andregluingit.

Exercises

1. Whattypesofmusclesareconnectedtoourbones?(voluntarymuscles)2. Whichtypeofconnectivetissueconnectsourmusclestoourbones?(tendons)3. Whatdoextensortendonsinourwristdo?(allowustostraightenourfingersandthumb)4. Whatdoflexortendonsdo?(curlthefingersandthumb,bendthewrist)

Closure:Beforemovingon,askyourstudentsiftheyhaveanyrecommendationsorunansweredquestionsthattheycanworkoutontheirown.Brainstormingextensionideasisagreatwaytoaddmoresciencestudiestoyourclasstime.


Lesson#1:RoboticHandStudentWorksheet

Name______________________________________________________________________

Overview:Yourbodymoveswiththemusclespullonthebonesthroughligamentsandtendons.Ligamentsattachthebonestootherbones,andthetendonsattachthebonestothemuscles.Ifyouplaceyourrelaxedarmonatable,palm‐sideup,youcangetthefingerstomovebypushingonthetendonsbelowyourwrist.We’regoingtomakearealworkingmodelofyourhand,completewiththetendonsthatmovethefingers!Areyouready?

Materials

flexiblestraws(5) scrapofcardboard(atleastasbigasyourhand) rubberbands(5) stringorthinrope(5feettotal,andalighterwithadulthelpifyou’reusingnylonrope) hotgluewithgluesticks scissors razor pen

LabTime

1. Usingthepen,traceagrown‐up’shandonthecardboard.2. Cutoutthehandshapewithscissors,orarazor(withadulthelp).Ifusingarazor,alsoroundoffthetipsof

thefingersusingscissors.3. Placeyourhandpalmupbesidethecardboardcutout.Useyourhandasaguidetomarkapproximately

wherethesegmentsofyourhandsareonthecardboard.4. Thelowestsegmentlinesareprobablybelowthecutportionofthecardboard,sousethescissorstocutthe

cardboardfingersapartdowntothefirstsegmentline.5. Besurethereisasegmentlinethatindicatesthemoundwhereyourthumbbendsintothepalm.6. Openuptheflexiblepartofthestraws.Takethefirststrawandlineitupwiththebottomofthecardboard

hand,makingsurethebendypartisabouthalfwayupthecardboardpalm.7. Makeastripeofhotgluedownthecardboard.Thenplacethestrawonthecardboardhandandreinforceit

withanextrastripeofgluedowneithersideofthestraw.Dothisforeachfinger.Ifyoucan’tgettoeachside,it’sfinetodoonlyone.

8. Forthethumb,placetheflexibleportionalittlefurtherdownsothatthestrawoverhangsthebottomofthehand.Flipoverthehandtotrimoffthisexcessandalsotrimtheexcessstrawfromthetopofeachfinger.

9. Youwillneedadulthelptonotchthestraws.Notetheguidelinesyoudrewforeachfingersegment.Holdingtherazorbladeata45°angle,carefullypiercethestrawandslicedownwards.Dothisoneachsideofthelineandforeachsegmentofeachfingerandthumb.Besuretomakeawideenoughnotchtoallowforagoodrangeofmotionforyourhand.


10. Notingthenotchpositionsfromthesideofthehand,turnthehandoverandscoreONLYthetoplayerofcardboard.Thisallowsthefingerstomove,butkeepsthemattached.Dothisforeachsegmentoneachfingerandthethumb.

11. Cutyourstringintofiveequalpieces.Ifusingnylonrope,haveanadulthelpsingetheendstopreventfraying.

12. Cutopeneachoftherubberbandsandtieeachofthemtooneoftheropepieces.Makesuretheknotisverysecureandisasclosetotheendoftheropeaspossible.Pullontherubberbandtoensureitissecure.

13. Threadtheropeendthroughthetopofthestrawssothattherubberbandgoesoverthetopofthehandtoaroundtothefront.Givealittlebitofstretchtotherubberband,butnotsomuchthatthestringispulledoutofthestraw.Theknotshouldstayatthetopofthefinger,butalittletensionisneededtoensurethehandreturnstothispositionafterpullingonthestrings.Hotgluedowntherubberbands.

14. Therubberbandsmaynotlineupperfectly,dependingontheportionusedineachknot.15. Now,thestringsatthebottomofthecardboardhandwillactastendons.Trytopullthemandseehow

yourhandworks.Adjustanyrubberbandthatslipsoffbypullingitup,movingitover,andregluingit.

ExercisesAnswerthequestionsbelow:

1. Whattypesofmusclesareconnectedtoourbones?

2. Whichtypeofconnectivetissueconnectsourmusclestoourbones?

3. Whatdoextensortendonsinourwristdo?

4. Whatdoflexortendonsdo?



Lesson#2:ChemicalFingerprintingTeacherSection

Overview:Didyouknowthatthepatternsonthetipsofyourfingersareunique?It’strue!Justlikenotwosnowflakesarealike,notwopeoplehavethesamesetoffingerprints.Inthisexperiment,youwillbeusingachemicalreactiontogenerateyourownsetofblood‐redprints.



bakingsodaorsodiumcarbonate(washingsoda) water sheetofgoldenrodpaper papertowel magnifyinglens cup

LabPreparation



Fingerprintsareuniquetoeachindividual.Evenidenticaltwinshavedifferent,althoughsimilar,prints.Anyonewho’swatchedadetectivemovieorreadamysterynovelknowsthatfingerprintshavearoleinforensicsbecauseoftheirdistinctnature.Fingerprintsleftatthesceneofacrimecanbecomparedtoadatabaseofknownprintsforpotentialmatches.

Becauseeachperson’sprintsareunique,thereisasophisticatedclassificationsystemforidentifyingallthoselinesandcurvesonyourfingertips.AmnemonicdeviceforrememberingthethreemaintypesoffingerprintpatternsisLAW:loops,arches,andwhorls.Loopsstartandendonthesamesideofafinger,archesgofromonesideofafingertotheother,andwhorlsarebasicallycircular.

Beyondbasics,therearemorespecificclassificationslikeradialloop,ulnarloop,plainarch,tentedarch,centralpocketwhorl,andmore!Andtheseareonlytheprimaryclassifications.Secondaryclassificationgetsdowntotheminutiaethatarehighlyindividualizedcharacteristicsofeachprint.Thisexperimentcrossesoverfrombiologytochemistry.Thegoldenrodpaperismadeusingphenolphthalein,achemicalthatturnsredwhenexposedtomaterialswithrelativelyhighpH.Bakingsoda(sodiumbicarbonate)orwashingsoda(sodiumcarbonate)arebaseswhichhaveahighpH.Rollingyourbakingsoda‐coveredfingersonthegoldenrodpapercreatesachemicalreactionwhichproducesaredfingerprint.


Lesson

1. Askstudentstonamesomethinginnaturethatistrulyunique–notwoarethesame(snowflakes,fingerprints,etc.)

2. Fingerprintsaresouniquethatevenidenticaltwinsdon’thavematchingprints.Twins’fingerprintsmighthavemanysimilarities,buttheyareultimatelyNOTidentical.

3. Ifyou’vereadamysterynovelorwatchedadetectivemovie,youmayknowthatfingerprintsaresometimesusedinforensics,orthesciencebehindcriminallaw.Thisisbecauseoftheuniquenatureoffingerprints.Ifprintscanberecoveredfromacrimescene,theycanbecomparedtoadatabaseofknownprintstofindapossiblematch.

4. Sincefingerprintsaresodifferent,therearemanyclassificationstodescribetheiruniquecharacteristics.Thethreemaintypesofshapesinprimaryfingerprintclassificationareloops,arches,andwhorls(amnemonicdeviceforrememberingtheseisLAW).

5. Loopsstartandendonthesamesideofafinger,archesgofromonesideofafingertotheother,andwhorlsarebasicallycircular.

6. Morespecificclassificationsincludeplainarch,tentedarch,centralpocketwhorl,radialloopandulnarloop(basedonthedirectionofloopopening–towardtheulnaorradiusboneinthelowerarm).Andmany,manymore!

7. Today’sexperimentcrossesoverfrombiologytochemistry.Thegoldenrodpaperismadeusingphenolphthalein,achemicalthatturnsredwhenexposedtomaterialswithrelativelyhighpH.Bakingsoda(sodiumbicarbonate)orwashingsoda(sodiumcarbonate)arebaseswhichhaveahighpH.Rollingyourbakingsoda‐coveredfingersonthegoldenrodpapercreatesachemicalreactionwhichproducesaredfingerprintsothatyoucaninvestigateyourloops,arches,andwhorls!

LabTime


observations.3. Poursomewaterintothecupandaddsomebakingsoda(orwashingsoda).Swirlwithyourfingertomix.4. Putyourrightindexfingerinthemixtureandallowtheexcesswatertodripoff,andthenrollyourwet

fingerprintonthegoldenrodpaper.Thisshouldleaveabrightredfingerprintonthepaper.Labelitrightindex.

5. Continuetheprocedureforeachfingeronbothhandstomakeafullsetofprints.Besuretolabeleachfingerprintasyoumakeittoidentifywhichprintgoestoeachfinger.Don’tforgettomakeprintsofyourthumbs!

6. Checkforfingerprintfeaturessuchaswhorlsorloopsandlabelthemappropriatelyonyourprints.7. Afteryouhaveidentifiedthedominantpatternoneachofyourfingertips,prepareasimplechartforeach

handtorecordthedatabyfinger.8. Whenyouarefinishedstudyingyourownprints,askavolunteertoletyoumakeprintsoftheirfingers.

Exercises


1. Whatarethethreemaintypesofpatternsonfingerprints?Describeeach.(Loopsstartandendonthesamesideofafinger,archesgofromonesideofafingertotheother,andwhorlsarebasicallycircular.)

2. Howdofingerprintshavethepotentialtohelpsolvecrime?(Fingerprintsareuniquetoeachindividual.Printsfromacrimescenecanbecomparedtoadatabaseoffingerprintsforpossiblematches.)

3. Whydoesbakingsoda(orwashingsoda)showupredonthepaper?(Theyarebases,whichinteractwithachemicalinthegoldenrodpaper).

4. WhatkindofpHdobaseshave?(baseshaveahighpH)5. Whatkindofreactiondoweseewhentheredfingerprintsshowuponthepaper?(chemicalreaction)



Lesson#2:ChemicalFingerprintingStudentWorksheet

Name______________________________________________________________________

Overview:Didyouknowthatthepatternsonthetipsofyourfingersareunique?It’strue!Justlikenotwosnowflakesarealike,notwopeoplehavethesamesetoffingerprints.Inthisexperiment,youwillbeusingachemicalreactiontogenerateyourownsetofblood‐redprints.

Fingerprintsareuniquetoeachpersonandthereisasophisticatedclassificationsystemforidentifyingallthoselinesandcurvesonyourfingertips.Thislabwillteachyouhowtorevealyourownfingerprintusingachemicalreaction.

Materials

bakingsodaorsodiumcarbonate(washingsoda) water sheetofgoldenrodpaper papertowel magnifyinglens cup

LabTime

1. Poursomewaterintothecupandaddsomebakingsoda(orwashingsoda).Swirlwithyourfingertomix.2. Putyourrightindexfingerinthemixtureandallowtheexcesswatertodripoff,andthenrollyourwet

fingerprintonthegoldenrodpaper.Thisshouldleaveabrightredfingerprintonthepaper.Labelitrightindex.

3. Continuetheprocedureforeachfingeronbothhandstomakeafullsetofprints.Besuretolabeleachfingerprintasyoumakeittoidentifywhichprintgoestoeachfinger.Don’tforgettomakeprintsofyourthumbs!

4. Usethemagnifyinglenstocheckforfingerprintfeaturessuchaswhorlsorloopsandlabelthemappropriatelyonyourprints.

5. Afteryouhaveidentifiedthedominantpatternoneachofyourfingertips,prepareasimplechartforeachhandtorecordthedatabyfinger.

6. Whenyouarefinishedstudyingyourownprints,askavolunteertoletyoumakeprintsoftheirfingers.


ChemicalFingerprinting

Finger Pattern

rightindex

rightmiddle

rightring

rightlittle

rightthumb

leftindex

leftmiddle

leftring

leftlittle

leftthumb


ExercisesAnswerthequestionsbelow:1. Whatarethethreemaintypesofpatternsonfingerprints?Describeeach.

2. Howdofingerprintshavethepotentialtohelpsolvecrime?

3. Whydoesbakingsoda(orwashingsoda)showupredonthepaper?

4. WhatkindofpHdobaseshave?

5. Whatkindofreactiondoweseewhentheredfingerprintsshowuponthepaper?(achemicalreaction)


Lesson#3:DetectiveBoxesTeacherSection

Overview:Yourfingertipsaregreatatmultitasking.Theskinonthemhasatonofreceptorsthathelpustogatheralotofinformationaboutourenvironmentsuchastexture,movement,pressure,andtemperature.This experiment will test your ability to determine textures by using touch receptors. You will use shoeboxes with holes cut into them to make texture boxes. Each box will have a textured surface that you can feel, but not see. Through the receptors in your fingers, you will determine whether the surface is rough, waxy, soft, or smooth.

SuggestedTime30‐45minutes


shoeboxeswithlids(4) soupcan pencil scissors razorwithadulthelp sandpaper(1sheet) waxpaper(1sheet) fabric(1piece) plastic(1sheetoraplasticbag) gluegun gloves partners

LabPreparation



Ourskinismadeupofseverallayers.Epidermisistheouterlayerandconsistsmainlyofdeadskincells.Thedermisisoursecondlayerofskinanditcontainsthingslikehairfollicles,bloodvessels,sebaceousglands,andnerveendings.Touchreceptorscalledmechanoreceptorsarelocatedinthedermis.Mechanoreceptorsarenerveendings(sometimescalledcorpuscles)andincludethefollowing


Meissner’sendings(orMeissner’scorpsucles)respondtovibrationsandlightpressure,suchasflutteringorstrokingmotions.Theyarelocatedimmediatelybelowtheepidermis.Wehavelotsoftheseonourfingersandpalm.

Ruffini’sendings(orRuffinicorpuscles)respondtopressure.Theyarealsosensitivetothestretchingofskinandtendons.

Merkel’sendings(orMerkelreceptors)detectmoderate,steadypressureandprovideinformationtothebrainabouttexture.

Pacini’sendings(orPaciniancorpuscles)areembeddeddeepintheskinandcanonlydetectrapidvibrations.

Freenerveendingsarethemostcommonreceptorsinourskinandareessentiallyusedindetectingpain.

Thefabricoftheglovesinterfereswiththeabilityofourtouchreceptorstofunctionfully.Ourfingertipsarefeelingthefabricoftheglovesontheirreceptors,andthismakesitdifficulttoperceivewhattheyaretouchingthroughthegloves.

Lesson

1. Askstudentsifanyonecannamethelayersofourskin(theymaynamedermis,epidermis,etc.)2. Notethatourskinhasmanydifferentlayers,andtherearethreemainones:epidermis,dermis,and

subcutaneous.3. Thefirstlayer,orepidermis,istheskinwecansee.Itconsistsmostlyofdeadskincells.4. Thesecondlayeristhedermis.Thisisourrealskin.Thedermiscontainsthingslikehairfollicles,blood

vessels,sebaceousglands,andnerveendings.Touchreceptorscalledmechanoreceptorsarealsolocatedinthedermis.

5. Mechanoreceptorsarenerveendingsandincludea. Meissner’sendings(orMeissner’scorpsucles)respondtovibrationsandlightpressure,suchas

flutteringorstrokingmotions.Theyarelocatedimmediatelybelowtheepidermis.Wehavelotsoftheseonourfingersandpalm.

b. Ruffini’sendings(orRuffinicorpuscles)respondtopressure.Theyarealsosensitivetothestretchingofskinandtendons.

c. Merkel’sendings(orMerkelreceptors)detectmoderate,steadypressureandprovideinformationtothebrainabouttexture.

d. Pacini’sendings(orPaciniancorpuscles)areembeddeddeepintheskinandcanonlydetectrapidvibrations.

e. Freenerveendingsarethemostcommonreceptorsinourskinandareessentiallyusedindetectingpain.

6. Intoday’sexperiment,we’regoingtotryoutourmechanoreceptorsandtestwhetherweareabletohindertheireffectivenesswithsomeconflictingstimuli.Areyouready?

LabTime


observations.


3. Usingthesoupcanasaguide,drawacircleattheendofashoebox.Thenusethescissorstocutoutthecircle.Thisistheaccessholeforhandstoreachintothebox.

4. Cutapieceofsandpapertofitthebottomofthebox(arulermightalsobehandytogetanexactmeasurement).Gluethesandpapertotheinsidebottomoftheshoebox.PutthelidontheboxandlabelitasBox1.

5. Repeatthefirsttwostepsforeachoftheboxes,gluingthewaxpaper,flannel,andplasticinboxes2‐4.Besuretolabeleach.

6. Nowaskapartnertoreachintoeachbox,feelthetexture,anddescribeitasrough,waxy,soft,orsmooth.Recordtheiranswer.Useundecidediftheyaren’tsure.

7. Onceyourfriendhasidentifiedatextureandyouhaverecordedtheirresponse,opentheboxsothatyoucanbothseewhatmaterialtheyhaveevaluated.BesuretonoteinyourdatawhetheryourfriendwascorrectwithaYesorNo.Repeatsteps4and5foreachoftheboxes.

8. Haveyourfriendleavetheroomorlookawaysothatyoucanrearrangetheboxlids.Thengivethemtheglovestowearandrepeatthetestusingglovedhands.Recordthedataandcomparetheeffectivenessofglovedhands.Doesthishaveanimpactonthetouchreceptors?

Exercises

1. Name,inorder,thethreemainlayersofskin.(epidermis,dermis,andsubcutaneous)2. Whichlayerofskincontainsthemechanoreceptors?Nametwomoreitemsinthislayer.(Thedermis,

whichalsocontains(anytwoanswersacceptable)hairfollicles,bloodvessels,sebaceousglands,nerveendings,etc.)

3. Namethefivetypesofnerveendingsandtheirspecialization.(Meissner’sendingsrespondtovibrationsandlightpressure,suchasflutteringorstrokingmotions.Ruffini’sendingsrespondtopressureandaresensitivetostretching..Merkel’sendingsdetectmoderate,steadypressureandprovideinformationtothebrainabouttexture.Pacini’sendingsdetectdeep,rapidvibrations.Freenerveendingsareusedindetectingpain.)



Lesson#3:DetectiveBoxesName______________________________________________________________________

Overview:Inadditiontolookingprettyneatwithallthoseloopsandwhirls,yourfingertipsaregreatatmultitasking.Theskinonthemhasatonofreceptorsthathelpustogatheralotofinformationaboutourenvironmentsuchastexture,movement,pressure,andtemperature.Thisexperimentwilltestyourabilitytodeterminetexturesbyusingtouchreceptors.Youwilluseshoeboxeswithholescutintothemtomaketextureboxes.Eachboxwillhaveatexturedsurfacethatyoucanfeel,butnotsee.Throughthereceptorsinyourfingers,youwilldeterminewhetherthesurfaceisrough,waxy,soft,orsmooth.

Materials

shoeboxeswithlids(4) soupcan pencil scissors sandpaper(1sheet) waxpaper(1sheet) flannelfabric(1piece) plastic(1sheet) gluegun gloves partners

LabTime

1. Usingthesoupcanasaguide,drawacircleattheendofashoebox.Thenusethescissorstocutoutthecircle.Thisistheaccessholeforhandstoreachintothebox.

2. Cutapieceofsandpapertofitthebottomofthebox(arulermightalsobehandytogetanexactmeasurement).Gluethesandpapertotheinsidebottomoftheshoebox.PutthelidontheboxandlabelitasBox1.

3. Repeatthefirsttwostepsforeachoftheboxes,gluingthewaxpaper,flannel,andplasticinboxes2‐4.Besuretolabeleach.

4. Nowaskapartnertoreachintoeachbox,feelthetexture,anddescribeitasrough,waxy,soft,orsmooth.Recordtheiranswer.Useundecidediftheyaren’tsure.

5. Onceyourfriendhasidentifiedatextureandyouhaverecordedtheirresponse,opentheboxsothatyoucanbothseewhatmaterialtheyhaveevaluated.BesuretonoteinyourdatawhetheryourfriendwascorrectwithaYesorNo.Repeatsteps4and5foreachoftheboxes.

6. Haveyourfriendleavetheroomorlookawaysothatyoucanrearrangetheboxlids.Thengivethemtheglovestowearandrepeatthetestusingglovedhands.Recordthedataandcomparetheeffectivenessofglovedhands.Doesthishaveanimpactonthetouchreceptors?


DetectiveBoxesDataTable

Box Description Correct?(yesorno)

1

2

3

4

5

ExercisesAnswerthequestionsbelow:1. Name,inorder,thethreemainlayersofskin.

2. Whichlayerofskincontainsthemechanoreceptors?Nametwomoreitemsinthislayer.

3. Namethefivetypesofnerveendingsandtheirspecialization.


Lesson#4:DetectingTemperatureChangesTeacherSection

Overview:Thisexperimenthastwoparts.Forthefirsthalf,youwillmixtwochemicalsthatwillproduceheatandgas.Thetemperaturereceptorsinyourskinwillbeabletodetecttheheat.Yourearswilldetectthegasasitvibratesandescapesitscontainer.Inthesecondportionyouwilldemonstrateacharacteristicinachemicalreaction.Forthisexperiment,itwillbeanendothermicreaction,whichistheabsorptionofheatenergy.Thistypeofreactioniseasytonoticebecauseitmakesthingscoldtotouch.Thechemicalyouwillbeusing,ammoniumnitrate,isactuallyusedinemergencycoldpacks.SuggestedTime:30‐45minutes


measuringcup calciumchloride ammoniumnitrate baggies(2,re‐sealable) water

LabPreparation



Thermoreceptorsaretheskinreceptorsthatcandetectchangesintemperature.They’reatypeoffreenerveendings(remembertheonesthatcansensepain?).Thermoreceptorsarelocatedinthedermis,orsecondlayerofskin.Twotypesofthermoreceptorsarecoldreceptorsandwarmreceptors.They’refoundalloverthebody,withcoldreceptorsbeingmoreprevalent.Youhavelotsofthesearoundyourface,whichiswhyitfeelscoldsoquickly.Scarvesandearmuffsareagoodwaytolessentheimpactofourcoldreceptors!Yourskinhasmanyotherpartsinadditiontoitsreceptors,andmanyplayaroleintemperatureregulation.Someexamplesoftheseincludehair,bloodvessels,andsweatglands.Bloodvesselsandsweatglandsrespondtoheatandcold,helpingtocontrolyourbody’stemperature.Youareprobablyfamiliarwithhowsweatglandshelptocoolyoudown(evaporation),buthowaboutbloodvessels?Asanexample,ifyourunaroundoutsideonahotday,yourcheeksgetredbecausethebloodvesselsonyourskin’ssurfacehavedilated,whichbringsmorebloodtothesurfaceandallowsthebodytocoolitsinsidesabit.

Calciumchloridesplitsintocalciumionsandchlorideionswhenitismixedwithwater.Asthisoccurs,energyisreleasedintheformofheat.Thisisthesameheatenergyyoufeltwhenholdingthebaggieandrubbingthepellets.Addingammoniumnitratetowatercausesbothitsammoniumandnitrateionstodissolve,whichresultsinheatabsorptionasiconicbondsarebroken.Thisisanendothermicreaction.


Lesson

1. Thermoreceptorsarethenerveendingsinourskinthatdetectchangesintemperature.They’relocatedinthedermis,orsecondlayerofskin,andwehavebothcoldreceptorsandwarmreceptors.

2. Whataresomeotherpartsofourskinthatcanhelpustoregulatetemperatureonceourthermoreceptorsdetectit?(ex.sweatglands,bloodvessels,etc.)

3. Bloodvesselsandsweatglandsrespondtoheatandcold,helpingtocontrolyourbody’stemperature.Youareprobablyfamiliarwithhowsweatglandshelptocoolyoudown(evaporation),buthowaboutbloodvessels?Asanexample,ifyourunaroundoutsideonahotday,yourcheeksgetredbecausethebloodvesselsonyourskin’ssurfacehavedilated,whichbringsmorebloodtothesurfaceandallowsthebodytocoolitsinsidesabit.

4. Today,we’regoingtobedetectingtemperaturechangesfromendothermicchemicalreactions.

LabTime


observations.3. Putabout½cupofwarmwaterinoneofthebaggies.4. Addaboutathirdofanounceofcalciumchloridetothewater.Closethebaggieandstarttorollaroundthe

pelletswithyourfingers.Astheystarttodissolve,thechemicalalsostartstoincreasethetemperatureofthewater.

5. Nowdisposeoftheseingredientsdownthedrain.Flushwithlotsofrunningwater.6. Opentheammoniumnitrateandfillitscapwithpellets.Puttheseinthesecondbaggie.7. Starttopinchtheammoniumnitratethroughtheplasticbagandcheckforatemperaturechange.Does

anythinghappenintheabsenceofwater?8. Nowputasmallamountofwater(aboutroomtemperature)intothebag.Fillitabout¼ofthewayfull.9. Holdthebottomofthebagwithbothhandsandbegintorockitbackandforthabit.Thisshouldstartto

dissolvethepellets.Withyourhandsonthewater,youshouldstarttonoteatemperaturedecrease.Ifthisdoesn’twork,rollthepelletsaroundasyoudidwiththecalciumchloride.

10. Whenyouarefinished,youcanpourthecontentsoutontoabrownspotofgrass(becauseammoniumnitrateisamainingredientinmanyfertilizers).Orifyouwouldprefer,justemptythecontentsdownthedrain.

Exercises

1. Whichchemicalwhenmixedwithwaterwasanendothermic(absorbedheatandfeltcold)reaction?(Addingammoniumnitratetowatercausesbothitsammoniumandnitrateionstodissolve,whichresultsinheatabsorptionasiconicbondsarebroken.Thisisanendothermicreaction.)

2. Whichchemicalresultedinanexothermicreaction(gaveoffheat)?Whydoesthishappen?(Calciumchloridesplitsintocalciumionsandchlorideionswhenitismixedwithwater.Asthisoccurs,energyisreleasedintheformofheat.)

3. Whatarewaysthatthehumanbodycandetecttemperature?(Thermoreceptorsarethenerveendingsinourskinthatdetectchangesintemperature.They’relocatedinthedermis,orsecondlayerofskin,andwehavebothcoldreceptorsandwarmreceptors.)




Lesson#4:DetectingTemperatureChangesStudentWorksheet

Name______________________________________________________________________

Overview:Thisexperimenthastwoparts.Forthefirsthalf,youwillmixtwochemicalsthatwillproduceheatandgas.Thetemperaturereceptorsinyourskinwillbeabletodetecttheheat.Yourearswilldetectthegasasitvibratesandescapesitscontainer.Inthesecondportionyouwilldemonstrateacharacteristicinachemicalreaction.Forthisexperiment,itwillbeanendothermicreaction,whichistheabsorptionofheatenergy.Thistypeofreactioniseasytonoticebecauseitmakesthingscoldtotouch.Thechemicalyouwillbeusing,ammoniumnitrate,isactuallyusedinemergencycoldpacks.Thermoreceptorsaretheskinreceptorsthatcandetectchangesintemperature.They’reatypeoffreenerveendings(remembertheonesthatcansensepain?).Thermoreceptorsarelocatedinthedermis,orsecondlayerofskin.Twotypesofthermoreceptorsarecoldreceptorsandwarmreceptors.They’refoundalloverthebody,butcoldreceptorsbeingmoreprevalent.Youhavelotsofthesearoundourface,whichiswhyitfeelscoldsoquickly.Scarvesandearmuffsareagoodwaytolessentheimpactofourcoldreceptors!Materials

measuringcup calciumchloride ammoniumnitrate baggies(2,re‐sealable) water

LabTime

1. Putabout½cupofwarmwaterinoneofthebaggies.2. Addaboutathirdofanounceofcalciumchloridetothewater.Closethebaggieandstarttorollaroundthe

pelletswithyourfingers.Astheystarttodissolve,thechemicalalsostartstoincreasethetemperatureofthewater.

3. Nowdisposeoftheseingredientsdownthedrain.Flushwithlotsofrunningwater.4. Opentheammoniumnitrateandfillitscapwithpellets.Puttheseinthesecondbaggie.5. Starttopinchtheammoniumnitratethroughtheplasticbagandcheckforatemperaturechange.Does

anythinghappenintheabsenceofwater?6. Nowputasmallamountofwater(aboutroomtemperature)intothebag.Fillitabout¼ofthewayfull.7. Holdthebottomofthebagwithbothhandsandbegintorockitbackandforthabit.Thisshouldstartto

dissolvethepellets.Withyourhandsonthewater,youshouldstarttonoteatemperaturedecrease.Ifthisdoesn’twork,rollthepelletsaroundasyoudidwiththecalciumchloride.

8. Whenyouarefinished,youcanpourthecontentsoutontoabrownspotofgrass(becauseammoniumnitrateisamainingredientinmanyfertilizers).Orifyouwouldprefer,justemptythecontentsdownthedrain.


DetectingTemperatureChangesDataTable

Chemical Observations:Whathappenswhenaddedtowater?


1. Whichchemicalwhenmixedwithwaterwasanendothermic(absorbedheatandfeltcold)reaction?

2. Whichchemicalresultedinanexothermicreaction(gaveoffheat)?Whydoesthishappen?

3. Whatarewaysthatthehumanbodycandetecttemperature?


Lesson#5:RubberEggsTeacherSection

Overview:Studentswilldiscoverwhathappenstotheshellofahard‐boiledeggwhentheysoakitinaglassofvinegar.


Objectives:Studentswillunderstandthatpropertiesofsubstancescanchangewhenthesubstancesaremixedandthatachemicalreactioncanbedetectedbytheformationofagas.


hard‐boiledegg glassorcleanjar distilledwhitevinegar Optional:regularegg Optional:chickenbones

LabPreparation

1. Hardboilenougheggsforeachlabgroup2. Assembleitemsaboveandhavethemreadyforeachlabgroup.3. Printoutcopiesofthestudentworksheets.4. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.5. Watchthevideoforthisexperimenttoprepareforteachingthisclass.


Ifyousoakchickenbonesinaceticacid,ordistilledvinegar,you’llgetrubberybonesthataresoftandpliablebecausethevinegarreactswiththecalciuminthebones.Thishappenswitholderfolkswhentheylosemorecalciumthantheycanreplaceintheirbones,makingthebonesbrittleandeasiertobreak.Scientistshavediscoveredcalciumisreplacedmorequicklyinbodiesthatexerciseandeatcalciumrichfoods,likegreenvegetables.

Eggshellsarealsomadeupofcalciumintheformofcalciumcarbonate(CaCO3).Thisorganiccompoundisalsofoundinlimestone,chalk,marble,andcoral.Itisclassifiedasabase,withapHbelow7.

Vinegarcontainsaceticacid.Aceticacidiswhatgivesvinegaritsawfultaste.It’sclassifiedasanacid,withapHabove7.

Ascalciumcarbonatereactswiththevinegar,andtheeggshelldissolves,achemicalchangeoccursandcarbondioxidegasisreleasedintheformofbubbles.Thesecanbeclearlyseenastheeggshelldissolves.Youwillalsosmellvinegarwhenthebubblesoccur,butvinegarisnotbeinggivenoffbythechemicalreaction.Vinegarhasaverylowsurfacetensionwhichmakesthatstinkgoeverywhere.


Lesson

1. Holdupahard‐boiledeggandaskstudentstopredictwhatwillhappenifyoudropit(you’llheara“thud”andtheshellwillcrack).Ifyouhaveanextraegg,demonstratethis.Askifanyonehasaguessastowhattheshellismadeof.Allowseveralstudentstohazardaguessthentellthemithascalcium,justlikeinbones.Say,“Actually,thecalciumispartofacompoundcalledcalciumcarbonate,whichisalsofoundinlimestone,chalk,marble,andcoral.Calciumcarbonateisabase.

2. Holdupthebottleofwhitevinegar.Askstudentsiftheyhaveeverseenorsmelledvinegarandwhatitsusesare(answersmayvary,butvinegarmaybeusedforcooking,cleaning,gardening,health,andmanyotherthings).Allowthemtotakeaquickwhiffifthey’veneversmelleditbefore.Say,“Vinegarisalsocalledaceticacid.”

3. Explainthatacidsandbases,suchasaceticacidandcalciumcarbonate,combinetoformachemicalreaction.Therearemanywaystodetermineifachemicalreactionishappening,butonewayistheformationofagas.Ask,“Howcanwetellifagasformsinaliquid?Whatmightyousee?”(bubbles).Explainthatintoday’sexperiment,theywillwitnesstheeffectofaceticacidonthecalciumcarbonateofanegg,andwhataninterestingeffectitis!

LabTime


observations.3. Placeahard‐boiledeggintoaglassorjar.Fillwithenoughvinegartocovertheeggandleavealonefor24

hours.4. Ifdoingthisexperimentwithregulareggsorchickenbones,puteachinaseparatecontainerandcover

withvinegar.Letsitfor24hours.Checkagainafter48hours.

Exercises

1. Describewhattheeggshelllookedlikebeforethereaction.(Answersmayvarybutshouldincludedetailssuchascolor,thicknessofshell,whattypeofsurfacetheshellhas,etc.)

2. Describetheaceticacid(Answersmayvarybutshouldincludedetailssuchascolor,viscosity,smell.)3. Theproductyouwitnessedinthischemicalreactionwascarbondioxide,acolorless,odorlessgas.Howcan

youtelltherereallywasachemicalreaction?(bubblesformed)4. Whydidtheeggturnto“rubber?”(Thevinegardissolvedthecalciumoftheegg.)



Lesson#5:RubberEggsStudentWorksheet

Name______________________________________________________________________

Overview:Didyoueverthinkitwouldbeoktobounceanegg?Inscienceclass,anythingispossible!Learnhowintoday’sexperiment.

Afterthisbouncyexperiment,you’llknowonewaytospotachemicalreaction.You’llalsoseehowsolidcalciumcarbonateandstinkyliquidvinegarcancombinetoproducecarbondioxidegas.

Materials

hard‐boiledegg glassorcleanjar distilledwhitevinegar Optional:regularegg Optional:chickenbones

LabTime

1. Wearyourglovesandputyourgoggleson.Noexceptions!2. Placeahard‐boiledeggintoaglassorjar.Fillwithenoughvinegartocovertheeggandleavealonefor24

hours.3. Ifdoingthisexperimentwithregulareggsorchickenbones,puteachinaseparatecontainerandcover

withvinegar.Letsitfor24hours.Checkagainafter48hours.

RubberEggDataTable

Item/Object DetailedDescriptionofResultsafter24hours(forhard‐boiledeggONLY,includeapproximatelyhowhighitbounced)

DetailedDescriptionofResultsafter48hours(forhard‐boiledeggONLY,includeapproximatelyhowhighitbounced)

HardBoiledEgg

RegularEgg(optional)

Chickenbones(optional)


ExercisesAnswerthequestionsbelow:1. Describewhattheeggshelllookedlikebeforethereaction.

2. Describetheaceticacid

3. Theproductyouwitnessedinthischemicalreactionwascarbondioxide,acolorless,odorlessgas.Howcanyoutelltherereallywasachemicalreaction?

4. Whydidtheeggturnto“rubber?”


Lesson#6:FoggyHandsTeacherSection

Overview:Skinhasanotherfunctionthatitvitaltoyoursurvival:temperatureregulation.Beingexposedtohightemperaturescausesyourskin’sporestoopenupandreleasesweatontoyourbody.Thishelpscoolusoffbytheresultingprocessofevaporation.Yourporeswillcloseinextremelycoldtemperatures.Also,thebodystopsbloodflowingtotheskininordertoconserveheatfortheimportantvitalorgansandtheirprocesses.Inthislab,westudythemoisturethatyourskinproduces.SuggestedTime30‐45minutes


baggie,gallonsize string,12incheslong pencil clock

LabPreparation



Sweatglandsarealwaysproducingmoistureonourskin,releasingitthroughthepores.Whenthismoisturehitstheair,itstartstoevaporate–whichmeansitchangesfromaliquidintoagasorvapor.Thisprocesshelpstocoolusdown.Mostofthetime,wedon’treallynoticethatit’sgoingon(unlesswe’rereallyactiveorit’saveryhotday).Butbyenclosingyourhandinplastic,thismoisturecan’tevaporateasitnormallywould.Inthisexperiment,thebagcollectsandcondensesit.Itisinterestingtonotethatyourbodycanproduceuptoagallonofwaterinextremelyhottemperatures–110degreesFahrenheitandhigher.Thisisoneofthereasonsit’ssoimportanttostayhydratedinextremeheat!

Lesson

1. Ask,“Doyouthinkwesweatallthetime,orjustwhenwe’rehotoractive?”2. Sweatglandsareactuallyalwaysproducingmoistureonourskin,releasingitthroughthepores.Whenthe

moisturehitstheair,itstartstoevaporate–whichmeansitchangesfromaliquidintoagasorvapor.This


processhelpstocoolusdown.Mostofthetime,wedon’treallynoticethatit’shappening,butwedefinitelydowhenit’sreallyhotorwe’rerunningaroundalot.

3. Byenclosingyourhandinplastic,thismoisturecan’tevaporateasitnormallywould.Inthisexperiment,thebagcollectsandcondensesit.Thiscondensationmeansthatthesweatisturningfromavaporrightbacktoaliquid.We’regoingtoobservewhathappenstoourhandinthebagandrecordwhatweexperience.

LabTime


observations.3. Recordadescriptionofhowmoistyourhandispriortoputtingitinthebaggie.Thisisat0minutes.4. Putyourhandinthebaggieandusethestringtocloseitaroundyourwrist.Noairshouldbeabletogetin

oroutofthebaggie.Recordthetimefortrackingpurposes.5. Checkyourhandevery10minutesforahalfhour.Witheachobservationnotetheamountofmoisturethat

hasaccumulated.Recordyourobservationsat10minutes,20minutes,and30minutes.6. Whatdoyouthinkwillhappenifyougooutsideandrunaroundwithyourhandinsidethebag?Tryitand

seeifitacceleratestheprocess.Exercises

1. Howissweatreleasedfromthebodythroughtheskin?(viapores)2. Howdoessweathelptocoolthebody?(It’sreleasedontotheskinandevaporates,whichiscooling.)3. Whatdidyouobserveatthe30minutemarkinyourexperiment?(Answerswillvary,butthebagshouldbe

foggyandthehandwillbewet.)4. Whatisevaporationandhowisitdifferentfromcondensation?(Evaporationturnsaliquidintoagas[or

vapor],condensationturnsitfromagasbacktoaliquid.)



Lesson#6:FoggyHandsStudentWorksheet

Name______________________________________________________________________

Overview:Skinhasanotherfunctionthatitvitaltoyoursurvival:temperatureregulation.Beingexposedtohightemperaturescausesyourskin’sporestoopenupandreleasesweatontoyourbody.Thishelpscoolusoffbytheresultingprocessofevaporation.Yourporeswillcloseinextremelycoldtemperatures.Also,thebodystopsbloodflowingtotheskininordertoconserveheatfortheimportantvitalorgansandtheirprocesses.Inthislab,westudythemoisturethatyourskinproduces.

Materials

baggie,gallonsize string,12incheslong pencil clock

LabTime

1. Recordadescriptionofhowmoistyourhandispriortoputtingitinthebaggie.Thisisat0minutes.2. Putyourhandinthebaggieandusethestringtocloseitaroundyourwrist.Noairshouldbeabletogetin

oroutofthebaggie.Recordthetimefortrackingpurposes.3. Checkyourhandevery10minutesforahalfhour.Witheachobservationnotetheamountofmoisturethat

hasaccumulated.Recordyourobservationsat10minutes,20minutes,and30minutes.4. Whatdoyouthinkwillhappenifyougooutsideandrunaroundwithyourhandinsidethebag?Tryitand

seeifitacceleratestheprocess.


FoggyHandsDataTable

Time Observation

0minutes

10minutes

20minutes

30minutes

ExercisesAnswerthequestionsbelow:1. Howissweatreleasedfromthebodythroughtheskin?

2. Howdoessweathelptocoolthebody?

3. Whatdidyouobserveatthe30minutemarkinyourexperiment?

4. Whatisevaporationandhowisitdifferentfromcondensation?



Lesson#7:FingerThermometersTeacherSection

Overview:Yourfingershavereceptorswhichperformvariousjobs.Inadditiontotouch,theycandetectpressure,texture,andotherphysicalstimuli.OnespecializedtypeofreceptorsiscalledRuffini’sreceptors.Theyaregoodatidentifyingchangesinpressureandtemperature...mostofthetime!Inthisexperiment,wewilltesttheirabilitytodistinguishbetweenhotandcoldtemperatures.WeareactuallygoingtotryandtrickyourRuffiniendings.Doyouthinkitwillwork?



glasses(3) Celsius/Fahrenheitthermometer hands clockwithsecondhand water,hot water,cold icecubes(optional) water,room‐temperature

LabPreparation



Yourhandsaredesignedtoadapttotemperature.Touchingthewarmglassrelaxesthemusclesofyourhands,increasescirculation,andenhancesflexibility.Whenyourhandtouchesthecoldglass,thecellsonyourskin’ssurfacebegintocontracttominimizelossofheatandyourhandbecomeslessflexible.Then,whenyougrabthemiddleglass,yourhandsgetabitconfused.Relativelyspeaking,themiddleglassfeelswarmertothehandthatwasholdingthecoldglassanditfeelscoolertothehandthatwasholdingthewarmone.Thehandsarestillfeelingthetemperature,butyourbraingetsconfused.Didyouknowthatourskindoesnothavereceptorstoindicateburninghot?Thissensationisactuallycreatedbythreedifferentreceptorswhichfireatthesametime:pain,cold,andwarm.Thisexplainwhytosomepeople,veryhotthingsactuallyfeelcold.Ifyoucouldprepareagroupofalternatinghotandcoldmetalbars,touchingthemwithyourfingerswouldbeanoddexperience.Yourbrainwillthinktheyaretoohottotouchandwilltellyoutopullawayyourhand!


Lesson

1. Askstudentstofeeltheirhands–aretheywarmorcool?Whathappenswhenyourubthemtogether?Thiscreatesfrictionandheat,whichyoucanfeelinyourfingers.

2. Heatcanmovearoundfromonethingtoanother.Ourbodiesaredesignedtodetectchangesintemperatureandadjustaccordingly.

3. Thermoreceptorsarespecialsensoryreceptorsinourskinwhichcandetecttemperaturechangessothatourbodiescanadapttothechanges.Thesespecialsensorsarelocatedinthesecondlayerofourskin,calledthedermis.

4. Wehavebothcoldandwarmthermoreceptors,butno“HOT”receptors.Ifwe’reunfortunateenoughtograbsomethinghot,bothcoldandwarmthermoreceptorsareactivated(usuallyalongwithpainreceptors!)

5. Askyourstudentsifourbodiescanaccuratelydetecttemperature.Wearegoingtotestourhandsinthisexperiment!

LabTime


observations.3. Placethethreeglassesinfrontofyouonatable.Theyshouldbeinarow:left,middleandright.4. Puthotwaterfromthefaucetintothefirstglassonyourright.Pourverycoldwaterfromthetapintothe

farleftglass.Youcanevenaddacoupleoficecubesifyouhavethemavailable.Finally,filltheglassthatisinthemiddlewithroomtemperaturewater.

5. Nowuseyourrighthandtoholdontotheglassontherightwithhotwater.Reallyspreadoutyourfingersandwrapthemaroundtheglass.Dothesamethingwithyourlefthandandtheglassfilledwithcoldwater.Besuretochecktheclockandleaveyourhandsontheglassesforexactlyoneminute.

6. Afteroneminute,takeyourhandsandputthembothonthemiddleglass.(Youmayneedtostackoneontopoftheotherifyourglassesarenarrow).Notethetemperatureyoufeelwitheachhand:hot,cold,ormedium.Youcanusethethermometertorecordtheactualwatertemperature.

7. Nowrepeatsteps1‐4.Thistime,switchthehotandcoldglassessothatyouareholdingthehotwaterwithyourlefthandandthecoldwaterwithyourrighthand.Comparetheseresultswithyourinitialresults.Dobothhandsrespondinasimilarwayorisonemoresensitivethantheother?

Exercises

1. Doesthetemperatureofthemiddleglassfeelwarmer,cooler,orthesamewhenyoutouchitwithyourhandthatwasholdingthewarmglass?(cooler)

2. Whatdoesyourhandthatwastouchingthecoldglassfeelwhenittouchesthemiddleglass?(warmer)3. Whatdoyoufeelwhenbothhandsareonthemiddleglass?(onefeelswarmandonefeelscool)


4. Whydoyouthinkyourhandsarenotthebestinstrumentsfordeterminingtemperature?(ourhandsdetectchangesintemperature,notactualtemperature)

5. (Ruffini’sendings)



Lesson#6:FingerThermometersStudentWorksheet

Name______________________________________________________________________

Overview:Yourfingershavereceptorswhichperformvariousjobs.Inadditiontotouch,theycandetectpressure,texture,andotherphysicalstimuli.OnespecializedtypeofreceptorsiscalledRuffini’sreceptors.Theyaregoodatidentifyingchangesinpressureandtemperature...mostofthetime!Inthisexperiment,wewilltesttheirabilitytodistinguishbetweenhotandcoldtemperatures.WeareactuallygoingtotryandtrickyourRuffiniendings.Doyouthinkitwillwork?

Materials

Glasses(3) Celsius/Fahrenheitthermometer hands clockwithsecondhand water,hot water,cold icecubes(optional) water,room‐temperature

LabTime

1. Placethethreeglassesinfrontofyouonatable.Theyshouldbeinarow:left,middleandright.2. Puthotwaterfromthefaucetintothefirstglassonyourright.Pourverycoldwaterfromthetapintothe

farleftglass.Youcanevenaddacoupleoficecubesifyouhavethemavailable.Finally,filltheglassthatisinthemiddlewithroomtemperaturewater.

3. Nowuseyourrighthandtoholdontotheglassontherightwithhotwater.Reallyspreadoutyourfingersandwrapthemaroundtheglass.Dothesamethingwithyourlefthandandtheglassfilledwithcoldwater.Besuretochecktheclockandleaveyourhandsontheglassesforexactlyoneminute.

4. Afteroneminute,takeyourhandsandputthembothonthemiddleglass.(Youmayneedtostackoneontopoftheotherifyourglassesarenarrow).Notethetemperatureyoufeelwitheachhand:hot,cold,ormedium.Youcanusethethermometertorecordtheactualwatertemperature.

5. Nowrepeatsteps1‐4.Thistime,switchthehotandcoldglassessothatyouareholdingthehotwaterwithyourlefthandandthecoldwaterwithyourrighthand.Comparetheseresultswithyourinitialresults.Dobothhandsrespondinasimilarwayorisonemoresensitivethantheother?


FingerThermometersDataTable

Glass RightHand LeftHand Temperature

hot

lukewarm

cold


1. Doesthetemperatureofthemiddleglassfeelwarmer,cooler,orthesamewhenyoutouchitwithyourhandthatwasholdingthewarmglass?

2. Whatdoesyourhandthatwastouchingthecoldglassfeelwhenittouchesthemiddleglass?

3. Whatdoyoufeelwhenbothhandsareonthemiddleglass?

4. Whydoyouthinkyourhandsarenotthebestinstrumentsfordeterminingtemperature?

5. Whichnerveendingshelptodetectchangesintemperature?


Lesson#8:CoolingandHeatingTeacherSection

Overview:Inthisexperiment,wewillcontinuetoexploreRuffini’sendingsinyourskin.Wealsolookatyourbody’sabilitytodetecttemperatureandregulateitsowntemperature.Youwillstudyhowthebodycoolsandwarmsitselftoachievetemperatureequilibrium,astateofconstantbalance.



rubbingalcohol cottonball liquidcrystalthermometerstrip glove

LabPreparation



Yourbodylikestokeepyourtemperatureinequilibrium,whichisastateofbalance.Itworkshardtoregulateyourtemperatureandavoidanysuddenchangesthatcouldbeharmful.Constantandpredictableisyourbody’sgoal,anditusesyourskintohelp.Whenyouarecold,bloodflowtotheskinisreducedinordertohelpstemthelossofheat.Yourhairalsostandsonendinanefforttotrapairnexttothebodyandhelpinsulateit…althoughthisdoesn’tworkverywellformostofus!Thisisamoreeffectivetoolagainstheatlosswithmuchfurriermammals.Inordertocoolyoudown,skincanusesomeofyourthreemillionsweatglands.Sweatabsorbsanddisplacesextraheatandcanalsocloseopeningstocellsonthesurfacetoavoidexcessgainsinheat.Yourdatainthelabshouldhavesimulatedtheeffectsofbodytemperatureinthreedifferentconditions:equilibrium,excesscoldandexcessheat.

Lesson

1. Ourbodiesliketokeeptemperatureregulated.Theidealstateforourbodiesissomethingcalledequilibrium,whichisastateofbalance.Theskinhelpsourbodytokeepeverythinginthisconstantandpredictablestate.

2. Howdoesourbodyworktokeepuswarmwhenit’scold?(Answerswillvary,butnotethatbloodflowisreducedtotheskininordertoslowdownheatloss.Also,wegetchillbumpsandourhairstandsonendin


anattempttotrapthewarmerairclosertoourbodiesforinsulation…whichdoesn’tworkallthatwellformostofus,butitdoeshelpfurryandfeatheredanimals!)

3. Howdoesourskinhelpourbodiescooldown?(Sweatisreleasedthroughourpores,whichevaporatesandhelpstocoolus).

4. Inthislab,we’llsimulatethreeconditions:equilibrium,excesscoldandexcessheat.

LabTime


observations.3. Positiontheliquidcrystalsheetonthebackofyourhand.Giveitamomenttoregisterthetemperatureof

yourbody.Recordthecolor(ortemperaturereadingifusingathermometer)asthebasereadingforyourdata.

4. Putsomerubbingalcoholonacottonball.Nowusethecottonballtowipethealcoholonthesurfacewhereyoutookthereading,rightonthebackofyourhand.Quicklyputthethermometerstriprightbackonthespotwhereyouhaveputthealcoholandtakeanotherreading.Notethecolorand/ortemperatureinyourrecords.

5. Nowputthegloveonyourhandandrunaroundintheyard,dosomejumpingjacksorfindanotherwaytobephysicallyactivefor3‐5minutes.

6. Whenyouhaveworkedupasweat,comebacktotheexperimentarea.Withyourhandstillintheglove,puttheliquidcrystalthermometeronthebackofyourhandwhereyoutookthefirstreading.Recordthecolorand/ortemperatureinformationinyourdatarecords.

7. Finally,takeoffthegloveandobserveyourhand.Canyoutellthatyoursweatglandshavebeenworking?Ifso,havetheybeenveryactiveorjustalittleactive?

Exercises

1. Whatisequilibrium?(astateofconstantbalance)2. Howdoesequilibriumrelatetobodytemperature?(Equilibriumisourbody’sgoal–itusesskintohelp

regulatetemperatureandachieveequilibrium.)3. Howdoesourbodyhelptocoolusdown?(Sweatisreleasedthroughpores,whichevaporatestohelpcool

us.)



Lesson#8:CoolingandHeatingStudentWorksheet

Name______________________________________________________________________

Overview:Inthisexperiment,wewillcontinuetoexploreRuffini’sendingsinyourskin.Wealsolookatyourbody’sabilitytodetecttemperatureandregulateitsowntemperature.Youwillstudyhowthebodycoolsandwarmsitselftoachievetemperatureequilibrium,astateofconstantbalance.

Materials

rubbingalcohol cottonball liquidcrystalthermometerstrip glove

LabTime

1. Positiontheliquidcrystalsheetonthebackofyourhand.Giveitamomenttoregisterthetemperatureofyourbody.Recordthecolor(ortemperaturereadingifusingathermometer)asthebasereadingforyourdata.

2. Putsomerubbingalcoholonacottonball.Nowusethecottonballtowipethealcoholonthesurfacewhereyoutookthereading,rightonthebackofyourhand.Quicklyputthethermometerstriprightbackonthespotwhereyouhaveputthealcoholandtakeanotherreading.Notethecolorand/ortemperatureinyourrecords.

3. Nowputthegloveonyourhandandrunaroundintheyard,dosomejumpingjacks,orfindanotherwaytobephysicallyactivefor3‐5minutes.

4. Whenyouhaveworkedupasweat,comebacktotheexperimentarea.Withyourhandstillintheglove,puttheliquidcrystalthermometeronthebackofyourhandwhereyoutookthefirstreading.Recordthecolorand/ortemperatureinformationinyourdatarecords.

5. Finally,takeoffthegloveandobserveyourhand.Canyoutellthatyoursweatglandshavebeenworking?Ifso,havetheybeenveryactiveorjustalittleactive?


CoolingDataTable

Color/Temperature Notes

roomtemperature

alcohol

exercise

ExercisesAnswerthequestionsbelow:1. Whatisequilibrium?

2. Howdoesequilibriumrelatetobodytemperature?

3. Howdoesourbodyhelptocoolusdown?


Lesson#9:TestingMuscleStrengthTeacherSection

Overview:Didyouknowthatyouhaveover600musclesinyourbody?Theyhelpyoudoeverythingfromliftingtowalking,andevenpumpblood!Thosewouldbeyourcardiacmuscles,andthey’reinvoluntary,whichmeansyoucan’tcontrolthem.Theonesyoucancontrolarevoluntary,orskeletalmuscles.Somegroupsofvoluntarymusclesarestrongerthanothersbecauseeachgroupisdesignedforadifferentandspecificfunction.Itjustmakessensethatthemusclegroupsinourlegswouldneedtobestrongerthantheonesinourtoes.For this experiment, you will use a bathroom scale to test the strength of various muscle groups. Suggested Time 30-45 minutes


bathroomscale pencil partner

LabPreparation



Notallmusclesneedtobebigandpowerful.Actually,muscleshavevariousfunctionsandusesthatvarybytheirdesign.Thereareinvoluntarymuscles,whichwedon’tcontrol.Thesmoothmusclesinourdigestivetractareinvoluntary,asarethethickcardiacmusclesinourheart.Ourvoluntaryskeletalmusclesaren’tallbigandstrong,either.Themusclesinourfingersaredetail‐oriented.Theyneedtobefastandperformrelativelysmall,precisemovementsliketheonesusedinwriting.Thedesignofaspecificmusclegroupwillvarydependinguponthemuscles’ultimateuse.Haveyouevenhadamusclecramp?Theyoccurwhenamuscleisoverworkedandfatigued.Themusclesimplycontractsandstayscontracted.Notfun!

Lesson

1. Askyourclassiftheycantellyouhowdifferenttypesofmusclesdiffer.Cantheynamesomedifferenttypes?

2. Notallmusclesarehugeandstrong.Musclesservemanyfunctionsinourbody,andtheirdesignisspecializedaccordingtotheirultimatefunction.


3. Wehaveinvoluntarymusclesthatwecannotmove.Theseincludecardiacmusclesintheheartandsmoothmusclesinthedigestivetract.

4. Voluntarymusclesarealsocalledskeletalmuscles.Theyarealsospecializedbyuse.Forexample,ourthighmusclesneedtobebigsothatwecanusethemtowalk,jump,andrun,buthowdoweuseourfingers?

5. Fingersareusedfordetail‐orientedtaskslikewriting,typing,andtyingshoes.Itmakessensethatfingermusclesneedtobefastandsmallertoperformtheprecisemovementsrequiredwhenperformingthesetasks.

6. Today,wewilltestthestrengthofvariousskeletalmusclegroups.

LabTime


observations.3. Putthescalebetweenyourknees.Nowsqueezeitashardasyoucanandhaveyourpartnerrecordthe

scale’sreading.4. Usethetechniquetotestthemusclesinthefollowinglist.Placethescalebetweenthebodypartsand

squeeze!Besuretorecordthereadingsfordata‐keepingpurposes:thighs,ankles,palms,elbows,elbowandribcage.

Exercises

1. Whatarethetwomaintypesofmuscles?(voluntaryandinvoluntary)2. Giveanexampleofamusclegroupthat’smorespecificthanyouranswersabove.(example:cardiac

muscles,smoothmuscles)3. Whyaren’tthemusclesinourfingersbigandstronglikethoseinourarmsandlegs?(Differentmuscle

groupshavedifferentfunctions–fingermusclesneedtobesmallandfastforsmall,detail‐orientedmovements.)



Lesson#9:TestingMuscleStrengthStudentWorksheet

Name______________________________________________________________________

Overview:Didyouknowthatyouhaveover600musclesinyourbody?Theyhelpyoudoeverythingfromlifting,towalking,andevenpumpblood!Thosewouldbeyourcardiacmuscles,andthey’reinvoluntary,whichmeansyoucan’tcontrolthem.Theonesyoucancontrolarevoluntary,orskeletalmuscles.Somegroupsofvoluntarymusclesarestrongerthanothersbecauseeachgroupisdesignedforadifferentandspecificfunction.Itjustmakessensethatthemusclegroupsinourlegswouldneedtobestrongerthantheonesinourtoes.For this experiment, you will use a bathroom scale to test the strength of various muscle groups.


bathroomscale pencil partner

LabTime

1. Putthescalebetweenyourknees.Nowsqueezeitashardasyoucanandhaveyourpartnerrecordthescale’sreading.

2. Usethetechniquetotestthemusclesinthefollowinglist.Placethescalebetweenthebodypartsandsqueeze!Besuretorecordthereadingsfordata‐keepingpurposes:thighs,ankles,palms,elbows,elbowandribcage.


TestingMuscleStrengthDataTable

Muscles ScaleReading(measureinpounds,kg,etc.)

knees

thighs

ankles

palms

elbows

ExercisesAnswerthequestionsbelow:1. Whatarethetwomaintypesofmuscles?

2. Giveanexampleofamusclegroupthat’smorespecificthanyouranswersabove.

3. Whyaren’tthemusclesinourfingersbigandstronglikethoseinourarmsandlegs?


Lesson#10:InsideBonesTeacherSection

Overview:Bonesandmusclesworktogethertoprovideastructuralframeworkformovement.Theskeletonisyourbody’sinternalsupportingstructure.Itholdseverythingtogether.Inadditiontoprovidingsupport,bonesactasshockabsorberswhenyoujump,fall,andrun.Boneshavebigresponsibilities,andsotheymustbereallystrong.Theyalsoneedtobearrangedproperlyforthebestsupportandshockabsorption.Inthisexperiment,wewilllookattheinternalarrangementofthebonesholdingtogetheryourbody.



toiletpapertube 50‐100straws tape book

LabPreparation



Theskeletalsystemisthefoundationofthebody’sskeletalsystemisitsbones.Italsoincludescartilage,ligaments,tendons,joints,andotherconnectivetissues.Ourskeletalsystemprovidesbothshapeandprotectionforourbodies.Alongwiththeattachedmuscles,itformsthemusculoskeletalsystem,whichgivesuslocomotion–movement,butnotoftrains!Thebonesinourskeletonworktogetherwithourmusclesandconnectivetissuetoallowustowalk,jump,dance,dribblebasketballs,knitscarves,andsomuchmore.

Thebonesofourskeletonhaveaveryuniquecompositionwhichmakesthemreallystrongandallowsthemtoabsorbshock.Thisarrangementisveryimportanttosupportandprotectthebody.Infact,there’sasoft,spongypartinsideourbonescalledcancellousbone.Ithasahoneycombstructurewhichmakesourboneslight,butstillhelpsthemtobeverystrong.

Thetubesinsidethesehoneycombed,cancellousbonetissuearecalledtheHaversiansystem,andtheyareinpartmadeupofcollagen,butwithlotsofcalciumandphosphorustokeepthemhardandstrong.

Lesson

1. Intoday’slesson,we’regoinginsideourbonestolearnwhatmakesthemsostrong.Butfirst,asktheclasstonamethelargestandsmallestbonesinthehumanbody(Thelargestisthefemurinthethigh,thesmallestiscalledthestapesandit’sintheinnerear.)


2. Askstudentswhatitisthatmakesourbonessostrong.It’spartlybecausethey’remadeupofhardmineralslikecalciumandphosphorus,butthere’ssomethingelseatworkinsideourbones.

3. Theoutsideofbonesismadeupofahard,smooth,protectivematerialcalledcorticalbone.Butinside,there’scancellousbone,orspongybone.Ithasahoneycombed,porousnaturethatmakesitlighter(soourbonesarenotquitesoheavytomovearound)anditalsomakesbonesstronger.Inthemiddleisourmarrow,whichproducesbloodcells.

4. ThehoneycombedtubesinsidebonesarecalledtheHaversiansystem.TheHaversiansystemismadeupofcollageninpart,butlotsofmineralshelptokeepthemstrong.

5. Howintheworldcanboneswithholesinthembestrong?Let’stakealookattheexperiment.

LabTime


observations.3. First,youwillexploredifferentbonestructures.Startbytakingabout20strawsandarrangingthem

randomlyinyourhandsothattheyarepointingindifferentdirections.4. Layyourarmandhandonatablesothatthegroupofstrawsisbracedagainstthetable.Next,haveafriend

placeaheavybookonthiscolumnofstraws.Whathappenswhenit’sexposedtotheweight?5. Nowtake20morestrawsandarrangeinacirclesothattheyareallheldverticallyinyourhand.6. Repeatstep2withthesemore‐organizedstraws.Doyounoticeadifference?Theuniformlyarranged

strawsshouldbestrongerthanthosethatwererandomlyarranged.7. Thetubesinsideyourbonesaremoreliketheuniformmodelofstraws.Theyalsohaveakindofgluethat

holdstheminplaceinsidethebones.Let’sincorporatethisideaintoyourmodelbyliningtheinsideofthetoiletpapertubewithtape.

8. Placesomestrawsinsidethetube.Fillthemiddleofthetubewithstraws,makingsuretheyaretightlypacked.

9. Testyourmodel’sstrengthbyplacingabookontopofthetube.Whathappenswhenthemodelisexposedtothebook’sweight?

10. Finally,takesometapeandwrapittightlyaroundandaroundthegroupofstraws.Testthisnewmodelbyplacingthebookontopofthetape‐wrappedgroupofstraws.

11. Whathappensifyouuseboththetubeandthetape?Howaboutifyoulooselyarrangethestrawsasyoudidinstep3andtapethem–doesthishelp,orisitmoreimportantthatthestrawsareorderly?

12. Foranextrastudyopportunity,visitthebutcherinyourlocalgrocerystoreandaskfortheendofabeefbone.(Thisissometimespackagedasasoupbone).Lookattheendofthebone.Whatdoyousee?Itshouldlooklikeahardoutershellofboneprotectingasofter,spongyportion.Drawapictureofyourobservations.

Exercises

1. Namesomeofthepartsthatmakeupourskeletalsystem.(bonesandconnectivetissueslikecartilage,joints,tendons,ligaments)

2. Whatisthesmooth,hard,protectivelayerontheoutsideofbonescalled?(corticalbone)3. Whatistheinsidespongy,porous,honeycombedbonecalled?(cancellousbone)4. Whatisthenetworkoftubesinsidebonescalled?(Haversiansystem)




Lesson#10:InsideBonesStudentWorksheet

Name______________________________________________________________________

Overview:Bones and muscles work together to provide a structural framework for movement. Theskeletonisyourbody’sinternalsupportingstructure.Itholdseverythingtogether.Inadditiontoprovidingsupport,bonesactasshockabsorberswhenyoujump,fall,andrun.Boneshavebigresponsibilities,andsotheymustbereallystrong.Theyalsoneedtobearrangedproperlyforthebestsupportandshockabsorption.In this experiment, we will look at the internal arrangement of the bones holding together your body.

Materials

toiletpapertube 50‐100straws tape book

LabTime

1. Firstyouwillexploredifferentbonestructures.Startbytakingabout20strawsandarrangingthemrandomlyinyourhandsothattheyarepointingindifferentdirections.

2. Layyourarmandhandonatablesothatthegroupofstrawsisbracedagainstthetable.Next,haveafriendplaceaheavybookonthiscolumnofstraws.Whathappensthenit’sexposedtotheweight?

3. Nowtake20morestrawsandarrangeinacirclesothattheyareallheldverticallyinyourhand.4. Repeatstep2withthesemore‐organizedstraws.Doyounoticeadifference?Theuniformlyarranged

strawsshouldbestrongerthanthosethatwererandomlyarranged.5. Thetubesinsideyourbonesaremoreliketheuniformmodelofstraws.Theyalsohaveakindofgluethat

holdstheminplaceinsidethebones.Let’sincorporatethisideaintoyourmodelbyliningtheinsideofthetoiletpapertubewithtape.

6. Placesomestrawsinsidethetube.Fillthemiddleofthetubewithstraws,makingsuretheyaretightlypacked.

7. Testyourmodel’sstrengthbyplacingabookontopofthetube.Whathappenswhenthemodelisexposedtothebook’sweight?

8. Finally,takesometapeandwrapittightlyaroundandaroundthegroupofstraws.Testthisnewmodelbyplacingthebookontopofthetape‐wrappedgroupofstraws.

9. Whathappensifyouuseboththetubeandthetape?Howaboutifyoulooselyarrangethestrawsasyoudidinstep3andtapethem–doesthishelp,orisitmoreimportantthatthestrawsareorderly?

10. Foranextrastudyopportunity,visitthebutcherinyourlocalgrocerystoreandaskfortheendofabeefbone.(Thisissometimespackagedasasoupbone).Lookattheendofthebone.Whatdoyousee?Itshouldlooklikeahardoutershellofboneprotectingasofter,spongyportion.Drawapictureofyourobservations.


InsideBonesDataTable

StrawBundleType WeightApplied Observations

ExercisesAnswerthequestionsbelow:1. Namesomeofthepartsthatmakeupourskeletalsystem.

2. Whatisthesmooth,hard,protectivelayerontheoutsideofbonescalled?

3. Whatistheinsidespongy,porous,honeycombedbonecalled?

4. Whatisthenetworkoftubesinsidebonescalled?


Lesson#11:TendonReflexTeacherSection

Overview:Involuntaryresponsesareonesthatyoucan’tcontrol,buttheyareusuallyinplacetohelpwithsurvival.Onegoodexampleiswhenyoutouchsomethinghot.Yourhanddoesnottakethetimetosendamessagetoyourbrainandthenhavethebraintellyourhandtopullaway.Bythen,yourhandmightbeseriouslyhurt!Instead,yourbodyimmediatelyremovesyourhandinordertoprotectitfromfurtherharm.Today, you will test an involuntary reflex by using the tendon reflex test, which is in place because our knees are sensitive and vulnerable parts of the body. SuggestedTime:30‐45minutes


knee partner

LabPreparation



Therearetwomainpartsthatmakeupthenervoussystem.Thecentralnervoussystemconsistsofourbrainandspineandtheperipheralnervoussystemisallthenervesandotherfibersthatconnectourlimbsandorgansbacktothecentralnervoussystem.Theperipheralnervoussystemisfurtherdividedintothesomaticsystemandtheautonomicsystem.Thesomaticsystemsendsmessagesfrombraintolimbssothatwecanmoveourbodies,andalsocollectsanddeliversinformationreceivedfromourfivesenses.Theautonomicnervessendinformationtoourorgans,blood,andotherpartsofthebody,keepingthingsgoingthatwedon’thavetothinkaboutbutthatarestillveryimportant,likebreathinganddigestingfood.Theautonomicsystemalsocontrolsreflexes.We’regoingtotestitouttoday.Thetendonreflexisinplacebecausethekneeissuchasensitiveandvulnerablepartofthebody.Whenthetendonisstretchedoutandbumped,yourbodytriestomovethelegandkneeoutofharm’swaysothatitwon’tgethurt.Asyoucouldprobablytell,it’saninvoluntaryresponsethatneutralizesanyconscious,voluntarycontrolthatyourbrainhasoverthelegthroughthemotornerves.


Lesson

1. Therearetwomainpartstothenervoussystem:thecentralnervoussystemandtheperipheralnervoussystem.Thecentralnervoussystemisourbrainandspine.Theperipheralnervoussystemconsistsofnervesandotherfibersthatconnectourlimbsandorgansbacktothecentralnervoussystem.

2. Theperipheralnervoussystemisdividedfurtherintothesomaticandautonomicsystems.Thesomaticsystemsendsmessagesfromthebraintoourlimbsandbackagain,allowingformovement.Thesomaticsystemalsocollectstheinformationthatisreceivedfromourfivesensesanddeliversittothebrainforinterpretation.

3. Theautonomicsystemsendsinformationtotheorgans,blood,andotherpartsofthebody,thenbacktothebrain.Together,theautonomicsystemandthebrainkeepthingsgoingthatwedon’thavetothinkabout,butarestillprettyimportant,likebreathinganddigestingfood.

4. Theautonomicsystemalsocontrolsreflexes.We’retestingtheinvoluntaryreflexesofourautonomicnervoussystemtoday.

LabTime


observations.3. Sitwithyourlegscrossedatthekneeontheedgeofyourseat.Reachforwardandseeifyoucanfeelthe

patellartendon.Itisrightbelowyourkneecap.4. Askyourpartnertogentlytapthetendonwiththeoutsideedgeoftheirhand.Thiswilllooklikea

carefullittlekaratechop.Ifyourpartnergetstherightspotitwillbeobvious.Youwillnoticeyourlegkickoutalittleinareflexreaction.

5. Yourpartnercantryotherspotsonthetendonifreactionisn’tachievedatfirst.Ifithurts,stoprightaway!It’spossiblethatyoumightnothaveatendonresponsereflex.Noteveryonedoes,andthatisperfectlynormal.

Exercises

1. Whatarethemainpartsofthenervoussystem?(thecentralnervoussystemconsistsofthebrainandspine,peripheralnervoussystemisnervesandotherconnectorsthatlinkournumerousbodypartsandorgansbacktothebrainandspine)

2. Whatarethetwopartsoftheperipheralnervoussystemandwhataretheirfunctions?(somaticsystemsendsmessagesfrombraintolimbssothatwecanmoveourbodies,andcollectsinformationreceivedfromourfivesenses;autonomicsendsinformationtoourorgans,blood,andotherpartsofthebodyandalsocontrolsinvoluntaryreflexes)

3. Whichpartofthenervoussystemcontrolsinvoluntaryreflexes?(autonomicsystem)



Lesson#11:TendonReflexStudentWorksheet

Name______________________________________________________________________

Overview:Involuntaryresponsesareonesthatyoucan’tcontrol,buttheyareusuallyinplacetohelpwithsurvival.Onegoodexampleiswhenyoutouchsomethinghot.Yourhanddoesnottakethetimetosendamessagetoyourbrainandthenhavethebraintellyourhandtopullaway.Bythen,yourhandmightbeseriouslyhurt!Instead,yourbodyimmediatelyremovesyourhandinordertoprotectitfromfurtherharm.Today, you will test an involuntary reflex by using the tendon reflex test, which is in place because our knees are sensitive and vulnerable parts of the body.

Materials

knee partner

LabTime

1. Sitwithyourlegscrossedatthekneeontheedgeofyourseat.Reachforwardandseeifyoucanfeelthepatellartendon.Itisrightbelowyourkneecap.

2. Askyourpartnertogentlytapthetendonwiththeoutsideedgeoftheirhand.Thiswilllooklikeacarefullittlekaratechop.Ifyourpartnergetstherightspotitwillbeobvious.Youwillnoticeyourlegkickoutalittleinareflexreaction.

3. Yourpartnercantryotherspotsonthetendonifreactionisn’tachievedatfirst.Ifithurts,stoprightaway!It’spossiblethatyoumightnothaveatendonresponsereflex.Noteveryonedoes,andthatisperfectlynormal.


TendonReflectDataTable

LocationofTap Observation

ExercisesAnswerthequestionsbelow:1. Whatarethemainpartsofthenervoussystem?

2. Whatarethetwopartsoftheperipheralnervoussystemandwhataretheirfunctions?

3. Whichpartofthenervoussystemcontrolsinvoluntaryreflexes?


Lesson#12:DetectingPlaqueTeacherSection

Overview:Thebuildupofthingslikefoodandbacteriawhereyourgumsandteethmeet,andalsobetweenyourteeth,iscalledplaque.Whereplaquelivesisalsowherethebacteriaturnsthesugarinyourmouthintoharmfulacidsthatattackyourteeth’senamelandcanleadtogumdisease.Regularbrushingisagreatwaytoremoveplaqueandkeepyourmouthhealthy.



reddisclosingtablets clearplasticcup mirror redcrayon water

LabPreparation



Whenyouchewthetablets,theystarttodissolveandmixwithyoursaliva.Thismakesawatersolubledyethataffixestothebacteriaandotherparticlesinyourmouth.Thedyeisabsorbedbythebacteria,soitholdsontoitevenafteryourmouthisrinsed.Thisenablesyoutoidentifytheunbrushedareasinyourmouth.Haveyouevercountedyourteeth?Theystartedtoappearwhenyouwereababy–about6monthsoldorso.Kidshave20deciduous,orbabyteeth.Thesewillfalloutandtheadultteethgrowintoreplacethem.Adultsusuallyhave32totalteeth.

Lesson

1. Askstudentstotellyouhowtheyaresupposedtotakecareoftheirteeth.(Brushingtwiceaday,aftereachmealandflossingonceperday).

2. Whydowetakesuchgoodcareofourteeth?(Youmaygetvariousanswers,includingavoidingcavities.)3. Bacterialiveinyourmouthallthetime–alittlegrossright?Thisiscompletelynormalandsomeofthe

bacteriaarethehelpfulkind.However,certaintypesofbacteriareallylatchontotheenamelofyourteeth.Cananyonetellyouwhatenamelis?(It’stheprotectivesurfacethatcoversteeth.)


4. Enamelismadeupofminerals,likecalcium,andit’sverydurable.Butunfortunatelyplaqueisn’tcompletelyimpenetrable.

5. Iftheyaren’tremovedbybrushingand,yes,evenflossing,thosebadbacteriaonteethwillmultiply.Thebacteriathenstarttoformastickyfilmcalledplaque.It’splaquethatcausescavities.

6. Whenyoueatsugaryfoodsanddon’tbrushandflossafterward,plaqueturnsthesugarsintoacid.Theacideatsawayattheenamelinyourteeth,creatingholesintheenameland,eventually,dreadedcavities.

7. Inthisexperimentwe’llreallyseehowimportantitistobrushthoroughly–andyes,evenfloss!

LabTime


observations.3. Disclosingtabletsaredesignedtoidentifyplaquebyturningitred.Removeapillfromthepackagingand

putitinyourmouth.Chewitupthoroughlybutdon’tswallowit.Beverycarefulnottogetanyofthedyeonclothingoranythingelsethatmightstain.Thecolorisverydifficulttoremove!

4. Takethecupfullofwaterandrinseoutyourmouthverywell.Spitthewateroutintothesink.Checkyourmouthinthemirror.Allofthatredisplaque!Drawapictureofyourmouthandusetheredcrayontonotewheretheplaqueisattackingyourteethandgums.

5. Youshouldhaveatotaloffourpillsinthepackage.Youcantestothermembersofyourfamily,orifyouwouldprefer,testyourselfoveraperiodofafewdaysafteryouhavehadachancetoobserveandidentifywhereyoushouldbedoingabetterjoboftooth‐brushing.

Exercises

1. Whydoesthisexperimentworkatdetectingplaque?(Disclosingtabletsaredesignedtoidentifyplaquebyturningitred.)

2. Howcandentistsandmomsusethistomakesureyou’redoingagoodjobbrushing?(Asapopquiz!)3. Whatisplaque,andwhyisitbadforyou?(Thebuildupofthingslikefoodandbacteriawhereyourgums

andteethmeet,andalsobetweenyourteeth,iscalledplaque.Whereplaquelivesisalsowherethebacteriaturnsthesugarinyourmouthintoharmfulacidsthatattackyourteeth’senamelandcanleadtogumdisease.)



Lesson#12:DetectingPlaqueStudentWorksheet

Name______________________________________________________________________

Overview:Thebuildupofthingslikefoodandbacteriawhereyourgumsandteethmeet,andalsobetweenyourteeth,iscalledplaque.Whereplaquelivesisalsowherethebacteriaturnsthesugarinyourmouthintoharmfulacidsthatattackyourteeth’senamelandcanleadtogumdisease.Regularbrushingisagreatwaytoremoveplaqueandkeepyourmouthhealthy.

Materials

reddisclosingtablets clearplasticcup mirror redcrayon water

LabTime

1. Disclosingtabletsaredesignedtoidentifyplaquebyturningitred.Removeapillfromthepackagingandputitinyourmouth.Chewitupthoroughlybutdon’tswallowit.Beverycarefulnottogetanyofthedyeonclothingoranythingelsethatmightstain.Thecolorisverydifficulttoremove!

2. Takethecupfullofwaterandrinseoutyourmouthverywell.Spitthewateroutintothesink.Checkyourmouthinthemirror.Allofthatredisplaque!Drawapictureofyourmouthandusetheredcrayontonotewheretheplaqueisattackingyourteethandgums.

3. Youshouldhaveatotaloffourpillsinthepackage.Youcantestothermembersofyourfamily,orifyouwouldprefer,testyourselfoveraperiodofafewdaysafteryouhavehadachancetoobserveandidentifywhereyoushouldbedoingabetterjoboftooth‐brushing.


DetectingPlaqueDataTable

Date/Time HowLongDidYouBrushYourTeeth?

DrawaPictureofYourMouth

ExercisesAnswerthequestionsbelow:1. Whydoesthisexperimentworkatdetectingplaque?

2. Howcandentistsandmomsusethistomakesureyou’redoingagoodjobbrushing?

3. Whatisplaque,andwhyisitbadforyou?


Lesson#13:PTCTestingTeacherSection

Overview:Stickyourtongueoutandlookinamirror.Whatdoyousee?Thosetinybumpsalloveryourtonguearen’treallyyourtastebuds.Theyarepapillae,andmostofthemdocontaintastebuds,whicharethetinysensoryorgansonyourtonguethatallowyoutotastefood.Morespecifically,theyhelpyoutodistinguishbetweensweet,sour,salty,andbitterflavors.It’stinymicrovilli(hair‐likeprotrusions)onthepapillaethathavethetastereceptorswhichsendthesweet,sour,salty,orbittermessagestothebrain.Today,wewillchecktoseeifyouhaveadominantorrecessivegeneforadistinctgeneticcharacteristic.We’lldothisbytestingyourreactiontothetasteofachemicalcalledphenylthiocarbamide(orPTC,forshort).TheinterestingthingaboutPTCisthatsomepeoplecantasteit–andgenerallyhaveaveryadversereaction.However,somepeoplecan’ttasteitatall.



PTCpaper,1vial familymembers

LabPreparation



ThegenethatdetermineswhetherornotyoucantastePTCisapartofyourDNA(deoxyribonucleicacid).Itisthegeneticblueprintthatyouwerebornwithanditdetermineseverythingaboutyou:fromhaircolortothesizeofyourfeet.ButDNAalsoplaysanimportantroleinhowyourfivesensesfunction.Colorblindnessisageneticdeficiencyinwhichapersoncannotseecolorsorhasadifficulttimewithdistinguishingthem.Itcanrangeinseverity.Somepeoplewhoarecolorblindcan’ttellthedifferencebetweencolorslikeredandgreen,butsomeseenocolorsatall.Everythinglookslikeablackandwhitemovietothem.Justlikecolorblindness,ourtastesensitivitycanvary.MaybethisexplainswhysomepeoplelikeliverandBrusselssproutsandotherscan’tstandthem!Sotorelatethistoourtest,theabilitytotastePTCcomesfromagene.Weknowthatifbothofyourparentscantasteit,thereisahighlikelihoodthatyouwillbeabletotasteit,too.About70%,or7outof10,peoplecantasteit.Butwhatdoesitmean?Intruth,notalot.Itdoesn’tmeanyouhaveahighlydevelopedpalateorabettersenseoftaste.Itjustmeansyouareluckyenoughtohaveinheritedagenethatallowsyoutotasteadisgusting,bitterchemicalonapieceofpaper.Congratulations!


Lesson

1. Askeveryonetostickouttheirtongues.Ifyouhaveamirror,theycaninspecttheirowntongueoryoumighthavethemlookatafriend’stongue.

2. Askifanyoneknowswhatthetinybumpsarecalled.Althoughmanypeoplethinktheyaretastebuds,theyareactuallypapillae.

3. Mostpapillaedocontaintastebuds,butit’sthetinymicrovilliwhichhavetastereceptorsthatsendinformationabouttastetothebrain.

4. Whatarethefourmaintypesoftaste?(Sweet,sour,salty,andbitter).5. Today,we’regoingtotestoutourbittertastebuds,butmorespecificallywe’regoingtotestforadominant

orrecessivegeneforadistinctgeneticcharacteristic.We’lldothisbytestingyourreactiontothetasteofachemicalcalledphenylthiocarbamide(orPTC,forshort).

6. TheinterestingthingaboutPTCisthatsomepeoplecantasteit–andgenerallyhaveaveryadversereaction.However,somepeoplecan’ttasteitatall.

LabTime


observations.3. PutthePTCpaperinyourmouth.Ifyouhavethedominantgene,itwillusuallytasteprettybitter.Itmight

alsobesourorevenalittlesweet.Ifittasteslikeapieceofpaper,youhavearecessivegene.4. Aftertestingyourpaper,besuretonotewhetheryouareatasterornon‐taster.5. Nowtestatleastfivemorepeopleinyourfamilyandnotetheirreactionsastastersornon‐tasters.Also

notetheirrelationshiptoyou.6. IfyouhaveenoughPTCpaper,makeagenetictreeofyourresponses.PutMomandDadatthecenterand

listyouandyoursiblingsbranchingoutbeneaththem.Thenlistbothsetsofgrandparentsaboveeachofyourparents.Circlethenamesoffamilymemberswhotestpositiveandleavethenegativetestersun‐circled.

Exercises

1. Whatarethetinyhair‐likeorganellesthatsendtastemessagestoyourbraincalled?(microvilli)2. Whatarethebumpsonyourtonguecalled?(papillae)3. Whatkindoftraitdoesthisexperimenttest?(agenetictrait–dominantorrecessivegene)



Lesson#13:PTCTestingStudentWorksheet

Name______________________________________________________________________

Overview:Stickyourtongueoutandlookinamirror.Whatdoyousee?Thosetinybumpsalloveryourtonguearen’treallyyourtastebuds.Theyarepapillae,andmostofthemdocontaintastebuds,whicharethetinysensoryorgansonyourtonguethatallowyoutotastefood.Morespecifically,theyhelpyoutodistinguishbetweensweet,sour,salty,andbitterflavors.It’stinymicrovilli(hair‐likeprotrusions)onthepapillaethathavethetastereceptorswhichsendthesweet,sour,salty,orbittermessagestothebrain.Today,wewillchecktoseeifyouhaveadominantorrecessivegeneforadistinctgeneticcharacteristic.We’lldothisbytestingyourreactiontothetasteofachemicalcalledphenylthiocarbamide(orPTC,forshort).TheinterestingthingaboutPTCisthatsomepeoplecantasteit–andgenerallyhaveaveryadversereaction.However,somepeoplecan’ttasteitatall.

Materials

PTCpaper familymembers

LabTime

1. PutthePTCpaperinyourmouth.Ifyouhavethedominantgene,itwillusuallytasteprettybitter.Itmightalsobesourorevenalittlesweet.Ifittasteslikeapieceofpaper,youhavearecessivegene.

2. Aftertestingyourpaper,besuretonotewhetheryouareatasterornon‐taster.3. Nowtestatleastfivemorepeopleinyourfamilyandnotetheirreactionsastastersornon‐tasters.Also

notetheirrelationshiptoyou.4. IfyouhaveenoughPTCpaper,makeagenetictreeofyourresponses.PutMomandDadatthecenterand

listyouandyoursiblingsbranchingoutbeneaththem.Thenlistbothsetsofgrandparentsaboveeachofyourparents.Foraninterestingvisualrepresentation,circlethenamesoffamilymemberswhotestpositiveandleavethenegativetestersuncircled.


PTCTestingDataTable

Subjecttested TasterorNon‐Taster?

DominantorRecessiveGene?

ExercisesAnswerthequestionsbelow:1. Whatarethetinyhair‐likeorganellesthatsendtastemessagestoyourbraincalled?

2. Whatarethebumpsonyourtonguecalled?

3. Whatkindoftraitdoesthisexperimenttest?


Lesson#14:TestingSpitSamplesTeacherSection

Overview:Digestionstartsinyourmouthassoonasyoustarttochew.Yoursalivaisfullofenzymes.Theyareakindofchemicalkeythatunlockchainsofprotein,fat,andstarchmolecules.Enzymesbreakthesechainsdownintosmallermoleculeslikesugarsandaminoacids.Inthisexperiment,wewillexaminehowtheenzymesinyourmouthhelptobreakdownthestarchinacracker.Youwilltestthecrackertoconfirmstarchcontent,thenputitinyourmouthandchewitforalongtimeinordertoreallylettheenzymesdotheirjob.Finally,youwilltestthecrackerforstarchcontentandseewhathashappenedasaresultofyourchewing.



sodacrackers paperplates(2) craftstick iodine(0.5oz.bottle) plasticpipette(1mL) water latexgloves marker

LabPreparation



Thislabgivesyouagoodideaofwhathappensindigestion,whichstartsassoonasfoodentersyourmouth.Actually,theprocesscanstartevenbeforethisasyourbodypreparesforfood.Haveyoueverhadawonderfulsmellmakeyourmouthwater?Thisisyourbody’swayofgettingreadytogettoworkdigestingthatdeliciousfood.Onceyoutakeabite,theenzymesstarttodotheirjobofbreakinglarge,morecomplexmoleculesintosmallerparticles.Inthisexperiment,starchgetsbrokendownintosimplesugarsthatyourbodycouldeasilymovearoundanduseasfuel.


Therearethreesetsofsaliva‐secretingglandsinyourmouth.Theyincludeaglandinthebackofyourthroatcalledtheparotidgland,oneinyourlowerjawcalledthesubmandibulargland,andthesublingualgland,whichisunderyourtongue.Thethreeworktogethertosecreteupto2litersofsalivaeachday.

Lesson

1. Askifanyonecantellyouthefirststepinthedigestiveprocess.2. Theveryfirstthingthebodydoestobreakdownfoodischewit(alsocalledmastication).However,there’s

somethingelseinyourmouththatalsohelpsindigestion.Askifanyoneknowswhatitis.3. Salivacontainsspecialenzymeswhichstarttobreakdownstarchyfoodsassoonasitcomesincontact

withthem.4. Therearethreemainsetsofsalivaryglandsinyourmouth.Theyaretheparotidglandnearthebackof

yourthroat,thesubmandibulargland,whichisinthelowerjaw,andthesublingualgland,whichisunderthetongue.Together,theseglandssecreteupto2litersofsalivadaily!

5. Todaywe’regoingtotestyoursaliva’spowertobeginthedigestiveprocessbytestingforthepresenceofstarchinamasticated–orchewed‐pieceofcracker.

LabTime


observations.3. Labeltheplateswiththemarker.Onewillbeforthewatersampleandonewillbeforthespitsample4. Takeacrackerfromthepackageandputitonthe“water”plate.Useyourthumboraspoontomashitup,

makingthepiecesassmallaspossible.5. Addasmallamountofwaterwiththepipette.Mixeverythingupwiththecraftsticktomakeamashof

cracker.6. Nowfillthepipettewithiodine.Wheniodinecomesincontactwithstarch,itchangesincolorfromreddish‐

browntoadarkbluish‐black.7. Takethepipetteandsqueezeafewdropsontothecrackermashinvariousspots.Recordwhatyouseein

yourexperimentdata.8. Takeanothercrackerandchewitupforabout2minutes.Doyounoticeanyflavorchangesasyouare

chewing?Ifso,notethis.Beparticularlyawareofanysweetflavors.9. Spitthemashontotheplatelabeled“spit”onceyouhavechewedfor2minutes.10. Usethepipetteofiodinetoaddafewdropsofiodinetothechewedmash.Noteanychangeincolor.Ifthere

isnostarch,theiodinewillstayreddish‐brownincolor.Ifstarchispresent,youwillseethecolorchangetoaverydarkblue‐blackasitdidinstep2.Recordwhatyouseeinyourdata.

Exercises

1. Whatisthefirststepinthedigestiveprocess?(chewingormastication)2. Howdoessalivahelptodigestfood?(Itcontainsenzymesthatbreakdownstarchinfoods.)3. Nameoneormoreofthemainsalivaryglandsandwheretheyarelocated.(parotidglandisneartheback

ofthethroat,submandibularglandisinthelowerjaw,sublingualglandisunderthetongue)




Lesson#14:TestingSpitSamplesStudentWorksheet

Name______________________________________________________________________

Overview:Digestionstartsinyourmouthassoonasyoustarttochew.Yoursalivaisfullofenzymes.Theyareakindofchemicalkeythatunlockchainsofprotein,fat,andstarchmolecules.Enzymesbreakthesechainsdownintosmallermoleculeslikesugarsandaminoacids.Inthisexperiment,wewillexaminehowtheenzymesinyourmouthhelptobreakdownthestarchinacracker.Youwilltestthecrackertoconfirmstarchcontent,thenputitinyourmouthandchewitforalongtimeinordertoreallylettheenzymesdotheirjob.Finally,youwilltestthecrackerforstarchcontentandseewhathashappenedasaresultofyourchewing.

Materials

sodacrackers paperplates(2) craftstick iodine(0.5oz.bottle) plasticpipette(1mL) water latexgloves marker

LabTime

1. Labeltheplateswiththemarker.Onewillbeforthewatersampleandonewillbeforthespitsample2. Takeacrackerfromthepackageandputitonthe“water”plate.Useyourthumboraspoontomashitup,

makingthepiecesassmallaspossible.3. Addasmallamountofwaterwiththepipette.Mixeverythingupwiththecraftsticktomakeamashof

cracker.4. Nowfillthepipettewithiodine.Wheniodinecomesincontactwithstarch,itchangesincolorfromreddish‐

browntoadarkbluish‐black.5. Takethepipetteandsqueezeafewdropsontothecrackermashinvariousspots.Recordwhatyouseein

yourexperimentdata.6. Takeanothercrackerandchewitupforabout2minutes.Doyounoticeanyflavorchangesasyouare

chewing?Ifso,notethis.Beparticularlyawareofanysweetflavors.7. Spitthemashontotheplatelabeled“spit”onceyouhavechewedfor2minutes.8. Usethepipetteofiodinetoaddafewdropsofiodinetothechewedmash.Noteanychangeincolor.Ifthere

isnostarch,theiodinewillstayreddish‐brownincolor.Ifstarchispresent,youwillseethecolorchangetoaverydarkblue‐blackasitdidinstep2.Recordwhatyouseeinyourdata.


SpitSamplesDataTable

ItemTested ChewedorNot? ObservationswithIodine

ExercisesAnswerthequestionsbelow:1. Whatisthefirststepinthedigestiveprocess?

2. Howdoessalivahelptodigestfood?

3. Nameoneormoreofthemainsalivaryglandsandwheretheyarelocated.


Lesson#15:MappingYourTongue

TeacherSection

Overview:Thetonguehasaningeniousdesign.Receptorsresponsibleforgettinginformationareseparateandcompartmentalized.So,differentareasonthetongueactuallyhavereceptorsfordifferenttypesoftastes.Thishelpsustoseparateandenjoythedistinctflavors.Inthisexperiment,youwillbelocatingthereceptorsforsweet,sour,salty,andbitteronthetongue’ssurface.



cottonswabs(4) cups(5) blacktea(1bag) redvinegar sugar salt microwave water spoons partner blindfold

LabPreparation



Humanscanidentifythousandsofdistincttastes,butweonlyhavefourtypesoftastereceptors.Whenyoutakeabiteofsomethingflavorful,theenzymesinyoursalivastarttodissolveitimmediately.Thissolutionofflavorandsalivagoestoyourtastebudsandistheninterpretedbyyourbrainassweet,sour,salty,orbitter.Thetastebudsarelocatedonthelittlebumpsalloveryourtongue(thosearecalledpapillae).Thetastebudshavetastereceptorswhichbindtothestructureofcertainmolecules:sweetreceptorsrecognizehydroxylgroups(OH)insugars,sourreceptorsfindacids(H+,suchasthecitricacidinalemon),saltreceptorsrespondtometalions(likeNa+intablesalt),andbitterreceptorsaretriggeredbyalkaloids.Thesearebaseswhichcontainnitrogen.It’sinterestingtonotethelocationofthebittertastebuds–theyareonthebackofthetongue.Sincemanypoisonsarealkaloids,theirbittertastemayactuallytriggervomiting.


Anyonewho’shadastuffynosecantellyouthatsmellplaysabigroleinourabilitytotaste.Thismakessensebecauseweknowthatwecanonlyreallytastethefourdistincttrueflavorsofsweet,sour,salty,andbitter.Ournoseworksinpartnershipwithourtonguetoallowustoidentifymorecomplexflavors.

Lesson

1. Askyourstudentstonamethefourmaintypesoftastereceptors?(sweet,sour,saltybitter)2. Whenyoubiteintosomethingflavorful,theenzymesinyoursalivaimmediatelystarttobreakitdown.3. Thetinybumpsonyourtongue,calledpapillae,containtastebudswhichhavetastereceptors.Thesolution

madebythefoodandsalivagoestothetastereceptorsonyourtastebudsandtheysendtheinformationtoyourbrain,whichinterpretsthetasteassweet,sour,saltyorbitter.

4. Sweettastereceptorsrecognizehydroxylgroupsinsugars,sourreceptorsrespondtoacids(suchascitricacidinlemons),saltreceptorsrespondtometalions,bitterreceptorsaretriggeredbyalkaloids.Eachtypeoftastebudshasitsowndistinctlocationonthetongue.

5. Inthisexperiment,we’lllearnapproximatelywhereeachtypeoftastebudislocatedonyourtongue.

LabTime


observations.3. Labelthefirstcupas“bitter.”Put3ouncesofwaterintoit.Addteabagandhaveanadulthelpyoutoheat

thewaterinthemicrowave.Thiswillmakeyourbittercup.Letitsitfor5minutes.Whileitissteeping,youcanpreparetheothercups.

4. Filltheremainingcupswith2ouncesofwatereach.Labeleachandpreparethemasfollows:

a. Forthesweetcup,addtwoteaspoonstothewarmwaterinoneofthecups.Stiruntilwelldissolved.

b. Forthesourcup,add2ouncesofredvinegartoanothercupandstirwell.c. Forthesaltycup,puttwoteaspoonsofsaltintothefinalcup.Stiruntildissolved.d. Thelaststepincuppreparationistodiscardtheteabagthathasbeensteepinginthefirstcup.

5. Nowputtheblindfoldonyourpartnerandhavethemstickouttheirtongue.Dipthefirstswabintothetea.

Usingthediagramasaguide,swabeachareaoneatatime:A,B,C,andD.Askyourpartnertoidentifytheflavorsassweet,sour,salty,bitter,orcan’ttellasyouswabeachindividualarea.Recordyourpartner’sresponseforeacharea.

6. Yourpartnershouldrinseouttheirmouthwithwateraftertestingthebittertea.Thentesteachoftheremainingsolutions,oneatatimeinthesamemanner.

Exercises


1. Howmanydifferenttypesoftastereceptorsdowehave?Whatarethey?(Four:sweet,salt,bitter,andsour.)

2. Canyoustilltastefoodwhenyouhaveastuffynose?(Wecanonlytastethefourdistincttrueflavorsofsweet,sour,salty,andbitter.Ournoseworkswithourtonguetoallowustoidentifymorecomplexflavors.)

3. Whichtastereceptorsrecognizethehydroxylgroup?(sweet)



Lesson#15:MappingYourTongueStudentWorksheet

Name______________________________________________________________________

Overview:Thetonguehasaningeniousdesign.Receptorsresponsibleforgettinginformationareseparateandcompartmentalized.So,differentareasonthetongueactuallyhavereceptorsfordifferenttypesoftastes.Thishelpsustoseparateandenjoythedistinctflavors.Inthisexperiment,youwillbelocatingthereceptorsforsweet,sour,salty,andbitteronthetongue’ssurface.

Thetonguehasaningeniousdesign.Receptorsresponsibleforgettinginformationareseparateandcompartmentalized.So,differentareasonthetongueactuallyhavereceptorsfordifferenttypesoftastes.Thishelpsustoseparateandenjoythedistinctflavors.Inthisexperiment,youwillbelocatingthereceptorsforsweet,sour,salty,andbitteronthetongue’ssurface.


Materialscottonswabs(4)

cups(5) blacktea(1bag) redvinegar sugar salt microwave water spoons partner blindfold

LabTime


observations.3. Labelthefirstcupas“bitter.”Put3ouncesofwaterintoit.Addteabagandhaveanadulthelpyoutoheat

thewaterinthemicrowave.Thiswillmakeyourbittercup.Letitsitfor5minutes.Whileitissteeping,youcanpreparetheothercups.

4. Filltheremainingcupswith2ouncesofwatereach.Labeleachandpreparethemasfollows:

e. Forthesweetcup,addtwoteaspoonstothewarmwaterinoneofthecups.Stiruntilwelldissolved.

f. Forthesourcup,add2ouncesofredvinegartoanothercupandstirwell.g. Forthesaltycup,puttwoteaspoonsofsaltintothefinalcup.Stiruntildissolved.h. Thelaststepincuppreparationistodiscardtheteabagthathasbeensteepinginthefirstcup.


5. Now,puttheblindfoldonyourpartnerandhavethemstickouttheirtongue.Dipthefirstswabintothetea.Usingthediagramasaguide,swabeachareaoneatatime:A,B,C,andD.Askyourpartnertoidentifytheflavorsassweet,sour,salty,bitter,orcan’ttellasyouswabeachindividualarea.Recordyourpartner’sresponseforeacharea.

6. Yourpartnershouldrinseouttheirmouthwithwateraftertestingthebittertea.Thentesteachoftheremainingsolutions,oneatatimeinthesamemanner.

MappingYourTongueDataTable

LiquidType TongueLocation

A

TongueLocation

B

TongueLocation

C

TongueLocation

Dbitter

sweet

sour

salty

ExercisesAnswerthequestionsbelow:1. Howmanydifferenttypesoftastereceptorsdowehave?Whatarethey?

2. Canyoustilltastefoodwhenyouhaveastuffynose?

3. Whichtastereceptorsrecognizethehydroxylgroup?


Lesson#16:TastyTasteBudsTeacherSection

Overview:Didyouknowthatyourtonguecantasteabout10,000uniqueflavors?Ourtonguestakeanorganizedapproachtoflavorclassificationbydividingtastesintothefourbasiccategoriesofsweet,sour,salty,andbitter.Forthisexperiment,youwillneedabravepartner!Theywillbeblindfoldedandwillbeattemptingtoguessfoods.Relyingonlyontheirsenseoftaste,theywilltrytodeterminewhatkindoffoodsyouaregivingthem.



partner blindfold water(onecup) plate lemon toothpicks(2) sugarcube(orsomesugar) saltycracker pieceofdarkorbitterchocolate pencil

LabPreparation



Whenyouputfoodinyourmouth,salivaimmediatelybeginstobreakitdown.Salivamixeswithfoodandmakesasolution,whichthentakesthefood(anditsflavor)tothetastepores.There,receptorsdeterminethechemicalstructureandsendthisinformationtoyourbrain,whichthendecodesandcategorizesthetaste.Theexactnatureofthesecretcoderelayedbetweenyourtastereceptorsandyourbrainisstillamystery.Maybesomedayyoucanhelptofigureoutthesciencebehindit!Didyouknowthathumanshaveabout7,500tastebuds?That’salotcomparedtomostchickens,whichonlyhaveabout24,total.Butit’saprettysmallamountcomparedtocatfish.Theyhaveover175,000tastebuds!Canyouimaginewhatyourfavoritedessertmighttastelikeifyouhadthatmany?Iwonderifitwouldbeagoodthing,ormaybetoomuchinformation.Perhapswearebetteroffwithourownperfectnumberoftastebuds!


Lesson

1. Salivaplaysanimportantroleintasteaswellasdigestion.Whenfoodentersthemouth,salivaimmediatelybeginstobreakitdown.

2. Thesolutionmadebysalivaandthefoodyou’reeatingthenmoveintothetastepores.3. Therearereceptorsinthetasteporeswhichareabletodeterminethechemicalstructureofthefoodand

senditontothebrain,wherethetypeoftasteisinterpreted.4. Askyourstudentsiftheycannametheanimalthathasthemosttastebuds.It’sactuallyacatfishandithas

175,000tastebudsalloveritsbody.5. Theanimalwiththefewesttastebudsisthechicken.Theyonlyhave24.Humanshaveapproximately

severalthousandthatarereplacedeverycoupleofweeks.Asweage,fewerofourtastebudsarereplaced,whichmeansflavorscanbecomelessstrongthantheyoncewere.

LabTime


observations.3. (NOTE:Makesureyourpartnerisnotaroundforthefirststep!)Prepareaplatewithapieceoflemonona

toothpick(minustherind),asugarcube,areallysaltycracker,andapieceofdarkchocolate,whichwillalsobeonatoothpick.

4. Blindfoldyourpartnerbeforetheyseetheplate.Explainthatyou’regoingtogivethemfoodsamples.Theirjobistotasteeachsample,oneatatime,andthendeterminewhetherthefoodissweet,sour,salty,orbitter.Aftertheyhaveprovidedacategory,seeiftheycantellyouthespecificflavorofthefood.Theyshouldusethewaterbetweensamplesinordertorinsetheirmouthandprepareforthenextfood.

5. Recorddataandobservationsforeachindividualfooditem.Besuretolisteachfood,yourpartner’sgroupclassifications(sweet,sour,salty,orbitter)andwhatspecificflavorsthattheynote.

Exercises

1. Howdoessalivahelpwithtasting?(itmakesasolutionwiththefoodweeat,whichcanbeanalyzedbyourtastebuds.)

2. Whathelpstodecodethechemicalstructureofafoodsothatthebraincandetermineitstastetype?(tastereceptorsortastebuds)

3. Whydofoodssometimesbecomelessstrongasweage?(Ourtastebudsarereplacedeverycoupleofweeksandfewerofthemgetreplacedaswegrowolder.)



Lesson#16:TastyTasteBudsStudentWorksheet

Name______________________________________________________________________

Overview:Didyouknowthatyourtonguecantasteabout10,000uniqueflavors?Ourtonguestakeanorganizedapproachtoflavorclassificationbydividingtastesintothefourbasiccategoriesofsweet,sour,salty,andbitter.Forthisexperiment,youwillneedabravepartner!Theywillbeblindfoldedandwillbeattemptingtoguessfoods.Relyingonlyontheirsenseoftaste,theywilltrytodeterminewhatkindoffoodsyouaregivingthem.

Materials

partner blindfold water(onecup) plate lemon toothpicks(2) sugarcube(orsomesugar) saltycracker pieceofdarkorbitterchocolate pencil

LabTime

1. (NOTE:Makesureyourpartnerisnotaroundforthefirststep!)Prepareaplatewithapieceoflemononatoothpick(minustherind),asugarcube,areallysaltycracker,andapieceofdarkchocolate,whichwillalsobeonatoothpick.

2. Blindfoldyourpartnerbeforetheyseetheplate.Explainthatyou’regoingtogivethemfoodsamples.Theirjobistotasteeachsample,oneatatime,andthendeterminewhetherthefoodissweet,sour,salty,orbitter.Aftertheyhaveprovidedacategory,seeiftheycantellyouthespecificflavorofthefood.Theyshouldusethewaterbetweensamplesinordertorinsetheirmouthandprepareforthenextfood.

3. Recorddataandobservationsforeachindividualfooditem.Besuretolisteachfood,yourpartner’sgroupclassifications(sweet,sour,salty,orbitter)andwhatspecificflavorsthattheynote.


TastyTasteBudsDataTable

Food Groupclassification Flavorsnoted?


1. Howdoessalivahelpwithtasting?

2. Whathelpstodecodethechemicalstructureofafoodsothatthebraincandetermineitstastetype?

3. Whydofoodssometimesbecomelessstrongasweage?


Lesson#17:Stethoscope

TeacherSection

Overview:Stethoscopesareinstrumentsusedtoamplifysoundslikeyourheartbeat.Yourdoctoristrainedtouseastethoscopenotonlytocountthebeats,butheorshecanalsohearthingslikeyourbloodenteringandexitingtheheartanditsvalvesopeningandclosing.Prettycool!Today,youwillmakeandtestahomemadestethoscope.Eventhoughitwillbeprettysimple,youshouldstillbeabletohearyourheartbeatingandyourheartpumping.Youcanalsouseittolistentoyourlungs,justlikeyourdoctordoes.SuggestedTime:30‐45minutes


rubberhose(3,12‐inchlengths) “T”connectoror“Y”connector(bothworkfine) funnel stopwatchorclockwithasecondhand

LabPreparation



Thecardiovascularsystemismadeupoftheheart,blood,andbloodvessels.Exercisecreatesademandforoxygeninyourmuscles,whichisreceivedfromworkdonebyyourheartandlungs.Theygetamessagefromyourbrainandstarttoworkharder.Youcanseetheproofoftheirhardworkinyourrecordeddata.

Bloodcirculatesthroughtheheartchambers,lungs,andbody.Carbondioxide(CO2)andoxygen(O2)areexchangedinthelungsandtissues.Contractionsoftheheartgeneratebloodpressure,andheartvalvespreventbackflowofbloodinthecirculatorysystem.

Lesson

1. Holdupyourfistandaskyourstudentswhichorganisaboutthissize.Allowforguesses,andopenandcloseyourfistlikeapumping,beatingheartasavisualclue.Explainthattheheart,alongwithbloodandbloodvessels,makeupthecirculatorysystem.

2. Thecirculatorysystemdeliversoxygenandnutrientsalloveryourbody.Italsodisposesofwaste(likecarbondioxide),regulatesbodytemperature,fightsdisease,andgenerallykeepsthebodyinhomeostasis–whichisastateofstability.


3. Theheartisthecenterofthesystemanditreallyisaboutthesizeofyourfist,andit’spuremusclethatpumpsbloodthroughoutthebodywithregular,strong,rhythmiccontractingpulses.

4. Inhumans,therearefourchambersoftheheart,twoatriaandtwoventricles.Thesearetheleftatrium,rightatrium,leftventricleandrightventricle.

5. Allthechambersmustworkharderwhenactivityincreases.Thisisbecauseincreasedactivitymeansanincreasedneedforoxygeninthemuscles,sotheheartworkshardertodeliverthisoxygen.

6. Tellstudentsthattodaythey’llbemakingastethoscope,whichcanbeusedtoheartheheartofourcardiovascularsystemandthelungsthatmovetheairthroughourrespiratorysystem.

7. Explaintoyourstudentshowtocalculatebeatsperminute(usethestopwatchtocountthebeatsheardin15secondsandthenmultiplythisnumberbyfour).

8. RemindthentoNEVERyellinthefunnel.Ever,butespeciallyifit’sattachedtosomeone’sears!

LabTime


observations.Taketwopiecesofhoseandworkthemontothetopendsofthe“T”connector.Puttheremainingpieceofhoseontothebottomofthe“T.”Thetoolyouhavemadeshouldlooklikeasimplestethoscope,buttherearenosupercoldmetalendpiecestoworryaboutwithyours.

3. Putthefunnelintothebottomhose–theonehangingfromthebottomofthe“T”connector.Younowhaveafunctioningstethoscope.Onewordofwarning:NEVERYELLINTOTHEFUNNELWHILETHESTETHOSCOPEISATTACHEDTOSOMEONE’SEARS.THISCOULDDAMAGEEARDRUMS!

4. Gentlyinsertthesidetubesintoyourears.Putthefunnelonyourchest,justtotheleftofyourbreastbone.Listenforyourheartbeat.Ifyouareinasufficientlyquietroomyoumayevenbeabletoheartheopeningandclosingofyourheart’svalves.

5. Afteryou’vefoundyourheart,trymovingthestethoscopetovariousareasofyourchestandlistenfordifferentsoundsmadebyyourheart.Askifyoucanlistentoafriendorfamilymember’sheart.Arethesoundsmadebyanotherheartthesameordifferent?

6. Nowlistentoyourlungs,placingtheendofthestethoscopejustaboveandtotheleftofthebottomofyourribcage(PointA),totherightofthebottomofyourribcage(PointB),andjustbelowwhereyourribsstart(pointC).Alsolisteninthemiddleofyourbacktotheleft(pointD)andrightofyourspine(pointE).Ineachspot,takeadeepbreathandlistenforthesoundofairenteringandexitingthelungs.

7. Foryourdatarecords,recordhowmanytimesyourheartbeatsinaminutewhileyouarequietandsitting.8. Next,do100jumpingjacks.Sitdownimmediatelyandcheckyourheart.Recordthenumberofbeatsper

minuteforjumpingjacksinyourdata.9. Finally,gooutsideandrunfor3minutes,non‐stop.Thensitandimmediatelycheckyourheartrateone

moretime.Recordthebeatsperminuteforrunninginyourexperimentdata.

Exercises

1. Approximatelyhowbigisyourheart?(aboutthesizeofafist)2. Whichbodysystemistheheartapartof?(cardiovascularsystem)


3. Whataresomeofthissystem’sjobs?(deliveringnutrientsandoxygen,disposingofwaste,regulatingbodytemperature,fightingdisease,maintaininghomeostasis)

4. Howmanychambersdoesyourhearthaveandwhataretheycalled?(fourchambers–leftandrightventricle,leftandrightatrium)

5. Howdidtheheartratechangewhenyouexercised?Whydidthishappen?(Theheartrateincreasesbecauseofactivity–increasedactivitymeansanincreasedneedforoxygeninthemuscles,sotheheartworkshardertodeliverthisoxygen.)



Lesson#17:StethoscopeStudentWorksheet

Name______________________________________________________________________

Overview:Stethoscopesareinstrumentsusedtoamplifysoundslikeyourheartbeat.Yourdoctoristrainedtouseastethoscopenotonlytocountthebeats,butheorshecanalsohearthingslikeyourbloodenteringandexitingtheheartanditsvalvesopeningandclosing.Prettycool!Todayyouwillmakeandtestahomemadestethoscope.Eventhoughitwillbeprettysimple,youshouldstillbeabletohearyourheartbeatingandyourheartpumping.Youcanalsouseittolistentoyourlungs,justlikeyourdoctordoes.

Materials

rubberhose(3,12‐inchlengths) “T”connector funnel stopwatchorclockwithasecondhand

LabTime

1. Taketwopiecesofhoseandworkthemontothetopendsofthe“T”connector.Puttheremainingpieceofhoseontothebottomofthe“T.”Thetoolyouhavemadeshouldlooklikeasimplestethoscope,buttherearenosupercoldmetalendpiecestoworryaboutwithyours.

2. Putthefunnelintothebottomhose–theonehangingfromthebottomofthe“T”connector.Younowhaveafunctioningstethoscope.Onewordofwarning:NEVERYELLINTOTHEFUNNELWHILETHESTETHOSCOPEISATTACHEDTOSOMEONE’SEARS.THISCOULDDAMAGEEARDRUMS!

3. Gentlyinsertthesidetubesintoyourears.Putthefunnelonyourchest,justtotheleftofyourbreastbone.Listenforyourheartbeat.Ifyouareinasufficientlyquietroomyoumayevenbeabletoheartheopeningandclosingofyourheart’svalves.

4. Afteryou’vefoundyourheart,trymovingthestethoscopetovariousareasofyourchestandlistenfordifferentsoundsmadebyyourheart.Askifyoucanlistentoafriendorfamilymember’sheart.Arethesoundsmadebyanotherheartthesameordifferent?

5. Nowlistentoyourlungs,placingtheendofthestethoscopejustaboveandtotheleftofthebottomofyourribcage(PointA),totherightofthebottomofyourribcage(PointB),andjustbelowwhereyourribsstart(pointC).Alsolisteninthemiddleofyourbacktotheleft(pointD)andrightofyourspine(pointE).Ineachspot,takeadeepbreathandlistenforthesoundofairenteringandexitingthelungs.

6. Foryourdatarecords,recordhowmanytimesyourheartbeatsinaminutewhileyouarequietandsitting.7. Next,do100jumpingjacks.Sitdownimmediatelyandcheckyourheart.Recordthenumberofbeatsper

minuteforjumpingjacksinyourdata.8. Finally,gooutsideandrunfor3minutes,non‐stop.Thensitandimmediatelycheckyourheartrateone

moretime.Recordthebeatsperminuteforrunninginyourexperimentdata.



StethoscopeDataTable

LocationTested DidYouSitStill,DoJumpingJacks,orRun?

Heartrate(measureinseconds)

PointA

PointB

PointC

PointD

PointE

PointA

PointB

PointC

PointD

PointE

PointA

PointB

PointC

PointD

PointE




1. Whichbodysystemistheheartapartof?

2. Whataresomeofthissystem’sjobs?

3. Howmanychambersdoesyourhearthaveandwhataretheycalled?


Lesson#18:HeartRateMonitoring

TeacherSection

Overview:Whenyouexercise,yourbodyrequiresmoreoxygeninordertoburnthefuelthathasbeenstoredinyourmuscles.Sinceoxygenismovedthroughyourbodybyredbloodcells,exerciseincreasesyourheartratesothatthebloodcanbepumpedthroughyourbodyfaster.Thisdeliverstheneededoxygentoyourmusclesfaster.Theharderyouexercise,themoreoxygenisneeded,soyourheartandbloodpumpevenfasterstill.



stopwatchorclockwithasecondhand pencil

LabPreparation



Exercisingmeansyourmusclesneedmoreoxygen.Theyaskyourbraintotellyourheartandlungs.Whenyourheartgetsthemessage,itstartstobeatharder.Yourlungsworkharder,too.Together,yourheartandlungsworkasateamtoprovidetheneededoxygensupplytoyourmuscles.Youcanidentifythatthisprocessisoccurringbyyourheartrateincreaseandmorerapidbreathingrate.Didyouknowthatyourheartisaboutthesizeofyourfist?Itisactuallyamuscle,anditpumpsmorethanagallonofbloodthroughyourbodyeachminute!Anaverageheartrateis70beatsperminute,butthiscanvarydependingonageandfitnesslevel.Basedon70bpm,yourheartwillbeataround100,000timesperday.That’smorethan36millionbeatsayear!

Lesson

1. Askyourstudentstoremindyouwhichbodysystemtheheartispartof.It’sthecardiovascularsystem.2. Oneofthemainfunctionsofthecardiovascularsystemisthetransportofoxygenfromthelungstoallthe

restofthebody.3. Askstudentswhathappenstotheheartwhenweexercise.Itbeatsfaster!Thisisbecausethemusclesneed

moreoxygenwhenthey’reactive.4. Together,theheartandlungsworktoprovidethisneededoxygen.It’sexcellentteamwork!5. Holdupyourfistandopenandcloseit,mimickingaheart’spumpingaction.Askyourstudentstoshowyou

whatmighthappentotheheartwhenyourun.Remindstudentsthattheirheartisapproximatelyasbigastheirfist.Thistinyorganpumpsallthebloodthatyourbodyneeds.


6. Althoughitvariesbyageandfitnesslevel,theaverageheartrateis70beatsperminute(bpm).Todaywe’regoingtomonitorourpulseatrestandthencheckhowactivitychangesit.

7. Tocheckourpulse,firstwe’llfinditinourwristusingthemiddleandindexfingers.Next,usethestopwatchorclocktotimesixsecondswhilecountingbeats.Thiswillbethetimewerecord.Beatsperminute(bpm)canbecalculatedbymultiplyingthisobservationby10.

LabTime


observations.3. Whilesittingquietly,placeyourfirsttwofingersofonehandontothewristoftheotherhand.Feelforthe

pulseofyourradialartery.Practicetakingyourpulseinintervalsof6seconds.4. Afteryouhavehadsomepracticewiththe6‐secondinterval,takeyourpulseforthisamountoftimeand

multiplyitby10.The6‐secondratetimes10isyourheartrateperminute.Recordeachforexperimentdata.

5. Nowstandupanddo50jumpingjacks.Whendone,sitdownimmediatelyandcheckyourpulse.Again,recordthe6‐secondpulserate,multiplyitby10andalsorecordthepulserateperminute.

6. Finally,gooutsideandrunaroundasfastasyoucanwithoutstoppingfor3minutes.Again,immediatelysitandtakeyourpulse.Recordthe6‐secondrate,multiplyitby10andgetyourheartrateperminute.

Exercises

1. Explainhowtotakeapulse.(Findthepulseinyourwristwithindexandmiddlefingers,countfor6seconds,themmultiplyby10togettherateperminute.)

2. Whatunitsdoweusetomeasurepulse?(beatsperminuteorbpm)



Lesson#18:HeartRateMonitoringStudentWorksheet

Name______________________________________________________________________

Overview:Whenyouexercise,yourbodyrequiresmoreoxygeninordertoburnthefuelthathasbeenstoredinyourmuscles.Sinceoxygenismovedthroughyourbodybyredbloodcells,exerciseincreasesyourheartratesothatthebloodcanbepumpedthroughyourbodyfaster.Thisdeliverstheneededoxygentoyourmusclesfaster.Theharderyouexercise,themoreoxygenisneeded,soyourheartandbloodpumpevenfasterstill.

Materials

stopwatchorclockwithasecondhand pencil

LabTime

1. Whilesittingquietly,placeyourfirsttwofingersofonehandontothewristoftheotherhand.Feelforthepulseofyourradialartery.Practicetakingyourpulseinintervalsof6seconds.

2. Afteryouhavehadsomepracticewiththe6‐secondinterval,takeyourpulseforthisamountoftimeandmultiplyitby10.The6‐secondratetimes10isyourheartrateperminute.Recordeachforexperimentdata.

3. Nowstandupanddo50jumpingjacks.Whendone,sitdownimmediatelyandcheckyourpulse.Again,recordthe6‐secondpulserate,multiplyitby10andalsorecordthepulserateperminute.

4. Finally,gooutsideandrunaroundasfastasyoucanwithoutstoppingfor3minutes.Again,immediatelysitandtakeyourpulse.Recordthe6‐secondrate,multiplyitby10andgetyourheartrateperminute.


HeartRateMonitoringDataTable

Activity 6‐secondpulse bpm(6‐secondpulsex10)

sitting


1. Explainhowtotakeapulse.

2. Whatunitsdoweusetomeasurepulse?


Lesson#19:What’sYourLungCapacity?TeacherSection

Overview:Didyouknowtherightlungisslightlylargerthantheleft?It’strue!Theleftlungisslightlysmallertomakeroomfortheheart.Lungsareamongthelargestorgansinyourbody.Theyareapartoftherespiratorysystem,whosemainfunctionisgasexchangebetweenourbody’scirculatorysystem(ourblood)andtheenvironment(morespecifically,theairaroundus).Throughrespirationwereceiveoxygentohelpfuelourbodies,anddispelcarbondioxideandotherwastes.



2‐litersodabottle blackmarker,permanent rubberhose(12”long) largeplasticbowl liquidmeasuringcup(cupsormillimeters)

LabPreparation



Aman’slungshaveagreatercapacitythanawoman’s–it’sabout6litersforamanand4.2litersforawoman.Andsinceagrown‐uphasagreaterlungcapacitythanakid,itmakessensethata10‐yearoldmightbreathe20timesperminutewhenagrown‐upmightbreatheonly12timesinaminute.Apersonwhois70yearsoldhasbreathedabout600,000,000timesintheirlife.Buttheyhavealsobreathedalotofair–about13,000,000cubicfeet.Thisisenoughairtofill52blimps!

Lesson

1. Askyourstudentstonameaninvoluntarybodilyfunction,onethatyourbodydoesautomaticallyandyoudon’thavetothinkaboutit.Chancesare,someonewillmentionbreathing.

2. Webreatheviaourrespiratorysystem.Askstudentstonametheprimaryorganinthissystem(lungs!)3. Ourlungstakeinmuch‐neededoxygensothatourcellscanobtainoxygen,whichisneededtointeractwith

glucoseandfuelthebody.4. Whataresomeotherpiecesoftherespiratorysystem?Otherpartsincludethenose,mouth,trachea,and

diaphragm.


5. Themainfunctionoftherespiratorysystemisgasexchange–itbringsinoxygenandtakesawaycarbondioxide.Ourlungstakeinoxygengas,whichisneededtointeractwithglucoseandfuelthebody.Theairexitingourbodyisfullofcarbondioxideandothergaswastesthatourbodiesdon’tneed.

6. Today,youwillmakeacalibrated,ormarked,containerthatyouwillusetomeasureyourlungcapacity.Youwillfillthecalibratedcontainerwithwater,slideahoseintoit,takeareallydeepbreath,andblowinthehose.Astheairinyourlungsentersthecontainer,itwillpushoutthewaterinside.Justblowaslongandasmuchasyoucan,thenwhenyouflipthebottleoveryouwillbeabletoreadtheamountofwateryouhavedisplaced.

7. Ifyousubtractthewaterdisplacedfromthetotalamountofwaterinthebottle,theresultisyourlungcapacity.

LabTime


observations.3. Fillthemeasuringcupwithwateruptoeitherthecupor100millilitermark,dependingonthe

measurementyou’reusing.Pourthisintothe2‐literbottleandmarkthewaterlevelwithalineusingtheblack,permanentmarker.Also,writea“1”nexttotheline.

4. Keepaddingwater,onecup(or100milliliters)atatime,markingeachnew1‐cupincrementuntilyouhavefilledthebottlewithwater.Capit.

5. Putwaterinthebowl,fillingitabouthalfofthewayfull.Nowflipthefull(butcapped)bottleofwateroverthebowl.Becarefultokeeptheopeningofthebottleunderwatersothatnowaterisdisplacedintheprocess.

6. Putoneendoftherubberhoseinthetopofthebottle(whichshouldbenowunderwater).7. Takeareallydeepbreath–asdeepasyoucan–andblowyourbreathoutintothetube.Continuetoblow

untilyoucan’tpushanymoreairintothebottle.Asairgoesinthebottle,itpushesanamountofwaterequaltoitsvolumeoutandintothebowl.

8. Putthelidonthebottleandturnitoverbeforeliftingitoutofthewater.Howmuchwaterisleftinthebottle?Subtractthisamountfromtheoriginalamountofwaterinthebottle.Thisshouldbeyourlungcapacity.

9. Recordyourlungcapacityinyourdatarecordsas,“Mylungcapacityis____________.”Ifyouusedcups,convertthisnumbertomillilitersbymultiplyingby0.24literspercup.Forexample,19cupswouldequal4.5liters.

Exercises

1. Whichbodysystemareyourlungsapartof?(respiratorysystem)2. Whataresomeotherpartsinthissystem?(trachea,diaphragm,nose,mouth,etc.)3. Explainthissystem’smajorfunction.(Gasexchange–itbringsinoxygenforfuelanddispelscarbondioxide

andotherwasteproducts.)



Lesson#19:What’sYourLungCapacity?StudentWorksheet

Name______________________________________________________________________

Overview:Didyouknowtherightlungisslightlylargerthantheleft?It’strue!Theleftlungisslightlysmallertomakeroomfortheheart.Lungsareamongthelargestorgansinyourbody.Theyareapartoftherespiratorysystem,whosemainfunctionisgasexchangebetweenourbody’scirculatorysystem(ourblood)andtheenvironment(morespecifically,theairaroundus).Throughrespirationwereceiveoxygentohelpfuelourbodies,anddispelcarbondioxideandotherwastes.

Materials

2‐litersodabottle blackmarker,permanent rubberhose(12”long) largeplasticbowl liquidmeasuringcup(cupsormillimeters)

LabTime

1. Fillthemeasuringcupwithwateruptoeitherthecupor100millilitermark,dependingonthemeasurementyou’reusing.Pourthisintothe2‐literbottleandmarkthewaterlevelwithalineusingtheblack,permanentmarker.Also,writea“1”nexttotheline.

2. Keepaddingwater,onecup(or100milliliters)atatime,markingeachnew1‐cupincrementuntilyouhavefilledthebottlewithwater.Capit.

3. Putwaterinthebowl,fillingitabouthalfofthewayfull.Nowflipthefull(butcapped)bottleofwateroverthebowl.Becarefultokeeptheopeningofthebottleunderwatersothatnowaterisdisplacedintheprocess.

4. Putoneendoftherubberhoseinthetopofthebottle(whichshouldbenowunderwater).5. Takeareallydeepbreath–asdeepasyoucan–andblowyourbreathoutintothetube.Continuetoblow

untilyoucan’tpushanymoreairintothebottle.Asairgoesinthebottle,itpushesanamountofwaterequaltoitsvolumeoutandintothebowl.

6. Putthelidonthebottleandturnitoverbeforeliftingitoutofthewater.Howmuchwaterisleftinthebottle?Subtractthisamountfromtheoriginalamountofwaterinthebottle.Thisshouldbeyourlungcapacity.

7. Recordyourlungcapacityas,“Mylungcapacityis__________________________.”Ifyouusedcups,convertthisnumbertomillilitersbymultiplyingby0.24literspercup.Forexample,19cupswouldequal4.5liters.



1. Whichbodysystemareyourlungsapartof?

2. Whataresomeotherpartsinthissystem?

3. Explainthissystem’smajorfunction.


Lesson#20:WorkingLungModelTeacherSection

Overview:Didyoueverwonderhowtheairthatyoubreatheandthefoodthatyoueatbothgointoyourmouth,butendupintwoverydifferentplaces?Foodandaircanbothenterthroughthemouth,buttheydivergewhenreachingtheesophagusandtrachea.Foodgoestothegastrointestinaltractthroughyouresophagusandairtravelstoyourlungsviathetrachea,orwindpipe.Youwillbemakingamodelofhowyourlungsworkinthislab.Itwillincludethetrachea,lungs,andthediaphragm,whichexpandsandcontractsasitfillsandemptiesyourlungs.SuggestedTime30‐45minutes


2‐litersodabottle,emptiedandcleaned scissors razor(withadulthelp) drill(withadulthelp) ”Y”valvehoseconnector balloons(3round,9‐inch) #3one‐holestopper hose(8‐inches) rubberbands(2) petroleumjelly

LabPreparation



Twoverydistinctbodysystemscantakeinmaterialsviathesamemethod–themouth!Foodandaircanbothenterthebodyhere,buttheydivergequickly,withfoodtravelingdowntheesophagustothestomachandairgoingdownthetracheatothelungs.Inthisexperiment,placingastopperinthetopofthebottleandputtingthestretchedrubberballoononthebottomcreatesanenclosedsystem.Thetubeatthetopofthebottleistheonlywayforairtoenterorexitthemodel’slungs.Pullingdownontheballoon’sknotreducestheairpressureinsidethelungs.Ascompensation,airispusheddownintothetubetoequalizethepressure.Thiscausestheballoonlungstoexpand.Whenyoureleasetheknot,theairpressureforcestheairoutoftheballoons.


Ifyouneedmorehelpwithidentification,thetubeactsasthetrachea,theballoonsarethelungs,andtheballoonwiththeknotatthebottomisthediaphragm.

Lesson

1. Askyourstudentswhichbodypartcanintakematerialforboththerespiratorysystemanddigestivesystem.It’sthemouth!

2. Themouthtakesinfoodfordigestionsandairforbreathing.Haveanyofyourstudentswonderedhoweverythinggetswhereit’ssupposedtogo?

3. Foodandairdivergeatthetracheaandesophagus.Canyourstudentstellyouwhichorgandoeseachfunction?Thetracheacarriesairtothelungs,andtheesophagustransportsfoodtothestomach.

4. Todaywewillmakeaworkinglungmodelwithtubingforatrachea,balloonlungs,andaknottedballoonforthediaphragm.

5. Afunfactforyourstudents:Didyouknowthatanaveragepersonbreathesabout24,000timeseachday?Ifyoulivetobe70yearsold,thatmeansabout600,000,000breaths.Makethemcount!

LabTime


observations.3. Cutoffthebottomofthe2‐literbottle.Askanadultforhelp.4. Takethe“Y”valveandsecurethetwoballoonstothetopbrancheswiththerubberbands.5. Securethestopperandusethedrilltomakeaholeinitthat’salittlesmallerthanthediameterofthe

tubing.6. Putatinybitofpetroleumjellyontheendofthehosetomakeiteasiertoinsertintothe#3stopper.Pull6

inchesofhosethroughthestopperandthenthreadthehosethroughthebottle’sneck.Insertthestopperintothetopofthebottle.

7. Puttheendofthehose(thatisnowinsidethebottle)intothebaseofthe“Y”valve(whichnowhasballoonsonitsotherbranches).Pullthehosethroughthestopperabit.Also,pullthelungsuptowardthetopofthebottle.

8. Tieaknotinthethird,unusedballoon.Cutitinhalfandstretchthepartwiththeknotovertheopenbottomofthesodabottle.Makesurethebottomballoonisastightasitcanbe.

9. Grabthebottlewithonehand,theknotatthebottomoftheballoonwiththeother.Carefullypulltheknotontheballoondown.Whathappenstotheballoonsinthebottle?Nowletgooftheknotandobservehowthisaffectstheballoons.Noteyourobservationsintheexperiment’sdata.

10. Sketchyourmodelandlabelitstrachea,lungs,anddiaphragminthespacebelow:



Lesson#20:WorkingLungModelStudentWorksheet

Name______________________________________________________________________

Overview:Didyoueverwonderhowtheairthatyoubreatheandthefoodthatyoueatbothgointoyourmouth,butendupintwoverydifferentplaces?Foodandaircanbothenterthroughthemouth,buttheydivergewhenreachingtheesophagusandtrachea.Foodgoestothegastrointestinaltractthroughyouresophagusandairtravelstoyourlungsviathetrachea,orwindpipe.Youwillbemakingamodelofhowyourlungsworkinthislab.Itwillincludethetrachea,lungs,andthediaphragm,whichexpandsandcontractsasitfillsandemptiesyourlungs.

Materials

2‐litersodabottle,emptiedandcleaned scissors razor(withadulthelp) drill(withadulthelp) ”Y”valvehoseconnector balloons(3round,9‐inch) #3one‐holestopper hose(8‐inches) rubberbands(2) petroleumjelly

LabTime

1. Cutoffthebottomofthe2‐literbottle.Askanadultforhelp.2. Takethe“Y”valveandsecurethetwoballoonstothetopbrancheswiththerubberbands.3. Securethestopperandusethedrilltomakeaholeinitthat’salittlesmallerthanthediameterofthe

tubing.4. Putatinybitofpetroleumjellyontheendofthehosetomakeiteasiertoinsertintothe#3stopper.Pull6

inchesofhosethroughthestopperandthenthreadthehosethroughthebottle’sneck.Insertthestopperintothetopofthebottle.

5. Puttheendofthehose(thatisnowinsidethebottle)intothebaseofthe“Y”valve(whichnowhasballoonsonitsotherbranches).Pullthehosethroughthestopperabit.Also,pullthelungsuptowardthetopofthebottle.

6. Tieaknotinthethird,unusedballoon.Cutitinhalfandstretchthepartwiththeknotovertheopenbottomofthesodabottle.Makesurethebottomballoonisastightasitcanbe.

7. Grabthebottlewithonehand,theknotatthebottomoftheballoonwiththeother.Carefullypulltheknotontheballoondown.Whathappenstotheballoonsinthebottle?Nowletgooftheknotandobservehowthisaffectstheballoons.Noteyourobservationsintheexperiment’sdata.

8. Sketchyourmodelandlabelitstrachea,lungs,anddiaphragm.


Lesson#21:DetectingCarbonDioxide

TeacherSection

Overview:Anoxygenandcarbondioxideexchangetakesplaceinyourbloodstream.Whenyoubreatheairintoyourlungsitbringsinoxygen,whichiscarriedfromyourlungsbyredbloodcellsinyourbloodstream.Cellsofyourbodyusetheoxygenandcarbondioxideisproducedaswaste,whichiscarriedbyyourbloodbacktoyourlungs.YouexhaleandreleasetheC02aswaste.Youwillstudythisexchangeintoday’slab.SuggestedTime:30‐45minutes


bromothymolblue straw resealablebaggie ammonia pipette water goggles,gloves,ventilation,andadulthelp!

LabPreparation



BromothymolbluewillchangecolorinapHrangefrom6.0to7.6.Itisanacid/baseindicator.ItsbasicsolutionisatapHof7.6orabove–thisiswhenitisblue.Inacidicconditions,itwillturnyellow–thisisapHof6.0orbelow.Andwhenit’sinbetweenthetwo,itwillbetheseagreencolorthatyouobservedinyourbaggie.Becausecarbondioxideisalittleacidic,whenwebreatheitoutintothewaterandbromothymolbluesolutionitsbubblesstarttolowerthepH.YousawasmallchangeinpHwiththeseagreencolor,butasyoucontinuedtoexhaleandaddcarbondioxide,thesolutionbecamemoreandmoreacidic.ThiseventuallyresultedinapHatorbelow6.0andabrightyellowsolution.Inordertoexchangeoxygenwithcarbondioxideinyourlungs,theyhaveover300,000,000teenylittleairsacscalledalveoli.Inoneminute,youbreatheapproximately13pintsofair.

Lesson

1. Askyourstudentstorecalltheprimaryfunctionoftherespiratorysystem.It’sgasexchange!


2. Whichgasesareexchanged,andhow?Oxygencomesintothebloodstreamviatheairinyourlungs.Carbondioxidegetsexpelledasawasteproduct.Thelungsarethehubforthisgasexchange.

3. TodaywewilldemonstratethisexchangeusingapHindicatorknownasbromothymolblue.4. Whenyouexhaleintoabaggie,thecarbondioxidewillreactwithwaterinthebag.Thisreactionproduces

carbonicacid,whichstartstoacidifythewater.Morebreathsinthebagequalmorecarbondioxide,whichequalalower(moreacidic)pH.

5. YouwillnoticethebromothymolwillturngreenwhenthepHofthewaterisrightabout6.8anditwillturnyellowwhenthepHdropsfurtherto6.0andlower.

LabTime


observations.3. Pourabout2ouncesofwaterintothebaggieandaddtwocapfulsofthebromothymolblue.Closethe

baggiewellandswishthesolutionaroundinsideitgentlytomix.Notethecolorofthesolutionforyourdatarecord.

4. Openthebaggieatinybitandputthestrawinside,butDONOTdrinkthesolution!Itcouldmakeyousick.Closethebagtightlyaroundthestrawandgentlyblowintothesolution.Again,becarefulnottosuckonthestraw.

5. Watchthecolorofthesolutioncloselyasyoucontinuetoblowintothesolutionandcreatebubblesofcarbondioxidegas.Thecolorwillchangetoaseagreencolorandtheneventuallyitwillchangetobrightyellow.Noteeachcolorchangeinyourrecords.

6. Youcanreturnthesolutiontobluebyslowlyaddingabase–suchasammonia–tothesolutioninthebag.Bleachwillalsowork.Pleaseaskanadulttohelpwiththis.Donotallowchildrentohandlebleachorammonia.

7. Addonedropatatime,shakingaftereachadditiontomixthesolution.YouwillbeabletoobservewhenthepHstartstochangebackbythecolorofthesolution.Itshouldturnbacktogreenandthentoblue.

Exercises

1. WhatispHandhowisituseful?(ameasurablescalethatletsusknowhowacidicorbasicsomethingis)2. Whatdoesayellowcolorindicatewithbromothymolblue?(acidicsolution)3. IsCO2acidicorbasic?(slightlyacidic,soitchangesthesolutiongreen)



Lesson#21:DetectingCarbonDioxideStudentWorksheetName______________________________________________________________________

Overview:Anoxygenandcarbondioxideexchangetakesplaceinyourbloodstream.Whenyoubreatheairintoyourlungsitbringsinoxygen,whichiscarriedfromyourlungsbyredbloodcellsinyourbloodstream.Cellsofyourbodyusetheoxygenandcarbondioxideisproducedaswaste,whichiscarriedbyyourbloodbacktoyourlungs.YouexhaleandreleasetheC02aswaste.Youwillstudythisexchangeintoday’slab.

Materials

bromothymolblue straw resealablebaggie ammonia pipette water goggles,gloves,ventilation,andadulthelp!

LabTime

1. Pourabout2ouncesofwaterintothebaggieandaddtwocapfulsofthebromothymolblue.Closethebaggiewellandswishthesolutionaroundinsideitgentlytomix.Notethecolorofthesolutionforyourdatarecord.

2. Openthebaggieatinybitandputthestrawinside,butDONOTdrinkthesolution!Itcouldmakeyousick.Closethebagtightlyaroundthestrawandgentlyblowintothesolution.Again,becarefulnottosuckonthestraw.

3. Watchthecolorofthesolutioncloselyasyoucontinuetoblowintothesolutionandcreatebubblesofcarbondioxidegas.Thecolorwillchangetoaseagreencolorandtheneventuallyitwillchangetobrightyellow.Noteeachcolorchangeinyourrecords.

4. Youcanreturnthesolutiontobluebyslowlyaddingabase–suchasammonia–tothesolutioninthebag.Bleachwillalsowork.Pleaseaskanadulttohelpwiththis.

5. Addonedropatatime,shakingaftereachadditiontomixthesolution.YouwillbeabletoobservewhenthepHstartstochangebackbythecolorofthesolution.Itshouldturnbacktogreenandthentoblue.


DetectingCO2DataTable

Solution ColorChange AcidicorBasic?

ExercisesAnswerthequestionsbelow:1. WhatispHandhowitisuseful?

2. Whatdoesayellowcolorindicatewithbromothymolblue?

3. IsCO2acidicorbasic?


Lesson#22:ScentMatching

TeacherSection

Overview:Wenowknowthatodormoleculesarediffusedthroughoutaroombythemotionofairmolecules,whichareconstantlymovingandbumpingintothem.Thesetinyodorparticlescangetcaughtinournoseanddissolveintotheolfactoryepithelium,whichisresponsiblefordetectingodorssothatyourbraincaninterpretthem.Todaywe’lltesthowwellyourolfactoryepitheliumandbrainworktogethertodistinguishbetweensmells. SuggestedTime:30‐45minutes


smallcontainerswithlids(10) cottonballs(10) lemonjuice blackcoffee(1cup) vanillaextract cinnamonoil soysauce marker toothpick(optional) assistant

LabPreparation



Everythinghereproducesadistinctodor.Thesmellsgointoyournose,wheretheyareinterpretedbythetinyhair‐likesmellcellsinyourolfactoryepithelium.Thesmellcellsworktogethertodistinguishsmellsandthensendtheinterpretedinformationtothebrainforrecognition.Wepreviouslynotedthathumanshaveanaverageof10,000,000smellcells,buttheyaren’tallthesame.Youhaveabout20differenttypes,andeachdetectsaspecifictypeofodor.Thetypesworktogetherandyourbraintranslatestheirsignalsasauniqueodor.

Lesson

1. Askstudentsifanyoneknowsthescientificwordforoursenseofsmell.It’solfaction,whichismadepossiblebyourolfactorysystem.Morespecifically,wesmellwithourolfactoryepithelium.


2. Ournosesareabletodetectsmellsbecauseodormoleculesfloatingintheair.Everythingfromarosetoaboiledcabbagetoanapplepiegivesofftinychemicals,whichdiffuseintotheair.Whentheseparticlesfindournoses,theygetcaughtintinyhair‐likestructuresanddissolveintothemucusinsidethespecialmembranecalledtheolfactoryepithelium.

3. Didyouknowthatyournosecangettired,andeventakeanap?It’strue.Thisiswhathappenswhenyouhelpwithholidaybaking:Afterawhile,youstopsmellingalltheyummycookies.Thisiscalledolfactoryfatigueandit’stemporary.Itoccurswhenyournoseisbombardedbyconcentratedscentmolecules.Towakeupournose,wecangetsomefreshairandoursenseofsmellwillgraduallyreturn.

4. Inthisexperiment,we’lltestyourolfactorysensetoseehowwellyourolfactoryepitheliumandbrainworktogethertohelpdistinguishbetweensmells.

LabTime


observations.3. Yourpartnershouldbeoutoftheroomwhileyoupreparethisexperiment.4. Takethelidsoffofthecontainersandnumberthefirstfivewitha1through5.MarktheotherfivewithA

throughE.5. Putacottonballintoeachcontainer.Startwiththenumberedcontainersandaddsomelemon,coffee,

cinnamon,soysauce,andvanilla.Recordthesmellforeachnumberforreference.6. Filltheletteredcontainerswiththesameliquids,butnotinthesameorder.Besuretorecordthematerial

youhaveusedforeachletterandmatchthemtothepropernumber.7. Taketheclosedcontainerstoyourassistant.Askthemtomatchthescentinthefirstcanisterwiththe

properletteredcontainerwithoutopeningthecontainer.(Youcanuseatoothpicktogentlypuncturethetopofthecontainer,oryoucanholdthecontainersothatodormoleculescangetout,butyourhelpercan’tseeinside.)Notetheirresponse–aretheycorrect?

8. Repeatstep7foreachofthecontainersuntiltheyallhavebeenmatched.Thencheckyourrecordeddataandseehowwellyourassistantdidwithmatching.

Exercises

1. Whatisthescientificnameforsenseofsmell?(olfactorysense)2. Whatisthenameofthetissuewhichhelpsthebraintodistinguishbetweensmells?(olfactoryepithelium)



Lesson#22:ScentMatchingStudentWorksheet

Name______________________________________________________________________

Overview:Wenowknowthatodormoleculesarediffusedthroughoutaroombythemotionofairmolecules,whichareconstantlymovingandbumpingintothem.Thesetinyodorparticlescangetcaughtinournoseanddissolveintotheolfactoryepithelium,whichisresponsiblefordetectingodorssothatyourbraincaninterpretthem.Todaywe’lltesthowwellyourolfactoryepitheliumandbrainworktogethertodistinguishbetweensmells. Materials

smallcontainerswithlids(10) cottonballs(10) lemonjuice blackcoffee(1cup) vanillaextract cinnamonoil soysauce marker toothpick(optional) assistant

LabTime

1. Yourpartnershouldbeoutoftheroomwhileyoupreparethisexperiment.2. Takethelidsoffofthecontainersandnumberthefirstfivewitha1through5.MarktheotherfivewithA

throughE.3. Putacottonballintoeachcontainer.Startwiththenumberedcontainersandaddsomelemon,coffee,

cinnamon,soysauce,andvanilla.Recordthesmellforeachnumberforreference.4. Filltheletteredcontainerswiththesameliquids,butnotinthesameorder.Besuretorecordthematerial

youhaveusedforeachletterandmatchthemtothepropernumber.5. Taketheclosedcontainerstoyourassistant.Askthemtomatchthescentinthefirstcanisterwiththe

properletteredcontainerwithoutopeningthecontainer.(Youcanuseatoothpicktogentlypuncturethetopofthecontainer,oryoucanholdthecontainersothatodormoleculescangetout,butyourhelpercan’tseeinside.)Notetheirresponse–aretheycorrect?

6. Repeatstep5foreachofthecontainersuntiltheyallhavebeenmatched.Thencheckyourrecordeddataandseehowwellyourassistantdidwithmatching.


ScentMatchingDataTable

Item #container lettercontainer Correct?


1. Whatisthescientificnameforsenseofsmell?

2. Whatisthenameofthetissuewhichhelpsthebraintodistinguishbetweensmells?



Lesson#23:SwallowingTeacherSection

Overview:Peristalsisisthewavelikemovementofmusclesthatmovefoodthroughyourgastrointestinaltract.Theprocessofdigestionbeginswithchewingandmixingthefoodwithsaliva.Whenyouswallow,theepiglottisclosesuptokeepfoodfromgoingintoyourrespiratorysystemandthehunkofchewedfood(calledbolus)goesintoyouresophagus–thisisthetubethatrunsfromyourmouthtoyourstomach.Sincetheesophagusissoskinny,themusclesalongitmustexpandandcontractinordertomovefooddown.Inthisactivitywewillexaminethatprocess.



severaldifferentballsthesizeofatennisballorsmaller(andincludingatennisball) pairofoldnylonstockings scissors

LabPreparation



Theesophagusislinedwithmusclesthatworkinwaves,expandingandcontractingtomovefoodalongitdownintothestomach.Theseareverystrongmuscles:evenifyouateupsidedowntheywouldwork!Inthegrandschemeofthedigestionprocess,theroleoftheesophagusisimportant,butrelativelyshort.Ittakesabout10secondstomovefoodfromthemouthtothestomach,buttheentireprocessofdigestioncantakeupto2andahalfdaystofinish!

Lesson

1. Askstudentswhenandhowthedigestiveprocessstarts.It’swhenwefirstputfoodinourmouthandstarttochew.Chewingismasticationwhichbreaksdownthefoodandsalivacontainsenzymesthatbegintodigestthestarchesinfoodoncontact.

2. Swallowingbeginswiththeepiglottis,whichissortofatrapdoorthatletsfoodintotheesophagus.Cananyonetellyouwhattheesophagusdoes?Itconnectsthemouthandstomach….anditdepositschunksoffood(calledboluses)intothestomachfordigestion.

3. Thechewedbolusonlystaysintheesophagusamatterofseconds–whichisreallyshortconsideringitcantake2or3daystofinishthedigestionprocess.

4. Themovementthatworksthebolus,orchewedfood,throughtheesophagustothestomachiscalledperistalsis.


5. Peristalsisisthemovementofmusclesallalongyourdigestivetract–thesespecialsmoothmusclesexpandandcontracttomovefoodalongthroughvariousstagesofdigestion.

LabTime


observations.3. Cutawaythecontroltopportionofthenylonsandremovethetoepartaswell(haveanadulthelpyou,if

needed).Youshouldnowhavealongpieceofnylon.4. Putthetennisballinoneendofthenylon“esophagus.”5. Startusingbothhandstomovetheballdownthenylontubeuntilitarrivesattheotherend.

Exercises

1. Whatisthetubecalledthatconnectsthemouthandstomach?(esophagus)2. Whatistheprocesscalledthatmovesfoodalongthedigestivetractandhowdoesitwork?(peristalsis

occurswhensmoothmusclesalongthedigestivetractexpandandcontracttomovefood)3. Howlongisfoodintheesophagus?(onlyafewseconds)



Lesson#23:SwallowingStudentWorksheet

Name______________________________________________________________________

Overview:Peristalsisisthewavelikemovementofmusclesthatmovefoodthroughyourgastrointestinaltract.Theprocessofdigestionbeginswithchewingandmixingthefoodwithsaliva.Whenyouswallow,theepiglottisclosesuptokeepfoodfromgoingintoyourrespiratorysystemandthehunkofchewedfood(calledbolus)goesintoyouresophagus–thisisthetubethatrunsfromyourmouthtoyourstomach.Sincetheesophagusissoskinny,themusclesalongitmustexpandandcontractinordertomovefooddown.Inthisactivitywewillexaminethatprocess.

Materials

severaldifferentballsthesizeofatennisballorsmaller(andincludingatennisball) pairofoldnylonstockings scissors

LabTime

1. Cutawaythecontroltopportionofthenylonsandremovethetoepartaswell(haveanadulthelpyou,ifneeded).Youshouldnowhavealongpieceofnylon.

2. Putthetennisballinoneendofthenylon“esophagus.”3. Startusingbothhandstomovetheballdownthenylontubeuntilitarrivesattheotherend.


SwallowingDataTable

Item/Object HowLongDidItTaketoMakeItThroughtheGITract?(measureinseconds)


1. Whatisthetubecalledthatconnectsthemouthandstomach?

2. Whatistheprocesscalledthatmovesfoodalongthedigestivetractandhowdoesitwork?

3. Howlongisfoodintheesophagus?


Lesson#24:DiffusionTeacherSection

Overview:Everythinglivingproducessomesortofodor.Flowersusethemtoenticebeestopollinatethem.Weknowthatthetastesoffoodsareenhancedbythewaythattheysmell.Ashumans,eachofusevenhasourownuniqueodor. In this lab, we look at the diffusion of scents. They start in one place, but often end up spread around the room and can be detected by many people. SuggestedTime:30‐45minutes


onion lemon groundcinnamon garlic(fresh,oneclove) garlicpress coffeegrounds(fresh) kitchenknife(withadulthelp) cuttingboard fan(variable‐speed) stopwatchorclockwithasecondhand assistants

LabPreparation



Manyfactorsaffecthowquicklyodorsdiffuse.First,theairisconstantlymoving.Astheairmoleculesintheroomarecollidingwitheachother(andwiththeodormolecules)theyhelptomovethesmellsfartherthroughtheroom.Second,thefanmakesahugedifference.Itacceleratesthenaturalprocessofairandodormoleculesandmovesthemmuchfartherandfasterthantheywouldgootherwise.Finally,theairtemperateplaysanimportantrole.Ifthetemperatureishigher,theairandodormoleculeswillmovefaster.

Ashumans,wecanboastabout10,000,000smellcellsinournoses.Thisseemsprettyimpressive…unlessyoucompareustocanines.Dogshavemorethan200,000,000smellingcellsintheirnasalcavities!

Lesson

1. Askyourstudentstoremindyouwhatthesenseofsmelliscalledinbiology(olfactory).


2. Cananyonerememberthenameofthetinytissueinsidethenosethatdistinguishessmellssothatourbraincaninterpretthem?It’stheolfactoryepithelium.

3. Smellsbeginastinymoleculesthataregivenoffbyitems(andyes,evenpeople).Canyouthinkofawaywheresmellsmightbediffused,orspreadaround,morequickly?Thishappenswhentheairismovingaroundmore.

4. We’lltestscentdiffusionintoday’sexperiment.

LabTime


observations.3. Startinaroombigenoughsothatyoucanpreparethefoodsatoneendandyourfriendsorfamily

memberscanbeattheotherend,butpositionedsotheycan’tseewhatyou’redoing.4. Youwillneedasimplemapoftheroomshowingthelocationsofyourpartners,thesourceoftheodor,and

thefan(whichwillhelpwiththescentdiffusion).Createanewmapforeachsmell.5. Turnonthefanandbeginwiththeonion.Askanadulttohelpyouwithcuttingtheonionintoseveralsmall

pieces.Besuretoholdthechoppedpiecesupinfrontofthefan.Askyourpartnerstoraisetheirhandswhentheysmelltheonion.Iftheydon’tsmellit,theycanleavetheirhandsdown.Noteontheonionmapwhereitssmellisdetected.Indicatewithalinethefarthestareawheretheonionissmelled.Thisisitsleadingedge.

6. Checkinwithyourpartnersonceperminuteforfiveminutes.Askthemtoraisetheirhandsandrepeattheprocessofnotingtheareaswherethesmellisdetected.Eachtimeyoucheck,drawalinetoindicatethefarthestareathesmellreaches.Thiswillgiveyouanideaofhowfastandhowfarthesmelldiffused.

7. Repeatsteps5and6witheachitem:cutandsmashthelemonandpressthegarlic.

Exercises

1. Whichodorstravelthefarthest?(answersvary–checkyourdatatable)2. Whichonestravelthefastest?(answersvary–checkyourdatatable)3. Whydoweusethefan?(Itacceleratesthenaturalprocessofairandodormoleculesandmovesthemmuch

fartherandfasterthantheywouldgootherwise.)4. Doesairtemperaturematter?(Thehighertheairtemperature,thefastertheairandodormoleculeswill

move.)



Lesson#24:DiffusionStudentWorksheet

Name______________________________________________________________________

Overview:Everythinglivingproducessomesortofodor.Flowersusethemtoenticebeestopollinatethem.Weknowthatthetastesoffoodsareenhancedbythewaythattheysmell.Ashumans,eachofusevenhasownuniqueodor.In this lab, we look at the diffusion of scents. They start in one place, but often end up spread around the room and can be detected by many people.

Materials

onion lemon groundcinnamon garlic(fresh,oneclove) garlicpress coffeegrounds(fresh) kitchenknife(withadulthelp) cuttingboard fan(variable‐speed) stopwatchorclockwithasecondhand assistants

LabTime

1. Startinaroombigenoughsothatyoucanpreparethefoodsatoneendandyourfriendsorfamilymemberscanbeattheotherend,butpositionedsotheycan’tseewhatyou’redoing.

2. Onanewsheetofpaper,createamapoftheroomshowingthelocationsofyourpartners,thesourceoftheodor,andthefan(whichwillhelpwiththescentdiffusion).Createanewmapforeachsmell.Thiswillbeyourdatatableaswell.

3. Turnonthefanandbeginwiththeonion.Askanadulttohelpyouwithcuttingtheonionintoseveralsmallpieces.Besuretoholdthechoppedpiecesupinfrontofthefan.Askyourpartnerstoraisetheirhandswhentheysmelltheonion.Iftheydon’tsmellit,theycanleavetheirhandsdown.

4. Noteontheonionmapwhereitssmellisdetected.Indicatewithalinethefarthestareawheretheonionissmelled.Thisisitsleadingedge.

5. Checkinwithyourpartnersonceperminuteforfiveminutes.Askthemtoraisetheirhandsandrepeattheprocessofnotingtheareaswherethesmellisdetected.Eachtimeyoucheck,drawalinetoindicatethefarthestareathesmellreaches.Thiswillgiveyouanideaofhowfastandhowfarthesmelldiffused.

6. Repeatsteps3and4witheachitem:cutandsmashthelemonandpressthegarlic.


ExercisesAnswerthequestionsbelow:1. Whichodorstravelthefarthest?

2. Whichonestravelthefastest?

3. Whydoweusethefan?

4. Doesairtemperaturematter?


Lesson#25:ConsumingOxygen

TeacherSection

Overview:Thisexperimentnotonlyexplainshowyourbodyusesoxygen,butitisalsoanexperimentinairpressurecircles–bonus!Youwillbeputtingadimeinatartpanthathasabitofwaterinit.Thenyouwillputalitcandlenexttothedimeandputaglassoverthecandlewiththeglass’sedgeonthedime.Oncealloftheairinsidetheglassisusedupbythecandle,thedimewillbeeasytopickupwithoutevengettingyourfingerswet!Readytogiveitatry?



aluminumtartpan votivecandle matches drinkingglass,(clear,12or16oz.) dime water goggles Adultsupervision!

LabPreparation



Thislabservestoillustratethatoxygenisconsumable.It’sthesamethingthathappensinsideyourbody,butatamuchslowerratethanwhatyouwitnessedwiththecandle.Yourlungscontainabout1,490miles(2,400km)ofairpassagestohelpabsorboxygen.Iftheycouldbespreadoutflat,anaveragesetoflungshaveasurfaceareaofapproximately650squarefeet.Thesheersizeofthissystemgivesyouthechancetoabsorballtheoxygenthatyourbodyneeds.Whenyouputtheglassoverthecandle,youcreateaclosedsystem.Thecandleonlyhadthegastrappedinsidetheairbeneaththeglasstoburn.Asthecandleburned,thegasesintheglassburnedaswell.Theyweretransformedfromastateofgastoaverycompactsolidstatethatstucktothewickofthecandle(thisiswhythewickgetsblackwhenacandleburns).Animportantthingtonoteisthatastheairwasremoved,thepressureinsidetheglasswasreduced.Lowerairpressureinsideyourclosedsystemcreatedanimbalancewiththeregularairpressureontheoutsideoftheglass.Sincetherewasmorepressureontheoutside,thewaterwaspushedinsidetheglass.Thedimehelpedtomakea


gatewayforthewatertobemoreeasilypushedintotheglass.Lesson

1. Asktheclasstonamesomethingsyourbodymustuseeveryday.(Water,air,etc.)Askwhatisinairthatthebodyusesup.It’stheoxygen,ofcourse!

2. Yourlungscontainoverathousandmilesofairpassageswhichworktoabsorboxygen.Ifallofthesecouldbespreadoutflat,anaveragesetoflungswouldhavethesurfaceareaofabout650squarefeet.That’sthesizeofasmallapartmentorareallylargeroom!

3. Airtravelsintoyourlungsviabronchioles,whicharesmallairwaysinthelobesofyourlungs.Bronchiolesleadtoalveoli,whicharetinygrape‐likesacssurroundedbycapillaries.

4. Thealveoliperformoxygenexchangeinthebloodalongwiththepulmonarycapillaries.It’sactuallyaverytinytwo‐cellbarrieroverwhichoxygenpassesintothebloodandcarbondioxidepassesbackoutwhereit’sexpelledbyyourlungsintotheair.

5. Youremptylungscreatealowpressureenvironment,likeavacuum,andsoyourbodysucksairbackintoyourbodyagainfromthehigher‐pressureairallaroundyou.

6. Todaywe’llseeanexampleofwhathappenswhenoxygenisconsumedandairpressurechanges.

LabTime


observations.3. Pourabout¼inchofwaterinthepanandplacethedimerightinthemiddle.4. Positionthecandlenexttothedimeandaskanadulttolightitforyou5. Putthedrinkingglassoverthecandlewithitsedgerestingonthedime.Watchcloselytoobservewhat

happens.6. Oncethewaterisinsidetheglass,youcancarefullyremovethedimefromunderitsedge.Ifdoneproperly,

thewaterwillstayintheglass.

Exercises

1. Whatdowemeanwhenwesaythatoxygenisconsumable?(Itgetsusedupinachemicalreaction.)2. Whatisthedifferencebetweenanopenandaclosedsystem?(Aclosedsystemhasalimitedamountofa

resource,likeoxygen,available.Anopensystemhasanunlimitedamountofoxygen,liketheatmosphere.Notethatthe“unlimited”amountisn’treallyinfinite,it’sjustahugeamountwhencomparedtowhat’savailableinacup.)

3. Whereisthehigherpressureinthisexperiment?(ontheoutsideoftheglass)4. Whydoeswaterriseinsidetheglass?(Higherpressurepushes,andwhentheamountofoxygeninsidethe

glassdecreases,itcreatesalowerpressureinsidetheglass.Thisdifferenceinpressurecausesthehigherpressureontheoutsidetopushonthewater,forcingitundertheglassandupthecup.




Lesson#25:ConsumingOxygenStudentWorksheet

Name______________________________________________________________________

Overview:Thisexperimentnotonlyexplainshowyourbodyusesoxygen,butitisalsoanexperimentinairpressurecircles–bonus!Youwillbeputtingadimeinatartpanthathasabitofwaterinit.Thenyouwillputalitcandlenexttothedimeandputaglassoverthecandlewiththeglass’sedgeonthedime.Oncealloftheairinsidetheglassisusedupbythecandle,thedimewillbeeasytopickupwithoutevengettingyourfingerswet!

Materials

aluminumtartpan votivecandle matches drinkingglass,(clear,12or16oz.) dime water goggles Adultsupervision!

LabTime

1. Pourabout¼inchofwaterinthepanandplacethedimerightinthemiddle.2. Positionthecandlenexttothedimeandaskanadulttolightitforyou3. Putthedrinkingglassoverthecandlewithitsedgerestingonthedime.Watchcloselytoobservewhat

happens.4. Oncethewaterisinsidetheglass,youcancarefullyremovethedimefromunderitsedge.Ifdoneproperly,

thewaterwillstayintheglass.


ConsumingOxygenDataTable

TrialNumber HowLongDidtheCandleBurn?(measureinseconds)

HowHighDidtheWaterRise?(measureininchesorcm)

ExercisesAnswerthequestionsbelow:1. Whatdowemeanwhenwesaythatoxygenisconsumable?

2. Whatisthedifferencebetweenanopenandaclosedsystem?

3. Whereisthehigherpressureinthisexperiment?

4. Whydoeswaterriseinsidetheglass?


Lesson#26:EyeBalloonTeacherSection

Overview:Inthislab,wearegoingtomakeaneyeballmodelusingaballoon.Thisexperimentshouldgiveyouabetterideaofhowyoureyeswork.Thewayyourbrainactuallyseesthingsisstillamystery,butusingtheballoonwecangetagoodworkingmodelofhowlightgetstoyourbrain.



biconvexlens roundballoon,white,9inches assistant votivecandle blackmarker bookofmatches metricruler AdultSupervision!

LabPreparation



Firstwe’lldiscussthepartoftheballoonthatrelatetopartsofyoureye.Thewhiteportionoftheballoonrepresentsyoursclera,whichyoumayhavealreadyguessedisalsothewhitepartofyoureye.Itisactuallyacoatingmadeofproteinthatcoversthevariousmusclesinyoureyeandholdseverythingtogether.Ofcourse,thelensyouinsertedrepresentstheactuallensinyoureye.Themusclessurroundingthelensarecalledciliarymuscles,andtheyarerepresentedbytherubberneckofyourballoon.Theciliarymuscleshelptocontroltheamountoflightenteringyoureyes.Theretinaisinthebackofyoureye,whichisrepresentedbytheinsidebackofyourballoon.Theretinasupportsyourrodsandcones.Theycollectinformationaboutlightandcolorandsendittoyourbrain.


Lesson

1. Didyouknowyoureyesaresimilartoacamera?It’strue.Bothhavelenses,andbothuseaseriesofinterconnectedpartswhichworktogetherinordertoproduceanimage.

2. Inthisexperiment,we’regoingtomakeaballooneyeusingaconvexlensthatmimicsthelensinyoureye.3. We’llalsomimictheconditionsofnear‐sightednessandfar‐sightednessbygentlychangingtheshapeofthe

balloon.

LabTime


observations.3. Blowuptheballoonuntilitisaboutthesizeofagrapefruit.Ifit’sdifficulttoinflate,stretchthemateriala

fewtimesoraskanadulttohelpyou.4. Youwillneedanextrasetofhandsforthisportion.Askyourpartnertoholdtheneckoftheballoonclosed

tokeeptheairinwhileyouinsertthelensintotheopening.Thelenswillneedtobeinsertedperpendicularltotheballoon’sneck.Itwillpreventanyairfromescapingonceit’sinplace.Likeyoureye,lightwillenterthroughthelensandtraveltowardthebackoftheballoon.

5. Holdtheballoonsothatthelensispointingtowardyou.Takethelensbetweenyourthumbandindexfinger.Lookintothelensintotheballoon.Youshouldhaveaclearviewoftheinside.Starttotwisttheballoonalittleandnoticethattheneckgetssmallerlikeyourpupilsdowhenexposedtolight.Practiceopeningandclosingtheballoon’s“pupil.”

6. Helpthekidsputthecandleonthetableandlightit.Turnoutthelights.7. Puttheballoonabout20to30centimetersawayfromthecandlewiththelenspointedtowardit.The

balloonshouldbebetweenyouandthecandle.Youshouldseeaprojectionofthecandle’sflameonthebackoftheballoon’ssurface.Movetheballoonbackandforthinordertobetterfocustheimageonthebackoftheballoonandthenproceedwithdatacollection.

8. Describetheimageyouseeonthebackoftheballoon.Howisitdifferentfromtheflameyouseewithyoureyes?Drawapictureofhowtheflamelooks.

9. Thefocallengthisthedistancefromtheflametotheimageontheballoon.Measurethisdistanceandrecordit.

10. Whathappensifyoulightlypushdownonthetopoftheballoon?Doesthisaffecttheimage?Youareexperimentingwiththeaffectcausedbynear‐sightedness.

11. Toapproximateafarsightedeye,gentlypushinthefrontandbackoftheballoontomakeittaller.Howdoesthischangewhatyousee?

Exercises

1. Howdoesyoureyeworklikeacamera?(bothhavelenses,bothproduceimageswithlotsofcomponentsworkingtogether)

2. Howcanyoutellifalensisdoubleconvex?(Whenyourunyourfingersacrossit,youfeelabumpinthemiddlewherethelensisthicker)


3. Whatisthedifferencebetweenconvexandconcave?(Aconcavesurfacecurvesinward,whileaconvexsurfacebulgesout.)

4. Canyougiveanexampleofaneverydayobjectthathasbothaconvexandaconcaveside?(spoon)5. Howcanyouchangetheballoontomakeitnear‐sighted?(lightlypushdownonthetop)6. Howcanyouchangetheballoontomakeitfar‐sighted?(gentlypushinfrontandbackoftheballoonto

makeittaller)



Lesson#26:EyeBalloonStudentWorksheet

Name______________________________________________________________________

Overview:Inthislab,wearegoingtomakeaneyeballmodelusingaballoon.Thisexperimentshouldgiveyouabetterideaofhowyoureyeswork.Thewayyourbrainactuallyseesthingsisstillamystery,butusingtheballoonwecangetagoodworkingmodelofhowlightgetstoyourbrain.

Materials

biconvexplasticlens roundballoon,white,9inches assistant votivecandle blackmarker bookofmatches metricruler AdultSupervision!

LabTime

1. Blowuptheballoonuntilitisaboutthesizeofagrapefruit.Ifit’sdifficulttoinflate,stretchthematerialafewtimesoraskanadulttohelpyou.

2. Youwillneedanextrasetofhandsforthisportion.Askyourpartnertoholdtheneckoftheballoonclosedtokeeptheairinwhileyouinsertthelensintotheopening.Thelenswillneedtobeinsertedperpendicularltotheballoon’sneck.Itwillpreventanyairfromescapingonceit’sinplace.Likeyoureye,lightwillenterthroughthelensandtraveltowardthebackoftheballoon.

3. Holdtheballoonsothatthelensispointingtowardyou.Takethelensbetweenyourthumbandindexfinger.Lookintothelensintotheballoon.Youshouldhaveaclearviewoftheinside.Starttotwisttheballoonalittleandnoticethattheneckgetssmallerlikeyourpupilsdowhenexposedtolight.Practiceopeningandclosingtheballoon’s“pupil.”

4. Haveanadulthelpyouputthecandleonthetableandlightit.Turnoutthelights.5. Puttheballoonabout20to30centimetersawayfromthecandlewiththelenspointedtowardit.The

balloonshouldbebetweenyouandthecandle.Youshouldseeaprojectionofthecandle’sflameonthebackoftheballoon’ssurface.Movetheballoonbackandforthinordertobetterfocustheimageonthebackoftheballoonandthenproceedwithdatacollection.

6. Describetheimageyouseeonthebackoftheballoon.Howisitdifferentfromtheflameyouseewithyoureyes?Drawapictureofhowtheflamelooks.

7. Thefocallengthisthedistancefromtheflametotheimageontheballoon.Measurethisdistanceandrecordit.

8. Whathappensifyoulightlypushdownonthetopoftheballoon?Doesthisaffecttheimage?Youareexperimentingwiththeaffectcausedbynear‐sightedness.


9. Toapproximateafarsightedeye,gentlypushinthefrontandbackoftheballoontomakeittaller.Howdoesthischangewhatyousee?

EyeBalloonDataTable

Drawapictureofhowtheflamelookstoyou.

Recordthefocallengthfromflametotheimage.

Whathappenstotheimagewhenyoupushdownonthetopoftheballoon?

Whatdoyouseewhenyoupushonthefrontandbackoftheballoontomakeittaller?


1. Howdoesyoureyeworklikeacamera?

2. Howcanyoutellifalensisdoubleconvex?

3. Whatisthedifferencebetweenconvexandconcave?

4. Canyougiveanexampleofaneverydayobjectthathasbothaconvexandaconcaveside?


5. Howcanyouchangetheballoontomakeitlikeanear‐sightedeye?

6. Howcanyouchangetheballoontomakeitlikeafar‐sightedeye?


Lesson#27:WaterLensTeacherSection

Overview:Wavesoflightenteryoureyesthroughthepupil,whichisthesmallblackdotrightinthecenterofyourcolorediris.Yourlensbendsandfocusesthelightthatentersyoureye.Inthisexperiment,wewillstudythisprocessofbendinglightandwewilllookatthedifferencebetweenconcaveandconvexlenses.



washer(3/8inchinsidediameter) microscopeslide petroleumjelly(orlipbalm) newsprintwithsmalltype pipette(1mL)oreyedropperorspoon pen water

LabPreparation



Youcanseethataconvexlensbendsoutwardandaconcavelensbendsinward.Whatdoesthisdotolight?Inaconvexlens,thedomedsurfacemeansthatiflightwavescomeinthroughtheflatbottomsurface,theywillbespreadout,orrefracted,astheyexitthecurvedportionofthelens.Butsinceaconcavelensdipsinwarditcreatestheoppositeeffect.Whenlightwavesexittheconcavesurface,theyarebroughttogether.Thismakesimagesappearsmaller.Thelensdoesallthefocusingwork,butitisactuallytheshapeoftheeyethatdetermineswhatyousee.Ifyouhaveatall,oblongeye,youarefar‐sighted.Andconversely,ifyoureyesareshortandfat,youarenear‐sighted.Ineithercase,thelensesarefunctioningproperlybuttheactualshapeoftheeyeneedsaslightadjustment.

Lesson

1. Lensesbothtransmitlightandrefractit.Refractionoccurswhenthelightwavesareturnedorbent.Bothoureyesandcamerascontainlenseswhichrefractthelightwesee.

2. Canyourstudentsnametwobasictypesoflenses?Theyareconvexandconcave.


3. Howdotheseconvexandconcavelenseslook?Convexlensesbulgeinthemiddleandconcavelensesdipinward(theclueinsideconcaveis“cave”–concavelensesgoinwardlikeanopeningtoacave).

4. Todaywe’llmakebothkindsoflensestoseehowtheywork.Thishelpstomagnifywhatwe’relookingat,andisgoodforfarsightedpeoplewhocan’tseefarawaythings.

LabTime


observations.3. Applyalittlepetroleumjellyonthewasher’sflatside.NOTE:Washershaveflatandroundedsides,sobe

sureyouareputtingthepetroleumjellyontheflatsideofthewasher.4. Putthewasher,petroleumjellysidedown,onthemiddleofthemicroscopeslide.Twistthewasherabitto

seatitontheslideandmakeaseal.Thisshouldkeepthewaterinplace.5. Putthewasherandslideonthenewsprint.Fillthepipettewithwater.Usethepipettetoslowlyplacewater

inthewasher.Fillthewasheruntilthewatermakesadomedshape.Youhavejustmadeaconvexlens!6. Findalettereonthenewspaperandputthelensoverit.Drawadiagramofwhattheelookslikethrough

theconvexlens.7. Nowusethepipettetoremovewaterfromthewasher(oryoucanabsorbsomewithapapertowel).Your

goalistocreateadipinthesurfaceofthewater.Nowfindthesameeandplaceyournewconcavelensovertheletter.Drawapictureofwhattheelookslikethroughthenewlens.

Exercises

1. Whatarethetwomaintypesoflenses?(convexandconcave)2. Howarethetwomaintypesoflensesshaped?(convexbulgesoutwardandconcavedipsinward)3. Howdothetwomaintypesoflenseswork?(convexmakesthingsappearlarger,concavemakesthem

appearsmaller)



Lesson#27:WaterLensStudentWorksheet

Name______________________________________________________________________

Overview:Wavesoflightenteryoureyesthroughthepupil,whichisthesmallblackdotrightinthecenterofyourcolorediris.Yourlensbendsandfocusesthelightthatentersyoureye.Inthisexperiment,wewillstudythisprocessofbendinglightandwewilllookatthedifferencebetweenconcaveandconvexlenses.

Materials

washer(3/8inchinsidediameter) microscopeslide petroleumjelly(orlipbalm) newsprintwithsmalltype pipette(1mL)oreyedropperorspoon pen papertowel water

LabTime

1. Applyalittlepetroleumjellyonthewasher’sflatside.NOTE:Washershaveflatandroundedsides,sobesureyouareputtingthepetroleumjellyontheflatsideofthewasher.

2. Putthewasher,petroleumjellysidedown,onthemiddleofthemicroscopeslide.Twistthewasherabittoseatitontheslideandmakeaseal.Thisshouldkeepthewaterinplace.

3. Putthewasherandslideonthenewsprint.4. Fillthepipettewithwater.5. Usethepipettetoslowlyplacewaterinthewasher.Fillthewasheruntilthewatermakesadomedshape.

Youhavejustmadeaconvexlens!6. Findalettereonthenewspaperandputthelensoverit.Drawadiagramofwhattheelookslikethrough

theconvexlens.7. Nowusethepipettetoremovewaterfromthewasher(oryoucanabsorbsomewithapapertowel).Your

goalistocreateadipinthesurfaceofthewater.Nowfindthesameeandplaceyournewconcavelensovertheletter.Drawapictureofwhattheelookslikethroughthenewlens.


WaterLensDataTable

WaterLensType(concaveorconvex)

DrawaDiagramoftheLens

DrawaDiagramoftheNewsprint

ExercisesAnswerthequestionsbelow:1. Whatarethetwomaintypesoflenses?

2. Howarethetwomaintypesoflensesshaped

3. Howdothetwomaintypesoflenseswork?


Lesson#28:DisappearingFrogTeacherSection

Overview:Youropticnervecanbethoughtofasadatacordthatispluggedintoeacheyeandconnectsthemtoyourbrain.Theareawherethenerveconnectstothebackofyoureyecreatesablindspot.Therearenoreceptorsinthisareaatallandifsomethingisinthatarea,youwon’tbeabletoseeit.Thisexperimentlocatesyourblindspot.SuggestedTime:30‐45minutesMaterials(perlabgroup)

froganddotcard meterstick scrappieceofcardboard

LabPreparation



Conesandrodsturnthelightthatenterstheeyeintoimagesthataretransmittedtothebrain.Oureyeshaveablindspotwheretheopticnerveconnectstothebackoftheeyebecausetherearenolightreceptorsthere.Relatethestructuresoftheeyetotheirfunctions.

Therearenolightreceptorsintheareaofyoureyewheretheopticnerveattachestoyoureyeball.Thisisyourblindspotandifanimageisinthisspot,thelightreflectedoffofitdoesn’tgetperceivedbyyoureye.

Lesson

1. Thisisafunexperimenttoplaywithusingdifferentagesofpeople.Asfolksgetolder,theshapeoftheeyechangesandtheblindspotcanactuallychange.Askafewfellowadultstohelpyoudemonstratethelabandmeasurethedistancefortheblindspotbasedonhowoldtheadultsare.

2. Youcanalsotesttoseeifdifferentpeoplewithdifferentvisionhavedifferentblindspots.Forexample,istheblindspotthesameforsomeonewith20/20versus20/40?Orwithorwithouteyeglasses?Havefunwiththedifferentvariations!

LabTime

1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.


2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheirobservations.

3. Printoutthefroganddotandremovethedottedportion.Attachittothepieceofcardboard,whichshouldhaveamatchingportionremoved.Youcanplacethepaperandcardboardonthemeterstickatthenotchedarea.

4. Nowtolocateblindspots.First,closeyourlefteye.Lookatthefrogwithyourrighteye.Canyouseethedotandthefrog?Youshouldbeabletoseebothatthispoint,butconcentrateonthefrog.Nowslowlymovethesticktowardyousothatthefrogiscomingtowardyoureye.Payattentionandstopwhenthedotdisappearsfromyourperipheralvision.Atthispoint,thelighthittingthedotandreflectingbacktowardyoureyeishittingtheblindspotatthebackofyourrighteyeball,soyoucan’tseeit.Recordhowfaryoureyeisfromthecardforyourrighteye.

5. Continuetomovethesticktowardyourfaceandatsomepointyouwillnoticethatyouareabletoseethedotagain.Keepmovingthestickforwardandback.Whathappenstothedot?

6. Repeatsteps2and3withyourlefteye,keepingyourrighteyeclosed.Thistime,stareatthedotandwatchforthefrogtodisappear.Movethepaperonthestickbackandforthslowlyuntilyounoticethefrogdisappears.Youhavefoundtheblindspotforyourlefteye.Besuretonotethedistancethepaperisfromyoureye.

Exercises

1. Whatdidyounoticeaboutthevisionofthestudentandtheblindspotthatyoumeasured?(answersvary)2. Whydoyouthinkit’simportanttoknowwhereyourblindspotis?(soyoucanexpectitandworkaroundit

ifyouneedto)



Lesson#28:DisappearingFrogStudentWorksheet

Name______________________________________________________________________

OverviewYouropticnervecanbethoughtofasadatacordthatispluggedintoeacheyeandconnectsthemtoyourbrain.Theareawherethenerveconnectstothebackofyoureyecreatesablindspot.Therearenoreceptorsinthisareaatallandifsomethingisinthatarea,youwon’tbeabletoseeit.Thisexperimentlocatesyourblindspot.Materials

froganddotprintout meterstick scrappieceofcardboard

LabTime

1. Printoutthefroganddotandremovethedottedportion.Attachittothepieceofcardboard,whichshouldhaveamatchingportionremoved.Youcanplacethepaperandcardboardonthemeterstickatthenotchedarea.

2. Nowtolocateblindspots.First,closeyourlefteye.Lookatthefrogwithyourrighteye.Canyouseethedotandthefrog?Youshouldbeabletoseebothatthispoint,butconcentrateonthefrog.Nowslowlymovethesticktowardyousothatthefrogiscomingtowardyoureye.Payattentionandstopwhenthedotdisappearsfromyourperipheralvision.Atthispoint,thelighthittingthedotandreflectingbacktowardyoureyeishittingtheblindspotatthebackofyourrighteyeball,soyoucan’tseeit.Recordhowfaryoureyeisfromthecardforyourrighteye.

3. Continuetomovethesticktowardyourfaceandatsomepointyouwillnoticethatyouareabletoseethedotagain.Keepmovingthestickforwardandback.Whathappenstothedot?

4. Repeatsteps2and3withyourlefteye,keepingyourrighteyeclosed.Thistime,stareatthedotandwatchforthefrogtodisappear.Movethepaperonthestickbackandforthslowlyuntilyounoticethefrogdisappears.Youhavefoundtheblindspotforyourlefteye.Besuretonotethedistancethepaperisfromyoureye.


DisappearingFrogDataTable

StudentName RightorLeftEye? DistancefromEyetoFrog


1. Whatdidyounoticeaboutthevisionofthestudentandtheblindspotthatyoumeasured?

2. Whydoyouthinkit’simportanttoknowwhereyourblindspotis?


Lesson#29:VisualReflexTeacherSection

Overview:Voluntarynervesaretheonesthatareunderourdirectcontrol.Others,calledinvoluntarynerves,areunderthecontrolofourbrainsandcreateinvoluntaryreactions.



ruler assistant pen

LabPreparation



Thisexperimentisanexampleofavoluntaryresponse.Youreyesseetherulermovingandtellyourbrain,whichthentellsyourfingerstoclosequickly.Thisallhappensveryfast,butinvoluntaryreflexescanbemuchfaster!Youmaynoticeinthisactivitythattherulerfallsoverhalfofthewaythroughyourfingersbeforeyoucanstopit.Thisispartlybecauseofthecommunicationfromeyestobraintofingers.Althoughthenervestransmitveryquickly,thetransmissiontimecanstilltakealittlewhile.

Therearetwoseparatesystemsatworkhere:thecentralnervoussystemisyourbrainandspinalcolumnandthelongernervesbranchingoutfromthespinalcordtoeverypartofyourbodyistheperipheralnervoussystem.Theyworkinconjunctiontocoordinateyouractions.

Ifyoulinesupallofyournerves,endtoend,theywouldstretchformilesandmiles:anaveragelengthisabout47milesofnerves.Thelongestisthesciaticnerve.Itgoesfromthebottomofyourspinetothebottomofyourfoot.

Lesson

1. Thisexperimentstudiesavoluntaryresponse.Cananyofyourstudentsexplainwhatthisis?2. Avoluntaryresponseisonewecontrol,asopposedtoaninvoluntaryresponselikethekneereflex.3. Involuntaryresponses,suchastheonethathappenswhenwepullourhandawayfromsomethinghot,are

muchfaster!Thisisbecauseourdecision‐makingprocessisoutofthepicture.Thetimeittakesforasignaltomovetoourbrainandbackcanwastevaluabletimewhenaninvoluntaryresponseisneededinordertoprotectourbodies.


4. Todaywe’lltestthespeedofvoluntaryresponses.Inorderforavoluntaryresponsetotakeplaceinthecase,thecentralnervoussystemsendsasignalfromtheeyestoourbrain,thendownthroughthespinalcordandtothefingers.

LabTime


observations.3. Youwillbeginbytestingyourvisualreflexeswiththehelpofanassistant.4. Holdyourrightelbowatyourwaist.Positionyourarmsothatitisparalleltothefloor.Makeaspaceof

aboutaninchbyholdingyourthumbandforefingerapart.Askyourassistanttoholdtherulervertically,aboveyourthumbandfinger.

5. Yourjobistofocusontheruler.Yourpartnerwillunexpectedlyreleaseitsothatitbeginstofall.Youwillattempttocatchtherulerassoonasyoupossiblycan.

6. Repeattheexperiment5times,recordingthetimeittakestocatchtherulereachtimeforyourdata.Usethetimesyourecordtofindyouraveragetime.

7. Trythisexperimentwithadditionalpeople.Findtheaveragereactionspeedofeachpersonandtheaveragespeedofthegroupasawhole.

Exercises

1. Whatisthevoluntaryresponseinthisexperiment?(Theeyesseetherulermovingandtellthebrain,whichthentellsthefingerstoclosequickly.)

2. Whatisaninvoluntaryresponseinyourbody?(Whenyoutapjustbelowthekneecapandtestyourtendonreflex,orwhenyoupullyourhandawayfromahotstove.)



Lesson#29:VisualReflexStudentWorksheet

Name______________________________________________________________________

Overview:Voluntarynervesaretheonesthatareunderourdirectcontrol.Others,calledinvoluntarynerves,areunderthecontrolofourbrainsandcreateinvoluntaryreactions.

Materials

ruler assistant pen

LabTime

1. Youwillbeginbytestingyourvisualreflexeswiththehelpofanassistant.2. Holdyourrightelbowatyourwaist.Positionyourarmsothatitisparalleltothefloor.Makeaspaceof

aboutaninchbyholdingyourthumbandforefingerapart.Askyourassistanttoholdtherulervertically,aboveyourthumbandfinger.

3. Yourjobistofocusontheruler.Yourpartnerwillunexpectedlyreleaseitsothatitbeginstofall.Youwillattempttocatchtherulerassoonasyoupossiblycan.

4. Repeattheexperiment5times,recordingthetimeittakestocatchtherulereachtimeforyourdata.Usethetimesyourecordtofindyouraveragetime.

5. Trythisexperimentwithadditionalpeople.Findtheaveragereactionspeedofeachpersonandtheaveragespeedofthegroupasawhole.


VisualReflexDataTable

Trialnumber

RulerMark

1

2

3

4

5

AVERAGE:(totalmarks/totaltrials)

ExercisesAnswerthequestionsbelow:1. Whatisthevoluntaryresponseinthisexperiment?

2. Whatisaninvoluntaryresponseinyourbody?Giveanexample.


Lesson#30:CameraEyesTeacherSection

Overview:Youreyeshavetwodifferentlightreceptorslocatedonthebackoftheeyeball.Thesearetherods,whichseeblack,whiteandgrays,andthecones,whichseecolor.Inordertoadapttothedark,oureyesmakeachemicalcalledvisualpurple.Thishelpstherodstoseeandtransmitwhatyouseeinsituationswherethereislittlelight.

Yourpupilsalsoincreaseindiameterinthedarkness.Thisallowsforaslightincreaseintheamountoflightenteringyoureye.Thiscombinationofvisualpurpleandmorelightmakesitpossibleforyoutoseeindarkersituations.



darkroom lightswitch partner pencils

LabPreparation



Asyouflipthelightswitchon,yourpartner’sbrainrealizesthatthereisalotoflightenteringtherodsandcones,soitrestrictsthesizeoftheopening(yourpartner’spupil)inordertolimitthelight.Youmightnoticethisonasunnydayifyougofromadarkmovietheaterintothebrightsun.Itcanactuallyhurtformoment,andmakesyousquintuntilyoureyeshaveachancetoadjusttothebrightnessbyreducingthesizeofyourpupils.

Lesson

1. Askyourstudentsforideasabouthowweareabletoseeinthedark.2. Onefunctionthathelpsnightvisionisourpupil.Itdilates,orincreasesindiameter,whichallowsmorelight

toentertheeyeinlow‐lightsituationlikeadarkroom.3. Theretinainoureyesalsohastwodifferentkindsoflightreceptors,calledphotoreceptors.4. Cones,whichhelpustoseecolor,arenotassensitivetolight.However,rods,whichseeblack,whiteand

shadesofgrayaremoresensitivetolightchanges.Whichonesdoyouthinkweusemoreinthedark?Therodsareusedtoseeindimness.Thisiswhycolorsappearwashedoutinadarkenedroom.


5. Whathappenstopupilswhenthelightcomesoninadarkroom?Theyshrink,ortheirdiameterdecreases,astheydon’tneedtoallowasmuchlightintotheeyetosee.

6. Todaywe’lltakealookatthispupildiameteradaptation.

LabTime


observations.3. Turnoutthelightinadarkenedroomandgiveyoureyesabout5minutestogetusedtothedarkness.4. Afteryoureyeshavehadachancetoacclimatetothelow‐lightconditions,it’stimetogettowork.Tryto

drawapictureofyourassistant’seye.Payparticularattentiontohowthepupillooksinthedarkness.5. Nowturnonthelightwhilestillobservingyourpartner’seye.Whathappenstotheirpupil?6. Drawanotherpictureofyourpartner’seyewiththelightson.Again,payspecialattentiontothediameter

pupiloftheeye.

Exercises

1. Howdoesthepupiladapttolightconditions?(Itsdiameterincreasesinthedarktoallowinmorelightanddecreasesinbrightlight.)

2. Whatarethetwospecialphotoreceptorscalledandwherearetheylocated?(Rodsandconesarelocatedinoureye’sretina.)

3. Whichphotoreceptorisusedtohelpusseeinthedark?(rods)



Lesson#30:CameraEyesStudentWorksheet

Name______________________________________________________________________

Overview:Youreyeshavetwodifferentlightreceptorslocatedonthebackoftheeyeball.Thesearetherods,whichseeblack,whiteandgrays,andthecones,whichseecolor.Inordertoadapttothedark,oureyesmakeachemicalcalledvisualpurple.Thishelpstherodstoseeandtransmitwhatyouseeinsituationswherethereislittlelight.

Yourpupilsalsoincreaseindiameterinthedarkness.Thisallowsforaslightincreaseintheamountoflightenteringyoureye.Thiscombinationofvisualpurpleandmorelightmakesitpossibleforyoutoseeindarkersituations.

Materials

darkroom lightswitch partner pencil

LabTime

1. Turnoutthelightinadarkenedroomandgiveyoureyesabout5minutestogetusedtothedarkness.2. Afteryoureyeshavehadachancetoacclimatetothelow‐lightconditions,it’stimetogettowork.Tryto

drawapictureofyourassistant’seye.Payparticularattentiontohowthepupillooksinthedarkness.3. Nowturnonthelightwhilestillobservingyourpartner’seye.Whathappenstotheirpupil?4. Drawanotherpictureofyourpartner’seyewiththelightson.Again,payspecialattentiontothediameter

pupiloftheeye.5. Completethedatatablebytryingdifferentlightingconditions.


CameraEyesDataTable

LightConditions DrawaDiagramoftheEye


1. Howdoesthepupiladapttolightconditions?

2. Whatarethetwospecialphotoreceptorscalledandwherearetheylocated?

3. Whichphotoreceptorisusedtohelpusseeinthedark?


Lesson#31:HumanLeversTeacherSection

Overview:Leversareclassifiedintothreetypes:first‐class,second‐class,orthird‐class.Theirclassisidentifiedbythelocationoftheload,theforcemovingtheload,andthefulcrum.Inthisactivity,youwilllearnaboutthetypesofleversandthenuseyourbodytomakeeachtype.



canofsoup meterstick rubberband lemon

LabPreparation



Yourheadmovingupanddownonyourspineisanexampleofafirst‐classlever.Yourneckjointinthemiddleisthefulcrum,withloadandeffortoneitherside.Inthisexample,loadandeffortswitchdependingonwhetheryouaremovingyourheadupordown.

Standingontiptoeisanexampleofasecond‐classleverwhereyourtoesarethefulcrum.Theeffort,orforce,isinyourheels–theyareliftingyourbodyup.Andtheresistanceislocatedbetweenyourtoesandheels.

Thisleavesuswithbicepcurls,whichareanexampleofathird‐classlever.Yourelbowservesasthefulcrum,thebicepistheforce,andtheweightinyourhandontheendistheload.

Justforfun,didyouknowyourkneeisthelargestjointinyourwholebody?Itconnectsyourfemur,thelargestbone,tothebonesofyourlowerleg.Yoursmallestjointsaretheanvil,hammer,andstirrupinyourinnerear.

Lesson

1. Inafirst‐classlever,thefulcrumisinthemiddlewiththeloadandeffortonoppositeends.Canyouthinkofanexample?(seesaw)

2. Thefulcrumandeffortareonoppositeendsinasecond‐classlever.Theloadisinthemiddle.Canyouthinkofanexampleofthis?(wheelbarrow)

3. Inathird‐classlever,thefulcrumandloadareonoppositeendswiththeforceappliedinthemiddle.Agolfclubisanexampleofathird‐classlever.


4. Inthislesson,we’lllearnaboutexamplesoftheseleversinourbodies.

LabTime


observations.3. Usetherubberbandtoattachthelemontooneendofthemeterstick.Wraptherubberbandaroundso

thatyoucaneasilyslidethelemondowntoadjustitsposition.4. Inafirst‐classlever,thefulcrumisinthemiddle.Theloadandeffortareonoppositesideswiththefulcrum

betweenthem.Afamiliarexampleofafirst‐classleverisaseesaw.Tomakeone,placethesoupcan(fulcrum)inthemiddleandthelemonononeend.

5. Asecond‐classleverhasthefulcrumononeend,theloadinthemiddle,andtheforceontheendoppositethefulcrum.Awheelbarrowisagoodexampleofasecond‐classlever.Tomakeone,putthesoupcanatoneendofthemeterstickwiththelemoninthemiddle.Lifttheotherendofthemeterstickfortheeffort.

6. Lastly,athird‐classleverhasafulcrumononeendandtheloadontheoppositeend.Theforceisappliedinthemiddleinthistypeoflever.Agolfclubisanexampleofathird‐classlever.Tomakeone,pushthesoupcantotheendandliftinthemiddleofthemeterstick.

Exercises

1. Drawadiagramofafirst‐classlever.Whereinyourbodyisthistypeoflever?(Yourneckjointinthemiddleisthefulcrum,withloadandeffortoneitherside.Inthisexample,loadandeffortswitchdependingonwhetheryouaremovingyourheadupordown.You’llalsofindthiswhenyouextendyourelbowandliftaweight.)

2. Drawadiagramofathird‐classlever.Wherewillyoufindthis?(Ifyou’resittingdownandliftingaloadwithyourlegsstraightoutinfrontofyou.You’llalsofindthisinactionwhenyouswingabaseballbatataballorshovelsnow.Thereisalsoanexampleofthisatyourfootwhenyoustandonthetipofyourtoes.Theaxiswouldbeatyourtoes,theresistancewouldbeyourlegbones(tibia),andtherestofyourbodyandtheforcewouldbeyourcalfmuscles.)

3. Drawadiagramofasecond‐classlever.Canyougiveanexampleofthistypeoflever?(Thisisthemostcommonleverinyourbodybyfar.Anexamplewouldbeyourarm.Theaxiswouldbeyourelbow,theresistanceisyouforearmandhand,andtheforcewouldbeyourbiceps(thinkarmcurls).You’llalsofindthisbydoingapushup,movingawheelbarrow,usinganutcracker,rowingtheoarsofaboat.)



Lesson#31:HumanLeversStudentWorksheet

Name______________________________________________________________________

Overview:Leversareclassifiedintothreetypes:firs‐class,second‐class,orthird‐class.Theirclassisidentifiedbythelocationoftheload,theforcemovingtheload,andthefulcrum.Inthisactivity,youwilllearnaboutthetypesofleversandthenuseyourbodytomakeeachtype.

Materials

canofsoup meterstick rubberband lemon

LabTime

1. Usetherubberbandtoattachthelemontooneendofthemeterstick.Wraptherubberbandaroundsothatyoucaneasilyslidethelemondowntoadjustitsposition.

2. Inafirst‐classlever,thefulcrumisinthemiddle.Theloadandeffortareonoppositesideswiththefulcrumbetweenthem.Afamiliarexampleofafirst‐classleverisaseesaw.Tomakeone,placethesoupcan(fulcrum)inthemiddleandthelemonononeend.

3. Asecond‐classleverhasthefulcrumononeend,theloadinthemiddle,andtheforceontheendoppositethefulcrum.Awheelbarrowisagoodexampleofasecond‐classlever.Tomakeone,putthesoupcanatoneendofthemeterstickwiththelemoninthemiddle.Lifttheotherendofthemeterstickfortheeffort.

4. Lastly,athird‐classleverhasafulcrumononeendandtheloadontheoppositeend.Theforceisappliedinthemiddleinthistypeoflever.Agolfclubisanexampleofathird‐classlever.Tomakeone,pushthesoupcantotheendandliftinthemiddleofthemeterstick.

ExercisesAnswerthequestionsbelow:1. Drawadiagramofafirst‐classlever.Whereinyourbodyisthistypeoflever?

2. Drawadiagramofathird‐classlever.Wherewillyoufindthis?

3. Drawadiagramofasecond‐classlever.Canyougiveanexampleofthistypeofleverintherealworld?


Lesson#32:SoundSpeed

TeacherSection

Overview:Soundhastheabilitytotravelthroughthestatesofmatter:solids,liquids,andgases.Generally,solidsarethedensest,liquidsarenext,andgasesaretheleastdense.Inthisexperimentwewillstudythemovementofsoundthroughthesethreestatestoseeifdensityaffectswhatwehear.



3baggies(re‐sealable) sand water air desktop spoon partner pencil

LabPreparation



Soundismadebywavestravellingthroughtheair.Theypasstheirenergyalongtothematterthroughwhichtheyaretraveling.Butnowyouknowthatsounddoesn’tjusttravelthroughtheair.Moleculesinwaterareclosertogetherthanairmolecules,whichmakesitmucheasierforthemtobumpintooneanother.Sothespeedthatsoundstravelthroughliquidisactuallyfasterthanittravelsthroughtheair,andthesoundstravelfurtheraswell.Soundtravelsfastestofallinsolidsbecausethemoleculesinthisstateofmatterareverydenselypackedtogether.Solidspasssoundmuchfartherandatmuchgreaterspeeds.Ifthereisnomattertobouncetheirenergyalong,soundwavescan’treallyform.Soonceyouleaveearth’satmosphere,thereisn’tanysound!

Lesson

1. Howdoessoundtravel?Ittravelsinwavesthroughtheair,justlikelight.2. Soundpassesitsenergythroughthematerialit’straveling.3. Askstudentswhichisdensest:asolid,liquid,orgas?Whichmaterialdotheythinksoundwouldtravel

betterthrough?


4. Youmightthinkthatsoundtravelsbestthroughtheair,butthat’snotcompletelyaccuratesoitcanbeatrickyquestion.Soundcantravelthroughasolid,liquid,orgas,buthowfarandhowfastdependsonhowtightlypackedthemoleculesare,whichindicatesthematerial’sdensity.

5. Askstudentswhichisdenser–waterorair.Waterisdenserbecauseitsmoleculesaremoretightlypacked.Solidshaveverydensemolecules.Becauseoftheirdensity,soundspassthroughsolidsmuchfasterandfartherthansoundsthroughlessdensematerials.

6. We’lltestthisintoday’sexperiment.

LabTime


observations.3. Filleachbagtwo‐thirdsofthewayfullwitheachmaterial.Youshouldhaveonebagwithsand,onewith

water,andonewithair.Sealeachbaggiewell.4. Putthebaggiesonthedeskoronatable.Notethedensityofthematerials.Whichismostdense,medium,

andleastdense?5. Placeyoureardownonthefirstbaggiethatisfilledwithsand.Haveyourpartnerusethespoontotapthe

table.Listenforthesoundthroughthebagofsand.6. Repeatstep3withthebaggiefullofwaterandthenthebagofair.Comparewhatyouhearthrougheach

stateofmatter.Rankthetappingyouhearthroughthesolid,liquidandgasinorderfromloudest,tomedium,toquietest.

7. Whenyouhavecompletedthetappingportionoftheexperiment,holdthebagofsanduptoyourear.Haveyourpartnerspeaktoyouthroughthebaggie.

8. Repeatstep5withthebagofwaterandagainwiththebaggieofair.Notetheclarityofthespeechyouhearthrougheachbag.Rankeachbagfromloudest,tomedium,toquietest.

Exercises

1. Whatisdensity?(howtightlypackedthemoleculesinsubstanceare)2. Puttheseintheirgeneralorderofdensity:liquid,gas,solid.(solidsarenormallydensest,liquidsarenext,

gasesareleastdense)3. Whichmaterialpassessoundwavesalongfartherandfaster?(solids)



Lesson#32:SoundSpeedStudentWorksheet

Name______________________________________________________________________

Overview:Soundhastheabilitytotravelthroughthestatesofmatter:solids,liquids,andgases.Generally,solidsarethedensest,liquidsarenext,andgasesaretheleastdense.Inthisexperimentwewillstudythemovementofsoundthroughthesethreestatestoseeifdensityaffectswhatwehear.

Materials

3baggies(re‐sealable) sand water air desktop spoon partner

LabTime

1. Filleachbagtwo‐thirdsofthewayfullwitheachmaterial.Youshouldhaveonebagwithsand,onewithwater,andonewithair.Sealeachbaggiewell.

2. Putthebaggiesonthedeskoronatable.Notethedensityofthematerials.Whichismostdense,medium,andleastdense?

3. Placeyoureardownonthefirstbaggiethatisfilledwithsand.Haveyourpartnerusethespoontotapthetable.Listenforthesoundthroughthebagofsand.

4. Repeatstep3withthebaggiefullofwaterandthenthebagofair.Comparewhatyouhearthrougheachstateofmatter.Rankthetappingyouhearthroughthesolid,liquidandgasinorderfromloudest(3),tomedium(2),toquietest(1).

5. Whenyouhavecompletedthetappingportionoftheexperiment,holdthebagofsanduptoyourear.Haveyourpartnerspeaktoyouthroughthebaggie.

6. Repeatstep5withthebagofwaterandagainwiththebaggieofair.Notetheclarityofthespeechyouhearthrougheachbag.Rankeachbagfromloudest(3),tomedium(2),toquietest(1).


SoundSpeedDataTable

Trial

Solid(1=quiet,2=loud)

Liquid(1=quiet,2=loud)

Gas(1=quiet,2=loud)

spoon

talking

ExercisesAnswerthequestionsbelow:1. Whatisdensity?

2. Puttheseintheirgeneralorderofdensity:liquid,gas,solid.

3. Whichmaterialpassessoundwavesalongfartherandfaster?


Lesson#33:SoundMatchingTeacherSection

Overview:Youknowthatsoundcomesfromvibrationofsoundwavesastheytravelthroughmaterials.Thesevibrationsarepickedupbythepinna(externalpartoftheears).Thenthevibrationsvibrateyourtympanicmembrane,whichinturnvibratestheossiclesandthenthecochlea.Thecochleasendsinformationthroughtheauditorynerveandsendsittothebrain,whichrecognizesitassound.Inthislab,youwilltestyourabilitytosortandmatchdifferentsounds.



filmcanisters(10) beans rice sawdust(orpencilshavings) paperclips pennies marker assistant

LabPreparation



Objectsproducedistinctsoundswhentheyvibrate.Thesedifferencescansometimesbedistinguishedbyyourears.Ifyourpartnerhasgoodears,listeningcloselyandthencorrectlymatchingthecontentswasprobablyaneasytask.

Nowtosharealittlemoreaboutthecochlea:Youknowitultimatelyreceivessoundsandsendssignalstothebrain.Itisasmallorganshapedlikeaspiral.It’sfilledwithfluidandtinycellswhichareshapedlikehairs.Thesehair‐likecellsconvertthevibrationsfromsoundintosignalsthatcantraveltheauditorynerveuptothebrain.Thetinycellsarequitesensitive.Theycanactuallybedamagedbyextremelyloudnoises,soremembertoprotectthemwithearplugsifyouwillbeexposedtoveryloudsounds.

Didyouknowthatthetiniestbonesinyourbodyarefoundinyourear?Theyarecalledossicles,andincludethehammer,anvil,andstirrup.Theyarelocatedjustbehindyoureardrumandcollectthevibrationsthatcomeintotheearcanalandhityoureardrum.Whenyoureardrumbeginstovibrate,thetinybonesvibrateaswell.Thiscausesyourcochleatovibrateaswell,anditsendsasignaltoyourbrainforittointerpret.


Lesson

1. Askstudentshowsoundtravels.Ittravelsthroughwaves,whichvibrateastheypassthroughmaterials.Thevibrationofthesesoundwavestravelthroughtheairandarepickedupbythepinna,whichistheexternalpartofourear.

2. Then,thesoundwavestraveldowntheearcanalandtotheeardrum.3. Theeardrumcontainsthreetinybones–thesmallestinyourbody.Thesebonesarecalledtheossicles,

alsoknownasthehammer,stirrupandanvil.4. Theossiclesserveasthebridgebetweenouterandinnerear.Theyamplifysoundvibrationsforthe

cochlea,theear’sfluid‐filledinnerchamber,whichhasasystemoftubesthattransformssoundwavesintoelectricalimpulses.

5. Theseimpulsestravelalongtheauditorynerveforinterpretationbythebrain.

LabTime


observations.3. Takethecapsoffthecanisters.Numberhalfofthem1to5andmarktheotherswithAthroughE.4. Prepareyourexperimentwhileyourpartnerisoutoftheroom.Fillfiveofthenumberedcontainerswith

oneofthematerials.Notewhichcanistercontainseachmaterialfordatarecords.5. Nextfilltheletteredcontainers.Besuretorecordwhichcontainercontainswhichmaterialforreference.6. Whenthecontentshavebeennotedandthelidsallreplaced,bringyourpartnerintotheroom.Askthemto

matchthesoundoftheiteminthefirstcanisterwithoneoftheletteredcontainers.Theycanshake,roll,andevendropthecontainers,buttheycan’ttakeoffthelid.Notetheanswertheygive.

7. Repeatstep6fortherestofthenumberedcontainers.Remembertorecordtheresponses.Whenthecanistershaveallbeenmatched,takeoffthelidsandseehowwelltheydid.

Exercises

1. Whatarethetinybonesintheearcalled?(ossicles:hammer,stirrupandanvil)2. Namesomeotherpartsoftheear(pinna,earcanal,ossicles,cochlea)



Lesson#33:SoundMatchingStudentWorksheet

Name______________________________________________________________________

Overview:Youknowthatsoundcomesfromvibrationofsoundwavesastheytravelthroughmaterials.Thesevibrationsarepickedupbythepinna(externalpartoftheears).Thenthevibrationsvibrateyourtympanicmembrane,whichinturnvibratestheossiclesandthenthecochlea.Thecochleasendsinformationthroughtheauditorynerveandsendsittothebrain,whichrecognizesitassound.Inthislab,youwilltestyourabilitytosortandmatchdifferentsounds.

Materials

filmcanisters(10) beans rice sawdust(orpencilshavings) paperclips pennies marker assistant

LabTime

1. Takethecapsoffthecanisters.Numberhalfofthem1to5andmarktheotherswithAthroughE.2. Prepareyourexperimentwhileyourpartnerisoutoftheroom.Fillfiveofthenumberedcontainerswith

oneofthematerials.Notewhichcanistercontainseachmaterialfordatarecords.3. Next,filltheletteredcontainers.Besuretorecordwhichcontainercontainswhichmaterialforreference.4. Whenthecontentshavebeennotedandthelidsallreplaced,bringyourpartnerintotheroom.Askthemto

matchthesoundoftheiteminthefirstcanisterwithoneoftheletteredcontainers.Theycanshake,roll,andevendropthecontainers,buttheycan’ttakeoffthelid.Notetheanswertheygive.

5. Repeatstep4fortherestofthenumberedcontainers.Remembertorecordtheresponses.Whenthecanistershaveallbeenmatched,takeoffthelidsandseehowwelltheydid.


SoundMatchingDataTable

Item/Object Can# CanLetter Correct?

ExercisesAnswerthequestionsbelow:1. Whatarethetinybonesintheearcalled?

2. Namesomeotherpartsoftheear.


Lesson#34:SoundWhackersTeacherSection

Overview:Haveyoueverheldarulerovertheedgeofadeskortableandwhackedtheendofit?Ifso,youwouldnoticeafunnysound.Thissoundchangesifyouchangethelengthoftherulerthatishangingovertheedge.Thesoundyouhearismadebytheruler’svibrations.SuggestedTime:30‐45minutes


desk(ortable,orcountertop) metricruler

LabPreparation



Inthislab,webegintolearnaboutsound.Youknowitiscollectedanddecipheredbyyourears,butdidyoualsoknowthatallsoundismadewhensomethingvibrates?Itcouldbeaguitarstring,vocalchordsinyourthroat,orarulerthatishangingovertheedgeofthedesk:Vibrationsmakesound.Theoverhangingportionoftheruleristheportionallowedtovibrate.Thisdeterminesthesound’spitch.Whenashortpieceishangingovertheedge,ahighpitchismade.Andwhenthelengthislonger,thepitchislower.Thisiswhathappenswithallvibratingobjectsandisafunctionoftheirwavelengths.

Lesson

1. Askstudentswhichorgancollectsanddecipherssound.(It’sourears,ofcourse!)2. Askstudentshowsoundstravel.Theytravelviasoundwaves,orvibrations.Canyourstudentsgive

examplesofthingsthatvibratetomakesound?Vocalchordsdothis,asdoguitarsandotherinstrumentstrings.Arulerhangingovertheedgeofadeskandgentlythumpedorwhackedwillmakeasound,too!

3. Lengthaffectsthepitchofasound,soIhypothesizethatthesoundwillchangedependingonthelengthofrulerhangingovertheedgeofthedesk.

4. Let’stestmytheoryintoday’sexperiment.

LabTime

1. Reviewtheinstructionsontheirworksheetsandthenbreakthestudentsintotheirlabgroups.


2. Handeachgrouptheirmaterialsandgivethemtimetoperformtheirexperimentandwritedowntheirobservations.

3. Placetheruleronthedeskatthe20centimetermark.Holdtheportionoftherulerthat’sstillonthedeskdownveryfirmlywithonehand.Pressdowntheportionoftherulerhangingoffthedeskwiththeotherhand.Nowletitgo.Therulershouldbegintovibrateupanddownwhileproducingastrangesound.

4. Nowrearrangetherulersothatitisplacedatthe15centimetermarkandgiveitathump.Whathappenstothepitchthistime?Isithigherorlowernowthattheoverhangingportionisshorter?

5. Makesureyoutrytherulerat5centimeters,10centimeters,15centimeters,20centimeters,and25centimeters.Listeneachtimeandplacethelengthsinorderfromhighesttolowestpitch.

6. Finally,puttheruleratthe25centimetermark,withjust5centimetersonthetableandtheresthangingovertheedge.Giveitawhackandwhileit’svibrating,slidetherulerbackacrosstheedgeofthetabletomaketheoverhangingportionshorterandshorter.Whathappenstothesound?

Exercises

1. Howissoundmade?(Allsoundismadewhensomethingvibrates.)2. Howdoyouchangethepitchoftheruler?(Whenashortpieceishangingovertheedge,ahighpitchis

made.Andwhenthelengthislonger,thepitchislower.)



Lesson#34:SoundWhackersStudentWorksheet

Name______________________________________________________________________

Overview:Haveyoueverheldarulerovertheedgeofadeskortableandwhackedtheendofit?Ifso,youwouldnoticeafunnysound.Thissoundchangesifyouchangethelengthoftherulerthatishangingovertheedge.Thesoundyouhearismadebytheruler’svibrations.Materials

desk(ortable,orcountertop) metricruler

LabTime

1. Placetheruleronthedeskatthe20centimetermark.Holdtheportionoftherulerthat’sstillonthedeskdownveryfirmlywithonehand.Pressdowntheportionoftherulerhangingoffthedeskwiththeotherhand.Nowletitgo.Therulershouldbegintovibrateupanddownwhileproducingastrangesound.

2. Nowrearrangetherulersothatitisplacedatthe15centimetermarkandgiveitathump.Whathappenstothepitchthistime?Isithigherorlowernowthattheoverhangingportionisshorter?

3. Makesureyoutrytherulerat5centimeters,10centimeters,15centimeters,20centimeters,and25centimeters.Listeneachtimeandplacethelengthsinorderfromhighesttolowestpitch.

4. Finally,puttheruleratthe25centimetermark,withjust5centimetersonthetableandtheresthangingovertheedge.Giveitawhackandwhileit’svibrating,slidetherulerbackacrosstheedgeofthetabletomaketheoverhangingportionshorterandshorter.Whathappenstothesound?


SoundWhackersDataTable

Rulerlength Pitch(1ishighest,10islowest)


1. Howissoundmade?

2. Howdoyouchangethepitchoftheruler?


Lesson#35:BigEarsTeacherSection

Overview:Howdoyouthinkanimalsknowwe’rearoundlongbeforetheyseeus?Sure,mosthaveapowerfulsenseofsmell,buttheycanalsohearusfirst.Inthisactivity,wearegoingtosimulateenhancedtympanicmembranes(oreardrums)byattachingStyrofoamcupstoyourears.Thiswillincreasethenumberofsoundwavesyourearsareabletocapture.



Styrofoamcups(2,small) Styrofoamcups,(2,large) scissors kitchentimer

LabPreparation



Hearingisbasedonmovement.Theinitialprocessinvolvestheactualwavescomingtowardyourear,whicharefunneledinsidetoyourtympanicmembrane.Inthisexperimentwearegoingtofocusontheinitialfunnelingprocess.Thisisdonebythevisible,externalpartofyourear,knownasthepinna.Bymakingthepinnalarger,youalsoincreasedtheirabilitytopickupsoundvibrations.Thisenabledyoutohearmuchmore,andatlouderlevels.Thepinnaalsohelptodeterminethedirectionfromwhichsoundiscoming.Ifasoundiscomingfromtheleft,yourleftearhearsitalittlebitbeforetheright.Thisletsyourbrainknowwherethesoundoriginates.

Lesson

1. We’velearnedthathearingisbasedondetectingsoundwavesvibratingthroughtheair.Doesyourclassrememberwhattheoutsideoftheeariscalled?It’sthepinna.

2. Soundsthatweareabletodetectcanvarydependingontheshapeandsizeofourpinna.Howdoesyourclassthinklargerpinnawillimpactyourhearing?

3. Largerpinnashouldincreaseyourhearingabilities!We’lltestthisintoday’slab.


LabTime


observations.3. Setthetimerandputitonatableordesk.Walkabout6feetawayandfacethetimer.Listenfortheticking

sound.Now,turnyourbackontheclocksothatyouarefacingtheotherdirection.Howhasyourabilitytohearthetickingchanged?Wecanincreasethesoundsyouhearbyusingthecups.

4. Getanadulttohelpwithcuttingthecups.Theywillholdoneofthesmallercupswithonehandandmakeacutaboutaninch(3cm)fromtherimtowardthebottomofthecup.

5. Drawacircleattheendofthecutthatisaboutthesizeofyourearwhereitattachestoyourhead.Cutoutthecircle.

6. Repeatsteps4and5withtheother12oz.cup.Carefullyputthemonyourearswiththeiropeningspointingforward.Youhavejustaddedtothesizeofyourears,andtheyshouldbeabletocollectmoresoundvibrations.Trylisteningtothetimernowwiththecupsonyourears.

7. Nowrepeatsteps2through4withthelargercups.Setthetimeronemoretimeandlistentothetimer.Comparewhatyouhearwithwhatyouheardwithyourunenhancedears,andwhatyouhearwiththe12oz.ears.

8. Onascaleof0‐10,howmuchdidthecupsimprovewhatyouwereabletohear?Notewhereyouwouldplaceboththe12oz.cupsandthe32oz.cupsonthescaleif0isthestartingpointequaltowhatyoucanhearwithyourownears.

Exercises

1. Whichpartoftheearisthisexperimenttesting?(Thepinna,orthefunnelingprocess.)2. Whathappenswhenyouchangeyourvariableinthisexperiment?(Bymakingthepinnalarger,youalso

increasedtheirabilitytopickupsoundvibrations.)3. Didthisexperimentchangeyourabilitytodetectwhichdirectionasoundcamefrom?(Yes–itmakesit

easiertodetectsounddirection.)



Lesson#35:BigEarsStudentWorksheet

Name______________________________________________________________________

Overview:Howdoyouthinkanimalsknowwe’rearoundlongbeforetheyseeus?Sure,mosthaveapowerfulsenseofsmell,buttheycanalsohearusfirst.Inthisactivity,wearegoingtosimulateenhancedtympanicmembranes(oreardrums)byattachingStyrofoamcupstoyourears.Thiswillincreasethenumberofsoundwavesyourearsareabletocapture.

Materials

Styrofoamcups(2,small) Styrofoamcups,(2,large) scissors kitchentimer

LabTime

1. Setthetimerandputitonatableordesk.Walkabout6feetawayandfacethetimer.Listenforthetickingsound.Now,turnyourbackontheclocksothatyouarefacingtheotherdirection.Howhasyourabilitytohearthetickingchanged?Wecanincreasethesoundsyouhearbyusingthecups.

2. Getanadulttohelpwithcuttingthecups.Theywillholdoneofthesmallercupswithonehandandmakeacutaboutaninch(3cm)fromtherimtowardthebottomofthecup.

3. Drawacircleattheendofthecutthatisaboutthesizeofyourearwhereitattachestoyourhead.Cutoutthecircle.

4. Repeatsteps2and3withtheother12oz.cup.Carefullyputthemonyourearswiththeiropeningspointingforward.Youhavejustaddedtothesizeofyourearsandtheyshouldbeabletocollectmoresoundvibrations.Trylisteningtothetimernowwiththecupsonyourears.

5. Nowrepeatsteps2through4withthelargercups.Setthetimeronemoretimeandlistentothetimer.Comparewhatyouhearwithwhatyouheardwithyourunenhancedears,andwhatyouhearwiththe12oz.ears.

6. Onascaleof0‐10,howmuchdidthecupsimprovewhatyouwereabletohear?Notewhereyouwouldplaceboththe12oz.cupsandthe32oz.cupsonthescaleif0isthestartingpointequaltowhatyoucanhearwithyourownears.


BigEarsDataTable

CupSize DidOneEarorBothEarsHaveCups?

HowDidYouHear?(Scaleof0–10)

ExercisesAnswerthequestionsbelow:1. Whichpartoftheearisthisexperimenttesting?

2. Whathappenswhenyouchangeyourvariableinthisexperiment?

3. Didthisexperimentchangeyourabilitytodetectwhichdirectionasoundcamefrom?


Lesson#36:NerveTesterTeacherSection

Overview:Oursenseoftouchprovidesuswithinformationthathelpsustoprocessandexploreourworld.Nervesplayanimportantpartinthesenseoftouchbybeingthewiresthatcarrysignalsfromtheskintothebrain.Butthebodyhasaplaninplacesothatourbrainsdon’tgetoverwhelmedwithtoomuchinformation.Thisplanisalotlikeablueprintforwiringahouse.Justlikeahousehaslightswitchesandelectricaloutletsinstrategiclocations,ourbodieshavetouchreceptorsofvariousnumbersbasedontheirlocation.Inthislab,wewillexploreanarmtodeterminewherethehighestconcentrationsofnervesareinthatlimb.



paperclip,large ruler partner

LabPreparation



Endingsarenervesarelocatedsothatwecanusethemtocollectdata.Thehighestconcentrationsofnervesareinourhands,feetandmouths.Weuseourhandstogatheralotofdata,ourfeetformovingaround,andourmouthsforspeaking.Luckily,theareasofourbodiesthataremorelikelytobebumpedandtheonesweusetohelpprotectourselveshavefewernerveendings.Areasofparticularlylowconcentrationincludeourbacks,rearends,andarms.

Ourtongueshavethehighestnerveconcentrationofall.Infact,nervemappingresearchershavelearnedthatoverhalfofourbrain’ssensorynervesareconnectedtoourtongues.Itmakessensewhenyourealizethatwetaste,talk,andfeelwiththisrelativelysmallorgan.Itreallyneedstoconnecttosomanyplacesinthebrain!

Lesson

1. Askstudentswhichsensoryorganisourlargest.It’stheskin!Skinisoneofourmainconduitsforconnectingtotheoutsideworld.It’ssensitivetovarioustypesofstimuli,suchastemperature,touch,andpressure.

2. Ourskinhasreceptorsalloverit,butsomeareashaveagreaterdensityofthesereceptorsthanothers.Touchreceptorscalledmechanoreceptorsarelocatedinthedermis,orsecondlayerofourskin.

3. Mechanoreceptorsarenerveendings(sometimescalledcorpuscles)andincludethefollowing


Meissner’sendings(orMeissner’scorpsucles)respondtovibrationsandlightpressure,suchas

flutteringorstrokingmotions.Theyarelocatedimmediatelybelowtheepidermis.Wehavelotsoftheseonourfingersandpalm.

Ruffini’sendings(orRuffinicorpuscles)respondtopressure.Theyarealsosensitivetothestretchingofskinandtendons.

Merkel’sendings(orMerkelreceptors)detectmoderate,steadypressureandprovideinformationtothebrainabouttexture.

4. Todaywe’regoingtotestthedensityofreceptorsonthehandandarm.

LabTime


observations.3. Unfoldapaperclipsothatithastwoopenends,forminga“U”shape.Theendsshouldbeaboutacentimeter

apart.Measureitwithyourrulertocheck.4. Haveyourpartneruncovertheirarmuptotheshoulder.Theyshouldplacethisarmonthetable,palmup,

butitisalsoimportantthattheyfaceawayfromyou.Theyshouldn’tbeabletoseethetest.5. GENTLYtouchoneorbothoftheopenpaperclipendstoyourpartner’sfingertip.Askyourpartnerto

determinehowmanypointsyouusedtotouchthem(oneortwo).Thenrecordtheirresponseas(Y)foracorrectansweror(N)forincorrect.

6. Continuetestingbasedonthenumberedpointsinthediagram.Randomlyvarythepointsusedtotouchyoursubject’sskin,recordingtheirY(correct)orN(incorrect)responseforeachindividualarea.

7. Repeatsteps5and6,withthepaperclipendsseparatedatadistanceof3cm,5cm,and10cm.8. Yourturn!Switchplacesandhaveyourpartnertestyouandrecordyourresponses.9. Finally,usethediagramandyourdatatodesignamapofnerveconcentrationsinthearmandhand.What

aresomeoftheadvantagesofthisnerveplacement?

Exercises

1. Whereisthehighestconcentrationofnerveendingsinthebody?(Thetongue.)2. Whatarenerveendsusedfor?(Tocollectdatatokeepussafeandsurvive!)3. Wheredoyouthinktheleastamountofnerveendsshouldbeinthebody?(Backs,rearends,andarms…

partsthatareleastlikelytobumpintosomething.)



Lesson#36:NerveTesterStudentWorksheet

Name______________________________________________________________________

Overview:Oursenseoftouchprovidesuswithinformationthathelpsustoprocessandexploreourworld.Nervesplayanimportantpartinthesenseoftouchbybeingthewiresthatcarrysignalsfromtheskintothebrain.Butthebodyhasaplaninplacesothatourbrainsdon’tgetoverwhelmedwithtoomuchinformation.Thisplanisalotlikeablueprintforwiringahouse.Justlikeahousehaslightswitchesandelectricaloutletsinstrategiclocations,ourbodieshavetouchreceptorsofvariousnumbersbasedontheirlocation.Inthislab,wewillexploreanarmtodeterminewherethehighestconcentrationsofnervesareinthatlimb.

Materials

paperclip,large ruler partner

LabTime

1. Unfoldapaperclipsothatithastwoopenends,forminga“U”shape.Theendsshouldbeaboutacentimeterapart.Measureitwithyourrulertocheck.

2. Haveyourpartneruncovertheirarmuptotheshoulder.Theyshouldplacethisarmonthetable,palmup,butitisalsoimportantthattheyfaceawayfromyou.Theyshouldn’tbeabletoseethetest.

3. GENTLYtouchoneorbothoftheopenpaperclipendstoyourpartner’sfingertip.Askyourpartnertodeterminehowmanypointsyouusedtotouchthem(oneortwo).Thenrecordtheirresponseas(Y)foracorrectansweror(N)forincorrect.

4. Continuetestingbasedonthenumberedpointsinthediagram.Randomlyvarythepointsusedtotouchyoursubject’sskin,recordingtheirY(correct)orN(incorrect)responseforeachindividualarea.

5. Repeatsteps3and4,withthepaperclipendsseparatedatadistanceof3cm,5cm,and10cm.6. Yourturn!Switchplacesandhaveyourpartnertestyouandrecordyourresponses.7. Finally,usethediagramandyourdatatodesignamapofnerveconcentrationsinthearmandhand.What

aresomeoftheadvantagesofthisnerveplacement?


NerveTesterDataTable

Location 1cm–correct? 3cm–correct? 5cm–correct? 10cm–correct?

ExercisesAnswerthequestionsbelow:1. Whereisthehighestconcentrationofnerveendingsinthebody?

2. Whatarenerveendsusedfor?

3. Wheredoyouthinktheleastamountofnerveendsshouldbeinthebody?


Lesson#37:AllAboutKidneysTeacherSection

Overview:Yourkidneysremovewastematerial,minerals,andfluidsfromyourbloodandputitinyoururine.Althoughurineissterile,ithashundredsofdifferentkindsofwastesfromthebody.Allsortsofthingsaffectwhatisinyoururine,includinglastnight’sdinner,howmuchwateryoudrink,whatyoudoforexercise,andhowwellyourkidneysworkinthefirstplace.Thisexperimentwillshowyouhowthekidneysworktokeepyourbodyintopshape.

SuggestedTime:3‐4hours


1literofwaterperstudent 1canofsodaperstudent 1sportsdrink,likeGatorade,perstudent Redfooddye Chalk(orahandfulofsand) Coffeefilterorcheesecloth pHpaperstrips Disposablecups Cleanglassjar Rubberband Measuringcups

FortheoptionalThirdBonusExperiment:

pipecleaners cleanedoutjarorbottle(pickle,jam,ormayojar)

You’llneedtopreparethesolutionaheadoftimeusingthesematerialsfortheentireclass:

oldpot stoveorotherheatingappliance spoon borax

LabPreparation

1. Printoutcopiesofthestudentworksheets.2. ReadovertheBackgroundLessonReadingbeforeteachingthisclass.3. Watchthevideoforthisexperimenttoprepareforteachingthisclass.4. Ifyouareplanningtodotheoptionalthirdbonusexperiment,thenpreparethesolutioninadvancesothe

studentscanuseitduringthelab.You’llprepareasmallbatchasthefirstpartoftheirlabasademonstrationpieceaswell.



Urinetestslookatdifferentcomponentsofurine.Mosturinetestsaredonetogetinformationaboutthebody’shealthandclarifyproblemsthatitmightbehaving.Thereareover100differentkindsofurineteststhatcanbedone.Dependingonthetest,scientistslookfordifferentthings.

Themostobvious,andtheoneyoucandoyourselfathome,istolookatthecolorofurine,whichisnormallyclear.Manydifferentthingsaffecturinecolor,andthedarkeritis,thelesswaterthereisinit.VitaminBsupplementscanturnitbrightyellow.Ifyouliketoeatblackberries,beetsorrhubarb,thenyoururinemightbered‐brown.

Thenextthingtocheckissmell.Sinceurinedoesn’tsmellmuch,it’sasignalifitsuddenlytakesonanunusualodor.Forexample,ifyouhaveanE.coliinfection,yoururinewilltakeonabadodor.

Scientistsalsocheckthespecificgravity,whichisameasureoftheamountofsubstancesintheurine.Thehigherthespecificgravitynumbermeasures,themoresubstanceisintheurine.Forexample,whenyoudrinkalotofwater,yourkidneysaddthatwaterintotheurine,whichmakesforalowerthespecificgravitynumber.Thistestshowshowwellthekidneysbalancetheamountofwaterinurine.Thespecificgravityfornormalurineisbetween1.005‐1.030.

pHisameasureofhowbasicoracidicsomethingis,andforaurinetest,it’sthepHoftheurineitself.ApHof7isneutral,a9isstronglybasic,anda4isstronglyacidic.UsingastripofpHpaperwilltellyouhowbasicoracidicyoururineis.Normally,pHisbetween4.6‐8.0forurine.

Proteinisnotsupposedtobeintheurine,unlessyou’resickwithafever,justhadahardworkoutsession,orarepregnant.Scientistslookforproteintobepresentintheurinetodetectcertainkindsofkidneydiseases.

Glucoseissugarintheblood,andusuallythere’snoglucoseinurine,orifthereis,it’sonlyatinybit.Whenscientistsdetectglucoseintheurine,itmeansthatthebody’sbloodsugarlevelsareveryhigh,andtheyknowtheyneedtolookintothingsfurther.

Whenscientistsfindnitrites,theyknowthatbacteriaarepresent,especiallythekindthatcauseaurinarytractinfectionbecausebacteriamakeanenzymethatchangesnitratestonitritesintheurine.

Strong,healthypeoplewillhaveacoupleofsmallcrystalsintheirurine.Ifscientistsfindalargenumberofcrystals,thentheystartlookingforkidneystones.Iftheydon’tfindkidneystones,thentheystartlookingathowthebodymetabolizesfoodtoseeifthere’saproblem.

Mostadultsmakeabout1‐2quartsofurineeachday,andkidsmakeabout0.6‐1.6quartsperday

Lesson

1. Explaintothestudentsthatinanutshell,thekidneysremovewastefromthebloodandsendittothebladder.

2. Youcanmakeamodelofthekidneysoutofclayinadvanceforthekidstoobserveasyoutalkaboutthefunctionofthekidneys.Thekidneyshouldbeaboutthesizeofyourfistandshapedlikeakidneybean.


3. Labeltheupperpartofthekidneyastheadrenalgland,andexplainhowthispartbringsinbloodtobefilteredbythekidneys.

4. Labelthetubes(calledureters),andexplainhowtheyruntothebladderandcarrythewasteproducedfromfilteringtheblood.

5. Iliketobuildamodelofbothahealthykidneyandonethatdoesn'tfunctionproperly(duetodiseaseorage),forcomparison.

6. Letthestudentsknowtheyareabouttodotwoexperimentswithkidneys,thefirstofwhichisanexperimentwiththeirownkidneys,wheretheywillfigureouthowfasttheirkidneysprocessdifferentfluids.

7. Thesecondpartwilldeterminehowkidneyfiltrationworks.8. BonusDemonstrationIdea:Askiftheythinkifcaffeine(thestuffadultslikeincoffee)affectswhetheror

notkidneystoneswilloccur.Thecalcitestonesarerepresentingkidneystonesinthisexperiment.Breakseveralcalcitestonessotheyareaboutthesamesize.Placetheninseparatedisposablecups.Addenoughsodatocoverthestoneinthefirstcup.Addenoughcoffeetocoverthestoneinthesecondcup.Addenoughcaffeinatedteatocoverthestoneinthethirdcup.Placeinawarmlocation(likeasunnywindoworonahighshelf)andrecordyourobservationsoverthecourseofthemonth.

LabTime


observations.

FirstExperiment:HowQuicklyDotheKidneysProcessFluids?

3. Drinkaliterofwaterquickly(inlessthanfiveminutes).4. Wait20minutes(youcanstartonthesecondpartofthislabwhileyouwait)andthencollectyoururinein

adisposablecupinthebathroomanduseapHtestingstriptotestthepHbydippingitinthecup.5. Repeatfourtimessothatyouhavefoursamplescollected20minutesapart.6. Repeatsteps3–5fortwodifferentliquids,suchasasportsdrinkandasoda.7. Completethedatatableforallthreeliquids.

SecondExperiment:KidneyFiltration

8. Crushapieceofchalkandplaceitinacleanglassjar.(Youcanalternativelyuseahandfulofsandfromtheplaygroundifyoudon’thavechalk.)

9. Fillthejarpartwaywithwater.10. Addafewdropsofredfoodcoloringtothewater.11. Thechalk(orsand)representstoxinsintheblood.Thewaterrepresentstheblood.12. Placeacoffeefilter(orcheesecloth)ontopofthejarandsecurewitharubberband.Thiscoffeefilteris

yourkidney.13. Tipthejaroveradisposablecupandpourthecontentsintothedisposablecup.Thisisthekidneyfiltering

theblood.14. Observewhatthefiltertrapsandwhatitdoesn’tandrecordyourobservationsinthedatatable.


BONUSThirdExperiment:KidneyStones

15. Akidneystoneissomethingthatdevelopsintheurinarytractfromacrystal.Crystalsstartfrom“seedcrystals”thatgrowwhenplacedintherightsolution.

16. Useapipecleanertocreateashapeforcrystalstoclingto(suggestion:cutinto3lengthsandwraparoundoneanother).Curlthetoppipecleaneraroundapencil,makingsuretheshapewillhangnicelyinthecontainerwithouttouchingthesides.

17. Add2cupsofwaterand2cupsofborax(sodiumtetraborate)intoapot.Heat,stirringcontinuouslyforabout5‐10minutes.Donotboil,butonlyheatuntilsteamrisesfromthepan.

18. Whentheboraxhasdissolved,addmore,andcontinuetodosountiltherearebitsofboraxsettlingonthebottomofthepanthatcannotbestirredin(Itmaybenecessarytostopheatingandletthesolutionsettleifitgetstoocloudy).You’llbeaddinginalotofborax!Youhavenowmadeasupersaturatedsolution.Makesureyoursolutionissaturated,oryourcrystalswillnotgrow.

19. Waituntilyoursolutionhascooledtoabout130oF(hottothetouch,butnotsohotthatyouyankyourhandaway).Pourthissolution(justtheliquid,notthesolidbits)intothejar,andaddthepipecleanershape.Makesurethepipecleanerissubmergedinthesolution.Putthejarinaplacewherethecrystalscangrowundisturbedovernight,orevenforafewdays.Warmerlocations(suchasupstairsorontopshelves)arebest.

20. NOTE:ThesecrystalsareNOTedible!Pleasekeepthemawayfromsmallchildrenandpets!

Exercises

1. Whichfluidproducedmoreurineforthefirstexperiment?(Answersvary,butit’susuallysportsdrinks.Sportsdrinkscreateahighoutputofurinebecausemostofthemcontainsalt.)

2. Didthecaffeinesolutionscausethecalcitestonestoshrinkorhavenoeffect?(Caffeinewillcausethecalcitestonetogrow.)

3. Whatdoespouringthechalkywaterthroughacoffeefiltershow?(Thisillustrateshowthekidneystrapthetoxinsbeforereturningthepurifiedbloodtothebody'scirculatorysystem.)

4. Whatarekidneystonesandhowaretheyformed?(Kidneystonesformfromsaltsandmineralsinthebodywhentheconcentrationofwasteishighenoughtoformasolutionthatenablesthecrystaltogrow.Peoplewhogettoomuchcalcium,especiallyasasupplement,aremorelikelytogetkidneystonesalso.)



Lesson#37:AllAboutKidneysStudentWorksheet

Name______________________________________________________________________

Overview:Yourkidneysremovewastematerial,minerals,andfluidsfromyourbloodandputitinyoururine.Althoughurineissterile,ithashundredsofdifferentkindsofwastesfromthebody.Allsortsofthingsaffectwhatisinyoururine,includinglastnight’sdinner,howmuchwateryoudrink,whatyoudoforexercise,andhowwellyourkidneysworkinthefirstplace.Thisexperimentwillshowyouhowthekidneysworktokeepyourbodyintopshape.

Materials

1literofwaterperstudent 1canofsodaperstudent 1sportsdrink,likeGatorade,perstudent Redfooddye Chalk(orahandfulofsand) Coffeefilterorcheesecloth pHpaperstrips Disposablecups Cleanglassjar Rubberband Measuringcups

IfyouaredoingtheoptionalThirdBonusExperiment:

solutionyourteacherhaspreparedforyou pipecleaners cleanedoutjarorbottle(pickle,jam,ormayojar) water borax

LabTime

FirstExperiment:HowQuicklyDotheKidneysProcessFluids?

1. Drinkaliterofwaterquickly(inlessthanfiveminutes).2. Wait20minutes(youcanstartonthesecondpartofthislabwhileyouwait)andthencollectyoururinein

adisposablecupinthebathroomanduseapHtestingstriptotestthepHbydippingitinthecup.3. Repeatfourtimessothatyouhavefoursamplescollected20minutesapart.4. Repeatsteps1‐3fortwodifferentliquids,suchasasportsdrinkandasoda.5. Completethedatatableforallthreeliquids.


SecondExperiment:KidneyFiltration

6. Crushapieceofchalkandplaceitinacleanglassjar.(Youcanalternativelyuseahandfulofsandfromtheplaygroundifyoudon’thavechalk.)

7. Fillthejarpartwaywithwater.8. Addafewdropsofredfoodcoloringtothewater.9. Thechalk(orsand)representstoxinsintheblood.Thewaterrepresentstheblood.10. Placeacoffeefilter(orcheesecloth)ontopofthejarandsecurewitharubberband.Thiscoffeefilteris

yourkidney.11. Tipthejaroveradisposablecupandpourthecontentsintothedisposablecup.Thisisthekidneyfiltering

theblood.12. Observewhatthefiltertrapsandwhatitdoesn’tandrecordyourobservationsinthedatatable.

BONUSThirdExperiment:KidneyStones

13. Akidneystoneissomethingthatdevelopsintheurinarytractfromacrystal.Crystalsstartfrom“seedcrystals”thatgrowwhenplacedintherightsolution.

14. Useapipecleanertocreateashapeforcrystalstoclingto(suggestion:cutinto3lengthsandwraparoundoneanother).Curlthetoppipecleaneraroundapencil,makingsuretheshapewillhangnicelyinthecontainerwithouttouchingthesides.

15. Add2cupsofwaterand2cupsofborax(sodiumtetraborate)intoapot.Heat,stirringcontinuouslyforabout5‐10minutes.Donotboil,butonlyheatuntilsteamrisesfromthepan.

16. Whentheboraxhasdissolved,addmore,andcontinuetodosountiltherearebitsofboraxsettlingonthebottomofthepanthatcannotbestirredin(Itmaybenecessarytostopheatingandletthesolutionsettleifitgetstoocloudy).You’llbeaddinginalotofborax!Youhavenowmadeasupersaturatedsolution.Makesureyoursolutionissaturated,oryourcrystalswillnotgrow.

17. Waituntilyoursolutionhascooledtoabout130oF(hottothetouch,butnotsohotthatyouyankyourhandaway).Pourthissolution(justtheliquid,notthesolidbits)intothejar,andaddthepipecleanershape.Makesurethepipecleanerissubmergedinthesolution.Putthejarinaplacewherethecrystalscangrowundisturbedovernight,orevenforafewdays.Warmerlocations(suchasupstairsorontopshelves)arebest.

18. NOTE:ThesecrystalsareNOTedible!Pleasekeepthemawayfromsmallchildrenandpets!


KidneysProcessFluidsDataTable

RecordthepHandvolume(didyouurinatealot,medium,orlittle?)

DrinkType 20min 40min 60min 80min


KidneysFiltrationDataTable

AmountofChalkorSand

AmountofWater

ColorofWaterafterMixed

AmountofSolidsFilteredOutbyCheesecloth


1. Whichfluidproducedmoreurineforthefirstexperiment?

2. Didthecaffeinesolutionscausethecalcitestonestoshrinkorhavenoeffect?

3. Whatdoespouringthechalkywaterthroughacoffeefiltershow?

4. Whatarekidneystonesandhowaretheyformed?


LifeScience2EvaluationTeacherSection

Overview:Kidswilldemonstratehowwelltheyunderstandimportantkeyconceptsfromthissection.


Objectives:StudentswillbetestedonthekeyconceptsofHumanAnatomy:

Howleversconfermechanicaladvantageandhowtheapplicationofthisprincipleappliestothemusculoskeletalsystem.

Thesequentialstepsofdigestion,andtherolesofteethandmouth,esophagus,stomach,smallintestine,largeintestine,andcoloninthefunctionofthedigestivesystem.

Howleversconfermechanicaladvantageandhowtheapplicationofthisprincipleappliestothemusculoskeletalsystem.

Howkidneysremovecellularwastesfrombloodandconvertitintourine,whichisstoredinthebladder. Howbloodcirculatesthroughtheheartchambers,lungs,andbody,andhowcarbondioxide(CO2)and

oxygen(O2)areexchangedinthelungsandtissues. Howcontractionsoftheheartgeneratebloodpressure,andheartvalvespreventbackflowofbloodinthe

circulatorysystem.

Studentswillalsodemonstratetheseprinciples:

Knowhowtodemonstratehowtheeyeworks,anddemonstratecommoneyeproblems. Demonstratehowthebodycanbemodeledbysimplemachinesandjointmodels.

Materials(onesetforentireclass)

Biconvexlens Balloon Candle Matches(youwilllightthecandlewhenthestudentasksyouto) Paper Clay Pencil Ruler

LabPreparation

1. Printoutcopiesofthestudentworksheets,lappractical,andquiz.2. Haveatubofthematerialsinfrontofyouatyourdesk.Kidswillcomeupwhencalledanddemonstrate

theirknowledgeusingthesematerials.

Lesson

Thestudentsaretakingtwoteststoday:thequizandthelabpractical.Thequiztakesabout20minutes,andyou’llfindtheanswerkeytomakeiteasytograde.


LabPractical

Studentswilldemonstrateindividuallythattheyknowhowtomodelcertainpartsofthebodyusingscientificprinciples.Whileotherkidsarewaitingfortheirturn,theywillgetstartedontheirhomeworkassignment.Yougettodecidewhethertheydotheirassignmentindividuallyorasagroup.


LifeScience2Evaluation

StudentWorksheet

Overview:Todayyou’regoingtotaketwodifferenttests:thequizandthelabpractical.You’regoingtotakethewrittenquizfirst,andthelabpracticalattheendofthislab.Thelabpracticalisn’tapapertest–it’siswhereyougettoshowyourteacherthatyouknowhowtodosomething.

LabTest&Homework

1. Yourteacherwillcallyouupsoyoucansharehowmuchyouunderstandabouthumananatomyandhowitworks.Sincescienceissomuchmorethanjustreadingabookorcirclingtherightanswer,thisisanimportantpartofthetesttofindoutwhatyoureallyunderstand.

2. Whileyouarewaitingforyourturntoshowyourteacherhowmuchofthisstuffyoualreadyknow,yougettochoosewhichhomeworkassignmentyouwanttocomplete.Theassignmentisduetomorrow,andhalfthecreditisforcreativityandtheotherhalfisforcontent,soreallyletyourimaginationflyasyouworkthroughit.Chooseone:a. Writeashortstoryorskitabouthumananatomyfromtheperspectiveofthemuscle,bone,heart,

lungs,oroneofthefivesenses(taste,touch,sight,sound,orsmell).You’llreadthisaloudtoyourclass.b. Makeaposterthatteachesthemainconceptsofhumananatomy.Whenyou’refinished,you’lluseitto

teachtoaclassintheyoungergradesanddemonstrateeachoftheprinciplesthatyou’velearned.c. Writeandperformapoemorsongaboutthemostfascinatingpartofhumananatomy.Thiswillbe

performedforyourclass.


LifeScience2QuizTeacher’sAnswerKey

1. Whatarewaysthatthehumanbodycandetecttemperature?(Thermoreceptorsarethenerveendingsinourskinthatdetectchangesintemperature.They’relocatedinthedermis,orsecondlayerofskin,andwehavebothcoldreceptorsandwarmreceptors.)

2. Whatarethetwomaintypesofmuscles?(voluntaryandinvoluntary)3. Givetwoexamplesofamusclegroup.(Example:cardiacmuscles,smoothmuscles)4. Whatisthesmooth,hard,protectivelayerontheoutsideofbonescalled?(corticalbone)5. Whatistheinsidespongy,porous,honeycombedbonecalled?(cancellousbone)6. Whichbodysystemistheheartapartof?(cardiovascularsystem)Whataresomeofthejobs?(delivering

nutrientsandoxygen,disposingofwaste,regulatingbodytemperature,fightingdisease,maintaininghomeostasis)

7. Whichbodysystemareyourlungsapartof?(respiratorysystem)Whataresomeotherpartsinthissystem?(trachea,diaphragm,nose,mouth,etc.)

8. WhatispHandhowisituseful?(ameasurablescalethatletsusknowhowacidicorbasicsomethingis)WhatpHisconsideredacidic?(1‐4)

9. Whatistheprocesscalledthatmovesfoodalongthedigestivetractandhowdoesitwork?(Peristalsisoccurswhensmoothmusclesalongthedigestivetractexpandandcontracttomovefood.)

10. Whatdoyourkidneysdo,andhowdotheydoit?(Thekidneysremovewastematerial,minerals,andfluidsfromthebloodandputitintheurinebyactingasafilter.)


LifeScience2QuizStudentWorksheet

Name__________________________________________________________

1. Whatarewaysthatthehumanbodycandetecttemperature?

2. Whatarethetwomaintypesofmuscles?

3. Givetwoexamplesofamusclegroup.

4. Whatisthesmooth,hard,protectivelayerontheoutsideofbonescalled?

5. Whatistheinsidespongy,porous,honeycombedbonecalled?

6. Whichbodysystemistheheartapartof?Whataresomeofthejobs?

7. Whichbodysystemareyourlungsapartof?Whataresomeotherpartsinthissystem?

8. WhatispHandhowisituseful?WhatpHisconsideredacidic?

9. Whatistheprocesscalledthatmovesfoodalongthedigestivetractandhowdoesitwork?

10. Whatdoyourkidneysdo,andhowdotheydoit?


LifeScience2LabPracticalTeacher’sAnswerKey

Thisisyourchancetoseehowwellyourstudentshavepickeduponimportantkeyconcepts,andifthereareanyholes.Yourstudentsalsowillbeworkingontheirhomeworkassignmentasyoudothistestindividuallywiththestudents.

Materials:

Doubleconvexlens Balloon Candle Matches(youwilllightthecandlewhenthestudentasksyouto) Paper Pieceofclay Pencil Ruler

LabPractical:AskthestudentNote:Answersgiveninitalics!

Designanexperimentthatshowshowtheshapeoftheeyewillmakepeoplenear‐orfar‐sighted.Blowuptheballoonandinsertthelensintothemouthoftheballoon.Thestudentwillbringtheballoonclosetoalitcandleandshowtheimageofthecandlethatappearsonthebackoftheballoon.Squishtheballoonslightlyonthetoptomakeanear‐sightedeyeball,andthengentlypushinthefrontandbackofballoontomakeitafar‐sightedballoon.)

Designanexperimentthatshowshowafirst‐classleverworks,andalsoshowwhereinyourbodyyoucanfindthistypeoflever.(Studentwillbalancethemiddleoftherulerontheirfingerandthenplayapieceofclayatoneend,andthenpushdownontheotherendoftherulertolifttheclaylikeasee‐saworteeter‐totter.Theneckjointinthemiddleisthefulcrum,withloadandeffortoneitherside.)


TheScientificMethod

Oneoftheproblemskidshaveishowtoexperimentwiththeirgreatideaswithoutgettinglostinthejumbleofresultdata.Sooftenstudentswillnothaveanyclearideasaboutwhatchangecausedwhicheffectintheirresults!Studentsoftenhavetroublecommunicatingtheirideasinwaysthatnotonlymakesensebutarealsoacceptablebysciencefairsorothertechnicalcompetitionsdesignedtogetkidsthinkinglikearealscientist.Anotherproblemtheyfaceisstrugglingtoapplythescientificmethodtotheirscienceprojectinschool,forscoutbadges,oranyothertypeofreportwhereit’simportantthatotherfolksknowandunderstandtheirwork.

Thescientificmethodiswidelyusedbyformalscienceacademiaaswellasscientificresearchers.Formostpeople,it’sarealjumptofigureoutnotonlyhowtodoadecentproject,butalsohowtogoaboutformulatingascientificquestionandinvestigateanswersmethodicallylikearealscientist.Presentingtheresultsinameaningfulwayvia“exhibitboard”…well,that’sjustmoreofastretchthatmostkidsjustaren’treadyfor.Thereisn’tawholelotofusefulinformationavailableonhowtodoitbythepeoplewhoreallyknowhow.That’swhyI’mgoingtoshowyouhowusefulandeasyitis.

Thescientificmethodisaseriesof5stepsthatscientistsusetodotheirwork.But,honestly,youuseiteveryday,too!ThefivestepsareObservation,Hypothesis,Test,CollectData,andReportResults.Thatsoundsprettycomplicated,butdon’tworry,theyarejustbigwords.Letmetellyouwhatthesewordsmeanandhowtoplaywiththem.

Step1:Observationmeanswhatdoyousee,orhear,orsmell,orfeel?Whatisitthatyou’relookingat?Isthatwhatitusuallydoes?Isthatwhatitdidlasttime?Whatwouldhappenifyoutriedsomethingdifferentwithit?Observationisthebeginningofscientificresearch.Youhavetoseeortouchorhearsomethingbeforeyoucanstarttodostuffwithit,right?

Step2:Onceyouobservesomething,youcanthenformahypothesis.Allhypothesisreallymeansis“guess.”Ahypothesisisaneducatedguess.Tonightatdinner,whensomeoneasksyou,“Doyouwantpeasorcarrots?”Say,“IhypothesizethatIwouldlikethecarrots.”Everyonewillthinkyou’reagenius!Basicallyyou’resaying“IguessthatIwouldlikethecarrots.”Hypothesesaren’trightorwrong,theyarejustyourbestguess.

Step3:Toseeifyourguessiscorrect,youneedtodothenextstepinthescientificmethod:test.Thetestisjustwhatitsoundslike:runningexperimentstoseewhetherornotyourhypothesisiscorrect.

Step4:Asyoudoyourtests,youneedtocollectdata.Thatmeanscollectingthenumbers,themeasurements,thetimes,thedataoftheexperiment.Onceyoucollectyourdata,youcantakealookatit,orinotherwords,analyzeit.

Step5:Onceyouanalyzeyourdatayoucanreportyourresults.Thatbasicallymeanstellsomeoneaboutit.Youcanputyourdatainachartoragraphorjustshoutitfromtherooftops!

Here’sagreatwaytorememberthe5steps.Rememberthesentence“OrangeHipposTakeClassesRegularly.”Thefirstletterineachwordofthatgoofysentenceisthesameasthefirstletterineachstepofthescientificmethod.That’scalledamnemonicdevice.Makeupyourownmnemonicdevicestorememberallsortsofstuff.

“OK,sothat’swhatthewordsmean.HowdoIusethateveryday?”


Well,I’mgladyouaskedthatquestion.Ifyouhadcerealforbreakfastthismorning,youdidthescientificmethod.Onthetableyouhadabowlofcerealwithnomilkinit.Asyoulookedatyourdrycereal,youmadeanobservation,“Ineedmilk!”Atthatpoint,youmadeahypothesis,“There’smilkinthefridge.”Youcan’tbesurethere’smilkinthefridge.Someonemighthaveuseditup.Itmighthavegonebad.Aliensmayhaveusedittogasuptheirmilk‐poweredspaceship.Youjustdon’tknow!Soyouhavetodoatest.

Whatwouldbeagoodtesttoseeifthereismilkinthefridge?Openthefridge!Nowonceyoumovetheweek‐oldspaghettiandthegreenJell‐O(atleastyouhopeit’sJell‐O)outoftheway,youcanseeifthereismilkornot.Soyoucollectyourdata.Thereismilkorthereisn’tmilk.Nowyoucanfinallyreportyourresults.Ifthereismilk,youcanhappilypouritonyourcereal.Ifthereisn’tanymilk,youreportyourresultsbyshouting,“Hey,Mom...Weneedmilk!”Scientificmethod,notsohardisit?

You’llgetfamiliarwiththescientificmethodbydoingtheactivitiesandexperimentsinyourlessons.Mostscientistsdon’tusethefullversionofthescientificmethod,whichactuallyincludesseveraladditionalstepstotheonesI’veoutlinedabove.You’llfindthefull‐blownversionofthescientificmethodinthebackofthisbook.I’veincludedacopyofaspecialprojectwhichwonfirstprizeatasciencefair.You’llfindthiscompleteprojectexplainseverydetailandhowitusesthefullversionofthescientificmethodsoyoucanseehowtodoitforyourselfonanyprojectyouchoose.


VocabularyfortheUnitabsorption‐Processinwhichsubstancesaretakenupbytheblood;afterfoodisbrokendownintosmallnutrientmolecules,themoleculesareabsorbedbytheblood.

acne‐Pimplescausedbyblockedoilglands.

aerobicexercises‐Typesofexercisesthatcausethehearttobeatfasterandallowthemusclestoobtainenergytocontractbyusingoxygen.

alveoli–grape‐likesacswheregasexchangeoccursinthelungs

anabolicsteroids‐Hormonesthatcausethebodytobuildupmoreproteininitscells.

anaerobicexercise‐Typesofexercisesthatinvolveshortburstsofhigh‐intensityactivity;forcesthemusclestoobtainenergytocontractwithoutusingoxygen.

antibody–Chemicalthatidentifiesanddestroysharmfulsubstances

artery–Bloodvesselthatcarriesbloodawayfromtheheart

asthma–chronicdiseasecausedbyaninflammationofthebronchioles

atherosclerosis–Buildupofplaqueinthearteries

atrioventricularvalve–Valveseparatingeachoftheheart’satriafromtheventricles

atrium–Oneofthetwochambersatthetopoftheheartthatgetsbloodfromotherpartsofthebody

autonomicnervoussystem–PartofthemotordivisionofthePNScontrollinginvoluntarymotions

axon–Partoftheneuronthatsendsimpulsestoothercells

bacteria–Single‐celledorganismswithoutanucleus

ballandsocketjoints‐Jointstructureinwhichtheball‐shapedsurfaceofonebonefitsintothecuplikedepressioninanotherbone;examplesincludetheshoulderandhipjoints.

bodyodor‐Smellthatisproducedbythebreakdownofsweatbybacteriathatliveontheskin.

bodysystem–groupoforgansandtissuesworkingtogethertowardsacommonpurpose

bonemarrow‐Softconnectivetissuefoundinsidemanybones;siteofbloodcellformation.

brain–Complexorganthatisthecontrolcenterofthebody

brainStem–Partofthebrainthatcontrolsbasicbodyfunctionssuchasbreathing,heartbeat,anddigestion

bronchi–tubeleadingfromthetracheaintothelungs

bronchiole–smallertubesthebronchibranchinto

bronchitis–diseasecausedbyaninflammationofthebronchi


capillary–Smallbloodvesselconnectingarteriesandveinswhereoxygentransfertakesplace

capillaryBed–Networkofcapillariesprovidingoxygenandnutrientstoorgans

carbohydrates‐Nutrientsthatincludesugars,starches,andfiber;giveyourbodyenergy;organiccompound.

cardiacmuscle‐Aninvoluntaryandspecializedkindofmusclefoundonlyintheheart.

cartilage‐Smoothcoveringfoundattheendofbones;madeoftoughcollagenproteinfibers;createssmoothsurfacesfortheeasymovementofbonesagainsteachother.

cellbody–Partoftheneuronthatcontainsthenucleusandorganelles

centralnervoussystem(CNS)–Partofthenervoussystemconsistingofthebrainandspinalcord

cerebellum–Partofthebrainthatcontrolsbodyposition,coordination,andbalance

cerebrum–Partofthebrainthatcontrolsvoluntarymotionandspeech

chemicaldigestion‐Digestioninwhichlargefoodmoleculesarebrokendownintosmallnutrientmolecules.

cilia–Smallhairsthatpushmucusandpathogensoutofyourbody

circulation–Themovementofbloodaroundthebody

cochlea–Liquid‐filledcavityintheear

compactbone‐Thedense,hardouterlayerofabone.

connectivetissue‐Tissuethatismadeupofdifferenttypesofcellsthatareinvolvedinstructureandsupportofthebody;includesblood,bone,tendons,ligaments,andcartilage.

constipation‐Havingthreeorlessbowelmovementseachweek.

contraction‐Shorteningofmusclefibers.

cornea–Clearprotectivelayerontheoutsideoftheeye

coronarycirculation–Theprocessofprovidingoxygentotheheartmuscle

coronaryheartdisease–Atherosclerosisblockingbloodflowtotheheart

dairy‐Milkproducts.

dendrite–Partoftheneuronthatreceivesnerveimpulses

dermis‐Thelayerofskindirectlyundertheepidermis;madeofatoughconnectivetissuethatcontainstheproteincollagen.

dialysis–artificialkidneyfunction

diaphragm–sheetofmusclethatcontractsorrelaxestoletairintoandoutofthelungs.

diastolicpressure–Measureofthelowestbloodpressure


diet‐Thesumofthefoodanddrinksconsumedbyaperson,especiallyinregardtohisorherhealth.

digestion‐Processofbreakingdownfoodintonutrients.

duodenum‐Thefirstpartofthesmallintestine;wheremostchemicaldigestiontakesplace.

eardrum–Partoftheearthatvibratesfromsoundwaves

elimination‐Theprocessinwhichsolidfoodwastepassesoutofthebody.

enzymes‐Asubstance—usuallyaprotein—thatspeedsupchemicalreactionsinthebody.

epidermis–Outerlayerofskin

epidermis‐Theoutermostlayeroftheskin;formsthewaterproof,protectivewrapoverthebody'ssurface;madeupofmanylayersofepithelialcells.

epiglottis–flapofconnectivetissuethatcoversthetracheawheneatingtopreventchoking

epithelialtissue‐Atissuethatiscomposedoflayersoftightlypackedcellsthatlinethesurfacesofthebody;examplesofepithelialtissueincludetheskin,theliningofthemouthandnose,andtheliningofthedigestivesystem.

esophagus‐Thenarrowtubethatcarriesfoodfromthethroattothestomach.

excretion–actofremovingwastefromthebody

excretorysystem–groupoforgansthatremoveswastefromthebody

exhalation–movementofairoutofthebody

extensor‐Themusclethatcontractstocauseajointtostraighten.

externalrespiration–theprocessofairenteringthebody,goingtothelungsandexchangingoxygenforcarbondioxide

fever–Raisingofthebodytemperatureabovenormal

fixedjoints‐Jointswhichdonotmove,skulljoints,forexample.

flexor‐Themusclethatcontractstocauseajointtobend.

foodallergy‐Aconditioninwhichtheimmunesystemreactstoharmlesssubstancesinfoodasthoughtheywereharmful.

fruit‐Asweet,fleshypartofaplantwhichcanbothbeeatenandhasatleastoneseed.

fungi–Simpleorganismsthatcanhaveoneormorecells

genetic–Abletobepassedonfromparentstooffspring

glidingjoints‐Jointstructurethatallowsonebonetoslideovertheother;examplesincludesthejointsinthewristsandankles.


grains‐Anyfoodmadefromwheat,rice,oats,cornmeal,barleyoranothercerealgrainisagrainproduct.Bread,pasta,oatmeal,breakfastcereals,tortillas,andgritsareexamplesofgrainproducts.

earing–Theabilitytodetectsound

heartAttack–Thecompleteblockageofacoronaryartery

hemoglobin–Oxygen‐carryingprotein

hereditary–abletobepassedonfromparentstochildren

hingejoints‐Jointstructureinwhichtheendsofbonesareshapedinawaythatallowsmotionintwodirectionsonly(forwardandbackward);examplesincludethekneesandelbows.

homeostasis‐Theabilityofthebodytomaintainastableinternalenvironmentintheresponsetoexternalchanges.

hormones‐Regulatorymoleculesusedinmanybodilyprocesses,includingdigestion.

hyperopia–Visiondisorderinwhichlightisfocusedbehindtheretina

hypertension–Diseaseinwhichapersonalwayshashighbloodpressure

hypodermis‐Fattylayeroftissuethatliesunderthedermis,butisnotpartoftheskin,alsocalledthesubcutaneoustissue.

ileum‐Thethirdpartofthesmallintestine;coveredwithvilli;thefewremainingnutrientsareabsorbedintheileum.

immuneresponse–Reactionofthebodywhenapathogenenters

infectious–Abletobespreadfromonepersontoanother

inflammation–Reactiontoinfectioninvolvingincreasedbloodflow

ingredients‐Aspecificitemthatafoodcontains.

inhalation–movementofairintothebody

insolublefiber‐Large,complexcarbohydrate;doesnotdissolveinwater;movesthroughthelargeintestineandhelpskeepfoodwastemoistsoitcanpasseasilyoutofthebody.

integumentarysystem‐Theoutercoveringofthebody;madeupoftheskin,hair,andnails.

internalrespiration–theprocessofbloodtakingoxygentothecellsofthebodyandexchangingitforcarbondioxide

involuntarymuscle‐Amusclethatapersoncannotconsciouslycontrol;cardiacmuscleandsmoothmuscleareinvoluntary.

iris–Coloredpartoftheeyearoundthepupil

jejunum‐Thesecondpartofthesmallintestine;wheremostnutrientsareabsorbedintotheblood;linedwithtiny“fingers”calledvilli.


joints‐Pointatwhichtwoormorebonesmeet.

keratin‐Tough,waterproofproteinthatisfoundinepidermalskincells,nail,andhair.

kidney–organthatfiltersurine

kidneystone–crystalizednitrogen‐bearingcompoundthatcanleadtointensepain

ligaments‐Fibroustissuethatconnectsbonestootherbones;madeoftoughcollagenfibers.

lipids‐Nutrientssuchasfatsthatarerichinenergy;organiccompound.

lymphocytes–Whitebloodcellsinvolvedintheimmuneresponse

lysozymes–Enzymesthatkillpathogens

mechanicaldigestion‐Digestionwiththeteeth.

melanin‐Thebrownishpigmentthatgivesskinandhairtheircolor.

minerals‐Chemicalelementsthatareneededforbodyprocesses.

motordivision–PartofthePNSthatsendsmessagesfromthebrainbacktotheinternalorgans

motorneuron–Neuronthatcarriesmessagesfromthebrainandspinalcordtotheorgansandmuscles

movablejoints‐Mostmobiletypeofjoint;themostcommontypeofjointinthebody.

mucus–Moiststickysubstancethattrapspathogens

mucusmembrane–Areaofthebodynotcoveredbyskin

musclefibers‐Long,thincellsthatcancontract;alsocalledmusclecells.

muscletissue‐Tissuethatiscomposedofcellsthathavefilamentsthatmovepasteachotherandchangethesizeofthecell.Therearethreetypesofmuscletissue:smoothmuscle,skeletalmuscle,andcardiacmuscle.

myelin–Fattylayerthatallowsnerveimpulsestomovemorequickly

myopia–Visiondisorderinwhichlightisfocusedinfrontoftheretina

MyPlate‐Diagramthatshowswhatportionsofwhichfoodgroupsyoushouldincludeinyourdiet(updatedfromMyPyramid).

MyPyramid‐Diagramthatshowshowmuchyoushouldeateachdayoffoodsfromsixdifferentfoodgroups.

negativefeedbackloop‐Amechanismofcontrolinthebodyinwhichtheresultofabodilyfunctionactsasasignaltostop.

nerve–Groupofnervecells

nerveimpulse–Messagesentbythenervoussystem

nervoustissue‐Composedofnervecellsandrelatedcells.


neuron–Nervecellthatsendsmessagesthroughoutthebody

noninfectious–Notabletobespreadfromonepersontoanother

nutrients‐Chemicalsinfoodthatyourbodyneeds.

nutritionfacts‐Thelabelonpackagedfoodthatshowsthenutrientsinthefood.

oilglands‐Skinorganthatsecretesanoilysubstance,calledsebum,intothehairfollicle.

organ–Groupofspecializedcellsworkingtogether

organsystem–Agroupoforgansworkingtogether

organelle–Smallstructureinsideacell

parasympatheticdivision–Divisionoftheautonomicnervoussystemthatcontrolsinvoluntarymotionundernormalcircumstances

partlymovablejoints‐Jointswhichcanonlymoveinonedirection;forexample,elbows.

pathogen–Substancecapableofcausinginfectionordisease

periosteum‐Tough,shiny,whitemembranethatcoversallsurfacesofbones.

peripheralnervoussystem(PNS)–PartofthenervoussystemconsistingofallthenervecellsoutsidetheCNS

peristalsis‐Thewave‐likemovementoftheintestinalmusclesusedtomovefoodfromtheesophagustotheanus.

phagocyte–Whitebloodcellthatengulfsanddestroyspathogensanddebris

phagocytosis–Processinwhichphagocytesdestroypathogensanddebris

pharynx–tubethroughwhichfoodandairtravels;commonlycalledthethroat

pinna–Theouterear

pivotjoints‐Jointstructureinwhichtheendononebonerotateswithinaring‐typestructurewhichcanbemadepartlyofboneandpartlyofligament;exampleincludesthejointbetweentheradiusandulna.

plaque–Materialthatcanbuildup

plasma–Theliquidpartofblood

platelet–Partofthebloodthatassistsinclotting

protein‐Nutrientsmadeupofsmallermoleculescalledaminoacids;giveyourbodyenergy;helpcontrolbodyprocesses;organiccompound.

protozoa–Single‐celledorganismswithnuclei

pulmonaryArtery–Arterythattakesbloodfromthehearttothelungs

pulmonarycirculation–Circulationofbloodfromthehearttothelungs,andbacktotheheart


pulmonaryvein–Veinthattakesbloodfromthelungsbacktotheheart

pupil–Smallopeningintheeyethatletsinlight

redbloodcell–Disc‐shapedcellthatcarriesoxygen

reflexArc–Nerveimpulsethatonlymakesittothespinalcord,andnevergetstothebrain

retina–Areaatthebackoftheeyeonwhichlightisfocused

sebum‐Anoilysubstancesecretedbyoilglandswhichbreaksdownbacteria.

secretions–Thingsthatcomeoutofthebody

seizure–Periodofunconsciousness,possiblyincludingviolentmusclemovements

semicircularcanals–Liquidfilledpartoftheearinvolvedinbalance

semilunarvalve–Valveseparatingeachoftheheart’sventriclesfromthearteriesleavingtheheart

sensorydivision–PartofthePNSthatsendsmessagesfromsenseorganstothebrain

sensoryneuron–Neuronthatsendsmessagesfromtheorganstothebrainandspinalcord

skeletalmuscle‐Themusclethatisusuallyattachedtotheskeleton.

skeletalsystem‐Bodysystemthatismadeupofbones,cartilage,andligaments.

skeletons‐Sturdyscaffoldingofbonesandcartilagethatisfoundinsidevertebrates.

skin‐Thelargestorganinthebody.Itcoversthebody;keepingwaterout,andhelpingkeepthetemperaturestableinside.

skull–Bonesthatprotectthebrain

smallintestine‐Thenarrowtubebetweenthestomachandlargeintestinewheremostchemicaldigestionandabsorptionofnutrientstakeplace.

smoothmuscle‐Involuntarymusclefoundwithinthewallsoforgansandstructuressuchastheesophagus,stomach,intestines,andbloodvessels.

solublefiber‐Large,complexcarbohydrate;dissolvesinwater;helpskeepsugarandfatatnormallevelsintheblood.

somaticnervoussystem–PartofthemotordivisionofthePNScontrollingvoluntarymotion

sphygmomanometer–Toolusedtomeasurebloodpressure

spinalcord–Tubeofneuronsthatcarriesmessagestoandfromthebrain

spongybone‐Lighterandlessdensethancompactbone;foundtowardthecenterofthebone.

sprains‐Aligamentinjury;usuallycausedbythesuddenoverstretchingofajointwhichcausestearing.


stretchingexercises‐Exerciseswhichwarm‐upthemuscles.

stroke–Diseasecausedbyatherosclerosisofthearteriesprovidingbloodtothebrain

sweatglands‐Glandthatopenstotheskinsurfacethroughskinpores;foundalloverthebody;secretessweat.

sympatheticdivision–Divisionoftheautonomicnervoussystemthatcontrolsthe“fightorflight”response

synapse–Placewhereaxonsanddendritesmeet

systolicbloodpressure–Measureofthehighestbloodpressure

tastebuds–Clustersofsensoryneuronsfoundonthetongue

tissue‐Agroupofcellsthatworktogetherforacommonpurpose.

touch–Senseofpain,pressure,andtemperature

trachea–tubethroughwhichairtravelsonitswaytothelungs

urea–nitrogen‐containingcompoundintheurine

ureter–tubethatmovesurinefromthekidneystotheurethra

urethra–tubethroughwhichurineleavesthebody

urinarybladder–organthatstoresurinebeforeitisreleased

urinarysystem–groupoforgansthatremoveurinewastefromthebody

urine–combinationofwaterandliquidwastesinthebody

USDA‐UnitedStatesDepartmentofAgriculture.

vector–Organismthattransfersdisease

vegetables‐Anyvegetableor100%vegetablejuicecountsasamemberofthevegetablegroup.Vegetablesmayberaworcooked;fresh,frozen,canned,ordried/dehydrated;andmaybewhole,cut‐up,ormashed.

vein–Bloodvesselthatbringsbloodbacktotheheart

ventricle–Oneofthetwochambersatthebottomoftheheartthatpumpsbloodtootherpartsofthebody

vertebrae–Bonesthatprotectthespinalcord

virus–Non‐livingpathogenthattakesovercellsbyinjectinggeneticmaterial

vitamins‐Substancesthatthebodyneedsinsmallamountstofunctionproperly.

voluntarymuscle‐Amusclethatapersoncanconsciouslycontrol;skeletalmuscleisvoluntary.

water‐Oneoftheessentialnutrientsneededbythebody.

whitebloodcell–Bloodcellthatprotectsthebodyfromdisease

Documents

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